Life During Lockdown

I am living my best life.

I sleep in until 8:00. In the early days of the shutdown, my beloved Starbucks abandoned me. Only two little independent coffee shops were open through March and early April. One is just around the corner and serves cornbeef hash made from scratch. The other is a mile away with a fairly generic menu. So every morning I go on a two mile jaunt for coffee to avoid the thirty pounds I’d gain eating that cornbeef hash every day.  The walk gives me plenty of time to chat with the dozens of others out on the sidewalk, something I rarely have the opportunity to do when commuting every day. The rest of the morning in and around coffee is Twitter, the news, water the garden, maybe make a trip to the hardware or grocery store. Nothing intense, just little tasks. At 10:30 I start my first “office hours” session, working on zoom calls until 2, occasionally scheduling a later session for working students.

I don’t offer “classes” per se. I just assign work, tell students to show up a couple times a week in Zoom sessions, and let them choose when.  Timeshifting isn’t usually an opportunity granted teachers, much less the ability to work from home.  While I love the flexibility of office hours, remote classes narrow the entire act of teaching down to one mode. Explanation has always been my strong suit, but there’s so much more to teaching.  I miss the variety. I miss my job.

Ninety percent of my students were regular participants for the first month, eighty percfent the next, but those numbers will fall. Like most district and union shutdown grading agreements, ours is a spectacularly stupid policy. 1) Grades are credit/no credit only. 2) Students who were passing on the day the schools shut down are guaranteed a credit grade. In short, students with a D or higher in mid-march don’t have to do a thing and the district is legally committed to give them a passing grade.  It’s amazing we have any students at all.  On the other hand, the participation and learning I see my students achieving leaves my original expectations in the dust. The bureaucrats are doing a great deal wrong. My students are doing a great deal right.

After my last zoom call finishes up, once Starbucks finally reopened, I take another  mile and a half trek for an iced espresso. Sometimes the late afternoon is spent in my garden, which is the entire backyard: tomatoes, corn, beans, squash, watermelon, cucumbers, peppers, lettuce, basil. Weeds are a problem this year; I’m mulching with my stepdad in a couple days.

I am running an “after school” club activity that I dreamed up to give interested students  some experience planning and managing a donation project. This takes a couple hours of every day, either creating products or buying supplies. Add to that the  few hours a week spent driving around to student homes, delivering materials to assemble various products that we’re donating.  Mondays or Wednesdays I usually head into school just to see the place, talk to my tech guy about various issues, collect any supplies I need.

My favorite restaurant has as much respect for pandemic laws as I do, and allows regulars to dine in. I stop in at least once a week, often bringing a friend or colleague, or maybe my brother.  A few other restaurants are open on the same basis: the barbecue joint up the street, the pho shop I frequent, and the Vietnamese sandwich shop. The liquor store beer bar I love is still open, but Bart left the state to teach while living with his girlfriend, so I don’t go as often as I used to.

Almost every day, I walk to one of three stores for dinner groceries. On Friday and Saturdays, my nephew hangs out with us;  we cook a big dinner and have movie night. I try to keep up on grading while watching TV.

My maid service comes every two weeks. Every six weeks, Lyle the stylist, as he insists on being called, comes by and does hair–mine, my brother’s, anyone else who hears he’s coming. I’m starting up acupuncture pretty soon. As is probably clear,  I follow only those pandemic laws that would put a business or employer in jeopardy if they were caught allowing the behavior. I’m fairly scrupulous at school and extremely cautious in any student interactions. Most of the time, I blissfully abstain from virtuous pandemic theatrics.

My life is great. Like, Tony Tiger grrrrreat. The luxury of time, meaningful occupations both professional and vocational.

Another piece of good fortune: no one in my family is financially at risk. Parents are retired. My sister and her husband are wealthy enough to be semi-retired, although my sister still sells diet products for another five figures a month. My grocery manager brother is busy and respected in the community, regularly working with city managers, nursing home staff, and so on. My other brother spent a couple weeks unemployed but is back at work. My son is in sales, but  the shutdown hit when he was at the top of a cycle and he took unemployment too. He’s enjoyed family time at home with his wife and two kids, feeling very lucky for the opportunity, and just went back to work.  If all that good fortune isn’t cause enough for celebration, my renters are employed.

So my life, which I already found deeply satisfying, has improved in almost every way by being forced to work from home–the only exception being the work itself.

But my easy living barely compensates for the fury. I am aghast at the utter waste and devastation caused by this needless national shutdown. I’m furious at the media which openly advocates for policies rather than trying to inform the public.   Disgusted at governors who caved to the media.  Incoherently, snarlingly hostile to people who see nothing wrong in placing their (or others) peace of mind above the well-being of children and young adults.  I try not to rant about it and in real life, anyway, I succeed. Most of the time.

At least the people in my community share my disdain, whether they say so or not. Surveys say my neighbors support the shutdown laws. Observations say otherwise. The parking lots are full.  Stores are crowded. Lines are long. Apart from rush hour, traffic is pretty heavy. Mask wearing is barely what’s required by law. No one’s huddling in their houses. It’s a deep deep blue region. People will starve before they give Trump the satisfaction of a protest. But random, frequent conversations reveal I’m not alone in my annoyance and anger.

It’s Twitter and the media, the outside world, that flummoxes me with the constant reminder of the mindsets that got us into this mess.  The other day, mild-mannered Damon Linker said, without apparent shame, that schools should be closed as long as need be to ensure that children don’t infect vulnerable adults in their family. When I asked how long he was planning on locking kids down, preventing them from living every day life, he asked angrily who would console his children if they infected him and his wife both of whom are in high-risk categories. Now, I don’t want Damon Linker’s kids to feel guilty, but wouldn’t it be much less catastrophic if he just kept them home? But no, he feels that since many others have the same vulnerability, schools should stay closed. That’s a whole level of entitlement I don’t get. I do not take the thousands of deaths lightly. Neither do the many other people who find this lockdown unnecessary.

I remind myself frequently of my tremendous luck and fruitful, happy life in lockdown, to keep my mood as balanced as possible.

The disconnect between my comfortable circumstances and my anger at the decisions that forced this life upon me can be disconcerting. Were I younger, I’d probably spend all my time fuming and none just enjoying the freedom. But I was self-employed for twenty years, and not a day goes by that I don’t feel a shiver of the economic devastation the pandemic would have brought down on me had it hit  had the pandemic hit during one of my earlier careers.  So I enjoy the sun, the walking, the neighbors, the coffee, the garden, the time spent with students. I try not to obsess about events–now, see, don’t get the wrong idea. I obsess all the time, but mostly about my own life. The world I leave for others to worry about, usually.

Anyway. While reviewing this piece about my terrific lockdown life, I suddenly asked myself if I could do anything to feel even more productive and happy.  And the answer came back instantly:

I could write more.

 

 


Tradeoffs in the Era of Covid-19

Lawmakers Want to Reopen America, But It May Not Be So Easy–Charles Fain Lehman
No One Is In Charge of Reopening the Country–Michael Brendan Dougherty
Curve-flattening a result of behavioral change, not central planning–Jonah  Goldberg
The important question isn’t when the government is going to lift restrictions–Megan McArdle
Experience Counts When It Comes to Preparing a Population for a Viral Threat-Jim Geraghty

(There are many other such pieces on the center and center/right; I just picked a few at random.)

If you follow me on Twitter, you know that I am deeply skeptical of the totality of the nation’s shutdown. End arena attendance of professional sports, sure. Close Disneyland, yah. Halve occupancy rates of popular bars, require people to spread out when waiting in line, by all means. I’m very much in favor of closing airports, which effectively quarantines a lot of the country geographically. Require schools, gas stations and restaurants to devote considerably more labor to bleaching and cleaning restrooms several times a day, and close public access restrooms in most other retail outlets.

I’m not a “floomer”, although I really despise the smug way that people use that term. I worry a little bit about getting the bad form of the virus, but not as much, say, as I dread takeoffs when flying. My concerns revolve more about my mom and stepdad, less about my dad because he’s in a safe state.

But I firmly believe we should not have closed the schools. We should not have shut down most retail outlets, nor should we have forced restaurants to take out only. Give me back Starbucks!

The casual inequities of the shutdown really piss me off. It’s absurdly unfair that Walmart and Target, by virtue of four or five aisles of groceries, are allowed to sell pillows, picture frames, clothes, and electronics, while Best Buy, Staples, Kohls, and Macys are forced to close for months. It’s ridiculous that Home Depot and Ace can sell plants and seeds, but nurseries have to do online orders and curbside pickups.   I’m just grateful I don’t live in the state where “that woman” doesn’t let you buy mosquito repellant and seeds even from Walmart.

My attitude towards the virus is undoubtedly shaped in part by the same mindset that leads to my confusion that there are people in this world who don’t just get flu shots, but actually schedule them in advance. I worry about plane crashes and electrocution, occasionally fear the idea of getting cancer. But on a personal level, I simply don’t find a brand new virus that probably won’t kill you but might worth the level of reaction we’ve had forced on us by the governors, whipped on by a frantic media who clearly worries a hell of a lot more about germs than I do.

I am also personally outraged by the casual disregard those pushing the shutdown have for the nation at large. Shutting down the economy creates winners and losers, while the media and politicians pretended that business as usual = loser and shutdown = winning.

But such an outlook is manifestly incorrect, and before long people began (very hamhandedly) pointing out that we are bankrupting our future, hurting the children of our society, to save the elderly and the “vulnerable” (as if children aren’t vulnerable). But we aren’t, as all the same people will acknowledge, saving the elderly and the vulnerable, because without a vaccine or a cure the virus is out there and will wreak the same havoc on the elderly and vulnerable if it reaches them in six months instead of today. Thus all we achieved by shutting down, we were told constantly, is “flattening the curve”, saving our hospitals and our ventilators so they could be spread out to serve more covid-19 victims.  Except ventilators turned out to worsen symptoms, or close to it, so doctors aren’t using them as muchand we never had a shortage anyway. Meanwhile, hospitals are laying off staffbecause no covid19 patients, but no elective surgery, so no money.

I am grimly amused by the massive media layoffs which is not fair of me, especially since the layoffs aren’t really hurting the worst culprits. But here is my meanest thought: the media shutdown would have acknowledged considerably more complexity involved in shutting down the economy if the millions of opinion columnists, star reporters, and anchors  screaming for shutdown had realized how completely their industry would be clobbered when they got their wish.

The reaction to Covid-19 has split various communities of like folks. The GOP has certainly been split between those who were aggravated we didn’t shut down in late February to those who think it’s time to get back out there and eat, drink, and drive to work.  There are Dems who are noticing it’s not quite that awful, notably Kevin Drum, although most of them are all blaming Trump for, whatever. The skeptic community has been riven, and I’ve blocked more people on Twitter for their tedious lectures in the past month than in 8 years. I’ve been pretty far out there on the “this is all overkill” path and have received a number of private DMs from people saying they agree with me but are worried they’ll be professionally hurt by saying so.

But put aside what we should have done. We should reopen now. Not entirely. Not without restrictions. But we should reopen schools, stores, restaurants, and coffeeshops. We should reopen parks at all levels of government, let beaches have people, and let gas stations provide restrooms, again with restrictions. We should provide hotel rooms not just to the homeless, but to elderly and vulnerable populations that don’t live alone and might not survive their family returning to normal.

And when there are calls to reopen society, there are responses like those linked above, which fall into two categories.

First: whether or not governments reopen the economy, the public will have the final say. And the public isn’t ready to go back to work, school, and restaurants. Polls support this view. If you believe those polls are representative of actual behavior should the government reopen–well, all I can say is, you underestimate Americans’ capacity to tell pollsters what they want to hear. I think easily 30-40% of any given community will go running right out to shop, eat, drink, and beach/hike within a day of the order. And after a few days, another 40% will be right behind them. I’d guess 20 or maybe 30% of the population will claim they will “socially distance” for a while longer, but when you question them closely it turns out they go to stores early and restaurants late, after the crowds. Business will be down at first, sure. Millions are out of work. But most Americans will get out there. The only thing that’s keeping them from this now is the government fiat.

Suppose, however, that I am wrong and only a few people leave their homes, so restaurants and stores will still go bankrupt. Well, so what? Isn’t that what we’re spending trillions of dollars to help? Isn’t there a case for government support helping those businesses who get out there to help our economy recover, start rebuilding our tax base? Let the people who want to go out and shop, eat, drink, and recreate get started on it–again, with restrictions.

And if the reply is yes, but those people are going to transmit the coronavirus if they go out and about? Well, then, you’ve just shifted the debate again, haven’t you? If you don’t want to reopen the economy, then just say so.

Second: there are those who create these laundry lists of requirements that have to happen to end the shutdown. First, we need more tests. Then we need to use technology to track down infected contacts so we can stick them in hotel rooms. Then we need infrastructure to enforce and track all this and then we need to close everything down again in case we have a recurrence.

Wrong. We don’t need surveillance. We don’t need tests. We don’t need to build out an infrastructure. All of these things are nice. But we can do our best with what we have and move on, continuing to build capabability. Surveillance and tests are what the laundry list writers want, and they’re just continuing to confuse their preferences with what America needs. Generally, these are the writers who say things like: the American people had no idea how much covid19 was going to change their lives. There’s no returning to normal soon.

Well, no. Covid19 didn’t change Americans’ lives. Forced shutdowns did. And the Americans who don’t think these all-encompassing shutdowns were necessary don’t blame covid19. They blame governors. The media. By and large, these people appreciate Trump’s resistance to total shutdown and his enthusiasm for moving back to something approaching normal, whether or not it’s his call.

I don’t want old folks to die. I appreciate the need to protect the elderly and the vulnerable from a new virus that’s cutting a swathe through our population. But make no mistake: we are privileging the security of the vulnerable by purchasing the well-being of the youngest generations not just in terms of immediately lost education but also in the huge budget cuts that schools and other institutions will face because of the forced bankruptcy we’ve just imposed on much of America.  The public discourse is not acknowledging the tradeoffs involved in minimizing covid-19 deaths over the wellbeing of those who face minimal risk. People who argue for balance are ignored or mocked.

Change is coming. I hope it’s soon.

 

 


Bush/Obama Ed Reform: Why Didn’t They See Common Core Fail Coming?

Rick Hess’s article, How the Common Core Went Wrong, unerringly dissects the failures of the proponents’ strategy, no small feat for contemporaneous writing. Granted, he goes off the rails when he offers the states a three step way-out: take back control from the feds, form a small coalition of states willing to implement tough standards consistently and test on them, and make sure they implement the “rigorous” Common Core, not the “frivolous” one. Uh, sure.  (I am reminded of Ender’s siblings Valentine and Peter, who never agreed about what the world ought to be, but rarely disagreed about what the world actually was.)

Here Hess is on the world as it actually is.

The crucial compromise [of NCLB] was that states could set their own standards and tests. In fact, NCLB specifically prohibited national testing or a federally controlled curriculum.

What followed was not difficult to anticipate. The possibility of sanctions gave more than a few state leaders reason to adopt easy tests and lower the scores required for proficiency. A “race to the bottom” was soon underway, prompting an effort to combat the gamesmanship.

In December 2008, Achieve, Inc., the Council of Chief State School Officers, and the National Governors Association issued “Benchmarking for Success,” a report that urged states to develop and adopt common standards; called for federal incentives to promote that effort; and advocated aligning textbooks, curricula, and tests to those standards. If all states played by the same rules, there would be no race to the bottom. (emphasis mine)

Here he is on the world as it ought to be.

A push for a meaningful common measure of educational quality should start with a small number of deeply committed states that choose the rigors of true commonality.

So let’s unpack that.

First, No Child Left Behind set criteria of 100% proficiency with stiff penalties for states that didn’t make progress. In response, states made their tests easier to increase proficiency rates and reduce the noticeable proficiency gap between races, demographics, language status, etc.

Is this true? Yes. Without question, states were lowering cut scores.

So why did they need waivers?

Remember all those media stories recording reformer complaints about low cut scores? Not one reporter asked, “if cut scores were so ridiculously low, why were waivers required? Shouldn’t all the students have been passing?”

Again: The states made the tests easier. They made the tests a lot easier.

And there was still an achievement gap. Not a single state achieved 100% proficiency. 

The Obama administration was able to force states to adopt Common Core because the states needed waivers because various student demographic groups weren’t passing their extremely easy tests.

The governor’s association that dreamed up the need for Common Core didn’t think “Hmm, the states lowered the standards to the point that 10% correct was proficient and still there were kids who didn’t get proficient so maybe we should take a beat and evaluate if perhaps our expectations of all American kids are a tad unrealistic.”

No, what they thought was, “We need to force the states to use a much more difficult common test.”

Now return to the point of my last article, which is that the states are experts at taking federal money without any intention of fulfilling the requirements attached to the largesse (which is only fair, mind you, given the idiotic demands the feds make without anything approaching full funding).

The last law was ignored in everything but spirit and nonetheless drove all the states into non-compliance. The Obama administration used the states’ desperate desire to get a penalty waive to force them to sign up for common standards and collaborate to create really difficult and expensive tests–that they didn’t have to use.

So the states didn’t use them.

The only way you could make states “play by the same rules”, as Hess puts it, is to force them to. He envisioned a voluntary cooperative because, as I said, Hess is better at describing reality than anticipating it. There’s no way states would sign up for tests that would increase their achievement gap. They couldn’t even end the achievement gap by making the tests simple. Why would they sign up for something harder?

Insanity. Also amazingly stupid. And of course, expensive.

At which point you realize that only really unique aspect of Common Core was the redistribution of $345 million  from the federal government to Pearson and other testing companies. Everything else was business as usual: feds hand out money with requirements, the states take the money and ignore the requirements.

Common Core standards survived, sure. But only because the tests didn’t.

Now the standards are just….wallpaper.

Hey, under a thousand.


Bush/Obama Ed Reform: Alex or Gloria?Common Core Assessments

In my last post* I  said that the tests excited reformers “almost more” than the standards. That’s because the truth would have derailed the article. The truth?  The tests were more important to reformers than the standards.

And the tests failed beyond the reformers’ wildest, most dystopian nightmares.

To focus on the standards is to miss the point entirely. As Mike Petrilli and Checker Finn of the Thomas Fordham Institute said, famously, “…..standards often end up like wallpaper. They sit there on a state website, available for download, but mostly they’re ignored.

Recall once more  that No Child Left Behind’s failure, which the education reformers themselves baked into the law, created the very failure they were planning to resolve with Common Core tests. States eager to avoid the penalities of not meeting this impossible standard just lowered the cut scores to allow more students to score as proficient.

So as far as reformers were concerned, NCLB failed because the states refused to maintain high standards.

From that perspective, a primary argument for common standards was to provide an excuse for new, common, assessments. Standards themselves were incidental.  That’s why no one pushing Common Core was bothered by a McKinsey hack was in charge of writing the standards. That’s why all the pedantic objections to specific Core strands were waved off. The people who foisted Common Core on America thought of standards as…..wallpaper.  What they cared about was the tests. They wanted to use the tests to hold states and schools and teachers accountable.

Ed reformers’ reliance on the assessments might be considered the Alex Forrest component of Common Core.

“They weren’t going to be ignored, Dan.”

It was all right there out in the open. From the beginning, all the people pushing Common Core standards mentioned assessments in the same breath.

President Obama:
…I’m calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity.

Checker Finn: Implementation, Implementation, Assessment, Assessment

But standards are not self-actualizing. Indeed, they can be purely symbolic, even illusory. Unless thoroughly implemented and properly assessed, they have scant traction in schools, classrooms, and the lives—and futures—of students.

In a well-known 2014 Intelligence Squared debate on “embracing the Common Core” , usual allies Michael Petrilli  and Rick Hess of AEI took opposite sides. But both confirm the primary purpose of all this change.

Petrilli: “Rick is right that…a number of states have decided to pull back from common core testing….My argument is that those states have not fully embraced the common core. You cannot embrace higher standards if you don’t also embrace better assessments. They go together…..We should embrace the idea of moving to next generation assessments..that are worlds better than the tests that we’ve been living with for the past few decades.”

Rick Hess: “The Common Core does not solve the problem it was designed to solve…the concern that state were playing games with their test scores in order to make their schools look better than they were. Common Core was supposed to help address this… (emphasis mine)

Note: Hess and partner Carol Burris lost the debate by audience vote.  They both come out very well in retrospect. Petrilli and his partner were wrong on everything.

Given this obvious expectation, the Common Core proponents were, quite simply, idiots.

Alex Forrest thought she’d won Dan when he succumbed to her charms–at the bar, in the restaurant, in the kitchen sink, in the elevator. How could he say no?

The new tests were going to be so great. No one could say no.

“I don’t think having dinner with anybody’s a crime.”

Playing Michael Douglas’s Dan, the cheating husband, are the progressive educators on the left–the union, ed schools, academia.

These folks examined the standards purely on their educational merits and gave into temptation. Remember, liberal policy wonks want integrated math. They support delay in algorithms while emphasizing “conceptual understanding”. They liked the lack of content and, while they’re rarely honest on this point, progressive educators prefer the emphasis on writing over reading. Reading between the lines, Common Core’s instructional shifts” (the “dog whistles”, as Tom Loveless called them) suggested that the Common Core would allow them cover to demand schools use these methods. I doubt they would have had much success, but that’s another issue.

By supporting Common Core, they could point to nationwide standards mandating all their progressive shibboleths while also getting brownie points for  accommodating with the then-popular ed reform movement. Play nice, and get cover to official  progressive instructional methods. It seemed win-win. And the wife–public school parents, for the most part–would never know because no one cares about standards.

Hey, it’s just dinner.

But just as Dan never thought Alex was a beserker who wouldn’t leave him alone, the progressive left never once realized that Obama, their president hero, was explicitly planning on using these new assessments to evaluate schools and teachers.

You can tell the point at which they figured out it because  union leadership and other key players on the left went ballistic. And so you see Carol Burris, at the time a nationally-known Virginia high school principal, and Randi Weingarten, head of the AFT teacher’s union, originally support the standards and then speak out in opposition.   Both Burris and Weingarten mention that they didn’t realize the standards would be linked so firmly to accountability tests. They also realized that the standards which on paper supported progressive goals would in fact create tremendously difficult tests that would not only make life difficult for public schools

” If you ever come near my family again, I’ll kill you.”

Once this horror dawned on them the unions and other left of center advocates not repudiated the standards, they also alerted Dan’s wife, Beth, played in our little saga by affluent parents. Some of those parents take elementary and middle school far more seriously than, really, they should. Some of those parents have high school kids sitting ten to twelve hours for 4 or 5 Advanced Placement tests in May and are ready for any excuse to accede to the kids’ demands for a few days off while the schools give tests they find meaningless. And so the “opt out” movement, driven primarily by parents, encouraged occasionally by teacher unions, centered in states with stronger links between test scores and teacher evaluations. Students also took the opportunity to jump in and opt out.

Parents don’t care about standards. Before Common Core, they didn’t care much about state tests, either. Granted, many parents didn’t like them much, especially if they had sensitive children prone to bursting into tears at the least sign of stress. But without a hook, opting out just seemed…weird. Everyone else’s kids were taking the tests.

Then the tests went and killed their bunny.

The Power Player

The flamboozle about opting out and “instructional shifts” acted as a shiny bright object for the media, and certainly explains the public distaste for Common Core and its assessments. But the progressive left and public school parents aren’t responsible for the total meltdown of the Common Core tests, in my opinion.

The temporary agreement of the unions? The parenting optouts? Irrelevant, really. Nice theater. The power players here were the states.

What mattered, in the end, wasn’t that the tests made parents unhappy.

What mattered is that the tests were ridiculously expensive.

But….but wait, you ask. Isn’t that what Obama administration forked out hundreds of millions of dollars for?

No. NAY. Nyet. Nein. Aw HELL naw, Karen.

The Race to the Top money was just to develop the tests. All that money went to consultants and right about now is when you realize why progressives froth at the mouth over Pearson.

How the Money was Spent, courtesy of hard work by Edweek. Orange is SBAC only, blue is PARCC only, and green for greedy got both.

SBACPARCCVendors

So the Common Core consortia funds went to a bunch of testing and curriculum companies. Said testing and curriculum companies developed the tests for Smarter Balanced and PARCC.

But the tests had to pay for the administration and scoring.

As early as 2012, the great Gewertz (Catherine, of Edweek, the only publication that consistently did bang-up reporting on Common Core), asked how much Common Core would cost, comparing Fordham’s cheerleading lowball estimate with the Pioneer Institute’s warning about the implementation costs. Other Common Core advocates acknowledged the cost, but argued it was worth it.

Proponents  argued that the $25 or so per student was ” not far from the nationwide average of what states currently pay”, but there were a lot of states below that national average and California’s lower than average costs tilted the average down.

But that per seat prices was just for administration and scoring. That cost didn’t include the tremendous infrastructure investment required to create a testing platform. The tests were all computer based, so many states and districts had to spend millions beyond the millions required for the tests, the implementation, and the scoring.

In other words, the states were going to have to shell out a lot of money to be told their students were total losers as far as David Coleman was concerned.

The  Common Core advocates always knew that, so far as love and affection goes, they were the mistress, the girlfriend, the bit on the side. They were always going to lose out to the wife and kids. But that didn’t matter, because those tests meant they weren’t going to be ignored.

It’s just they had the wrong mistress in mind.

The wrong woman

You know who else thought she was Alex Forrest? Gloria Trillo.

She thought she’d seduced a married guy who’d feel so guilty and scared by his infidelity that she could brazen her way into a relationship with him, whether or not he left his wife.

But she’d gotten herself involved with a mob boss, and didn’t know what that meant.

I don’t want to stretch the analogy too far, but it’s important to understand that despite this battle being fought in the media by think tanks and unions and progressive educators, these people were entirely out of the loop on delivery. The states  signed up for Common Core. The states joined testing consortiums,. The states had to deliver the tests, score the tests, live by the results of the tests.

The states aren’t Alex’s slighty guilty Dan. The states are fifty Tony Sopranos. They got mistresses, they got whores, they got the bimbos they screw occasionally at the Ba Da Bing club, they got the infrequent smoking hot number they spot at a party and screw in an elevator for a quick thrill but in the end, they go home to the Madonna, the woman too good to f*** the way they want. Guilt? Fuggedabout it. They’ve been playing this game for 50 years.

SBAC and PARCC were the testing equivalent of strippers. Strippers who want the occasional mob boss attention don’t make waves. They don’t create headaches. They don’t for sure go visit the wife and upset her.

Because if you do, well, Patsy comes by for a test drive and makes it really, really clear that Gloria understands just how thoroughly she can be ignored.

“And here’s the point to remember: my face is the last one you’ll see. Not Tony’s.”

Tony is going to ignore you, Gloria. Go back to selling cars, or end up splattered all over those fine leather seats. That’s the choice. You’ll never get near the wife. You’ll never spend a second more of time in Dan’s brain, even as annoyance, because alas, Dan wasn’t Dan. Dan was Tony.

And the end, well. Not very cinematic. As of late 2017,

parcsbacgeogparccsbactestdecline

Collapse. As bad as that looks, it’s worse just two years later. SBAC is down to 12 and PARCC–well, PARCC isn’t used in full by any state, best I can tell. (Spotted_Toad, who has been watching the PARCC demise up close, agrees.) PARCC’s gone. SBAC has traction in the West Coast. But no common cut scores, no universal benchmarks, not even the figleaf of a win for the people who went to so much trouble to foist Common Core upon a serene and oblivious public.

This was a long way around but I hope it communicates the primary issue: whatever you hear about the standards quality, the unhappy parents, the worried teachers–it was all mostly irrelevant. Politically useful, sure. But the reason that Common Core advocates consider the effort a failure is not because the standards weren’t popular, nor are they particularly worried that states rooted them out. They wanted the tests. They didn’t get the tests.  They thought they were dealing with Dan, that the opposition was the union. In fact, they were cut out of the game by mob bosses.

I have more, but let’s see how this goes.

*****************************************************************************
*(Seven or so weeks. Sorry. No one thing, but a great deal of the delay was because I couldn’t figure out how to explain the fall of the Common Core assessments in a way that covered everything. I mean, you could talk about opt out or bad polls or the 2016 election, but none of it really captured the root cause for the failure. How could I get that point across? Then I could deal with the details.

Suddenly, and I can’t remember why, I thought of probably absurd analogy that runs through this piece. Hope it helps.)


Bush/Obama Ed Reform: Core Meltdown Came

I categorized the glory years by president, but the way down it has to be by subject. Common Core’s catastrophic fall requires much explaining.

When we left off, the Obama admininstration had enacted a significant chunk of the accountability education reformers’ agenda (remember, the three legs of  modern reform are accountability, choice, and curriculum). By holding out dollars to cash-starved states, Obama and Arne “convinced” a lot of states to first adopt one national common academic standard (purely voluntary! not federal!) and then to use the brand new tests they promised to buy in order to evaluate teachers. Ironically, they were able to basically coerce states into taking these actions because of the policy failure that was No Child Left Behind, designed to evaluate schools based on test scores. Unsurprisingly, they were undaunted.

So what happened? Why is 2012 the turnaround year?

2012: Braking

In 2012, the Republicans started to  split on the Common Core. This was a completely unanticipated development. Republican politicians, at least, unhesitatingly support education reform, the better to document the achievement gap, blame teachers for the achievement gap, fire the teachers and, ideally, end tenure.

But  Obama ran for re-election claiming credit for “demanding” standards and tests, which was nails on a chalkboard to Tea Party folks after the narrow Obamacare victory.  When he won in 2012, the ACA became a near-certainty, leading many red state legislatures began looking for ways to stop what they saw as Obama extending control. Education, the last redoubt of state control, became an obvious choice  given Obama’s regular rhetoric about demanding behavior and compliance from the states–to say nothing of revoking waivers when states didn’t comply with their demands….sometimes.

Political Maneuvering

It wasn’t just Republicans by any means. Common Core got beat down on all sides. And not all the efforts to repeal Common Core succeeded in the early days. But the breadth and depth of the pushback was helped along all those eager GOP legislators eager to call hearings and write new laws to do what they could to limit the encroachment of (as they saw it) Obama’s influence on their education.

Financially, they were aided by organizations that are usually strongly in support of education reform: Koch Brothers, Heritage Foundation, and so on.  Republican politicians got the message; notable flipflops were Chris Christie and  Bobby Jindal. Ultimately, Jeb Bush and John Kasich were the only holdouts.

Importantly, the political efforts  were aided by the first group of Common Core naysayers, the ones who’d opposed it from the start: the academics.

ELA Opposition

Sandra Stotsky, who wrote the famous Massachussetts standards, was furious that the state had abandoned them and came out against Common Core in 2010, offering testimony for any state legislature that asked her. Emory professor Mark Bauerlein joined her in opposition, as did a large number of 6-12 grade English teachers. The ELA debate was, as Tom Loveless characterized it, “inside baseball” , involving the degree to which the standards devalued literature in favor of informational texts, giving equal weight to both.

Common Core ELA writers (some might say compilers) David Coleman and Susan Pimental protested that their standards were intended for the “broad spectrum” of subjects–not just ELA but also math, science, and history. And that, readers, explains why ELA opposition was limited to the second half of the educational age group. Elementary school teachers cover all subjects and, when faced with additional informational text requirements could decide to reallocate time in the other three subjects. stealing from history, math, and science to teach reading and ELA.

But in middle school and beyond, teachers cover just one subject. Speaking as a credential holder of three of the four academic topics, I can assure you that math, history, and science teachers have spent not one second outside of mandatory PD mulling their informational text responsibilities to the ELA Common Core. They weren’t worried about ELA standards. They weren’t going to have their performance assessed by the ELA test. Responsibility for test scores would lie entirely on the English teachers. And Coleman and Pimental were telling those English teachers “oh, don’t worry, those topics are for other teachers to cover” and the English teachers looking back at them in horror thinking “oh, my lord, these standards were built by jackasses who know fuck-all about reality.”

Another common complaint was likewise accurate but got less attention: the Common Core ELA standards seemed much more focused on writing than reading, and much more focused on writing as critical reasoning than as personal narrative.

Math Opposition–High School

Opposition to Common Core math at the high school level is a bit complicated–in my view, considerably more insider baseball than the ELA ones.

Unlike the academic opponents on the ELA side, James Milgram and Ze’ev Wurman  didn’t get nearly the traction for complaining that the math Core was too easy and didn’t go far enough.  Every math teacher I talked to who had actually looked at the standards thought this argument was insane. As I wrote in the article that gave this one its name, the standards drastically increased the cognitive demands for elementary school math in order to move half of geometry concepts and most of algebra 1 into 7th and 8th grade math, thus transforming algebra 1 into a a course that most schools would call algebra 2. Milgram, Wurman, and others ignored all this and focused on the fact that Common Core standards put algebra in ninth grade, meaning no students could take calculus in high school, putting them at a disadvantage in college admissions.

Tom Loveless suggested that Common Core might be dogwhistling de-tracking, just as the standards also  opened a window for Integrated Math  and “conceptual understanding“. He argued that the Common Core math standards were an implicit invitation to schools to implement NCTM standards, root cause of the math wars of the 90s.

These debates didn’t find much purchase in the mainstream media.  High school math teachers understandably considered fewer unprepared kids in advanced math a feature, not a bug. Shifting to integrated math, of course, is a different matter. As I’ll go over in the next post, Loveless is correct–the standards were inducement to states and districts to implement math reforms that were otherwise politically impossible.

But for the most part, as I’ve tweeted possibly a zillion times (with Tom Loveless’s agreement, no less!) high school was almost completely unaffected by Common Core requirements, math or otherwise.

Math Opposition–Elementary School

Unlike the high school opposition, the complaints about elementary school math were bottom up. Parents were really annoyed. I think this 2012 Barry Garelick article was the first one I read to explicitly mention  problems parents were seeing while helping their kids with homework, but eventually those complaints exploded into media stories.

Why the explosion? The math was a lot harder. To restate, Common Core math standards were designed to shove a lot of math concepts and abstractions earlier into a student’s development. As a tradeoff, they delayed a lot of operational math until later grades. So younger students were learning a great deal about place value and grouping numbers and the conceptual underpinnings of subtraction and addition (i.e., number sense), but the algorithms were delayed–long division is pushed to sixth grade, simple “stacked addition” didn’t have to be mastered, and so on. So not only were kids not acquiring what the public considered basic skills, but they were spending time and energy mastering longer algorithms and processes without really grasping the “conceptual underpinnings” that were the purpose of the longer processes. The parents didn’t grasp them either.

Testing Opt Out

Adding to all the drama, one of the earliest states to use the new tests was New York, home to New York City, home to any number of hyper-competetive drama queens, and that’s just the parents.  This Times story covers the anguish after the ELA portion of the test, before the almost certainly greater trauma of the math, and notes that  “Even outside of New York City, there was an unusual amount of protest.”

In fact, though, NYC parents were relatively slow to the testing opt-out movement, which already had some small traction in New York and New Jersey, but was never a real political force until the Common Core tests. In 2013, 320 students opted out–a tiny number, but still a surprise to the DoE. At the same time, a number of NYC’s selective “choice” schools (as if there is such a thing) announced that they would not use Common Core tests for admission criteria. But in some New York suburbs , particularly Suffolk County and areas of Long Island, opting out had already reached 5% or higher in 2013, and by 2015, many areas had exceeded 50%. Opting out spread to other states, notably Colorado and Florida.

I don’t have any real insight into any reasons for opting out other than the reported ones: the parents thought both the writing and math tests were ridiculously difficult for their kids. Famously, a pilot ELA common core test had a reading passage about a talking pineapple that approached magical realism–and questions that made no sense at all.

High school students, particularly in wealthy and/or high achieving districts, often gave the tests a pass and not just in New York City. They were studying for AP tests and the SAT/ACT,  and had no interest in helping their communities maintain real estate values.

David Coleman was wrong. So was Arne.

Coleman was wrong about many things as he meandered a series of jobs from McKinsey Consultant to startup founder of software company that *presented* test results–that is, just data display–to “emerging evangelical of standards” buddy of Gene Wilhoit to the guy who Bill Gates gave tons of money to in order to “found” Student Achievement Partners so that he and Jason Zimba could singlehandledly write up Common Core standards to the president of the College Board who led a horrible redesign of the SAT that has led more and more people to demand for its elimination from college admissions.  Coleman’s gift is to convince people through ready adoption of buzzwords and an unhealthy dose of overconfidence that he can master any task he turns his hand to.

But the subheading refers to  his famous comment in response to concerns that the writing standards focused on argument rather than personal narrative:  “no one gives a shit how you feel.”

Turns out, a lot of people had feelings about Common Core, and a whole bunch of other people gave a shit.

Arne Duncan just as famously sneered about how fascinating it was that “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.”  Arne didn’t understand that it wasn’t “fascinating” that white suburban moms didn’t like his innovations, it was fatal.

Denouement

So the political turnaround on Common Core, the constant attempts by most GOP state legislators to repeal adoption, had a ready supply of respectable academics to give testimony, lots of angry parents, a huge chunk of whom were liberal Democrats, and a working class base that was becoming extremely angry at the Republican national establishment going along with Obama.

By 2014, almost every state was fighting some kind of political or grass roots action–meaning, when Louis CK, beloved (at the time) of the smart set, blasted Common Core for making his daughters hate math, there was a huge audience that knew exactly what he was talking about. A year later, John Oliver provided another benchmark of Not Cool by spending  entire Last Week Tonight mocking not just the tests, but President Obama.

Not all the efforts to ban Common Core were successful by 2014, but look through this list and see if you can find any state other than California, New Mexico, North Dakota, Rhode Island, and Vermont that hadn’t either made concessions (delayed testing at least a year, delay teacher evals based on tests), fought back constant attempts to repeal, or left the testing consortium to placate angry opponents.

Originally, 46 states and DC approved Common Core. Since 2017, just 17 have the same standards with no changes. Another nine states still have the standards, but made minor changes. Twelve states have made far more substantial changes. And eight have withdrawn entirely.

Whatever else they are, the standards are no longer common.

But so what? If most states are mostly using the standards, why the big deal? Why did you, Ed, devote an entire post to the “core meltdown”?

Good question.

Start with this fact: standards are irrelevant. Tom Loveless pointed this out as early as 2012:

Standards have been a central activity of education reform for the past three decades. I have studied education reform and its implementation since I left the classroom in 1988. I don’t know of a single state that adopted standards, patted itself on the back, and considered the job done. Not one. States have tried numerous ways to better their schools through standards. And yet, good and bad standards and all of those in between, along with all of the implementation tools currently known to policymakers, have produced outcomes that indicate one thing: Standards do not matter very much….On the basis of past experience with standards, the most reasonable prediction is that the common core will have little to no effect on student achievement.

(Tom Loveless is right. A lot.)

Using history as a guide, Common Core at best wasn’t going to make any difference.  But instead, Arne Duncan, Obama, and ed reformers promised that Common Core was the secret to 21st century success. No, not just the secret–the key. The essential element. They bribed states to adopt the standards.

They spent billions to get rebellion, bad press, ridicule and standards that exist in name only. They achieved bipartisan hatred and did much to drive the repudiation of an entire movement.

You know what they didn’t get? Well, stay tuned.

(Note: I finished most of this a month ago, but had to figure out a cutoff. More coming, I hope. Had a tough last week. Borrowed the comic.)


Bush/Obama Ed Reform: Zenith

(This is part 2 of my brief (hahahah) history of the rise and fall of modern education reform. This part is longer because much more happened. Unlike the events in part 1, I experienced the Obama reforms as a teacher, having graduated from ed school the year of his inauguration. I began blogging the year he was re-elected.)

Bipartisan Achievements

Barack Obama won the presidency in 2008 while simultaneously blasting NCLB and praising charters and merit pay for teachers. In practice, he and Secretary of Education Arne Duncan kept giving reformers everything they wanted–although in fairness, reformers got increasingly nervous about their gifts as his presidency matured.

Ironically, given the general sympathy that the Obama administration had for education reform, a new version of the ESEA was impossible throughout most of the Obama presidency. This proves to be an extremely significant limitation.  Arne Duncan and Obama, rather than force states to live with the unpopular mandates, invited the states to submit waivers asking to be exempt from the penalties. This gave the Obama administration considerable power to force states to adopt policies the federal government wanted. Conservatives were unnerved by what most would considera a violation of Section 438 of the General Education Provisions Act banning any federal control over state educational choices.

Bribing the States, round I: Race to the Top, Waivers

First up was Race to the Top, enacted as part of the economic stimulus plan of 2009, in which over $3 billion was set aside for rewards to competitive bids. Compared to the moon shot by Arne Duncan, the competition demanded compliance with most key aspects of education reform. Of the 500 points awarded,  313 of them (63%) were for teacher effectiveness (138 points), adopting “common core” standards (70 points), supporting the growth of “high quality” charters (55 points) and intervention into low-performing schools (50 points).  Schools that didn’t promise to  fulfill ed reformers’ wildest dreams didn’t stand much of a chance. From the link above: “Between 2001 and 2008, states on average enacted about 10 percent of reform policies. Between 2009 and 2014, however, they had enacted 68 percent. And during this later period, adoption rates increased every single year.”

Around 2010, it became possible to observe two developments that were in fact completely forseeable to everyone back in 2001, when NCLB was signed.

First, NCLB allowed states to define proficiency and then penalized schools that didn’t meet that definition.  That might not have been a problem except for the second development:  no matter how easy the tests got, 100% proficiency never happened. And the gaps were the usual ones.

But now  2014 was squarely in sight and closer and schools well outside the usual urban dystopias were getting hammered into program improvement.

Since a new ESEA was still politically impossible, the Obama administration began offering “waivers” from the consequences of extended failure to meet NCLB,   in exchange for setting their own higher, more honest standards for student success:

  • State must adopt college and career ready standards
  • Schools must be held accountable
  • Teacher and principal evaluation systems

Some education reformers (the conservatives) were concerned about the quid pro quo nature of the waiver requirements.   Other education reformers (the neoliberals) pishtoshed those concerns, saying (much as they said later about immigration) that Congressional gridlock made the waivers and demands logical and reasonable. A typical debate, in which  Andrew Rothernam, neoliberal reformer from the Clinton administration, rationalized the Obama waivers  “This dysfunction matters because when NCLB was passed in 2001, no one involved imagined the law would run for at least a decade without a congressional overhaul.” (translated, good god, no one took that nonsense about 100% proficiency, we expected to modify it before then!)

Obama announced the waivers in February, 2012, and by July of that year 26 states had waivers, with another 9 awaiting approval. A year later, all but seven states had waivers. Jerry Brown and the California team flatly refused to intervene in “failing schools” or evaluate teachers by test results and never got a waiver (although a few districts applied separately and got one).

While we refer to the testing consortiums (consortia?) as the Common Core tests, I was surprised to learn that the original competition for the grants was part of Race to the Top. Arne Duncan announced the winners, PARCC, which had 26 states signing on, and SBAC, which had 33 (some states joined both), in 2010.

The tests, almost more than the standards, excited education reformers. No more would individual states be able to dumb down their tests to reach NCLB standards. All the states would be held to the same standard.

But it wasn’t federal mandates, of course. No, no. This was all voluntary!

Bribing the States, round II: Common Core

The Common Core initiative was originally the brainchild of Janet Napolitano when she heading up the National Governor’s conference, documented in 2007’s Benchmarking for Success: Ensuring US Students Receive a World-Class Education (note: it’s kind of amazing how hard this document is to find. All the links to it reference the NGA doc, but that’s been deleted. I think this is the only existing online copy). She convened a group, and they came up with a set of five action items, three of which you can see reiterated above in the Obama waiver, because they were basically copied.

But it would never have gone anywhere had not Gene Wilhoit (head of school superintendant organization) and David Coleman, described in the link ahead as “emerging evangelical of standards” but actually little more than an ex-McKinsey guy with an assessment display (display. not design) startup  went to see Bill Gates, whose enthusiasm should have been a big neon light of warning, given his track record. Gates funded the development of standards. Coleman used the money to start “found” Student Achievement Partners and hire Jason Zimba, an ex-business partner who now worked for Coleman’s mothert(or, was a professorat Bennington College, where Coleman’s mom was president). Zimba, Phil Daro, and William McCallum wrote the math standards. Coleman and Susan Pimental wrote the ELA standards. The original Benchmarking report stated that the standards would be based on the American Diploma Project, but for reasons I don’t understand and might be interesting for someone else to explore, Coleman and crew rewrote a lot of it.

As the history shows, education reformer groups–those involved with accountability and choice–weren’t directly involved in the birth of Common Core, although it’s also clear from the verbiage in the Benchmarking report that education reform initiatives like teacher value-added measurement, charters, and school takeovers were very much in political parlance at that time, and very much bipartisan.

But education reformer groups loved the Common Core because they saw it as a way to bail them out of the two serious failures of NCLB described above. As Rick Hess observed in a five-year retrospective of Common Core, “The problem with that is if you had hard tests or hard standards you made your schools look bad. So there was a real, kind of perverse incentive baked into NCLB [to make the tests easier]“.  Hilariously, Michael Petrilli, who was in the Bush administration and was a key bureaucrat in the passage, has often said he disagreed that the 100% proficiency goal but “his boss” forced it on him. So now that NCLB was in a bind, the ed reformers were all for Common Core bailing them out.

The waiver process is often blamed for the rapid adoption, but in fact every state but Alaska, Texas, Nebraska, and Virginia had adopted Common Core standards by  2012, and all of those but Wyoming had done so long before Obama announced the waivers. Apart from the conservatives “in principle” objections, the original hullaballoo over heavy-handed federal interference was teachers’ outrage at a president–a Democrat, no less–using money to bribe states into evaluating teachers by their students’ test scores.

Regardless, states eagerly adopted the Common Core standards and in 2012, all seemed right in the world of education reform.

Governance

Technically, all of the above was the Obama Administration’s bribes to the states to change their governance.  These are just some specific cases or other items of interest.

Tennessee won the Race to the Top, getting $500 million to enact First to the Top. Initiated by Governor Phil Bredesen, a Democrat, carried through by Bill Haslam, Republican. Tennessee’s application promised two things of note, First, it would use its existing, longstanding teacher evaluation system (TVAAS) and use it as a formal evaluation tool, responsible for 35% of teacher evaluations. Then, in order to invervene in “failing” schools,  it set up a state-run district, the Achievement School District, creating a  as opposed to a state taking over a district. The lowest performing schools were simply placed in that district. The stated goal of the ASD was to take schools from the bottom 5% and “vault” them to the top 25%.  In 2011, Haslam appointed Kevin Huffman, ex-TFA teacher and executive, as well as Michelle Rhee’s ex-husband,  as Commissioner of Education.  The first ASD superintendent was Chris Barbic, former TFA teacher and founder of Yes Prep, another charter system in Houston.

Mark Zuckerberg went on Oprah in 2010 and, with great fanfare, donated $100 million to Newark, New Jersey schools.  Chris Christie appointed Cami Anderson, alumni of TFA management,  as superintendent of the district in May 2011. A year later, Anderson signed a contract with the Newark Teachers Union giving bonus pay for higher test scores or teaching math and science (although teachers could choose to be paid traditionally). The pot was sweetened with a lot of back pay which, to put it mildly, was not what Zuckerberg wanted the money to be spent on.

Michelle Rhee got a lot of attention, bragging of giving DC schools a “clean sweep”, dumping all the “bad” teachers and administrators who didn’t get test scores up. Eva Moskowitz was dumping students who didn’t get test scores up. Joel Klein left his NYC post in 2011; Bloomberg’s pick of Cathy Black, a woman with no teaching or administrative experience, was extremely unpopular. Bloomberg gave up on Black after four months and appointed Dennis Walcott, who was accepted at face value as an improvement. School turnaround consultant Paul Vallas ran the Louisiana Recovery District (mostly New Orleans Schools) for 4 years.

Education reform generally became more popular in Democratic circles, given Obama’s strong support.  Steven Brill’s article The Rubber Room called attention to NYC’s practice of housing teachers who’d been removed from the classroom but couldn’t actually be fired.  Waiting for Superman, a documentary promoting choice and blasing unions and tenure, opened to universal praise by media, politicians, and other thought leaders. In 2010, Obama openly supported the dismissalof a Rhode Island high school’s entire staff, saying, “our kids get only one chance at an education, and we need to get it right.”

All this criticism kept building. 2012 was a nadir year terms of establishment discourse about public school teachers, although their reputation among the public seemed largely unchanged. It became increasingly popular to attack teacher tenure, again by both Democrats and Republicans, and certainly in the generally left of center media. Many states had agreed to evaluate teachers by test scores and both major unions had signed onto the Common Core standards, although teachers themselves were very doubtful.  A preponderance of politicians and academics were more than willing to agree that teacher quality needed to improve, that tenure might be problematic, and that teachers should be judged at least in part on test scores.  The Chicago Teachers Union went on strike, pitting union president Karen Lewis against Rahm Emmanuel, and media sympathies were entirely with Rahm. Governor Scott Walker ended collective bargaining for public workers (except cops and firefighters!).

One major setback: DC’s 2010 election, in which black voters booted Adrian Fenty, the media-popular mayor, largely because they wanted to get rid of Michelle Rhee, who stepped down the day after the election. Her successor, Kaya Henderson, kept firing teachers, but she’s black, which might have made a difference. Rhee immediately announced a new organization, Students First, and let Richard Whitmire write an admiring biography.

Standards

In 2008, California made algebra I the “test of record” for eight graders, meaning that 8th graders would take an algebra end of course test or the schools would receive a penalty towards average yearly progress.

High school exit exams mostly held constant; this 2008 Edweek article actually says that fewer than half of the states required exams, but that may be because of lawsuits. California, for example, was sued constantly about the use of the CAHSEE in the early 2002.

Charter Growth, Choice, TFA

Just one state, Washington, authorized charters during the Obama administration. Absolute growth was still slow through  2011,  but then recovered from 2012 to 2017. As a percentage, though, the decline from 2001 to 2011 was steep, slowed slightly but still declined through 2017.  By 2012, charter advocates began pushing the suburban progressive charter, realizing that growth would continue to slow if they couldn’t disengage white folks from their beloved public schools. Suburban charters were (and are) popular with whites in racially diverse areas, particularly in the south; for example, Wake County charter schools were 62% white in 2012.

When the 2007-2008 meltdown hit, TFA recruitment soared ever higher as elite grads sought shelter from a horrible job market. Relay Graduate School began in 2011, basically providing a teaching credential for new hires of inner city charters.

In 2010, Douglas County (major Colorado suburb) began a highly contested investigation into a voucher program, one that would give public money for all private schools, including religious ones. The school board ultimately supported a move forward, despite a split community.

And that’s the end of the very nearly straightforward rise of education reform. It’s impossible to cover every major development, but I really tried to look at advances in every major area.

I’m going to call 2012 as the peak of the era, for reasons I’ll go through in the next post. It’s not that all progress stopped. It took four more years before education reformers even began to consider how badly they’d been beaten. But most of them would realize that they were now fighting significant opposition that they couldn’t easily dismiss.

Something I’ve mentioned before: it’s amazing that Republican media folk, as opposed to education reformers and even politicians, still talk like it’s 2008-2012. There’s really no understanding in the pundit world how badly they’ve been beaten.

Working on the next; hoping to get it done before the new year. I will go back and edit these if something significant occurred to me.

 

 


Bush/Obama Ed Reform: The Road to Glory

The utter collapse of ed reform in 2016 and beyond really hasn’t received much notice in the mainstream media, although the conservative branch of the old movement certainly talks about it. So prompted by Spotted Toad, I’m expanding (of course), the rise and eventual fall that I began in response to a question in a comments section.  As an aside, if you haven’t read Spotted Toad’s outstanding article referencing this collapse, do so after finishing this piece, however long it becomes, the better to appreciate his sublime analogy.

While education reformers were of both the left (Howard Fuller, Theodore Sizer, Andrew Rotherham) and right (Checker Finn, Rick Hess), the Republican party eventually seized the agenda and made it their own. Most teachers (raises hand) considered the GOP adoption as a weapon to weaken teachers’ unions, but motives aside, the school reform movement was traditionally considered as conservative policy, primarily because teachers, whose unions are very much of the left, were the opposition. But ultimately, education reform efforts in this era were shared and then arguably taken over by Democrats.

Beginnings

Understand that there’s always education reform going on in our country, so I’ll be specific: in the late 80s/90s, several highly influential books created momentum for specific public school reforms. Public education was, these people argued, corrupt, inefficient, incompetent, and expensive. Proposals to address its failures fell into three categories, broadly. First, give parents public money to spend freely on their own educational choices. Second, invest and examine instruction and curriculum. Finally, tie up federal education funds with demands that the dollars are being spent well, holding schools accountable. (For more on choice and accountability, see my thoughts here.)

Charters

During the Clinton administration, Democrats were still eager to prove they weren’t McGovern leftists.  California and Minnesota already had authorized charter schools by 1993, when Clinton became president. Clinton and Congress passed a new version of the ESEA, Charter Schools Program, which gave a whole bunch of federal money to charter schools. From the start of Clinton’s presidency to the end, charter school growth increased by 1, 992 schools–literally, from 1 to 1, 993.

I was surprised to learn while preparing this piece that most states had authorized charters during the Clinton administration–by my count, 36 states had charter laws and charter schools by the time Clinton left office.

One of the two most famous charter chains and the only one that really tries to reach throughout the nation, KIPP, was founded in 1994–and arguably created the market for charters as selective schools for inner city African Americans and Hispanics whose public schools were chaotic and/or academically undemanding.  KIPP’s success, which was originally evaluated without controlled comparisons, seemed miraculous and charter advocates saw an immediately compelling “killer app” (to use the parlance of  the times). While many advocates were honestly interested in improving educational outcomes for poor African American and Hispanic students, it’s hard to believe they would have gotten as much funding for their efforts if wealthy conservative organizations didn’t see the growth of charters as a way to wipe out teachers’ unions and their Democratic party donations. It’s hard to escape noticing that neither educational advocates nor charter funders have ever been much interested in improving academic outcomes for poor whites.

Alternative Teacher Credentialing

In 1990, billionaire Ross Perot gave half a million dollars to Wendy Kopp to help her get a new organization,Teach for America, off the ground. Based on the premise that the education gap was created by ignorant teachers, Kopp got corporate funding and political support by making it attractive for elite college graduates to teach for a few years in inner city schools. TFA attracted idealist 22 year olds who also, pragmatically, saw the value of a TFA stint on their resume–as Kopp herself put it, she wanted TFA to be the equivalent of a Rhodes scholar award.

It was during the Clinton era that it first became common to think of public school teachers as dull mediocrities. Credential tests for elementary school teachers started to show up in state requirements by the late 1980s, and the Higher Education Act of 1998 required them. Eager to dethrone ed schools as a means of teacher production, education reformers succeeded in including a requirement for ed schools to publish their credential pass rates, certain that outrage at teacher incompetence would push parents and politicians to join with reformers in demanding alternate education credential paths.

Republicans had been targeting teacher tenure and unions as the obstacles to educational excellence since at least “A Nation at Risk”. But Terry Moe, a Democrat, started making such heresy popular among Democrats (at least the neoliberals, as some called them) in the late 80s. Increasingly, critics of  teachers held them responsible for student test scores, and compared them unfavorably to non-union charters.

Governance

Another notable development during the Clinton era was the high school exit exam, although the media really only began to notice during the Bush and Obama administrations. A number of states had very simple exit exams (called MCE for minimum competency exam) in the 1970s, but the “Nation at Risk” report led to the cancellation of many of these. Texas instituted a more difficult test in 1985; that’s the earliest I could find of a more typical high school exam requirement. But the rise of the modern high school exit exam is definitely linked to the Clinton administration. Somewere between 24 and 26 states required a high school exit exam by 2002, and increasingly these exams required passage for a diploma.

(note: I added the above the next day.)

Ascending to Glory

In 2000, George W. Bush’s election put school reform in the driver’s seat. For the next dozen years, reformers achieved almost all of their major policy goals with two consecutive, supportive presidents–as my title notes, the era will be named after them. There’s at least one book on the subject already.

No Child Left Behind

The decade started with the rewrite of ESEA famous enough to get its own name: No Child Left Behind.  NCLB was bipartisan; Democrats George Miller and Edward Kennedy were co-sponsors. Accountability was always a key component in the education reform agenda. In a nutshell, NCLB required that all students in all categories score at proficient or higher by 2014,  leading to the absurd demand that all students be above average. Schools that didn’t meet what was called “adequate yearly progress” in state-defined proficiency were put on “program improvement’;  students were allowed to go to any other public school that accepted them. Oddly enough, the threat of students leaving wasn’t all that terrible, as students who wanted to go to charters were already leaving, and public schools weren’t terribly interested in accepting students outside their geographic district. But there was plenty left that was horrible about program improvement, including the never-ending relentless focus on test scores.

TFA had solid growth during the Bush era, although it wasn’t the soaring rates that they’d see next term.

Charters

Absolute growth slowed from 2001 to 2011.  As a percentage, though, the decline from 2001 to 2011 was steep, slowed slightly but still declined through 2017. Part of this is because most states had authorized charters before the Bush administration; from 2001 to 2008 Iowa, Maryland, New Hampshire, Tennessee, and Wyoming authorized charters.

However, charters saw a major boost because of a natural disaster. Education reformers were a little too ecstatic about the “opportunity” provided by Hurricane Katrina, when the Louisiana legislature summarily fired the vast majority of New Orleans teachers, 71% of whom were black women, in order to turn New Orleans’ schools over to the State Recovery District. (More than half of these teachers never taught again.) New Orleans became a predominantly charter school district after that, and less than 50% of its teaching population is black (as of five years ago).

New Orleans became the crucible for education reformers. Finally, they’d been able to completely scrub (one might say bleach) a school district and redefine it the way they thought schools would run. Overwhelmingly, they believed that New Orleans would serve as an impetus for more cities to go full charter, or at least full-scale choice.

Another famous charter network, Success Academy, was founded in 2006 when Eva Moskowitz lost her election for the NYC council and needed a backup job.

Charters were still being primarily targeted as a method to improve black and Hispanic student outcomes, but Summit Prep in the Bay Area, California was began as a suburban charter in 2003.

Governance

School and district takeovers continued to be an important strategy to institute charters and choice. TFA alum Michelle Rhee was appointed the head of Washington DC schools by mayor Adrian Fenty after the DC Board of Education was stripped of its power.  Joel Klein, with Mayor Michael Bloomberg’s support, instituted choice throughout the NYC school system and supported dramatic growth in charters.

The outcry against ed schools got stronger, aided in no small part by the National Council on Teacher Quality (which, in my view, is the educational equivalent of the Southern Poverty Law Center). Founded in 2004, NCTQ is well-known for providing research fodder for sympathetic education reformers that is generally ignored by teachers, even more than they ignore most research.

NCLB built on the 1998 Higher Education Act to require that all states define “highly qualified teachers” that test in through credential test or other rigorous standard.  In many states, middle school teachers had to meet the same requirements as high school teachers (although existing teachers were grandfathered in). The credential test created significant challenges for new black and Hispanic teachers.

One crushing blow, however, to ed school critics, was the failure of the 1998 HEA to create an ed school ranking system. Ed schools were required to publish their graduates’ credential test pass rate which critics expected to be low for many schools. This, they hoped, would create a ranking system and thus an opening for alternate credentialing programs to break the near-monopoly of university-based ed schools. Alas, ed schools bit hard on a bullet and simply denied diplomas to any ed school candidates who couldn’t pass the credential tests. Thus, the vast majority of ed schools had a 100% pass rate, and alternative ed school programs simply copied the prevailing requirements. Curses! foiled again.

However, this new ed school policy, coupled with NCLB’s demands for teacher quality, led to many black and Hispanic teachers losing their jobs. In the 90s, ed schools simply issued diplomas to everyone who completed a program, leaving the credential test an open issue. Teachers who couldn’t pass the tests (a disproportionately black and Hispanic population) just applied for an emergency credential and kept teaching with that, sometimes for years. No Child Left Behind eliminated the emergency credential, thus forcing teachers, sometimes with a decade or more experience, to take the credential tests.

****************************************************************

So this became much longer than I expected. I split it into two sections.


How the Other Half Learns: Cannon Fodder

Consider the case of Elena Ortiz (a pseudonym):

Things are ragged and rough in Ortiz’s classroom, noticeably so compared to the others I’ve seen. She struggles to keep her students focused and engaged, and unlike in nearly every other classroom, there is no full-time assistant teacher to help her maintain order….(emphasis mine)

She walks out in October.

….Ortiz freaked out [and leaves her job permanently]. Whether it was over Adama, the cumulative stress of leading a classroom with a large number of challenging students, the lack of a second teacher in the room, or some other factor, no one is able or willing to say. Nick Carton [an assistant principal] has been pressed into service teaching second grade; a full-time assistant teacher, Brandon Whitaker, has arrived from the network. (emphasis mine)

A bit later:

When the meeting [to discuss the weak second grade reading results] breaks up, [principal] Vandlik and McDermott [Kaitlin McDermott] ask Belkin [Laura Belkin] as to stay behind. Her data is stronger than the rest of the team’s; they enlist her to take the lead in grade-level planning and improve her colleagues’ practice. At the same time, they assure her that they want to support her continued growth as a teacher, not just put the onus on her to get her colleagues up to snuff.

Belkin was, at the time, a five year Success Academy veteran.  Ortiz was a second year teacher who had never taught second grade before. Belkin had Tyrone, who she was allowed to bribe for occasional good behavior, while Elena Ortiz had Adama, a kid the school was determined to eject.  (Tyrone vs Adama).

So Ortiz had the toughest kids, no assistant teacher–but her replacement gets an assistant teacher.

Is it completely irrelevant that Belkin’s alma mater is top 50 Boston University, while Elena Ortiz went to Hudson, a regional teacher’s college?  That when Vandlik chose an AVP to get downgraded to a second grade teacher she chose Nick Carton, from a state New York school, instead of Amy Young, from Columbia, or Kerrie Riley, from a highly ranked liberal arts school?

Long before Ortiz walked out, it was clear from Pondiscio’s reporting that she was cannon fodder. Shoving cannon fodder into the line of fire, giving weaker teachers less support–that’s a practice by no means unique to Success Academy principals. I have seen teachers in this position. I have been in this position. In my second school, I was given a substantial chunk of the weakest, most challenging students, and no one thought it was an accident. It’s how principals often use the least desirable teachers in their school.

Given that Vandlik runs a school for a woman whose entire self-image is based on high test scores, I can see she might prefer to segregate the strongest students with the most valuable and experienced teachers. Use the more disposable teacher with the kids who probably aren’t going to make it to third grade.

Up to here, it’s all properly Macchiavelian. However, the rest of the story is just bad management.  Create a dumping ground, sure. But perhaps it’d be better to be sure the teacher has plenty of support, rather than singling her out for less support. Perhaps come down hard on any assistant principals that snark about her,  calling her “delicate” and asking if “she’s going to go over the edge” without ever acknowledging that she’s given the far more difficult task with less support and less experience.

And if that teacher up and walks out mid-year, then why compound the staffing difficulties by shoving the most dispensable of the assistant principals into the line of fire? “Vandlik thought it would benefit Carton…to gain hands-on experience with curriculum,culture, and classroom”. Ha, ha.

Nick Carton is much smarter than that. He quits Success Academy at Christmas break, realizing that he’s not one of Vandlik’s chosen. So once again, Bronx I is short a second grade teacher and is down to one AVP.  This time, though, Vlandik gets lucky and hires an excessed NYC public school teacher–in fact, she puts two fulltime teachers in the class and give them full support.

Perhaps she should have given that support to Elena Ortiz in the first place.

Later, Pondiscio learns that Ortiz might have left because principal Vandlik wanted her to lie. Adama’s parents have retained Nelson Mar, a lawyer who has often taken on the charter network for its many abuses. He was there to meet with Ortiz and Vandlik on what turned out to be Ortiz’s last day.

“We get there, we’re waiting, and 4:45 comes, 4:50 comes, we see Ms. Vandlik walking back and forth. We’re like, ‘Well, this is strange.’ Usually they’re fairly prompt about starting a meeting,” Mar recalled. Ortiz walked up and told them that she’d just quit her job. “She said, They want me to say that Adama did this and did that and I can’t say that,'” Mar said. “The thing that I remember distinctly was that she said, “They want me to lie, and I’m not going to do that.'”

Four different staffers with whom I discussed the matter expressed skepticism, even incredulity, that Vandlik would ask Ortiz to lie…Others noted Ortiz herself had had a rocky tenure at the school and was erratic even before her flameout. One former colleague suggests she was looking for an excuse to quit.

Pondiscio reached out to Ortiz but she refused to interview with him. Given his clear sympathy for Vandlik, who he refers to as “very good at her job”, and his readiness to allow a bunch of Success Academy staffers to stab Ortiz in the back, I don’t blame her in the slightest.

Pondiscio concedes that “the story Adama’s parents tell cannot  be dismissed.” But it’s not the parents, but the parents’ lawyer who told him that story, which is a different matter altogether. And unlike all of Vandlik’s defenders, the lawyer uses his own name. Would a lawyer make such a charge, leaving himself open to a litigious, aggressive charter network, if he couldn’t back it up?

Moreover, even before Nelson Mar’s story, Pondiscio reports that Elena Ortiz walked out “during a prep meeting with the leadership team prior to the sit-down with Adama’s parents”.  Teachers, even teachers on the edge, don’t storm out before a parent meeting without significant cause.

Pondiscio’s own evidence strongly suggests Ortiz was outraged by something that occurred during the meeting, and it was the last straw for her. I find it entirely believable that Vandlik asked her to lie. It’s consistent with Success Academy practice of dumping students who’ll hurt their test scores.

But leave aside that question and I still wonder why Pondiscio is so admiring of Vandlik, who he consistently presents as competent, assured, and impressive.

My read: Vandlik created the entire second grade staffing fiasco through her own mismanagement and obvious favoritism. She seems to have a ranking system, and treats teachers and staff based on her own priorities, rather than on needed support.  She gave the lead teacher, Belkin, the most resources rather than offer more support to a teacher with more difficult students. Then, when the second grade team confesses they aren’t working together, she not only doesn’t hold the lead teacher responsible, but rather calls Belkin aside to tell her not to feel she’ll be held responsible for the two other losers on the team.

Staffing a school is by far the most important job a principal has. Vandlik seems completely unaware that she created the second grade mess, and is content to let her staff badmouth the teacher struggling to handle difficult kids without support.

Disclosure: I’m a teacher who doesn’t trust principals. (My own admins are gods, naturally). Vandlik is exactly the sort of person I dislike on general principle. I like creative people, not control freaks. There literally isn’t a single moment where I’m not rolling my eyes every time Pondiscio goes ooh-ahh over some impressive Vandlik maneuver, like answering the phone or telling a parent off. But I’d argue the data supports my interpretation.

As always, I want more data. Pondiscio doesn’t seem to have checked for any patterns in which second graders were kept back, and whether these students were disproportionately assigned to particular teachers. He doesn’t appear to wonder if perhaps Belkin’s better results were a product of classroom assignment rather than superior teaching. He doesn’t ask why Elena Ortiz didn’t have an assistant teacher. He seems to share the negative opinion of the struggling teacher, which might explain why he repeats the trash talk to cast doubt upon possibility that Vandlik told a teacher to lie. It may be he knows more than he’s writing, information that would lead to judging Ortiz more harshly, Vandlik less so.

Missed opportunities.

All three of the assistant principals have left Success Academy. Nick Carton is now principal of the school that hired him away. Amy Young is an assistant principal at another charter. Kerrie Riley is in senior management at KIPP.  Meanwhile, Kaitlynn McDermott,  who Pondiscio says is “not unlike the Wolf the character played by Harvey Keitel in the movie Pulp Fiction who shows up to try to clean up”–well, she left as well.  So in the end, favoritism doesn’t seem to pay off. I suspect most staffers see Success Academy as a place to come from, not stay.

But to every rule there is an exception: Laura Belkin is still teaching at Success Academy.

In my last article, I argued that principal education profiles suggest the school is  grooming some teachers for leadership roles and the rest–well, if they returned after one year, that was kind of a surprise. Anyone who wants to work for Success Academy should read How The Other Half Learns to get an inkling of what might await those teachers who aren’t targeted for, er, success.


How the Other Half Learns: The Path to Principal

In How The Other Half Learns, author Robert Pondiscio points out that it’s easy to tell the educational pedigrees of Success Academy teachers, as teachers name their classrooms for their alma maters.

Bronx I classrooms include Marist, Fordham, the University of North Carolina, and Iona.[Two teachers teach] in Hunter College,….one kindergarten classroom is named ‘BMCC’: Borough of Manhattan Community College. However Success Academy is achieving its results, it has little to do with luring the best and brightest with Ivy League pedigrees to inner-city classrooms.

Literally, the next page, he writes of Eva Moskowitz observing at another school.

 …she introduces me to principal Lavinia Mackall, a Vassar grad…

So first, this is a pretty peculiar ranking system he has going there. Maybe it’s that New York thing.  Pondiscio lumps top 30 school UNC-Chapel Hill, a school that admits just 1 in 5 applicants, with Fordham (74) and University of Massachussetts-Amherst (64).  He then he compounds the absurdity by including Marist, Iona, and BMCC, perfectly good schools, I’m sure, but, well, US News stops counting in the 200s and none of them have numbers.

So if his point is that Success Academy isn’t bringing in teachers from top-ranked schools, it would be more convincing if he didn’t dismiss any school out of the top 10.

And then right after celebrating the merely selective schools the teachers attend, off he goes to visit principal who’s a Vassar grad.

Which got me wondering. Where do Success Academy principals come from? Pondiscio makes it clear that teachers aspire to leadership roles and mentions several promotions of that sort. But not all, he says, celebrating Kerri Lynch for being a committed teacher:

She’s not a Teach for America corps member with a two-year obligation to honor and an eye on law school public policy, or Wall Street. Somedeay she might think about school administration, she says, but not yet.

Kerri Lynch is now principal at the Bensonhurst school, and has been since 2018. Given that most principals spend a year in “leadership training”, odds are decent Lynch was already planning her next move when Pondiscio interviewed her. Of course, it’s also possible they just needed a warm body, given Success Academy’s attrition rates. In any event, committed teacher is now boss woman.

While almost all public school administrators began life as teachers, the percentage of all public school teachers that become administrators is quite small. Principals might make more money,  we don’t consider it a promotion as opposed to a whole new job. I contend that no great teacher would ever become a principal. It’s a fine job, but it ain’t teaching.

In most states, public school administrators must have credentials. Charter school principals have no such requirement, and at Success Academy at least, teachers who don’t leave seem to want to become principals Well, not so amazing. The people called “teachers” at Success Academy are only standing up in front of a classroom. Which is part of teaching, but not the only part.

The mere existence of a curriculum changes the job of a teacher from instructional designer to instructional deliverer.

Well, no. Real teachers can ignore a curriculum, follow it faithfully, or anything in between. Pondiscio doesn’t like this approach though, and makes it clear that he wants teachers doing other things.

American teachers spend an average of twelve hours per week gathering or generating instructional materials. Those are hours not spent studying student work, developing questioning strategies, anticipating students’ misunderstanding and challenges, working with individual children on their strengths and weaknesses, building relationships with parents, or…staring at an empty plan book and wondering “What should I teach this week?”

So first, Pondiscio’s cite of 12 hours comes from a 42 second youtube video made by a New Hampshire teacher. I think the teacher is referring to this study, which was written by a consultant, and the paper is for sale, not for open review. Not perhaps the best cite. Even assuming it’s a valid study, Pondiscio’s list of things teachers ought to be doing instead is a bit loaded.  For one thing, it’s pretty clear that Success Academy teachers aren’t given the autonomy to develop questioning strategies. And a key point of anticipating student  misunderstanding is to develop materials that help avoid or give students practice at learning why they have these misunderstandings,which is pretty pointless if you have to deliver curriculum that someone else developed.

(Besides, and forgive me for pointing this out, it’s pretty obvious that Success Academy just dumps the students who spend too much time misunderstanding.)

From a real teacher’s vantage point, Success Academy teachers are marionettes: delivering a curriculum they don’t control, constantly under supervision. The only aspect of their day that isn’t nailed down is how many times they have to call a parent to make them come control their kid.  Moreover, Success Academy basically doubles the cost of a classroom by giving most (note the most) teachers an “assistant teacher”. There’s not much intellectual or creative challenge to being a Success Academy teacher.

So it seemed to me likely that Success Academy has very few career teachers and that making it to principal was a primary career path. I decided to see how many principals I could look up. I found 40 some current principals and that many past principals. A few have dropped off the map: Danique Day Loving, well known as the first principal of Harlem 1, Carry Roby, founding principal of Upper West, Christina Danielson of Rosedale. But I could find the alma maters, hiring date, employment history, for every principal except Roby, who went back to Minnesota but has no other footprint. (Danielson might still be at Success Academy; unless they make the papers or have a Linked In page, it’s hard to find SA teachers or other staff.)

SAPrinracegender

Given that Success Academy runs mostly to elementary schools, the female skew isn’t surprising. Black male principals hit way above their weight.

SAprinentrySAPrinyears

Now here it gets interesting, if still not surprising. Just 1 in 4 men make it to principal from the teacher role, while 75% of female principals came through teaching. Nearly 70% of all SA principals came through the teacher position, but gender clearly plays a role in path to principal. Moreover, while most principals got the job within five years of coming to Success Academy, it’s clear that men got there quicker than women. Still, if you run into a Success Academy principal, it’s even odds she’s an ex-SA teacher who got there in three to five years.

Now we get to the reason I began this research project. Before you mock me for the granularity of the ranking, understand that I used to tutor kids for college admissions and the competition for top 100 schools has increased over the past decade to an extent I find hard to comprehend. Getting into a top 100 school might not be Harvard, but it’s not nothing. Besides, I just went through all the principals in my own very large district and I only found one with a BA from a top 100 school.

SAPrinalma

(note: grad school rankings were interesting. 9 Teachers College, 2 Harvards, any number of Top 30s, but just as many went to Touro or Relay. Couldn’t find any data about Roby.)

So nearly half of all SA principals ever hired went to a top 50 school, 75% went to a ranked school, and over half of all principals began life as teachers. Incidentally, one of the principals attending a top 10 school was then Bronx I chief Elizabeth Vandlik. Pondiscio was so amazed that she was once a Chicago construction worker that he forgot to mention she probably worked before, during, or after her time at University of  Chicago (#6).

While I’m certain that Pondiscio is correct about the humble alma maters of many teachers, it’s also pretty clear that Success Academy considers teachers a vital source of principals and that SA principals are very likely to have come from selective schools.  So clearly, a good chunk of the teachers are also coming from selective schools–which Pondiscio in no way denies. I’m just exploring the data.

What all this suggests: some teachers are hired with an eye to their future in Success Academy. Some aren’t.

Next up: what happens to at least one teacher who wasn’t.


How the Other Half Learns: The Case of Tyrone and Adama

I observed in my last piece that Robert Pondiscio’s theory in the excellent How the Other Half Learns is, well, wrong. Success Academy doesn’t cherrypick parents. I came to this conclusion from the book, not from any external source. Pondiscio’s an honest reporter of the facts he sees, even if he doesn’t always connect what to me seem obvious dots. Multiple times in the book his own observations contradict his claims.

Consider Tyrone and Adama.

In an early chapter, the Bronx SA administrators have a special meeting to discuss Adama, a “troubled and challenging student” in teacher Elena Ortiz’s second-grade class.

The meeting turns into an ad hoc seminar on elementary school behavior management. [Principal] Vandlik cautions Ortiz not to bribe the boy to behave himself.

“You’re like, ‘Class, fold your hands. Adama, you folded your hands. Star!’ It’s not ‘If you fold your hands, I’ll give you a star.” The idea is to recognize and praise children’s positive behavior, not to bargain with them. The overarching goal is to keep the child from being removed from the classroom…”

Exactly 100 pages later, in a different second grade classroom, Laura Belkin, senior teacher at Success Academy, with all of five years experience, is completely ignoring Vandlik’s dictum against bribery with a consistently disobedient second-grader, Tyrone–with her boss’s complete support.

who is wearing an impassive expression and holding a thick stack of realistic-looking dollar bills, play money that Belkin and assistant teacher Alex Gottlieb distribute to the boy as positive reinforcement. “He’s on task, doing well, counting his money, and working,” Vandlik notes. “This is where it’s key to find out what works for a kid, because he’s motivated by nothing except money and sneakers, and we obviously can’t be giving him sneakers every day….He’s just very motivated by the cash.”…Tyrone’s behavior plan isn’t solving all the boy’s issues; it’s a struggle to keep him engaged and on task, but Vandlik is optimistic.

In fact, Vlandlik promises to get Belkin more fake money.

Later that day, Pondiscio notices Tyrone in the hallway, refusing to go to science class.

A second grader who is out hanging around, refusing to go to class. This is a big deal for a high schooler, and evidence of extreme defiance for a second grader.

Does Vandlik call his parents, insisting that they drop everything and rush down to the school to demand their son comply? Does she call the parents at all? Does she walk him firmly to science class, and reprimand Belkin’s failure to keep him in line?

She does not.

Vlandlik finds him lurking in the hallway and privileges Tyrone by allowing him to accompany her on the classroom visits and be a helper, identifying students who are “ready to learn”. A group that manifestly does not include Tyrone.

This disparate treatment foreshadows each child’s future at Success Academy. Adama’s parents remove him from the school after the administrators continually called emergency services to take him away. They also report his parents to Administrative Children Services, who investigated the parents for child abuse.

Tyrone is promoted to third grade.

While the school clearly considers Adama a real problem, Pondiscio makes it clear that Adama’s behavior was “not the only difficult child in a given classroom, nor on any given day even the most obvious behavior problem.” In fact, when a new second grade teacher comes in and lists students with behavior challenges, Adama isn’t mentioned.

So Tyrone is bribed constantly to behave with no penalty calls to parents, while Adama is tagged as priority one on day one as a troubling student and hauled away with 911 calls.

That this is a brutally obvious double standard doesn’t even seem to occur to Pondiscio, who seems instead to admire Vandlik’s decision to “incorporate” Tyrone into her review of classrooms.

We get no more information about Tyrone, apart from the news of his promotion. But  we catch several more glimpses of Adama–including why he has a teacher’s aide, or paraprofessional.

A common sight in schools with large numbers of special education students, ”paras’ are often assigned to support individual students with serious challenges related to executive functioning,  emotional self-regulation, and other behavior issues. (emphasis mine)

At a different point, Pondiscio describes Adama in class:

When Ortiz taps his shoulder….Adama returns momentarily to his book, The Year of Billy Miller by Kevin Henkes. It’s a challenging read for early in second grade, and far above Adama’s reading level; he appears to be pretending to follow along, and not convincingly. (emphasis mine)

Here again, I wish that Pondiscio had spent more time giving us a sense of the students’ intellect. Because honest to god, I instantly wondered if Tyrone is allowed to flout the rules because, well, he’s smart. Maybe he’s reading at Level Z, or whatever a better than average leveled reading letter is for second grade. Meanwhile, it’s not impossible that Adama has the capacity for a “proficient” test score. It’s just not incredibly likely.

I have no proof  that Tyrone is allowed to flaunt regulations because Success Academy doesn’t want to bump a high scoring student. But I can’t for the life of me figure out why Pondiscio wouldn’t wonder about it.  Surely the different treatment warrants more investigation. Certainly,  more information would either confirm my nasty suspicion or banish such treasonous thoughts from my brain.

A more skeptical observer might have noticed a continual pattern to Success
Academy’s ruthless rules, and wondered if Drunk Mom and Abusive Dad are parents of high-ability kids who, like Truant Tyrone, get a pass from all the stringent requirements imposed on the parents and kids that need more work to get past the “proficient” baseline–or can’t make it at all. Again, I have no proof of this and it may in fact not be the case. It’s just the first thing I’d wonder about, given how much of Success Academy’s survival depends on their great test scores offsetting their abusive treatment of kids and parents.

Had I been allowed in, I’d have instantly recorded every students’  reading levels and tracked them through the year. And when I came back the next year to watch opening day, I’d have checked off how many kids returned, and what their scores were.

What I want to know, as I’ve written before, is:

  1. Are the weakest students leaving the schools?
  2. Are specific students improving their demonstrated abilities during their tenure at the schools?
  3. Are alumni still doing well after they leave school?

Pondiscio had a chance to answer the first two questions, but again, he focuses most of his attention on the adults, both teachers and parents, and only ever interviews parents on motivation or history. That’s a shame.