(if you’re here to see KPM’s bio scrub, scroll down to the bottom)
I have five other pieces going and a serious case of writer’s ADD, but Kathleen Porter Magee just really annoyed me.
Porter Magee works part-time at Fordham Foundation, recently tasked with churning out paeans to or defenses of Common Core, and also at the College Board, where she works for the guy who wrote the Common Core, and I’ve yet to see the media inquire as to whether this might be a conflict.
KPM, as she is often called, has been singing the praises of Teach Like a Champion Doug Lemov for a couple years now, which is inconvenient because Lemov pushes prior knowledge, and her new boss Coleman spits upon it. But anyway, she’s trying to thread both needles here—push Lemov and the Common Core insistence that all students be forced to read “grade level books”.
The money quote bolded:
And the pushback against this particular CCSS directive is growing. For example, self-described “small-town English teacher” Peter Greene likened assigning texts based on grade level “without regard for the student’s reading level” to “educational malpractice.” This pushback is backstopped by an entire industry built up over decades on the premise that students should be kept away from complex texts at all costs.
Really? Are you kidding me? There’s an industry devoted to keeping students away from complex texts? Cite, please? The organization that says “my god, we can’t have kids reading hard words!”
That’s insane, but so is her position that teachers should ignore their students’ actual reading ability and insist on assigning books the polite kids just pretend to understand and the impolite kids just ignore entirely. That opinion is very North Korea, frankly, although NK and the chubby new Leader would be much tougher on the impolite kids.
For the record, there is in fact no industry dedicated to keeping kids from reading Metamorphosis. More immediately relevant, KPM is wrong in insisting that teachers should ignore reading ability when assigning texts.
I was interested to realize that Common Core standards differ by subject in their willingness to acknowledge the below-level student.
So the math standards include some advice on what to do with kids who are behind and , like NCLB, has nothing new to offer: tutoring, algebra support, summer school. Yeah, thanks for the tip. None of them worked last time, either.
But the ELA standards largely refuse to acknowledge the reality of struggling readers—not even, I was a bit stunned to see, much recognition for English Language Learners, flatly rejecting the notion that they might struggle a bit and leaving any support to the states to figure out. Common Core’s refusal to placate the massive ELL lobby is telling, because in that case there’s going to be no recognition of native English speakers who simply aren’t smart enough to read at grade level, so English teachers, you’re screwed. Just kidding, because as we all know, standards throughout history have always called for kids to read at grade level, and teachers have and undoubtedly will continue to pick texts targeted to student ability whenever possible (it isn’t always). They’ve always done that, which begs the question why Fordham Foundation is acting like a wild hair has intruded someplace uncomfortable on the subject.
My conclusion: the big focus on “grade appropriate texts” and emphasis on teachers’ refusal to use the Common Core “exemplars” is just strategy. Common Core’s going to fail, so why not build the terrain for the inevitable blame game that’s coming by arguing that even now, at the beginning, teachers are ignoring Common Core by assigning texts their kids can understand, instead of grade-level texts. KPM’s broadside insult to teachers or an unspecified “industry” desperately working to keep kids away from “sedulous” and “balkanization”—and remind me why, again, she’d go work for the guy who’s planning to scrub the SAT of these words?—is, in my view, part of an effort to position the foundation for the standards’ inevitable failure.
And so, their demand that teachers pretend that all kids from kindergarten on have equivalent reading abilities. Yes, some kids don’t read as well, but that’s because they go to the low income schools that have bad teachers who assign some students Dr. Seuss in second grade instead of Robert Frost’s “Stopping by Woods on a Snowy Evening”. In this way, the seven year olds are denied the ability to debate whether the speaker was referring to his eventual death or his desired but delayed suicide, thus preventing them from being excellent readers on their way to college readiness.
I haven’t opined on the totality of the ELA standards yet, but on this one point I have been consistently shocked ever since Fordham released the study in which it declared, with a straight face, their horror that English teachers were using their students’ reading abilities to assign texts. Usually reformers insist on behavior that at least logically makes sense if you don’t have a clue about the reality of education. But the stance on this is absurd. Why would anyone insist on forcing kids to read books they can’t understand?
I taught humanities for one year in public school, to freshman with reading abilities ranging from sixth grade to college level, and I can state with confidence that the low ability kids did not benefit in any way from being forced to pretend to read Twelfth Night. They liked the movie, though. As I describe in that post, I gave up SSR with my students because they simply stared at books they didn’t want to read. When I took away their choice and gave the weaker students enrichment activities designed for bright fifth graders, they engaged and acquired content knowledge. Why would anyone seriously argue against that?
For the past eight plus years, I’ve taught reading enrichment to a mostly Asian crowd of freshmen, with abilities ranging from FOB to reasonably competent (rarely do I have a stupendous reader and writer, but it does happen). Here, too, I have not seen them benefit from reading texts they don’t understand because, despite their outstanding test scores, the kids I teach have mediocre reading abilities thanks to dismal active vocabularies and weak content knowledge. Much of my teaching time is spent, again, assigning them reading they can understand and demonstrating the importance of remembering content knowledge.
So while I haven’t taught a lot of English in public school, my experience with early high school readers is extensive, and Fordham’s position is flatly ludicrous.
On a slightly different note, I’m getting a bit tired of KPM pushing her teaching experience. Her Linked In profile shows clearly that not only has she avoided anything approaching students for over a decade, but that she was only at the Washington Archdiocese, a prominent mention in all her bios, for ten months. She didn’t leave an impression. Likewise at Achievement First, her title may have been impressive but she still worked part-time, according to her husband, and the only document I can find with her name on it suggests she was basically HR. Achievement First is known primarily for its questionable application of “No Excuses” discipline, not its great curriculum.
She was probably a teacher for some period of time from 1997 through 2000, the three years after she graduated from Holy Cross with a degree in French and Political Science before she started her master’s degree. Maybe she just doesn’t list her credential education. More plausibly, she taught for a year or so at a Catholic school, maybe language, maybe French.
Back when she married Marc Magee, teaching was such an important part of her bio that she never mentioned it, only listing her work at Progressive Policy Institute, Hoover, and Fordham. Her footprint at every place but Fordham is non-existent.
I have mentioned before that very few education policy people on either side have any extensive teaching experience, but better to just plead out than pretend.
Maybe she’s got more experience than I can find, or slipped in some teaching while working at Fordham part time. Maybe a reporter will ask her to be specific, produce documents of her curriculum work and her lesson plans. Hahahahaha!
Anyway. If it comes down to a choice between an reticent Kathleen Porter Magee and me, an anonymous teacher blogger….wait. Never mind.
Look, I’m not expecting you to take my word for anything. But if you still accept policy hack bios at face value, think again.
As for the Common Core Reading Gulag, where everyone must read at or above grade level because the Great Leader says so, I’ll leave you with a simple application of logic.
On one side, you have an education reform organization, dependent on the will of its funders, insisting that English teachers everywhere are failing their students by assigning them texts that will be more likely to engage them and thus increase content knowledge, rather than texts randomly declared “grade level” by wishful thinkers. On the other side, you have the majority of English teachers, insisting through their actions that students are best served by reading words they can understand.
Michael Petrilli has tacitly admitted (and said so explicitly on the Gadfly show, as I recall) that he never believed in the NCLB goals of getting all students to proficiency, but he had a boss, and that was the party line. Now, he’s pushing the Common Core party line.
You can believe that Petrilli and KPM are pushing a party line because they get paid to, or you can believe that teachers are part of a gigantic industry dedicated to ensuring that students are never exposed to complex text.
It’s up to you.
PS–I just liked the title; don’t take it too seriously.
Addendum, June 12
I am delighted to see that KPM’s bio at Fordham has been thoroughly scrubbed.
Here’s how it appeared when I wrote this piece, on May 17th. It was in place through May 30th, at least, as you can see by the dates of the articles.
And here’s what it looks like now. A lot shorter. All the company names gone, no mention of her teaching, just “working directly in schools”. Still a bit squiffy, but hey, they had to save face.
Think it was me? I hope it was me. It’d be fun if it was me. It probably was me.