Low Hanging Fruit: On Apple Picking and the Opt-Out Movement

This weekend my family and I took our annual trip to an apple orchard in Indiana.  Last year’s drought lead to a lackluster venture, so we were not sure what to expect this year.  The first row of trees that we saw were the Golden Delicious, which appeared to be mostly picked-over, so I hoisted my son on my shoulders hoping that he could grab a few of the remaining apples toward the top of some trees.  When that method proved unsuccessful, we trekked deeper into the orchard and found plenty of apples--$40 worth in fact.  My kids had little problem picking from the trees with apples dangling off branches at eye-level…

In practice and principle, I usually have no problem with low-hanging fruit.  Yet, I do have a problem with high stakes testing opt-out movement.  The opt-out movement, which has taken the form of activist, teacher and parent protests--as well as a call to students--encourages students, families, and communities to not take part in high stakes testing that is, at this point, a ritual in all public schools.  While I vaguely remember the California Achievement Test I took as a student in Tennessee in the mid 80’s, administration and preparation for the ISAT ruled the teacher-ly lives of the faculties I worked with from 2004-2010.  There was a palpable loathing of testing by the teachers and administrators, but again, this was ritual – questioned, but not neglected.  The students’ range of emotions went from out-right apathy to antipathy.  That is to say, I get it; I am considering not sending my son, now a 3^rd grader--the first grade where students must take the battery of tests (new for Common Core data points this year)--to school during the days of test administration.  

Yet, taking my son out of school for the tests, even if 6% of the parents across all states nationwide did the same, doesn’t fully address the problem.  Although Diane Ravitch thinks that such an action would be devastating for corporate reforms, high stakes testing is not the lynch-pin of corporate reform and should not be understood as such.  To put it another way, if our nation’s biggest issue--as reflected by schooling--is poverty, what does ending high-stakes testing actually do to move us toward solving this problem?  What of privatization and unionization, or the overall business-oriented discourse in education?   Does fixing the testing dilemma begin to approach any of these issues in a substantive manner?  Test reform is visible and easy (in the greater picture of these larger issues) - and thus, the “low-hanging fruit.” But, if the low-hanging fruit of testing was done away with after a prolonged fight, would there remain any political will to even begin discussions about our social systemic issues, or, as Auden Schendler suggests, would “nobody ever get the ladder?”  To go one step beyond: while, as noted above, I loathe high-stakes testing, but the administration of these tests: (a) allow us to name some of the problems; and, (b) are the devil we know.

Out of the testing movement, the language of “gaps” was born.  While this often makes headway for cultural deficit arguments, it also makes similar space for the counter-argument to be made.  It brings to the fore the disparate outcomes and growing chasms in public schooling.  It has birth an entire literature that digs deeply into the systemic problems we face. Presumably, this could be achieved in other ways.  However, these tests, which are but one means by which schooling has been disrupted by economic interest, are the devil that we now know.  In this era and style of governance, what new spaces will be mined, and exploited, in the absence of testing?  This is not an argument to laud high-stakes testing, yet it is not the holy grail of educational issues, but the overflow of other problems. 

Personally, I wonder if keeping my son home come testing time sends a dangerous message about challenges and participation within democratic processes.  My wife and I remain reticent about making such a choice, as we believe there is space for additional choices and approaches not yet evident. As we noted on our walk through the orchard, there were apples that were a little more challenging to reach – tucked into branches, obscured by leaves – neither low-hanging nor beyond our reach.       

by Paul Myers

Miracle schools, vouchers and all that educational flim-flam

is the title of this piece by Diane Ravitch. It appeared at the website of Nieman Watchdog of the Nieman Foundation for Journalism at Harvard University, as part of the "Ask This" which is subtitled "Questions the Press Should Ask." Oh if only reporters and writers on education were knowledgeable enough about education to ask questions such as those posed by Ravitch, perhaps we could cut through all the misleading and inaccurate information, the attempts to manipulate the public discourse on education to exclude the voices of those - including both Ravitch (a personal friend) and myself - who say that our supposed pattern of educational "reform" is like the emperor's new clothes - there is no there there, as Gertrude Stein once opined of Oakland.

You should read Ravitch's piece. To whet your appetite, let me offer Diane's first paragraph here, and then explore a bit more below the fold:

Be skeptical of miracle schools. Sometimes their dramatic gains disappear in a year or two or three. Most such claims rely on cheating or gaming the system or on intensive test prep that involves teaching children how to answer test questions. These same children, having learned to take tests, may actually be very poorly educated, even in the subjects where their scores were rising.

Please keep reading.

Diane offers some very tough questions to consider. Understand that as an educational historian and as someone very involved in policy questions, the questions she poses are derived from the record, from extensive reading/research into the information that is actually available. For example:

When a charter school reports miraculous results, be sure to ask about the attrition rate. Some highly successful charters push out low-performing kids and their enrollment falls over the years (and the departing students are not replaced). Recently Arne Duncan hailed a “miracle” school in Chicago—Urban Prep—where all the students who graduated were accepted into college. But 150 students started and only 107 graduated. The 107 graduates had much lower test scores than the average for Chicago public school students. The school did a good job of getting the students into college (perhaps that was a miracle) but they were not better educated than students in the regular public schools.

In another instance, one of the “amazing” schools singled out by the 2010 documentary “Waiting for Superman” admits 140 students, but only 34 graduated. That’s a 75 per cent attrition rate. Some miracle.

Or try the brief paragraph before what I just quoted:

Whenever a district has a dramatic increase in test scores, look for cheating, gaming the system, intensive investment in test prep. Testing is NOT instruction. It is meant to assess instruction, not to substitute for it.

Take this points one at a time

cheating - explore the recent USA Today examination of test results in DC public schools under Michelle Rhee

gaming - the so-called Texas miracle on their state tests, given in tenth grade, was accomplished by holding back lower performing kids in 9th grade. Some were held back several times until they dropped out, and if they said they MIGHT get a GED, they were listed at having transferred to an alternative educational program, not as dropouts. Or perhaps after having been held back one year they were skipped to 11th on the grounds they had made so much progress. In either case, they were not tested. All this was documented BEFORE No Child Left Behind was passed into law, and people in Congress cannot say they were unaware. Walt Haney of Lynch College of Education at Boston College wrote about it, as did others, and a number of us passed on the literature to key people in Congress. Yet somehow Rod Paige won a superintendent's award and got promoted to Secretary of Education, in part because of a claimed 90% graduation rate in Houston schools, when in reality only a bit over 40% of those entering 7th grade graduated with their cohorts.

intensive investment in test prep - these seems to be the pattern in a number of charter schools and some public schools claiming significant gains. But what evidence there is that the "gains" on tests are not maintained in subsequent grades, and students as they ascend the educational grades arrive less and less prepared to do the kind of work necessary to be successful even in a high school course of students, to say nothing of what is necessary in colleges, which is why post-secondary institutions have had to expand the number of places in remediation courses.

Ravitch remind us - at least those of us who have been paying attention - that improving pass rates on state tests may mean merely that states are manipulating their cut scores. It is possible to pass some state tests with less than half the questions answered correctly. Since all that are published are scaled scores, converted from raw scores, unless one can see the conversion formula, the scaled scores are subject to manipulation for all kinds of reasons, including the state (or school district for district wide tests) wanting to be able to show "success" or to avoid the politically unacceptable prospect of large numbers of students not being promoted or not graduating from high school.

Not all "studies" are peer-reviewed by independent scholars. Some are not even rigorous, as Ravitch points out about the claim by Carolyn Hoxby that students who spent 9 years in a NYC charter could close the achievement gap differential between, say, Harlem in inner city NY and Scarsdale, perhaps the wealthiest of the New York suburbs. As Ravitch writes:

The press gave that study huge attention and credibility, but no one noticed that there were very few students who had attended a charter in NYC for nine years or that Hoxby did not provide a number for the students who had closed the gap. It appears that her study was an extrapolation, and it was an extrapolation based on NYC and NY state’s inflated and unreliable test scores (see above). When NYC’s charter scores are reported, they range widely from very abysmal (a six per cent pass rate) to exceptional (100 per cent pass rate).

Ravitch also reminds us of the wisdom of the words spoken by Hal Holbrook in "All the President's Men" - Follow the Money. In the case of education, we have the likes of Philip Anschutz, a billionaire who advocates for free market solutions (and for whom, I might mention, Michael Bennet worked before becoming Superintendent in Denver, and then a US Senator, and now apparently the successor in waiting to Arne Duncan as Secretary of Education). He was a funder of "Waiting for Superman" as was a man "previously CEO of a string of for-profit postsecondary institutions." Similarly, the so-called Democrats for Education Reform has a board full of Wall St. hedge fund managers and big real estate moguls. Ravitch suggests asking why they are so interested in charters, and how they are connected with other 'reform' groups such as" Education Reform Now, Stand for Children, the state CAN organizations (e.g., ConnCAN), and a host of other groups promoting privatization and de-professionalization?" She also reminds us, as she did in her book, about the influence of the 'billionaire boys' club" of foundations such as Gates, Broad and Walton.

No high performing nations, as Ravitch reminds us, are pursuing the kinds of approaches we are seeing advocated by such groups and foundations, and unfortunately by the Obama administration. She challenges the administration with a number of questions, on continuing Bush administration accountability problems, on school choice, on merit pay (which lacks any supportive research base in education or in industry, and has clearly been shown to have no effect on test scores, which of course are the measurement of choice of the so-called reformers). Given the President's recent remarks at Bell Multicultural High School in the District, in response to a question from a student, it is worth noting this question from Ravitch:

Why does the president publicly say he is against standardized testing at the same time that his administration is demanding more emphasis on standardized testing?

Read Ravitch. Perhaps pass on the article to the editors, editorialists, and reporters dealing with education at your publication of choice.

Ravitch concludes her piece with simple statement:

Principles for reporters: Be skeptical; don’t believe in miracles; follow the money.

Perhaps were these principles followed, we might actually be able to have a meaningful public discussion on how to address the real needs and issues confronting our schools and our students.


Perhaps were these principles followed, we might actually be able to have a meaningful public discussion on how to address the real needs and issues confronting our schools and our students.

An incredibly important speech on education by Diane Ravitch

That is a brief clip of Diane Ravitch addressing the Representative Assembly of the National Education Association on July 6, where she was receiving an award as the 2010 "Friend of Education."

Please keep reading.

The complete text of Diane's speech can be read here. She has given me permission to quote as much as I deem appropriate, including the whole speech if necessary.

I won't do that. You can follow the link to read the entire text if so inclined.

Let me offer some selections to at least whet your appetite, as well as offer a bit of commentary of my own.

... in all of this time, aside from the right-wing think tanks, I haven’t seen met a single teacher who likes what’s happening? I haven’t met a single teacher who thinks that No Child Left Behind has been a success. I haven’t met a single teacher who thinks that Race to the Top is a good idea.

I remind readers that the Representative Assembly passed a resolution of no confidence in Race to the Top.

And as I talk to teachers, by the end of my talk, I hear the same questions again and again: What can we do? How can we stop the attacks on teachers and on the teaching profession? Why is the media demonizing unions? Why does the media constantly criticize public schools? And why does it lionize charter schools? Why is Arne Duncan campaigning with Newt Gingrich? Why has the Obama Administration built its education agenda on the punitive failed strategies of No Child Left Behind?

Newt Gingrich - now there's a great ally for a supposedly progressive administration, eh? And during the campaign, Obama railed against NCLB, yet too much of the administration policy continues to rely on the failed policies of that approach.

I will continue to speak out against high-stakes testing. It undermines education. High-stakes testing promotes cheating, gaming the system, teaching to bad tests, narrowing the curriculum. High-stakes testing means less time for the arts, less time for history or geography or civics or foreign languages or science.

We see schools across America dropping physical education. We see them dropping music. We see them dropping their arts programs, their science programs, all in pursuit of higher test scores. This is not good education.

I have been told by some people in the Obama Administration that the way to stop the narrowing of the curriculum is to test everything. In fact, the chancellor in Washington, D.C., the other day announced she plans to do exactly that. That means less time for instruction, more time for testing, and a worse education for everyone.

Some of us have worried about this trend for years - I remember a group of elementary school art teachers asking their state for a test on art so their classes would not be eliminated. As it happens, my course is one in which there is a test that has high stakes - students in theory must not only pass a government course but also a state test in government in order to graduate from high school (although the latter requirement has some loopholes). Let me say that for too many students their course in government gets reduced, especially in the Spring as the test approaches, to drill and kill, practice for the test. For a subject that should excite them, because it has direct affect on their lives, they get bored and frustrated.

In speaking out, I have consistently warned about the riskiness of school choice. Its benefits are vastly overstated. It undercuts public education by enabling charter schools to skim the best students in poor communities. As our society pursues these policies, we will develop a bifurcated system, one for the haves, another for the have-nots, and politicians have the nerve to boast about such an outcome.

Public schools, as I said before, are a cornerstone of our democratic society. If we chip away at support for them, we erode communal responsibility for a vital public institution.

Bifurcated - even worse than what we have by geography, where wealthy communities have excellent public schools rich in resources and the students have access to all kinds of elective courses, and poor communities, whether in inner cities, inner rings of suburbs or the hinterlands, lacking equipment, with decaying buildings, and overwhelmed with students arriving st school with less background and current problems.

democratic society - if we really believe in it, economics would not be the sole basis on which we make arguments about our schools.

Last year, a major evaluation showed that one out of every six charters will get better results, five out of six charters will get no different results or worse results than the regular public schools. A report released just a couple of weeks ago by Mathematica Policy Research once again shows charter middle schools do not get better results than regular public middle schools.

Unfortunately, the general media coverage of the Mathematica report was badly flawed, focused on the schools that did 'better' while not including any of the caveats about even these schools. Charters COULD be used to offer alternative ways of teaching/learning to specific groups of students. Diane's next two paragraphs are very important:

The National Assessment of Educational Progress, on whose board I served for seven years, has tested charter schools since 2003. In 2003, 2005, 2007 and 2009, charter schools were compared to regular public schools and have never shown an advantage over regular public schools. Charter schools, contrary to Bill Gates, are not more innovative than regular public schools. The business model and methods of charter schools is this — longer school days, longer hours, longer weeks, and about 95 percent of charter schools are non-union.

Teachers are hired and fired at will. Teachers work 50, 60, 70 hours a week. They are expected to burn out after two or three years when they can be replaced. No pension worries, no high salaries. This is not a template for American education.

NAEP is the national report card on education. It is considered the gold standard of educational evaluation. It does not show that charters do better. One reason why some "reformers" like charters is that in many states they are a way around unions, and their teachers can be fired at will.


Let me skip down a bit:

And perhaps we should begin demanding that school districts be held accountable for providing the resources that schools need. Just like No Child Left Behind, Race to the Top requires and pressures districts to close low-performing schools. The overwhelming majority of low-performing schools enroll students in poverty and students who don’t speak English and students who are homeless and transient. Very often, these schools have heroic staffs who are working with society’s neediest children. These teachers deserve praise, not pink slips. Closing schools weakens communities. It’s not a good idea to weaken communities. No school was ever improved by closing it.

Reread that please. Yes, you will read stories that supposedly focus on "high-performing" schools dealing with such students. In some cases the claims for high performance are based on selective use of data. In most cases the schools on which such focus is made get more resources (as do many charters), have longer days, etc. The "success" is claimed on the basis of test scores. What is not yet offered is any evidence that there are long-term gains in learning: that the students are developing skills and knowledge that they can apply outside of the test environment. Meanwhile we reconstitute schools. We use one of the four models approved by this administration, even though NONE has any research to demonstrate that they improve education.

There are passages about the right to unionize, which Diane supports, but which "reformers" oppose. Read this paragraph, and perhaps you will understand two things, (1) why teachers are reacting so positively towards Diane; and (2) why we feel unfairly besieged, that the playing field is tilted:

I have spoken out repeatedly to defend the right of teachers to join unions for their protection and the protection of the teaching profession. Teachers have a right to a collective voice in the political process. It’s the American way. I don’t see the Wall Street Journal or the Washington Post or the pundits complaining about the charter school lobby. I don’t see them complaining about the investment bankers lobby, or any other group that speaks on behalf of its members. Only teachers’ unions are demonized these days.

Teachers, and those who support them, ARE being demonized. By constrast, Hedge Fund managers (who are making major investments in things like charter schools for tax benefits) and Wall Street Firms (who came close to destroying the economy of this nation and the international community) get bailed out with our tax dollars, continue to pay bonuses, and spend millions to prevent appropriate oversight and regulation. Then they want to have a voice telling us how we should teach, how our schools should be run.

There is so much of value in the speech. By now I hope I have at least convinced you to take the time to read the entire thing.

Let me offer only a few more snippets, skipping over some very important material:

Around the world, those nations that are successful recognize that the best way to improve school is to improve the education profession. We need expert teachers, not a steady influx of novices.

One argument against Teach for America, for example. Now if those in that program actually stayed in teaching, people like Ravitch and me would have far fewer objections. The constant turnover in the schools in which they serve is unfair to those kids. The program benefits many in the TFA corps, and it certainly benefits TFA. It is not clear that the students are getting all that much benefit, and the model is not something that can really address the needs of the millions of students in inner city and rural schools.

The current so-called reform movement is pushing bad ideas. No high-performing nation in the world is privatizing its schools, closing its schools, and inflicting high-stakes testing on every subject on its children. The current reform movement wants to end tenure and seniority, to weaken the teaching profession, to silence teachers’ unions, to privatize large sectors of public education. Don’t let it happen.

The consequences of letting these "reforms" go forward unchallenged will be great damages far beyond the arena of public education. It will be further destruction of what is left of the union movement in this country. It will be increased privatization of what is left of the commons in this country/ It will be a narrowing of opportunity for too many of our young people. It will diminish us as a people as our young people receive narrower and narrower educations.

Diane urges those listening to her to be politically active, to remind people that there are millions of teachers, we vote, and so do our families, to not support anyone who is an opponent of public education.

Stand up to the attacks on public education. Don’t give them half a loaf, because they will be back the next day for another slice, and the day after that for another slice.

Don’t compromise. Stand up for teachers. Stand up public education, and say “No mas, no mas." Thank you.

Diane Ravitch received a rousing ovation for this speech. As a teacher, as a UNIONIZED teacher in a public school, I understand why.

I thought it important that as many people as possible encounter HER words, not just cursory news accounts. I think it important that voices that speak for teachers and for public schools be given as much of an audience as those who have described themselves as 'reformers' and seek to suppress or denigrate any opposing point of view.

That is why I asked Diane, a friend, if I could quote extensively. That is why Diane told me "You are free to cite or quote whatever you wish."

Thanks for reading.

Please pass on the link for her speech.

Peace.