Part of the Problem or Solution

Last week we reported on the new Virginia plan for meeting federal waiver requirements from No Child Left Behind. Pass rates were set at 82, 68, 52, and 45 percent for Asians, whites, latinos, and blacks respectively. After talking to several other educators, the state's explanation-- "if we look at where these children are starting from, we're making efforts to move them forward"-- sounds somewhat reasonable.  Maybe you remember a little of your "forms of reasoning" from philosophy. If the premise is true and the logic is sound then the conclusion is true.  For example-- all birds fly, penguins are birds, therefore penguins must fly.  We could argue all we want about how sound the reasoning is, but anyone can see that penguins don't fly.  We got something wrong.

To all of my educator friends-- if you think the logic behind this plan is sound, just look at the conclusion, something is wrong.  If not the logic, then our premise. It would do our system well if instead of defending such an egregious plan we would step back and figure out how we got here because somehow good intentioned efforts at progress just resulted in some pretty serious regress.

First, the ever present statement that "teachers are the most important factors in student achievement." Most everyone who uses this line fails to add the caveat of the most important in school factor. Many out of school factors impact student achievement. Remind policy-makers and other high-ranking ed officials of this and the reply goes something like this-- "we only have the ability to control what is in our power to control"-- leading us to complacently accept the reality that no one is addressing the issues outside of school that impact our students. So yes, students are coming into our classrooms with different abilities, many times as a result of their environment.

Second, if students are coming into our schools (their starting point according to the Virginia Superintendent of Education) at such various levels of performance, why don't we try to find the reason. When colleges find that too many incoming freshmen are in need of remedial classes, don't we first look to the high schools from which they graduated as the reason. Why satisfy ourselves with the excuse of lower starting points instead of asking why these children are already underperforming by the time we get them.

I have a feeling that race may not be the answer. If it is, what does that mean? It means that there is some inherent difference in ability based on race. We know this isn't true, so what else could be the cause? George Bush is famous for saying that we need to fight the "soft bigotry of low expectations", but I don't know who added "instead of addressing the hard bigotry of  poverty." Why are we still separating these children into categories in 2012? Won't we find the greatest correlation between school performance and economics rather than race?

In the end, consider the national narrative regarding education for the last ten years. We've increasingly focused on racial differences in performance and ignored the harsh reality that economic differences have the greatest impact. Last year, when the Teaching Underground attended the NCSS national convention, we listened to Geoffrey Canada's keynote address. He shared his heuristic on decision-making in his Harlem Kids Zone-- "when in doubt, do what the rich people do."

In this ongoing debate between so-called education reformers-- the people who want to measure everything, expand test-based accountability, evaluate teachers on growth models, get unions out of the way-- and people like us at the Teaching Underground, we're often cast as a voice for the status quo.

Come by my classroom one day and look out at the brilliant black students that are taking my AP Psychology course and explain to them why it's a good idea to have a lower pass-rate for "their people." When you put it like that, status quo doesn't sound too bad.  But then again, maybe the progress we're being sold isn't really progress at all.

When Numbers Betray Reality

Target pass rate of 82% for Asians. Target pass rate of 68% for whites.  52% for Latinos and 45% for blacks.  Those are the new performance goals for math in the state of Virginia and it's good enough for a waiver freeing us from the untenable mandates of No Child Left Behind.

No matter how reasonable the explanation sounds, the result-- 82% pass rate target for Asians, 45% pass rate target for blacks-- is absolutely unreasonable.  My psychology class is in the middle of a unit on Testing and Intelligence and we looked at group differences in I.Q. scores last class.  We discussed the 1994 book The Bell Curve and how sometimes inferences about race and ability based on testing results are seriously flawed.  A diagram from the book shows overlapping normal curves of I.Q. scores between Asians, whites, hispanics, and blacks from right to left on the curve.

I was shocked to hear news of the new Virginia targets that evening after viewing this diagram in class.  NPR's All Things Considered ran the story titled "Firestorm Erupts Over Virginia's Education Goals." The story stood out to me after hearing the percentage target rates that matched the order of I.Q. scores presented in the diagram.

We listened to the audio in class. I didn't anticipate how awkward the transition would be. "We've just listened to people talking about Asians and whites and latinos and blacks, but when you look to your left and look to your right you see people with names, your friends. And I can't look at any of you and say that I expect any less of you because of who you are."

Is it reasonable for an entire state to articulate that our expectations of performance are different depending on your race?

For over a decade now, schools, divisions, and entire states have struggled to prove their merit based on the primary metric of the standardized test. Percentages, percentiles, and pass rates have surpassed the noble goals of civic responsibility, critical thinking, responsibility, and achievement.  Never mind that some schools don't even have high enough numbers of "sub-groups" to qualify in that reporting category, we've found a way to numerically rate and therefore compare quality from one location to the next.

When schools started meeting the required pass rates of state testing, No Child Left Behind came along and labelled them as failing because not every reporting category met the benchmark pass rate.  It essentially created an all-or-nothing system.  Success didn't matter unless it was complete success.  Any partial failure became the character of the entire school.

Expectations of perfection looming in the next few years prompted the offer of waivers for NCLB. The education world has always promoted an "every child can succeed" attitude. You can't  achieve excellence in this field without that attitude. But most teachers learn within the first year of teaching that just believing that every child can succeed doesn't make every child succeed.

We hear that new state pass rates are set with the understanding that these racial groups aren't starting at the same place.  So we want to look for growth.  We hear that what's important isn't where we finish, it's how much improvement we've accomplished.

Either way, we're left with numbers. 82, 68, 52, and 45, and they define success depending on your race.

If that doesn't wake you up to the damage that our reliance on test based accountability has done to education and American society I'm not sure what will.  Welcome back to 1954 Ms. Brown.

Teaching Underground's 2011-2012 Report Card

In an age where "grades" grow more irrelevant by the day, the TU thought it fitting to assign grades to some people and events that have transpired during the past school year.

Teaching Underground-
We increased traffic and managed to avoid violating our moral standards(we have none).  Still we navigated the past 12 months with some effort and did our best to share what we thought about where we are and where we are going.
Grade = B+





Virginia Weather-
Earthquakes, derechos, 100+ degrees, no snow days.  
Grade - You decide.

NASA-
This actually happened during Summer School last year but how on earth(how's that for a punn) could we have a space program without the shuttle?  Since 1981 the Space Shuttle has been the face of manned American Space Flight.  In an age where we are expected to inspire young scientists and explorers we will have to teach them more from movies than real life.   Russia and China are now the only 2 government programs capable of manned missions that dock in space.  China was 40 yrs late but is catching up fast.  NASA might not actually deserve a low grade but the Feds and others who complain about the budget saying  "we should solve our problems here on earth before going into space"... leave me uninspired.   
Grade = D

"Rhee" rhymes with "me"

Michelle Rhee-
You have learned much during the past year.  You have worked hard.  Sadly it seems all your efforts have done little save self promotion and distort actual events.  We suspect you are a nice and decent person, but dislike your policies immensely.
Grade = F-

Diane Ravitch-
TU was very impressed with her comments back in December and we would rank her among the smartest kids in the class. Keep up the good work.
Grade = A+

UVa Board of Visitors- 
We are grading them just because in the new world of accoutability..the people at the top have carte blanche for Strategic Dynamism and that ain't good.  While re-instating President Teresa Sullivan calmed the storm, some things you can't take back.  Dragas is back on the board, re-appointed by McDonnell in a move some found unexpected. Hope you all learned something from all this and won't mess up again.  So we have to do our best to give the grade you earned on this group project.
Grade =D

Albemarle County-
More is not always better and as high school students now flock to study halls and complain about workloads, their hand is forced by trying to remain competitive amongst their own classmates. Teachers share an increased burden as well, leaving some kids regrettably, behind.  The longer the system stays in place, the less people are able to say about it because of fatigue.  This creates the illusion that it's ok.  Seven classes seemed plenty, just sayin'.
Grade = Proficient(grades will soon be replaced a standards based system)

KC reacts to an SOL question.

Ken Cuccinelli-
Who sues a college professor for fraud? Never mind those people who steal money from the elderly with phone and E-mail scams or companies that pollute our streams.  He's running for governor and steering hard right.   If he gets the nod hope he builds bridges instead of burning them.  Still you are the C.A. for our great state, obscene seal and all,  props.
Grade = No Credit

The US Supreme Court-
How can a corporation be a person?  Agree or disagree, it was interesting to see them make a ruling that mattered on health care. 
Grade = NA(we know nothing about the law, just the Constitution)

Lebron James-
He stands still, the world spins around him.  That "announcement" showed that some people do lose touch.  Still he did win a title and is probably among the most athletic individuals, ever.  Present company excluded.  While in a perfect world, Cleveland would have won a title before him, he won.  Let's end the hate and hope he plays as well and as hard at the Olympics since everyone else is hurt or backing out.
Grade= B+

 

Sausage Boy-

Man that guy is a legend.   He lost all that weight and when he puts that shirt with epaulettes on, look out.    The world would be his oyster, if he ate those.  He left the basement but still managed a solid year. (and rumor has it Turner's on a mini-juicing binge.)

sausageboygoesgreen.blogspot.com/  

Grade = A-

Patricia Wright-
Not sure about what to assign here.  The state continues to pour money towards Pearson and SOLs but also was recently granted a NCLB waiver doing away with complex and unrealistic AYP objectives .  (Thanks secretary Duncan).  Time will tell if the hoops that probably come with the waiver will help or hurt.   Still 2014 was only 1 year away. 
Grade = Inc


Fermilab Tevatron Scientists

You maybe sort of found or proved that the Higgs Field or the Higgs Boson exists?  Huh?  This theoretical physics stuff is above our pay grade but makes more sense thanks to all things, Youtube(see video here).
Take that CERN and your Large Hadron Collider.  We like particle accelerators as long as they don't make Black Holes.
Grade = B(too smart is not always good)

Bashar al-Assad -
You should be expelled and the people of Syria will be better for it.
Grade = Double F

City of Lynchburg
For the second time they discharged wastewater into the James River.  This time 250,000 gallons an hour for about 18 hours.  Sees to me that somebody somewhere could find a way to fix this.  Either that or change your city logo to show the stench coming off the river   Beyond the damage to the river itself I and other citizens of the state will again have to avoid a place we love  dearly.
Grade = F

Greece and the EU-

Not saying we understand economics, austerity measures or anything having to do with international fiscal policy or currency but it appears the same could be said for you folks over there in Europe.
Grade = D

Bryce Harper
This talented rookie plays hard day in, day out and we admire that.   The Washington Nationals are for now relevant, though some TU members remain Orioles fans and think the Senators will always be the only rightful DC team, not the Expos.  He did break a bat in a tantrum and injure himself but he still went to bat, blood and all. Only retiring Chipper Jones stood between him and the MLB All Star Game. He dropped out of HS to chase his dream.  What does he deserve?  "That's a clown questions, bro."
Grade = C or A depending on your loyalties.

Va General Assembly-
What the heck is going on down there in Richmond?  What was once a proud bipartsan legislature has devolved into side by side party convention on our dime.  Please stop the political infighting and focus on doing the job you were given when elected. 

Grade = D

America
This is still the best country on Earth.  Anyone who disagrees is a red bellied commie.  Have a great July 4th. 
Grade = A++







Have some grades you want to assign?  Add a comment.

Bush on NCLB- Ten Years Later

Time Magazine, January 23, 2011.  Andrew J. Rotherham gives us George W. Bush in his own words on the tenth anniversary of "No Child Left Behind."

Bush: "So I'm pleased with the progress and concerned about efforts from people in both parties to weaken it."

Rotherham: "What do you think is driving those efforts?"

Bush: "Some on the right think there is no role for the federal government in education.  Some on the left are saying it's unfair to teachers--basically, union issues.  People don't like to be held to account."

Both parts of Bush's response define a clear divide among first, left and right politics regarding education and second, the yet-to-be-labeled opposing sides in the education reform debate.

First, if we could make policy with all of our biases on the table, perhaps everyone would understand each others goals a little better.  But, I have a hard time accepting policy decisions made by those who have limiting the government role in public education as their primary goal.  What better way to pull the government out of education than to convince the American public that money spent on public education is money wasted?  If successful in this effort, any number of agendas are guaranteed (vouchers, school choice, private/public charters).  I gravitate away from conspiracy theory, but when those who wish to undo the system play a vital role in making policy for the system, bad things are likely to happen.

Second, I do like to be held accountable.  It makes me a better person.  I learned long ago that one of the best ways to avoid bad practice is through openness.  Letting others in on what's happening in the classroom.  Parents, administrators, peers, all serve to hold me accountable for what I do.  I don't like thinking that I've been doing something ineffective, but I do appreciate knowing that I've done it versus continuing to fail without ever realizing it.  This statement indicates that Bush begins with the understanding that I want to teach in the shadows, without any oversight or input into my work.  If you believe that I'm this type of person, then you probably don't respect me enough to listen to my professional opinion.

I don't think Bush or any of the corporate reformers want to be held accountable.  It's like when your zipper is down, or you've got food on your face.  I like a person with the courage to let me know so that I can avoid further embarrassment.  I suppose some people prefer to go through the evening not knowing any better.  Instead of listening to feedback (they'd prefer to call it complaining), corporate reformers prefer to demonize the source of the feedback-- teachers, who stand behind protection of their unions in order to protect themselves from having to do honest work for honest pay.

How have we devolved to this national narrative that teachers who care enough about children to spend hours of time with them for average pay are the one's who are holding our children back while profit driven reformers and corporate educational companies pushing for more testing and accountability are the great hope for our public school system?

(I recommend this great reply from John Spencer's Education Rethink to the Time article that accompanies the interview)

NCLB Waivers-Thanks for the flexibility to do only what you want us to do

The link below takes you to a recent NY Times article someone sent me that shows the ground level impact of NCLB.  It comes from New Hampshire, a state not usually on the radar of education reform.  Too bad above average schools like Oyster River are now labeled as failing and must completely redesign their approach to instruction and learning.  Think it is not your problem?  Your division is different?  Your local leadership will make things right?  Think again. Arne Duncan and the neo-reform NCLB folks know better than the thousands of educators and are acting like it. Want waivers from NCLB?  Let's make a deal. 


http://www.nytimes.com/2011/10/31/education/no-child-left-behind-catches-up-with-new-hampshire-school.html?_r=1&pagewanted=1&hpw


"Ms. Rief fears that public schools where teachers are trusted to make learning fun are on the way out. Ms. Rief understands that packaged curriculums and standardized assessments offer schools an economy of scale that she and her kind cannot compete with."

 Is this the system we want?  
This is a quick clip that summarizes what they are telling you to do...I mean choose to do.


"The kind of progress we want to see"
"States are going to have to embrace the kind of reform that we believe is necessary to move our education system forward"
"Accountability will remain one of the  bellwethers of our administration"  


Thanks for letting us do what you want us to do.