Posts Tagged 'testing'

The Is and Isn’tness of Public Education

It Isn’t About Children

It’s not about children, people and it’s not about education. It’s about profit. Don’t let anyone, including Arne Duncan, tell you otherwise. The Rupert Murdochs, the Koch boys, the Michael Moes and other billionaires wouldn’t be stuffing vast sums of money into political campaign coffers unless they expected a commensurate ROI. There’s a public money jugular out there and investors are salivating. As Moe himself recently explained, “We see the education industry [my emphasis] today as the healthcare industry of 30 years ago.” He is referring to the American healthcare industry which can’t climb beyond 26th place out of 30 countries, and where the cost of an MRI can range anywhere from $335 to $2844.

The Oxford dictionary definition of industry is “economic activity concerned with the processing of raw materials and manufacture of goods in factories.” Schools as factories, children as raw materials to be manufactured into goods as a form of economic or commercial activity? Does that fit your definition of education?

In the US, monied interests have always exerted influence on public education, but much more directly now that investors are salivating for access to an “industry” of government-enabled testing and corporatized alternative schools. Billionaires are financing political campaigns and candidates, placing operatives in key administrative positions in state education departments. Listen to Rupert Murdoch: “When it comes to K-through-12 education, we see a $500 billion sector in the US alone that is waiting desperately to be transformed.” Who is desperate?

Education reform is now the big target after healthcare. In both cases, equating education and healthcare with industry, humanity is displaced by venality. Education is being drowned in an alphabet soup of meaningless, cleverly contrived names depicting cleverly contrived meaningless programs. No Child Left Behind and Common Core are about business models, not about children. The case of Washington State recently losing its federal carrot for not conforming to Duncan’s Dictates gives lie to any pretense that this is about children learning. Kids in Washington are learning alright, but without the onerous evaluation regimens and pointless methodologies, such as the “counting up” method of subtraction taught in Common Core schools. To their credit, many more states than Washington are pushing back and putting children first.

This IS About Children

Because there are no easy procedural, political, or curricular solutions, public education has been an easy sell for simplistic solutions since colonial times. There are, however, at least three non-simplistic, fundamental reforms which could be implemented to good effect given the courage and determination to carry them out. The first involves innate learning ability, the matter of recognizing basic intelligence. Politicians won’t talk about differences in innate ability because parents vote, and all their children are wonderful and above average. Also because of social and political taboos, educators will not risk alienating parents.

It is just common sense to acknowledge that some children learn faster than others. Some will learn math, reading, or science faster than their classmates. This is no different from a child being a better first baseman than his or her classmates. Schools do talk candidly about athletic skills and, more importantly, they discriminate on that basis without reprisal. It’s a different story altogether, however, when it comes to intellectual ability. No matter what cleverly marketed standard academic achievement tests are applied to children across the board, holding teachers to the charade is fundamentally dishonest. It is unfair to teachers and, even more so, to students who are thus denied appropriate individualized approaches to learning.

The artifices of grade levels from first to twelfth could be done away with and replaced by individualized growth levels and programs allowing for the cognitive and motivational differences between children. This would be true “no child left behind”- every child could ascend at his or her own rate and motivation – there would be no contrived “behind”. Children should not have to suffer the indignity of being held back simply because the system could not do better at serving them. It’s adults who are failing not children.

Second, we seldom hear discussions about how public schools are organized even though school organization is a key factor in their lack of success. Simply put, the wrong people are running schools, and it’s an inverted hierarchy that has crippled education for years. Schools need to be organized around teachers and students, not overpaid and over-empowered bureaucrats. Teachers should determine, according to set standards, curriculum, the evaluation of learners and faculty, and school policy. Administrators should exist to serve the teaching staff – serve being the operative word.

The third reform involves parents. Parents must be held to account for their children’s interest and motivation in the process of schooling. Teachers with classrooms full of students cannot be held responsible for matters essentially parental. It does indeed take a community to fully and truly educate children, and the process starts at home.

The process of schooling cannot be replaced by testing, nor by demonizing teachers or allowing parents to transfer their responsibilities to schools. Thanks, but no thanks, Arne, you are wrong, tragically wrong about all of this. Kids in too many schools are spending their time learning to take tests with real education taking the hind seat, if any seat at all.  When education is drained of its humanizing values and reduced to meaningless rote Pavlovian response, we are creating a nation of sheep.

No matter how you slice it, this present “reform” movement is not about children. It’s about money and most importantly, that is what has to change.

The Betrayal of New Mexico Public Education

Betrayal is an interesting word with many connotations. Generally the word is taken to mean the violation of some form of contract, trust, or confidence – a breech of faith. In my opinion, the children, parents, and teachers of New Mexico were betrayed by the passing on of Hanna Skandera to continue her odious mission in the office of Secretary of Education.

Skandera is a gift that keeps on giving who came to us courtesy of the current Governor’s billionaire campaign contributors including $10,000.00 directly from the Koch boys and $1.3 million from the Republican Governors Association which was gifted with $1 million also from the Kochs.

Skandera, lacks even the most basic of qualifications for the position she holds, the authority she wields and she is paid $125,000.00 a year – more than any classroom teacher could ever dream of earning. Is it ironic that Skandera could not be hired as a classroom teacher in a New Mexico public school? The New Mexico requirements for a teaching certificate at the elementary level are:

1.  A Bachelor’s degree from a regionally accredited college or university.

2.  30 to 60 semester hours in an Elementary Education program including student teaching.

3.  6 semester hours of credit in the teaching of reading if you entered college or university after 8/1/01.

4.  A minimum of 24 semester hours in one teaching field such as mathematics,language arts,reading, history and so forth.

A starting teacher, having met the qualifications above makes on average $32,000.00. Skandera has not met these minimum qualifications and yet is paid 4 times what a qualified starting teacher is paid. Consider for a moment the inversion of values expressed in this distortion. Consider also how insulting and demoralizing it is to be evaluated by a political operative who is less qualified and less experienced than you are.

Skandera was a foot-soldier for one of the major proponents of for-profit public education, Jeb Bush and his coterie of “reformers”, coming as she did from Florida where teachers have been harassed and made miserable to the point of resignation. Many well qualified and dedicated Florida public school teachers quit rather than endure the harassment. Of course Bush doesn’t know anything more about education than do his minions – what they do know is that public education is a soft target and there’s lots of money to made privatizing it.

School teachers are not known to be hard line activists and teaching results are not linear with regard to children’s ages and individual abilities across a school population thus making teachers held to so-called “objective standards” vulnerable. There is, of course, no such thing as a “standard” child but standardized tests are rationalized as ammunition to attack teachers. Also, teacher unions are not famous for weeding out their weak and incompetent colleagues. A quick look at New York City’s infamous  “rubber rooms” confirms that, so there is plenty of blame to go around. Teachers unions desperately need, as do unions such as carpenters and plumbers and electricians do,  to weed out incompetence. This would require in-union testing and rating just as journey-men carpenters have to pass their union’s internal testing regimes. The resulting ratings are unassailable.

However, no matter how you calculate the situation, destruction of public education and replacing it with for-profit assembly lines is clearly not the answer to the question of school reform nor are major initiatives with clever propaganda-like, dissembling names such as  “No Child Left Behind” which have been exposed for the scams they are. Our current President and his hoops playing buddy  are just as dangerous and have been as harmful to public education as Republicans. Neoliberals are like Trojan Horses welcomed within the gates of civility but containing barbarians.

While Republican Senator Mark Moores of Albuquerque considers the day a victory for Skandera it is, at the same time, a terrible and tragic loss for the children and their families, our dedicated teachers, and the schools and communities of New Mexico. They have all been betrayed and at great cost to the embattled social contract which requires children to be educated by and for the community — not by corporations. The future of public education in New Mexico has been betrayed as well and the only apparent solution is an unrelenting effort to unseat Martinez and her gang and send the carpet-baggers packing in the next election. It can be done – it must be done.

The Skandera Scam

Time is of the essence in addressing education and the machinations of the New Mexico Public Education Department and its conservative allies such as the Rio Grande Foundation to undermine and replace public education with privatized for-profit schools. Nowhere is the devolution of the American social contract more evident and more tragic in its consequences than the attack on public education. Public schooling has become a target for every know-nothing politician, up-and-coming right–wing operative and demagogue with an agenda and looking for attention across the country – not to mention campaign contributors from special interest groups. Political campaigns against public education are being fueled and funded by right-wing foundations, alliances, institutions and so forth with one objective – to privatize public education. To turn public schools into profit centers.

New Mexico does not have a legitimate Secretary of Education. We have an “acting” secretary, a secretary designate, and brother, is she ever “acting,” especially on behalf of her out-of-state sponsors and benefactors. She is also “acting” in that she has absolutely no credentials as an educator; she is, in truth, a Trojan horse for the school privatization cartel. Hannah Skandera came to New Mexico with an agenda, and she has pursued it relentlessly, with the help of the Rio Grande Foundation, enabling that organization to front for the online charter schools —New Mexico Connections Academy. In a moment of rare candor she once excused herself by saying that she perhaps needed to have learned more about New Mexico before introducing so many “reforms”. Yeah!  Right!

The governor, for her part, also a non-expert on childhood education, has beat her drums for retention in grade for third-grade students who fail to learn to read on someone else’s schedule. Anyone who drags this tired fossil out of its well-deserved mummification deserves banishment from any position where they might have contact with students and teachers. In Finland, where they boast one of the world’s most successful public education systems, they don’t even have grades between primary and secondary levels. In Union City, New Jersey the school system was in shambles and the state was poised to take over the system. Today, they have a high school graduation rate of 89.5 percent, which is 10 percentage points above the national average. How did they do it? With third-grade retention? Absolutely not! No teachers were fired, parents were integrated into the programs; there are neither charter schools nor “Teach for America” operatives in the system either. They start pre-kindergarten with as many 3- and 4-year-olds as possible. What’s their “secret”?  Respecting good teachers, bringing parents into the process, setting high expectations, while at the same time working with children as individuals.

As I wrote some time ago, Skandera was hired as a pay-back to Gov. Martinez’s election contributors. Prior to moving to New Mexico, and after serving on Jeb Bush’s staff, the young lady was given a plum job in Texas running a private training school, Laying the Foundation. The mission of Laying The Foundation is to train individuals to replace real teachers on the cheap. Skandera has no education credentials whatsoever but she does have political credentials in abundance – she was and still is a trusted operative, a foot soldier, in the public school privatization movement led nominally by her former employer, Jeb Bush. Since her appointment here, Skandera has appeared at numerous conventions and conferences across the country organized around the idea of public school privatization, sharing the stage with such notable sharks as Rupert Murdoch, who once exclaimed his enthusiasm for the education business as a multi-million dollar opportunity.

The grade school non-scandal perpetrated by Skandera is a good example of her tactics and how little respect she has for public education and teachers. Officials from Skandera’s office conducted a Gestapo-style “raid” at Albuquerque’s Sierra Vista Elementary school on the pretext that teachers were gaming the testing system. The school’s teaching day was disrupted, substitute teachers had to be brought in, teachers were cross-examined, and in the end the PED issued a letter stating that while no crimes were found the school and teachers had better well be careful – or else. This raid, in the PED’s own words, was based on “circumstantial evidence” and “hearsay.” Brilliant! No! Disrespectful? Yes!

So, the question is: What is this all about?

The answer: Money!

Money for whom? Money for people like Rupert Murdoch and Jeb Bush and, of course, campaign contributions to the governor’s PAC.

There is no need here to enumerate more instances of Skandera’s disrespect for children, teachers, administrators, the New Mexico Public Education Commission and just about anyone else not signed on to her political agenda. Skandera has been engaged in a relentless campaign to privatize public education from her first day in New Mexico, and she is gaining on it every day. For delivering New Mexico into the hands of the privatizers Skandera will no doubt be handsomely rewarded with another public education department assignment in a vulnerable state or a comfortable sinecure at one of their numerous front foundations or propaganda think-tanks.

The matter once again rests in the hands of the New Mexico Senate Rules Committee. Will they punt Skandera’s nomination again or will they man-up and send her packing? The governor, for her part, needs to commission the PEC to conduct a thorough search for candidates with proper academic credentials and experience as opposed to canvasing donors for political hacks.

For the children, teachers, parents, communities, and for the future of New Mexico, the stakes are high.

The American Taliban – Part 4

Target – Public Education

The old Jesuit motto: “Give me a child until he is seven and I will give you the man.” is a bold statement, a boast in fact. Regardless of other considerations the statement expresses an absolute faith in education. And, is it not true that a child well schooled to the age of seven has probably developed habits of mind that make further education possible? All children with the help of responsible caring adults are capable of reaching or even exceeding their innate capacities. This process is the generally understood function of public education, its raison d’être. A population of capable citizens educated to the maximum of their abilities is the aim public education.

In practice, however, we find another story, one less optimistic, less idealistic, and becoming more Darwinian, venal, and draconian. The reasons for this have much to do with denial of the reality of unequal intellectual endowment and powerful forces seeking to privatize exploiting that inequality. It is very bad form to open a public discussion about unequal learning abilities and intellectual capacity. No parent wants to be or will tolerate being told – “ Your kid isn’t smart.” The reality of this denial results in diminished educational experiences for all students across the spectrum of natural abilities. Universal testing mania, deliberately ignoring this reality, pits all children across the intellectual spectrum against all others without regard for innate ability penalizing teachers and students alike.

Defensive teaching to a standardized test becomes inevitable and becomes teaching to the lowest common denominator. By definition no standardized test recognizes much less respects individual innate ability. It is about politics and money, nothing else. The cruelty of such facile schemes as “No Child Left Behind” leave all children behind because the premise of the program is false and empty of honest pedagogical reasoning. Standardized means just what it says, standard – a predetermined level of attainment across the spectrum of abilities. Just how is such a standard achieved by children who are not equal mentally and/or are from homes and neighborhoods where school learning is not a value? What is being compared to what is the question left unanswered.

None of the foregoing is intended to discredit the value of testing student achievement for pedagogical purposes but rather to point out its inappropriate application when used to assess and compare school populations locally, statewide, and nationally. The use of such testing is unquestionably unfair to the children as much as it is to teachers. In short there are no such creatures as “standard” children, “standard” classrooms, or “standard” teachers. To contend otherwise is an obvious sign of intellectual dishonesty at best or ulterior motives at worst. What if the NCLB, ABCDF and Race To The Top nonsense have strategic non-educational motives? But, let’s leave that question on the table for the moment and tackle a few related questions; we’ll come back to it shortly.

For the moment put yourself in the place of a classroom teacher with 20 perhaps 30 kids; a classroom of children with diverse intellectual capacity, attention spans, diet, and home life to mention only  a few of the variables. By the end of the semester you are expected to lead each child to a “standard” level of achievement regardless of those variables. You will be evaluated on the test scores these kids achieve. Your job and your pay are contingent upon good results. Does this sound like a good deal for you? For the kids? For the school? I don’t think so. In fact it is destructive as it stigmatizes and deprives children of their personal dignity and demonizes and punishes teachers for matters that are entirely out of their control. It puts teachers in the situation of a one-legged man in a butt kicking contest. Education is not a manufacturing production process and children are not products like refrigerators to be popped off the end of an assembly line. No one is standard.

Taking up the question posited earlier, why over the past several years have we witnessed this unrelenting assault on public education and public school teachers?

What’s up? –  Surprise!   –  It’s all about money, folks.

In the words of Rupert Murdoch: “When it comes to K–through–12 education, we see a $500 billion sector in the US alone that is waiting to be transformed.” The American Taliban is on the march to privatize America’s public education (and everything else so far as that goes) by whatever means because they see it as a $500 billion market. It’s about money not children, it’s about profit not learning. It’s about private entities such as Wal-Mart, American Legislative Exchange Council, Laying The Foundation, Americans for Prosperity (read “Profit”). Murdoch, at another gathering of privatization crusaders, said, “ … we must approach education … willing to blow up what doesn’t work or gets in the way.” When the Bush administration foisted NCLB on the country, public schools became equivalent to Sadam Hussein’s WMD – manufactured facts and little if any truth. The assault continues today as children are being used as right-wing chew toys.  It is a war against the most cherished and valuable of public services and dedicated public servants – teachers and teaching the young. It is a clear and present thrteat to the American social contract of which public education is an essential part.

Sowing doubt and mistrust creates a sense that there are possibilities left untried or ignored. As Nicolas Sarkozy put it in another context: “This is how we create a gulf of incomprehension between the expert certain in his knowledge and the citizen whose experience of life is completely out of synch with the story told by the data. This gulf is dangerous because the citizens end up believing that they are being deceived. Nothing is more destructive of democracy.” Distrust and fear are the weapons the American Taliban are using against public education and truth.

The NYPS Blues

The NYPS Blues

Is the war against public education guerrilla class-warfare conducted through surrogates? It certainly looks like it. I have always believed that if something looks like “it,” behaves like “it,” and smells like “it,” odds are “it” is “it.”

The “it” in New York City came when the anti-teacher/anti-public education mayor and the ever-devolving New York Times published the results of a citywide teacher evaluation. The person who created the evaluation openly cautioned against publication of the results as they are not, in his opinion, a reliable indicator of teacher effectiveness for a number of technical reasons, including that the evaluation system is new and interpreting it at this early date is an inaccurate and uncertain proposition. He ought to know. Yet, the billionaire crusader mayor of New York joined by the New York Times proceeded to do just what was warned against. In such a circumstance the first question that comes to mind is one of motives. In both cases the motives seem abundantly clear.

Teachers are an easy target for political hacks who have an unrelenting agenda to privatize public education and who are looking to make points with a misinformed public. In the case of the NYT, one must wonder why a national newspaper with what were once impeccable credentials is transforming itself into an over-priced upscale version of the National Inquirer or some sort of Murdoch sensationalist rag. You can’t tell me that the sophisticated editors at the Grey Lady are unaware that once something has been published, no amount of self-serving mea culpas and Public Editor penance will undo it. The damage was done and done willfully, and it cannot be undone. Period. The implications and consequences of what is going on in New York are clear for the rest of the country.

The “it” moment in New Mexico came when, in a case of NYPS Blues, Edunazis went after teachers and schools in an even more despicable manner. Last Thursday (01/02/12) morning, NM PED storm troopers conducted a raid at Albuquerque’s Sierra Vista Elementary School. The troopers removed teachers from classrooms for interrogation in response to an anonymous tip that irregularities had taken place amounting to cheating on tests. Substitutes had to be found for the teachers being questioned so there would be no interruption in the normal school routine. It should go without saying that a civilized inquiry could have been conducted after school hours or on a Saturday. No one’s life was in danger, the school wasn’t going to be blown up, children weren’t being abused, no one was selling drugs in the corridors; clearly there was no emergency to merit the SWAT team tactics. Taking into account the PED’s trouncing during the legislative session, this was a very deliberate publicity stunt. And to top it off, all of this well-publicized sensationalist melodrama was justified on the basis of an alleged anonymous “TIP”? I smell a rat.

The PED’s persistent hidden agenda would not have been as well served by a respectful and civilized inquiry, now would it? For the second consecutive year the Legislature didn’t hold a confirmation hearing for the PED’s Dear Leader, and her proposed antediluvian new school initiatives went down in defeat as well. Was the dramatic raid was a face-saving acting out? Of course it was.

I think it only fair to ask where New Mexico schools are heading with this police-state behavior by the PED. I can’t imagine a more humiliating and disgraceful treatment of teachers than what took place at Sierra Vista school. What’s next, re-education camps for teachers al la Chairman Mao or perhaps Siberian-type work camps – you know, gulags for those who won’t buy into the PED program? The PED program being to prove by whatever means that public schools are failing in order to justify privatizing them. The tactics appear to be: If you can’t get in the front door, break in the back way.

Remember that New York Mayor Bloomberg’s first Chancellor of the public school system, Joel Klein, took a meat-axe approach to the city’s vast school system. The charge then was that the schools and teachers were inefficient, failing and a budgetary drain on the city. The creation of charter schools would be the answer, the public was told, which prediction ultimately proved to be far from true. Klein moved on, not surprisingly, without any substantial or lasting achievement to become Rupert Murdoch’s main man. You will recall Murdoch as the bloke from Down Under who sees public education as a $500 billion opportunity for entrepreneurs like himself, with the help, no doubt, of Mr. Klein. Mayor Bloomberg next gave the Chancellor’s job to a woman business executive, Catherine Black, who had no background and no experience in education at all except her own schooling and that was likely not at P.S. 101. Thankfully, she lasted only a short time and was basically embarrassed out of office. In New Mexico we have Hanna Skandera who also is unqualified by any measure to be a Secretary of Education anywhere. We also have a Governor whose election campaign received substantial contributions from donors with school privatization agendas and who, no doubt, want their investments to pay off in the form of privatized schools.

While these and other Republicans have not been alone in their persecution of public education – I would include our neoliberal US Secretary of Education, Arne Duncan, in this mob – there has been a notable transformation from the kind of Republican once represented by Dwight Eisenhower. We now have a new breed, Repugnicans – a group for whom profit in any endeavor reigns supreme and for whom shared social outcomes such as an educated public are but a quaint and dim memory of a more civilized and humane time.  Across the country they are spreading an epidemic of sociopathy and destruction of the American social contract, especially where it comes to public education – a very bad case of the NYPS Blues.

This post may also be viewed at: http://www.thelightofnewmexico.com/

 

 

 

How Great is Great?

New Mexico Teachers: How Great is Great?

Last week legislators from around the country flocked to an all-expense-paid (including travel) get-together at an exclusive island resort off the coast of Florida—the Ritz-Carlton on Amelia Island. The tab was picked up by ALEC (American Legislative Exchange Council), leaving one to wonder just what the legislators exchanged in return for the pleasure of their company. The party was labeled “ALEC K-12 Education Reform Academy.” Oh, and the party was closed to the public and the press and protected from intruders by private security guards.

New legislation regarding teacher evaluations now being proposed in the New Mexico Legislature to “evaluate” teacher performance has been derived from examples of “model” legislation provided to legislators by ALEC. The ALEC is sponsored by large corporations and billionaires with visions of new sources of wealth beyond the dreams of avarice, and the organization provides legislators with what they euphemistically refer to as “model” legislation. The model legislation is provided to legislators on a number of topics and is written to specifications dictated by the corporate sponsors of ALEC to serve their ends. In the case of public schools the ultimate goals are to privatize public education, eliminate teacher unions and make money for the sponsors. Simple enough.

We have had an example in New Mexico of such ALEC-dictated legislation in the form of the ABCD-F Act. A great deal of the language and intent in that travesty flowed from ALEC plumbing where it was called the “Education Accountability Act.” Presently we are seeing two bills, HB 249 and SB 293, wending their way though the Legislature, both having to do with teacher and administrator evaluation. The two bills, sponsored by legislators sympathetic to the governor’s and secretary-designate’s agenda correspond closely to three ALEC-authored models: “Great Teachers and Leaders Act,” “Career Ladder Opportunities Act” and “Teacher Quality and Recognition Demonstration Act.” All you have to do is add local water, shake and bake, and presto, you have made-to-order legislation, compliments of ALEC.

“Great Teachers and Leaders Act”? Just how great can a teacher be when children come to school unmotivated and unprepared to learn? That is not the question being asked, of course, by the sponsors of new legislation being presented at the Roundhouse. When I first read Secretary-designate of Education Hanna Skandera’s public exclamations about how “great” New Mexico’s  teachers are and how she wanted to climb up to the roof-tops to “scream” out how much she loved and respected teachers I knew exactly what was coming. And I was right. This was a perfect example of what I call damning with cynical praise.

So what is this about? Why do teachers, administrators and schools have targets on their backs? It is because public schools can be replaced, so can teachers and so can administrators. What can they be replaced with? Vouchers for private for-profit schools and teachers from private training programs like Teach For America and K-12, that’s what. This monkey business is not unique to New Mexico either; it is going on across the country, where conservative legislators and governors have taken control of state houses. The attacks on public education are accompanied by attacks on many other public services in order to achieve a political goal of reducing government services and privatizing whatever is left.

What is not being said in this proposed legislation was perfectly articulated by a Santa Fe teacher. Laura Carthy had this bit of wisdom to offer, born of experience: “They want to hold us accountable, but how can they hold me accountable for students who aren’t here, who are constantly tardy and miss five to 20 minutes of instruction a day?” Carthy enumerated many of the issues teachers and administrators face on a daily basis and over which they have no control, such as children not eating, not sleeping and not doing their homework. (S.F. New Mexican 12/18/11) The U.S. Secretary of Education, Arne Duncan, is also an advocate for these neo-liberal policies, and he wants to tie federal funding to Skinnerian testing performance evaluation regimes. While Ms. Skandera is on the rooftop and Arne is shooting hoops with the president people like Laura Carthy are in the trenches.

In December, 2003 Ms. Skandera appeared at a luncheon as a Hoover Research Fellow with her mentor and distinguished Hoover Institute professor, Richard Sousa. Interestingly, Sousa is best known as an expert on labor economics and, incidentally, K-12 education. Sousa and Skandera reported on their research and offered suggestions for improving education through school choice, testing and accountability. The term accountability in Sousa’s parlance includes evaluating teachers, hence our Secretary-designate’s ABCD-F Act and now proposed legislation in the form of HB 249 and HB 293. As the old saying goes, the apple seldom falls far from the tree. In this case Professor Sousa’s former research assistant is following the script, and what has followed are the three pillars of the New Mexico ABCD-F Act and the new teacher accountability legislation— school choice, testing and accountability.

This essay first appeared at Light of New Mexico

 

 

Listen and Show Some Respeto

Listen and Show Some  Respeto

Listen, Listen. Listen. That was the watchword, the first principle I was taught when working for the University of Wisconsin Extension Services which I did throughout my graduate studies. I traveled that state conducting extension service programs all of which were developed by listening to the communities we served. When I was first elected majordomo of my acequia here in the northern mountains I spent most of my time asking questions about what was needed to make the ditch function more fairly and efficiently and listening carefully to the answers. I sat for hours listening to viejos tell me the history of this very old acequia dug by hand from the mountain to the meadows. Respeto. I spent my time getting to know the families served by the ditch and walked the land the acequia passed through from the mountain presa to the last gate at the farthest end of our llano’s irrigated fields. This was my experience in Wisconsin coming into service in New Mexico and tempered by Governor Lew Wallace’s dicho – “Every calculation based on experience elsewhere fails in New Mexico.” I had no “calculations” but knew that listening to people tell you about themselves, their needs and their experiences will not fail you and a plan will make itself evident in proper time. Listen.

Our Secretary-designate of Education has not distinguished herself with a willingness to listen and this is not without consequences. New Mexico failed to receive a waiver of the NCLB requirements because the Secretary-designate of Education and her allies were eager to push their imported, ALEC-inspired ABCD-F Act through the legislature. In passing this piece of retrograde legislation the State failed to meet the Federal requirements for exemption from the NCLB. Interviewed on the KOB-TV web site, APS Superintendent of Schools, Winston Brook, voiced his opinion that the ABCD-F grading system didn’t meet federal requirements. Winston went on to say that Skandera was made aware of those concerns before she released the grades. Brooks was also aware that the U.S. Secretary of Education had written a letter to Skandera telling her she needed to address the issues. Obviously the federal concerns were not dealt with in a timely manner hence no exemption.

Carrying water for ALEC has its price and in this case the price will paid by New Mexico’s schools, teachers and children who have been saddled with the ABCD-F Act and will now struggle to be released from the NCLB requirements. There is no denying Ms. Skandera came to New Mexico on a mission and she has been notably single-minded about carrying out her assignment. Her ideological blinders have kept her from grasping the cultural realities of the state including our diverse languages a tradition for which she has demonstrated a profound lack of respete.

Skandera has placed herself within an ideological cocoon comprised of her own imported staff and well paid out-of-state consultants, which has resulted in a tragic lack of critical understanding and ham-handed policy execution. Her reform process has been a self-affirming and thus a self-defeating feed-back loop. She and her advisors have all been on the same page but the book they are using is about somewhere other than New Mexico.

What we have received is a lot of fancy doubletalk such as this recent example from the Secretary-designate: “New Mexico consistently has been ranked 48th, 49th or 50th in most of our achievement rankings, etc.. And for the first time we will be in the top 11 states championing reform, and I believe we are headed in the right direction…”. This statement would be held up for ridicule in any logic class. The speaker equates “achievement rankings” and “championing reform” as though they are equivalents. Reform and achievement are not even remotely the same thing and cannot honestly be used in a comparative sense; they are totally unrelated ideas being force fit into being equivalent to make it sound as though something profound is happening. This is the definition of propaganda –  false ideas spread deliberately to further one’s cause. It’s time for the current Governor and her administration to show some respeto for the people of New Mexico. Escuche, Escuche, Escuche.

This was first published at: http://www.motivationalbooks.com/thelightofnewmexico/


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