Posts Tagged 'education'

The Is and Isn’tness of Public Education

The Is and Isn’tness of Public Education

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.

Read This!

http://truth-out.org/news/item/14930-why-are-walmart-billionaires-bankrolling-phony-school-reform-in-la

They are doing it all over the US. Why? Because uneducated people are more willing to work for WalMart without complaining than well educated.

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.


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