Posts Tagged 'testing'

Nothing Fundamentally Wrong With Public Education

There is nothing fundamentally wrong with public education in the United States; it is not the monster right-wing millionaires and their on-a-leash politicians would have you believe. There is nothing wrong with public school teachers either; they are not incompetent free-loaders, not monsters indoctrinating children with liberal ideas. The notion that something is wrong with public schools and teachers sprang up as full blown from the forehead of Zeus when multi-millionaire entrepreneurs began seeing public education as a profit center. Rupert Murdoch, for example, once declared public education a multi-million dollar opportunity for entrepreneurs. When the idea of for-profit public education dawned on certain groups of people public education became an instant “crisis” and was thereafter bleeding in front of sharks.

Public school teachers became targetable in large measure because they are seen as bastions of political liberality by organizations such as ALEC hence its mission to privatize public education, eliminate teachers unions, and even to influence curricula and teaching at public universities compliments of the Koch boys. Now that we have a president-elect for whom money is paramount, we suddenly have a “huge” crisis. The attacks are now destined to be full-frontal with an outspoken advocate of privatization, Betsy deVos, to be installed as the Secretary of Education who, like so many other critics of public education, has no credentials as an educator. DeVos is a long-time advocate of charter schools and the schools she championed are now seen generally as failures. Apparently, nothing succeeds like failure.

        

Here follows the most essential piece of information concerning public education generally. No two children are born the same in any way, shape, or form. Children do not learn anything at the same rate, in truth, they learn all things at different rates. Not all children come from homes where education is valued and learning encouraged. None of this is news. We have not, on a national scale, established an approach to public schooling that respects the learning abilities of all children as individual centers of experience and ability. Given what we know about teaching and learning, about the variables in learning abilities, about the importance of home lives in the development of children why have we continued an antedeluvian pedagogical model that is anti-child?

Schools of education teach about child development but regardless of this being the curriculum for very many years, public school organization is still mired in rigid grading systems, that move kids along the same timetable, the same learning age and grade track as when I was in elementary school 74 years ago. More than any other reason school organization is political and it is seriously wrong, harmful, and dishonest. These truths are seldom if ever spoken out loud in part for political correctness, to not enrage parents, and, most importantly, to avoid stigmatizing children. Sitting on the floor singing “Kumbaya” is not authentic education either.

Age grouped grades are and have been a hoax and a cruel one that has been imposed on children for many years rewarding those for whom the learning experiences are appropriate but destructive and stigmatizing those for whom they are not. Every professional educator is aware of this, it has been the elephant in the room since public schools were organized and still no one wants to talk about it. There is no such thing on Earth as a “standard child” and by that reasoning alone standardized testing as the ultimate measure of pedagogical success is false on its face. To claim otherwise is to trivialize human nature and human experience – it is, in fact, dehumanizing. To contend that standardized testing is a fair and proper method of assessment betrays a diminished view of humanity and willful ignorance of the educational process. To use such testing to make a buck is immoral. Education is not a manufacturing process and uniformity is never the objective of authentic learning.

The greatest threats to public education today are politics and greed. In the past ten and more years public education has become increasingly politicized with devastating results and for venal motives that have nothing to do with wanting children to be educated. The teaching profession has been under political attack to such an extent that there is a looming shortage of traditionally trained classroom teachers which is certainly to the satisfaction and purposes of those attacking the profession. In New Mexico, where I live, researchers have found there are nearly 600 open teaching positions. Even substitute teachers are in short supply as for example Albuquerque is currently looking for more than 200 people to fill in until accredited full-time teachers can be hired.

The keys to authentic education have always been interest and ability and when these are absent so too is authentic learning. Needless to say authentic learning and authentic teaching go hand-in-hand, neither can function when teachers cannot devote an appropriate amount of time to each learner. Nor when teachers must teach to a test to satisfy a political agenda. Consequently, when a school system increases class sizes and the number of available classroom teachers decreases we have a prescription for failure writ large and no claims to authentic teaching and learning can be made. What it does accomplish however is expose public education to the circling politically connected  privatization vultures.

The Importance of Public Education

“Give me a child until he is 7 and I will show you the man.” So said Aristotle and likewise a number of others such as  St. Francis Xavier to whom the quotation is sometimes attributed. Even Adolf Hitler took credit for this quotation and recently an American billionaire speaking about the importance of early childhood education. Aristotle lives as his thoughts are being cribbed more than 2000 years later. To paraphrase another famous quote – a great phrase has a thousand authors and that’s because Aristotle’s statement rings true to this day, the proof of this pudding is the eagerness to destroy and privatize public education especially as seen in billionaires from Rupert Murdoch to Bill Gates, and right-wing politicians.

  It is inarguable that to be fully functioning responsible members of any society children must be properly educated, a process that is thousands of years old because it is indisputably vital to the community interest. Consequently, in our times, we must beware of the politicization of the public discourse aimed at disparaging public schools and public school educators.  How can authentic education happen when it is reduced to ingestion, regurgitation, and controlled performance not unlike the training of seals? We must ask how can an educative process take place when children’s noses are pressed against computer screens informing only themselves in a controlled, circumscribed, and contrived personal world and not always in a classroom with other children? We must also ask: What is the purpose of this recent interest in public education by people and groups that have no training and no expertise in the field? Can it be simply that Rupert Murdoch sees K through 12 education as a “$500 billion sector in the US alone” that is his for the taking with the help of ambitious politicians? Yes, it could be about money but profit is neither a humane nor a socially constructive motive. I believe childhood education must be more than that; a civil society depends on it.

If you wanted to control any society where would you start? With the health and welfare of the general public perhaps? Or maybe civil courts where well-paid insurance company lawyers beat back attempts to hold culpable parties responsible? How about ubiquitous universal surveillance of your activities, phone calls, and internet browsing? Controlling the public narrative is especially effective and important because so many people don’t look beyond what they see and hear in the media or the circumstances of their own lives; they often don’t look beyond information that confirms their beliefs or feeds their fears.

If you are in it for the long game wouldn’t public education be the best place to start your agenda? And what would the “long game” be about? I believe the long game is about social control.  Historically, while propaganda has been one of the central tactics used to create and maintain social control so too has childhood education. An often used tactic today is funding charter schools and taking money from traditional public schools. Couple this with a continual disparagement of public school educators who work long hours with pay that falls far short of their education and dedication who are replaced in many of the new schools with cheaper to hire staff who in many cases are not trained as teachers. In some states educational management organizations (EMOs) are running 30% of all charter schools and of those 16% are for-profit operations. There are also “virtual” charter schools where instruction is provided at home over the internet further distancing children from the socializing aspects of public schools.

The foundational conception of public education is neither capitalism or socialism, it is not about Republicans or Democrats, and it has never been, before now, about profit. Public education has always been about the development of each child as an individual to the fullest extent of their abilities for the ultimate benefit of society. Public schools are about Community, about Democracy, about civility. The antithesis of self-centeredness is Community and Community means all of us working together, learning and teaching, not grasping whatever can be at whatever cost to others, oblivious to an inclusive  social contract. Public education is where children learn and practice these values.

The proper focus of authentic education is not ingestion and disgorgement of information like trained seals clapping their flippers on command but a process of development that leads to critical thinking and life-long learning skills. Information can readily be absorbed when that information is relevant to human purpose and life as it is lived. I have been writing about this question for a long time, I taught about it for several years at one of the world’s great universities and it worries me to see politicians and non-educators controlling children’s lives as a form of self-promotion, as profit centers. It is well worth repeating now: it is what Aristotle was telling us so many centuries ago.

   

Teachers and Free Speech

In a recent public announcement the New Mexico Public Education Department (PED) is lifting the ban on public school teachers exercising their Constitutional right of free speech to criticize standardized testing. The obvious presumptuousness, this was apparently a momentous recognition on the part of those in charge from the Governor to the PED chief and who knows whom else in between, that Americans have a right of free speech even if the government doesn’t like what is being said. Of course there was prodding from the ACLU. The gag rule was promulgated during the Richardson administration which was not itself exactly a bastion of enlightenment and was hung on to by the Martinez PED. We may now expect to hear from New Mexico’s beleaguered teachers on the current regime of testing that replaces authentic teaching and learning.

Following her election to Governor in 2010, Susana Martinez had some pay-back obligations to her sponsors, such as the Koch boys, from whom she took in at least $10,000.00 directly. Consequently she appointed an individual to head the PED who had been vetted by such right wing luminaries as Jeb Bush. It mattered not that the new PED director had no degree or experience as an educator nor were there any apologies for the appointment of an unqualified individual. In fact, Skandera could not have been hired as a teacher in New Mexico because she could not meet the minimum requirements such as: 30 to 60 semester hours in an Elementary Education program including student teaching, a minimum of 6 semester hours of credit in the teaching of reading if you entered college or university after 8/1/01, and a minimum of 24 semester hours in one teaching field such as mathematics, language arts, reading, history, and so forth. To add insult to injury, Skandera was, at that time paid $125,000.00 a year against the average New Mexico public school teacher’s $39K to $49K (all below the national average by the way).

This is about politics after all and the ultimate outcome desired by the sponsors is the privatization of public education – a holy grail, if you will, being sought in nearly every state in the US with a Republican controlled state house. As one billionaire, Rupert Murdoch, famously put it, education is a 500 billion dollar opportunity for which he an others like him are salivating. It should also be noted that Skandera was a participant in the same venue at the same time as Murdoch made this declaration.

Which takes us to the entire idea of standardized testing in elementary grades. Aside from its use as a diagnostic there is absolutely no justification for standardized testing at that level. If anything such testing is a disincentive to authentic teaching and learning. In fact, there should not be grades between kindergarten and the transition to Junior High school a transition better determined by age and appropriate evaluation. In-grade retention of children at any grade level is antediluvian and antithetical to the purposes of proper schooling. It is also cruel. It is no wonder that across the US fewer and fewer children are completing their full course of public education – mindless endless testing regimes and draconian consequences for not performing well on standardized tests are largely to blame. Have you ever met a standard kid by the way? Neither have I.

Truth is children want to learn and schools are there to help with that natural instinct. Unfortunately schools and schooling have become politicized across the country and mostly in states with right-wing reactionary government. What is being called school reform is championed by non-educators, politicians with campaign debts to entrepreneurs who wish to turn public schools into profit centers. Parents are, in many locations, pushing back against this onslaught against teachers and children in the name of profit. It is going to take a great deal of political action to remove people from office who are so anti-social and anti-child that they are willing to sacrifice one of America’s greatest achievements – universal public education. It has to be done – it must be done. Parent must take interest and be vigilant because the profit motive never sleeps.

Susana’s Trojan Horse

Here we go again, more of the relentless pursuit of public education, public school teachers, and the future of New Mexico’s children. The Governor’s empty meme about ending social promotion is intended to appeal to an audience that knows nothing about teaching and learning. Holding kids back is not educating them — it is humiliating them and nothing more. Public humiliation of children is not and never was, a proper or true pedagogical method. Although devoid of valid educational content third grade retention is a useful Trojan Horse. And, like that legendary ruse it is hollow and full of danger. Grade retention creates more resentment than any positive educational outcome, it is simply antedeluvian, so why do it? If reading by third grade is some sort of holy grail, and there is no objective proof that it is, then the proper response is to determine why a kid isn’t learning and deal with that. Grade levels are arbitrary, they are merely inventions for administrative convenience. Everyone, including the Governor and her nominee for Secretary of Education, learns at her own rate – obviously a bit slowly in some cases perhaps but with proper pedagogy she can learn.

This war on education that has nothing to do with improving public schools. It has only one objective – privatization. No Child Left Behind, Common Core, charter schools, one Trojan Horse after another. Test this, test that, tests and more tests to no end but to prove public schools are failing. Failing what? Failing to put money in the pockets of the so-called reformers like Rupert Murdoch and the Koch boys. It is nothing less than creating a crisis and offering a solution to it; exactly like starting a fire, pretending to be putting it out, and attracting a lot of public attention. What better way to put wannabe presidential hopefuls into the public eye than to label them education reformers?

While it is true public education could stand thorough and thoughtful discussion, that doesn’t justify the perfidy expressed by today’s self-identifying Republican reformers. The motives, as separate from objectives, are first and foremost profit and secondly – self-promotion. The desired objective – social control by way of dumbing down the public. If you can create a population with few or weak critical thinking skills, they become easy to manipulate. How better to achieve this than by controlling public education and turning it into an assembly line producing the compliant “good” citizens you need. Does this seem totally paranoid to you? Think again. Fox “News” is a good example of this manipulation.

Certainly a well educated thoughtful citizenry would not be willing to go along easily with destroying social security, health care, public safety, safe food, and safe consumer products. A thoughtful activist population is anathema to the relentless quest for profit and accumulated wealth. Consider that the richest of the rich already pay little or no taxes while the middle-class bears the burden. Wealthy individuals and corporations can stash their wealth off-shore because they are “smarter” than the general public and they have the best tax advisors money can buy. In their view, only suckers pay taxes. And, if you can really dumb people down they won’t even notice they are being used as lackeys. Make sure they can buy (on credit) snowmobiles, motor homes, huge screen TVs, one new gadget after another that no one needs – keep them distracted, keep them entertained and they will be willing happy campers. Temporarily lower gasoline prices and people will run out to buy large gas-guzzling pick-up trucks. Stimulus and response. The drones will keep making their installment payments and the cash will flow into offshore accounts. If people can’t make their payments repossess the goodies and sell them to someone else. It’s all good.

Once the “reformers” have their tentacles wrapped firmly around whatever it is they want, the chances of the public regaining it are slim to none. That includes public education because the ultimate objective is privatization and nothing to do with educating children. While billionaires are drooling behind the curtains providing campaign funds, their shameless lackeys are out beating the drums and promoting themselves as educational reformers on the backs of children. It doesn’t take much really, a little vigorish here and there, a thousand here a thousand there, and soon it’s real money – but peanuts actually compared to the possible return-on-investment. Schools, teachers, national education organizations have been forced into a rear guard war against a monster machine that intends to roll over them in the endless quest for profit on the one hand and self-promotion on the other. Never mind the consequences for the American social contract. (Or what’s left of it.)

Public education is vulnerable. Governors and other politicians with presidential ambitions have put schools in a free-fire zone where nothing is logical or sacred. Politicians with no background or experience as educators use issues like third grade retention to draw attention to themselves. The Trojan Horses are being rolled through the gates. Stop them now or lose public education.

Looping Ms Skandera

In computer programming loops are repetitive iterations of the same operation used to carry out specific tasks. The computer having no brain and no sense of monotony simply repeats the script ad infinitum until a particular condition is satisfied. The New Mexico legislature seems to be in some kind of incarnation of the loop phenomenon. We have been running the Skandera loop for going on five years now, over and over again and with the same result. It’s an interesting question to ask about people who keep repeating the same action, using the same information, producing the same result, but thinking the next time the result will be different.

Skandera, after five years has yet to be confirmed by the Legislature as New Mexico’s Secretary of Education. What’s up with this? Who is getting what out of it? Five years ago this individual was presented to fill a crucial position for which she has no professional credentials. Here we are entering her fifth year holding the job of Secretary of Education without legislative confirmation but being paid on the order of $125,000.00 a year. How do things like this happen? Well, how about political ambition and political agendas? Skandera came to New Mexico following the first Gubernatorial election of Susana Martinez. It was noted at the time that Skandera was suggested by out-of-state donors to the Martinez campaign.

A professional political appointee and foot-soldier in the anti-public education movement, Skandera previously served former Florida governor Jeb Bush who fancied himself as a school reformer but who failed miserably at that task and only succeeded in alienating teachers. Skandera is a gift that keeps on giving who came to us courtesy of the current Governor’s billionaire campaign contributors including, in her first run, $10,000.00 directly from the Koch boys and $1.3 million from the Republican Governors Association which itself was gifted with $1 million also from the Kochs.

Isn’t 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.

When I first wrote about this nomination nearly five years ago the issues were the same as today except that we now have a record of the disastrous consequences of Skandera’s tenure. That first article was in March 2011 and here we are in January 2015 with no resolution of this continuing travesty. Skandera’s damage to New Mexico’s public education from Gestapo-like raids on elementary schools to brazenly over-riding the PEC, validating charter schools championed by rent-seeking political hacks, and a lot of time on the public stage around the country, indeed even internationally, are her only achievements. Her beating the drums for privatizing public education are all a matter of record. I said then and I’ll say again, “Approving Ms. Skandera’s appointment will be a step backward.” Since then Ms. Skandera and the Governor have been thumbing their noses at the children, the public, educators, and legislators. What’s behind this?

For openers, public education is a soft target and there’s lots of money to made privatizing. Witness the many Republican governors across the country who are pursuing this same agenda.  And, that isn’t the only issue, 3rd grade retention is also merely a convenient non-issue a cudgel to pound on the public’s consciousness. The most important aspect of the entire 3rd grade retention business is to realize it has absolutely nothing to do with authentic teaching and learning. The ultimate pay-back is  privatizing public education. Privatization is the holy grail of the relentless Right-Wing jihad against teachers and public schools nationally.  Rupert Murdoch expresses his interest in public education by describing it as a $500 billion “opportunity”. The public needs to not forget it’s their tax money that created the public education system these sharks are salivating for.

Also in this equation and not to be discounted is Ms. Martinez having set her ambitions on national prominence and maybe even a place on the Republican presidential ticket, a fantasy that beggars the imagination. In this she is much like other deluded Republican wannabes who will do whatever it takes to be chosen. Since she has little else to brag about she has to win this Secretary of Education battle else she’ll be riding off into a sunset of well deserved irrelevance like Rick Santorum. The stakes are high in this game and the children be damned.

The NM Senate has an obligation to the public, to teachers, and to school children to not punt this time but to act bravely, with integrity, and regard for the people and children of New Mexico. The New Mexico State Constitution is on their side as it clearly and unequivocally states, the Secretary of Education must be a, “qualified, experienced educator.” Skandera is neither – case closed.

End of loop.

Emanuele Corso’s essays on politics, education, and the social contract have been published at  NMPolitics, Light of New Mexico, Grassroots Press, World News Trust, Nation of Change, New Mexico Mercury and his own – siteseven.net. He taught Schools and Society at the University of Wisconsin-Madison where he took his PhD. His BS was in Mathematics. He is a veteran of the U.S. Air Force’s – Strategic Air Command where he served as a Combat Crew Officer. He has been a member of the Carpenters and Joiners labor union. He is presently working on a book: Belief Systems and the Social Contract. He can be reached at ecorso@earthlink.net

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.

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.


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