NCLB 2.0

[kalm]

The third term of the Bush presidency marches on:

Published on Sunday, March 14, 2010 by The Los Angeles Times
Obama's Education Reform Push is Bad Education Policy
One simple solution for our schools? A captivating promise, but a false one.
by Diane Ravitch

There have been two features that regularly mark the history of U.S. public schools. Over the last century, our education system has been regularly captivated by a Big Idea -- a savant or an organization that promised a simple solution to the problems of our schools. The second is that there are no simple solutions, no miracle cures to those problems.

Education is a slow, arduous process that requires the work of willing students, dedicated teachers and supportive families, as well as a coherent curriculum.

As an education historian, I have often warned against the seductive lure of grand ideas to reform education. Our national infatuation with education fads and reforms distracts us from the steady work that must be done.

Our era is no different. We now face a wave of education reforms based on the belief that school choice, test-driven accountability and the resulting competition will dramatically improve student achievement.

Once again, I find myself sounding the alarm that the latest vision of education reform is deeply flawed. But this time my warning carries a personal rebuke. For much of the last two decades, I was among those who jumped aboard the choice and accountability bandwagon. Choice and accountability, I believed, would offer a chance for poor children to escape failing schools. Testing and accountability, I thought, would cast sunshine on low-performing schools and lead to improvement. It all seemed to make sense, even if there was little empirical evidence, just promise and hope.

Today there is empirical evidence, and it shows clearly that choice, competition and accountability as education reform levers are not working. But with confidence bordering on recklessness, the Obama administration is plunging ahead, pushing an aggressive program of school reform -- codified in its signature Race to the Top program -- that relies on the power of incentives and competition. This approach may well make schools worse, not better.

Those who do not follow education closely may be tempted to think that, at long last, we're finally turning the corner. What could be wrong with promoting charter schools to compete with public schools? Why shouldn't we demand accountability from educators and use test scores to reward our best teachers and identify those who should find another job?

Like the grand plans of previous eras, they sound sensible but will leave education no better off. Charter schools are no panacea. The nation now has about 5,000 of them, and they vary in quality. Some are excellent, some terrible; most are in between. Most studies have found that charters, on average, are no better than public schools.

On the federal tests, known as the National Assessment of Educational Progress, from 2003 to 2009, charters have never outperformed public schools. Nor have black and Latino students in charter schools performed better than their counterparts in public schools.

This is surprising, because charter schools have many advantages over public schools. Most charters choose their students by lottery. Those who sign up to win seats tend to be the most motivated students and families in the poorest communities. Charters are also free to "counsel out" students who are unable or unwilling to meet expectations. A study of KIPP charters in the San Francisco area found that 60% of those students who started the fifth grade were gone before the end of eighth grade. Most of those who left were low performers.

Studies of charters in Boston, New York City and Washington have found that charters, as compared to public schools, have smaller percentages of the students who are generally hardest to educate -- those with disabilities and English-language learners. Because the public schools must educate everyone, they end up with disproportionate numbers of the students the charters don't want.

So we're left with the knowledge that a dramatic expansion in the number of privately managed schools is not likely to raise student achievement. Meanwhile, public schools will become schools of last resort for the unmotivated, the hardest to teach and those who didn't win a seat in a charter school. If our goal is to destroy public education in America, this is precisely the right path.

Nor is there evidence that student achievement will improve if teachers are evaluated by their students' test scores. Some economists say that when students have four or five "great" teachers in a row, the achievement gap between racial groups disappears. The difficulty with this theory is that we do not have adequate measures of teacher excellence.

Of course, it would be wonderful if all teachers were excellent, but many factors affect student scores other than their teacher, including students' motivation, the schools' curriculum, family support, poverty and distractions on testing day, such as the weather or even a dog barking in the school's parking lot.

The Obama education reform plan is an aggressive version of the Bush administration's No Child Left Behind, under which many schools have narrowed their curriculum to the tested subjects of reading and math. This poor substitute for a well-rounded education, which includes subjects such as the arts, history, geography, civics, science and foreign language, hits low-income children the hardest, since they are the most likely to attend the kind of "failing school" that drills kids relentlessly on the basics. Emphasis on test scores already compels teachers to focus on test preparation. Holding teachers personally and exclusively accountable for test scores -- a key feature of Race to the Top -- will make this situation even worse. Test scores will determine salary, tenure, bonuses and sanctions, as teachers and schools compete with each other, survival-of-the-fittest style.

Frustrated by a chronic lack of progress, business leaders and politicians expect that a stern dose of this sort of competition and incentives will improve education, but they are wrong. No other nation is taking such harsh lessons from the corporate sector and applying them to their schools. No nation with successful schools ignores everything but basic skills and testing. Schools work best when teachers collaborate to help their students and strive together for common goals, not when they compete for higher scores and bonuses.

Having embraced the Republican agenda of choice, competition and accountability, the Obama administration is promoting the privatization of large segments of American education and undermining the profession of teaching. This toxic combination is the latest Big Idea in education reform. Like so many of its predecessors, it is not likely to improve education.

Diane Ravitch, a historian of education, is the author of "The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education."


© 2010 The Los Angeles Times

[YoUDeeMan]

Even Obama knows the world needs ditch diggers.

[HI54UNI]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.




What is the definition of insanity? Doing the same thing over and over and expecting different results.

[YoUDeeMan]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.




What is the definition of insanity? Doing the same thing over and over and expecting different results.

Are you suggesting that the teachers have to work more hours? Good luck with that.

[HI54UNI]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.




What is the definition of insanity? Doing the same thing over and over and expecting different results.

Are you suggesting that the teachers have to work more hours? Good luck with that.

I know. And that is part of the problem. I'm not saying they have to work another 100 hours with no additional pay. But there is no reason why they can't go to a 2-3 hour training session outside normal school hours 2 or 3 times a year to improve their skills and become better teachers.

[Col Hogan]

The third term of the Bush presidency marches on:

Published on Sunday, March 14, 2010 by The Los Angeles Times
Obama's Education Reform Push is Bad Education Policy
One simple solution for our schools? A captivating promise, but a false one.
by Diane Ravitch

There have been two features that regularly mark the history of U.S. public schools. Over the last century, our education system has been regularly captivated by a Big Idea -- a savant or an organization that promised a simple solution to the problems of our schools. The second is that there are no simple solutions, no miracle cures to those problems.

Education is a slow, arduous process that requires the work of willing students, dedicated teachers and supportive families, as well as a coherent curriculum.

As an education historian, I have often warned against the seductive lure of grand ideas to reform education. Our national infatuation with education fads and reforms distracts us from the steady work that must be done.

Our era is no different. We now face a wave of education reforms based on the belief that school choice, test-driven accountability and the resulting competition will dramatically improve student achievement.

Once again, I find myself sounding the alarm that the latest vision of education reform is deeply flawed. But this time my warning carries a personal rebuke. For much of the last two decades, I was among those who jumped aboard the choice and accountability bandwagon. Choice and accountability, I believed, would offer a chance for poor children to escape failing schools. Testing and accountability, I thought, would cast sunshine on low-performing schools and lead to improvement. It all seemed to make sense, even if there was little empirical evidence, just promise and hope.

Today there is empirical evidence, and it shows clearly that choice, competition and accountability as education reform levers are not working. But with confidence bordering on recklessness, the Obama administration is plunging ahead, pushing an aggressive program of school reform -- codified in its signature Race to the Top program -- that relies on the power of incentives and competition. This approach may well make schools worse, not better.

Those who do not follow education closely may be tempted to think that, at long last, we're finally turning the corner. What could be wrong with promoting charter schools to compete with public schools? Why shouldn't we demand accountability from educators and use test scores to reward our best teachers and identify those who should find another job?

Like the grand plans of previous eras, they sound sensible but will leave education no better off. Charter schools are no panacea. The nation now has about 5,000 of them, and they vary in quality. Some are excellent, some terrible; most are in between. Most studies have found that charters, on average, are no better than public schools.

On the federal tests, known as the National Assessment of Educational Progress, from 2003 to 2009, charters have never outperformed public schools. Nor have black and Latino students in charter schools performed better than their counterparts in public schools.

This is surprising, because charter schools have many advantages over public schools. Most charters choose their students by lottery. Those who sign up to win seats tend to be the most motivated students and families in the poorest communities. Charters are also free to "counsel out" students who are unable or unwilling to meet expectations. A study of KIPP charters in the San Francisco area found that 60% of those students who started the fifth grade were gone before the end of eighth grade. Most of those who left were low performers.

Studies of charters in Boston, New York City and Washington have found that charters, as compared to public schools, have smaller percentages of the students who are generally hardest to educate -- those with disabilities and English-language learners. Because the public schools must educate everyone, they end up with disproportionate numbers of the students the charters don't want.

So we're left with the knowledge that a dramatic expansion in the number of privately managed schools is not likely to raise student achievement. Meanwhile, public schools will become schools of last resort for the unmotivated, the hardest to teach and those who didn't win a seat in a charter school. If our goal is to destroy public education in America, this is precisely the right path.

Nor is there evidence that student achievement will improve if teachers are evaluated by their students' test scores. Some economists say that when students have four or five "great" teachers in a row, the achievement gap between racial groups disappears. The difficulty with this theory is that we do not have adequate measures of teacher excellence.

Of course, it would be wonderful if all teachers were excellent, but many factors affect student scores other than their teacher, including students' motivation, the schools' curriculum, family support, poverty and distractions on testing day, such as the weather or even a dog barking in the school's parking lot.

The Obama education reform plan is an aggressive version of the Bush administration's No Child Left Behind, under which many schools have narrowed their curriculum to the tested subjects of reading and math. This poor substitute for a well-rounded education, which includes subjects such as the arts, history, geography, civics, science and foreign language, hits low-income children the hardest, since they are the most likely to attend the kind of "failing school" that drills kids relentlessly on the basics. Emphasis on test scores already compels teachers to focus on test preparation. Holding teachers personally and exclusively accountable for test scores -- a key feature of Race to the Top -- will make this situation even worse. Test scores will determine salary, tenure, bonuses and sanctions, as teachers and schools compete with each other, survival-of-the-fittest style.

Frustrated by a chronic lack of progress, business leaders and politicians expect that a stern dose of this sort of competition and incentives will improve education, but they are wrong. No other nation is taking such harsh lessons from the corporate sector and applying them to their schools. No nation with successful schools ignores everything but basic skills and testing. Schools work best when teachers collaborate to help their students and strive together for common goals, not when they compete for higher scores and bonuses.

Having embraced the Republican agenda of choice, competition and accountability, the Obama administration is promoting the privatization of large segments of American education and undermining the profession of teaching. This toxic combination is the latest Big Idea in education reform. Like so many of its predecessors, it is not likely to improve education.

Diane Ravitch, a historian of education, is the author of "The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education."


© 2010 The Los Angeles Times

You left out Teddy Kennedy...who wrote and sponsored NCLB for Bush.....

[native]

I say let every parent receive control of 50% of the per pupil expenditure average for their own states to spend on the education they choose for their own children, subject to the kids passing semi-annual progress exams to minimize fraud.

Even though they will be getting more than twice the per pupil amount of everyone else, the geedy and incompetent teacher's unions will still complain, whine and make excuses that the kids with hals the per pupil expenditures are testing at twice the rate of the kids in their classroom.

[native]

Are you suggesting that the teachers have to work more hours? Good luck with that.

I know. And that is part of the problem. I'm not saying they have to work another 100 hours with no additional pay. But there is no reason why they can't go to a 2-3 hour training session outside normal school hours 2 or 3 times a year to improve their skills and become better teachers.

There is no reason to do all this top down. Give at least some of the money to the parents and let them vote with their feet.

[Pwns]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.

What is the definition of insanity? Doing the same thing over and over and expecting different results.

Where is the accountability for parents? There isn't any and parents are a fundamental problem. I agree that there needs to be competition within the education system. I agree that we need to do things to attract more smart and motivated people into teaching. But I can't go along with this NCLB bullsh^t. Sorry, but when you have parents who don't know who their kid's teacher's name is, can't name a single thing their kid has learned in school all year, think education is an all-around waste of time, and pretty much use school as a place to park their kids, then you are pretty much trying to make chicken salad from chicken sh^t. That's the politically incorrect truth. We need to accept that not every kid has the combined talent, work ethic, and parental support to be a doctor or a lawyer. The sooner we figure this out and learn to nuture students who have these things instead of holding them back to keep other kids from being left behind the better off we will be.

[kalm]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.

What is the definition of insanity? Doing the same thing over and over and expecting different results.

Where is the accountability for parents? There isn't any and parents are a fundamental problem. I agree that there needs to be competition within the education system. I agree that we need to do things to attract more smart and motivated people into teaching. But I can't go along with this NCLB bullsh^t. Sorry, but when you have parents who don't know who their kid's teacher's name is, can't name a single thing their kid has learned in school all year, think education is an all-around waste of time, and pretty much use school as a place to park their kids, then you are pretty much trying to make chicken salad from chicken sh^t. That's the politically incorrect truth. We need to accept that not every kid has the combined talent, work ethic, and parental support to be a doctor or a lawyer. The sooner we figure this out and learn to nuture students who have these things instead of holding them back to keep other kids from being left behind the better off we will be.

Nailed it.

[HI54UNI]

More bullshit from an educator telling us how they can't be held accountable.

There is research that shows accountability does work. There is research that shows good teachers can overcome the negatives we normally think of - shitty home life, poverty, being a minority, etc.

I'm on our local school board and we started a program about 2 years ago where we are holding the teachers and administrators accountable. We are also getting the teachers more training to make them better teachers. We are using new methods of teaching. We are focusing on reading because if a child can't read they can't read they can't read their math or science books either. It is working because our test scores are improving.

One of the biggest problems is fighting with teachers and entrenched administrators. As a board we hear things like "education hasn't changed in 100 years". Well maybe it is time to start changing things. We have to let kids out of school early or have late starts so we can have the training sessions. I say bullshit. The teachers can go at night for training too. A lot of people, including both my wife and I, that have to go to mandatory meetings during non-working hours. And we don't get extra pay or time off either because we are salaried/exempt employees.

What is the definition of insanity? Doing the same thing over and over and expecting different results.

Where is the accountability for parents? There isn't any and parents are a fundamental problem. I agree that there needs to be competition within the education system. I agree that we need to do things to attract more smart and motivated people into teaching. But I can't go along with this NCLB bullsh^t. Sorry, but when you have parents who don't know who their kid's teacher's name is, can't name a single thing their kid has learned in school all year, think education is an all-around waste of time, and pretty much use school as a place to park their kids, then you are pretty much trying to make chicken salad from chicken sh^t. That's the politically incorrect truth. We need to accept that not every kid has the combined talent, work ethic, and parental support to be a doctor or a lawyer. The sooner we figure this out and learn to nuture students who have these things instead of holding them back to keep other kids from being left behind the better off we will be.

I don't disagree with you. I'm a firm believer in personal responsibility. But, the schools have a duty to teach and it's not the kids fault their parents are worthless pieces of human debris. Should we let the kid fail because the parents are dipshits? It's not acceptable that every kid that goes through school can't read. The kid might end up as a ditch digger but if he can't read than the education system has failed him just as much as his parents.