Sunday, March 16, 2014

My Review of Proposed Privacy Legislation for Louisiana | Crazy Crawfish's Blog

My Review of Proposed Privacy Legislation for Louisiana | Crazy Crawfish's Blog:



My Review of Proposed Privacy Legislation for Louisiana

Posted on March 16, 2014




My apologies for not getting to this topic (and many others I’ve neglected) sooner. I may have finally bitten off more than I can effectively chew in things I’ve agreed to do. I have the best of intentions, I promise you, but sometimes my eagerness to help everyone runs smack into the limiting reality of my available free time.
While I haven’t been writing as much I have been working with different groups and gathering their input, and researching various stories, laws, and debunking other’s false research and statements. Consider that statement the segue into today’s post.
The Louisiana House Education Committee will be hearing statements and reviewing bills on student privacy, Wednesday March 19th starting at 9am. From what I’ve been hearing this should be a packed house in House, with many parents and parent’s groups eager to attend and be heard.
My good friend and fellow education blogger, Michael Deshotels, has been keeping track of the various education bills and posting them to his website. His last update was on March 10th. A link to that posting follows:
A number of parent’s groups and bloggers I work with have been very supportive of Schroeder’s privacy bill, HB 946. To my eye the first 5 bills Mike lists are very similar in intent and some of the 

Gates and Duncan and Their Common Core “Freedom” Charade | deutsch29

Gates and Duncan and Their Common Core “Freedom” Charade | deutsch29:



Gates and Duncan and Their Common Core “Freedom” Charade

March 16, 2014







In his purchased keynote at the National Board for Professional Teaching Standards (NBPTS) (I know, huh?), billionaire-with-zero-teaching-experience Bill Gates insisted that the feds are getting the bum rap when it comes to the Common Core State Standards (CCSS). As Huffington Post’s Joy Resmovits notes,
Gates went on to address critiques that the Common Core represents a national curriculum, a federal takeover or the end of innovation. He said these claims are false and distract from teaching — and that teachers can provide the most effective response to critics. [Emphasis added.]
However, Resmovits continues with details that do indeed implicate US Secretary of Education Arne Duncan and his USDOE in attempting to fashion “a national curriculum, a federal takeover, and an end to innovation”:
The creation of the Common Core started in 2009, and thanks in part to nudges from the federal government via the Race to the Top competition and the application process for waivers from the No Child Left Behind Act, most states have adopted them. 
“Nudges”?? Come now, Joy.
Robert Scott: CCSS-adoption Pressure Is Real
Consider Texas Education Commissioner Robert Scott’s account of of the “nudge”:
“We had just spent three to four years developing our own college and career 

Keeping Important Pinky Promises? | Gary Rubinstein's Blog

Keeping Important Pinky Promises? | Gary Rubinstein's Blog:



Keeping Important Pinky Promises?

On the subway yesterday, I saw this advertisement for KIPP:
The claim is that “Our K-12 public schools promise to see each child to and through college.”
One problem with this claim is that even in the most generous study possible, KIPP’s own, only a third of students who completed KIPPs middle schools eventually graduated college.  This, of course, ignores that up to 40% of students who begin a KIPP middle school in 5th grade do not eventually complete 8th grade there.
In trying to figure out how they can make this claim without being sued for false advertisement, one thing I thought of is that in the picture above the ad, notice that the fingers on the students appear to be crossed.  Perhaps this is part of the SLANT posture, or maybe this is something that 

3-16-14 Schools Matter

Schools Matter:









Call Your State Senator Tomorrow in Tennessee

Local TV news in Knoxville has typical coverage below of the move by the TN House last week, which voted overwhelmingly to delay implementation of Common Core testing. Note that Mike Edwards, who leads off the "fair and balanced coverage," is the President of Knoxville Chamber of Commerce, a Board of Director member of the Teneessee Business Roundtable, member of the U. S. Chamber of Hor


3-15-14 Schools Matter All Week
Schools Matter:  Schools Matter All WeekNonstop hi-tech testingSent to the Los Angeles Times, March 14, 2014Not mentioned in the Times' editorials  (March 13, 14) is the astonishing amount of testing required by the Common Core and the requirement that testing must be done online. No Child Left Behind "only" required tests at the end of year in reading and math in grades 3-8 and once in

Is High Stakes Testing the Best Way to Improve Educational Performance Badass Teachers Association

Badass Teachers Association:



 Is High Stakes Testing the Best Way to Improve Educational Performance Among  Students of Color and Students Living in Poverty?
By: Dr. Mark Naison


 
     Since the passage of No Child Left Behind, there has been a concerted effort to reduce gaps in educational  performance  by race and class by promoting regular testing in all grades and subjects and rating schools and teachers on the basis those tests.  As a consequence of such policies, thousands of  public schools in low income neighborhoods and communities of color have been closed, tens of thousands of teachers removed from their jobs, and charter schools promoted  as the best strategy to combat educational inequality.
 
   Given the failure of these policies to achieve their stated goal- namely, to  reduce the Black/White and Latino/White Test Achievement Gap as measured by test scores or college completion rates- and the many other consequences of such policies which have been largely negative, we would like to call for a reconsideration  of High Stakes Testing by elected officials and educators in Low Income Communities and Communities of Color, along with a search for alternative strategies which might produce better results.
 
   Before we provide a critical examination of some of the negative consequences of High Stakes Testing- we would like to call attention to another approach, put forward more than twenty years ago, which has been neglected in the years since No Child Left Behind- namely community schooling and culturally appropriate pedagogy. In the 1980’s and early 90’s, many educators of color were urging 

Colorado Parents: Push Back Guide for Bullying During Opt Out/Refusal | United Opt Out National

Colorado Parents: Push Back Guide for Bullying During Opt Out/Refusal | United Opt Out National:



COLORADO PARENTS: PUSH BACK GUIDE FOR BULLYING DURING OPT OUT/REFUSAL







 Colorado parents have received their share of bullying and intimidation tactics during the month of March. We have created this guide specific to the situations they have experienced which include armed security guards meeting them at the door and security guards escorting child/parent to car when they attempt to come to school after testing hours are done for the day.  Children have been “quarantined, sequestered, segregated”  (yes – these words are used by the folks doing the bullying) away from the students (sometimes for the whole day) if they return to school after testing hours, for fear they will hear answers and then decide to take the test – even though they have already submitted an opt out/refusal letter.

Parents have been told that if their child does not take the test the child may not attend field trips and/or end of year activities. Parents have been told that if the child does not take the test the child may not qualify for AP or honors classes and may NOT be exited from ELA (English Language Acquisition classes).
One child was followed by a monitor for the afternoon for fear that the child might hear something about the test answers and then decide to take the makeup test. A parent found a policeman at his door – sent by the Colorado Dept. of Education – after the parent called the CDE to explain his desire to opt  Colorado Parents: Push Back Guide for Bullying During Opt Out/Refusal | United Opt Out National:

A Primer for Engaging Teach For America Supporters | Cloaking Inequity

A Primer for Engaging Teach For America Supporters | Cloaking Inequity:



A Primer for Engaging Teach For America Supporters

Screen Shot 2014-03-16 at 6.55.45 PM
Have you ever found yourself trapped in the insufferable position of having to tolerate a Teach For America true believer relentlessly bombarding you with justifications for Teach For America’s placement atop the corporate org chart of educational excellence?
Teach for America is a $300 million “non-profit” organization that executes a highly sophisticated integrated marketing communications strategy that includes traditional and digital advertising, a wide range of experiential and special event initiatives, and plenty of public and media relations.
With millions spent on corporate communications, it’s to be expected that Teach For America has crafted a concise list of focus-group tested talking points. With discipline matched only by GOP pundits, Teach For America’s “brand evangelists” (from the corporate communications team all the way down to the on-campus recruitment interns) stay “on message” by relentlessly repeating the same lines. The only problem? Many are deceptive at best, while others are downright false.
Here are some suggested replies for eight of Teach For America’s most tried arguments.
1. When a Teach For America supporter says: ”Teach For America might not be the answer, but it’s a part of the solution.”
This is how you might respond: To overcome the challenges associated with educational inequity, Teach For America’s standard of training would require it to be vastly superior to any school of education or alternative route – 

NYC Public School Parents: Video of our student privacy panel at the NPE conference in Austin last month

NYC Public School Parents: Video of our student privacy panel at the NPE conference in Austin last month:



Video of our student privacy panel at the NPE conference in Austin last month







Check out our Network for Public Education panel presentations on student privacy, held in Austin on February 29, with a short slice of my powerpoint (the rest of it is here), along with some amazing parent advocates who beat back inBloom in their respective states and districts: Jason France of Louisiana (better known as Crazy Crawfish), Rachael Stickland of Colorado, and Julie Woestehoff of Parents United for Responsible Education in Chicago.



We wrap up with Barmak Nassirian of the American Association of State Colleges and Universities, who explains why student privacy is so critical -- and so endangered -- with the weakening of FERPA by the federal government and because so many states, private organizations and vendors are eager to collect, share and data-mine your children's  information.

All of these activists still remain working on this issue, pro bono, including advocating for state legislation to protect privacy,  well aware of how defeating inBloom is only the beginning of a longer battle.

For more information about the 2014 NPE Conference, visit our website and Diane Ravitch's blog, with links to many accounts of the different panels; see also videos of  the terrific keynote speakers, including John Kuhn, Karen Lewis and Diane herself.



Many of the activists I met for the first time said it was the best conference they ever attended, as did and many with whom I was able to re-connect; and I agree.  Please become a member of NPE to support public education, be kept up to date on our activities and be invited to next year's conference. 



Thanks to Schoolhouse Live and Vincent Precht for the video.

LISTEN: Ed Reform Stories from the perspective of people most directly affected by education policy Full film on Vimeo

LISTEN - Full film on Vimeo:





On TV, we have Bill Gates, Michelle Rhee, Arne Duncan and “Waiting for ‘Superman’” talking about failing schools, low standards, and China, but rarely do they ever talk about students.
Who is going to tell the story of public education? Is it going to be the corporate-education reformers who haven’t spent a day teaching, or is it going to be the students, teachers, and parents who live the realities of these policies every day in the classroom?
LISTEN is a documentary, created by a student, that attempts to tell those stories from the perspective of people most directly affected by education policy--the students.
For more information on the film visit listenthefilm.net

To organize a screening of LISTEN email us at listenthefilm@gmail.com
facebook.com/listenthefilm

@Listenthefilm @ankrsingh







Nite Cap 3-16-14 #BATsACT #RealEdTalk #EDCHAT #P2



James Baldwin said it best: 

"For these are all our children, and we will profit by or pay for whatever they become."


A BIG EDUCATION APE NITE CAP




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YESTERDAY

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