What Do Parents Really Want?

A new PDK poll is out saying people want more than straight academics in their schools. More parents oppose than support vouchers, value diversity in their schools, don’t believe tests measure what is most important, believe support services for children belong in schools, and, if they are parents, like their schools.

It could be there is a media problem with how schools and teachers are described that accounts for less positive ratings for schools by people who aren’t closely associated with them. There is some work being done on this topic by Dr. Mary Dalton. From Heroes to Hacks: The Disturbing Rise of Bad Teachers on Television. Dr. Dalton is speaking at the University of Florida Graham Center on September 20th at 6p.m. in Pugh Hall.

We are spreading some more good news here in Gainesville. The film: Passion to Teach will be shown at two schools in Gainesville and the events are open to the public. The film maker will be here from Massachusetts to lead a discussion about how communities are using the power of this film to enlighten the public about what is possible for schools to be even in this test driven culture.

If you want to see what else we are doing, go to our September: Public Schools Awareness Month website. I learned today that another Florida county will have a similar awareness month in November.

Tampa Bay Times Editorial Says It All

Take a look at this editorial. It cites HB 7069 as ‘gross audaciousness’ by the legislature. Heading the list are the provisions to expand charter schools, ‘religious liberty provision’, text book review, and most of all: USURPING LOCAL CONTROL OF OUR SCHOOLS.

Memorize these talking points. Say them loudly and often. Take back our schools.

http://www.tampabay.com/opinion/editorials/editorial-floridas-micromanaging-of-public-schools/2330479

Charter Media Hype Analysis: Inspire or Require?

This is an unusual study. It does not analyze charter schools but rather the hype in the media about charter schools. How are charters and their programs depicted in reputable newspapers like the New York Times and the Los Angeles Times over a ten year period? Published in the Teachers College Record ‘Brilliant, Bored or Badly Behaved’ is illuminating.

The researchers found that media reports indicate that charter and traditional public schools serving middle income students are very similar in their pedagogical approaches. Yet, charters are depicted in a more positive way. The same media hype for charters serving low-income students exists but is more troubling. The charter hype is there, but the instruction is different and perhaps troubling.

The researchers report:

“This is not the first time that researchers have suggested that schools either treat their low- and middle-income students differently, or treat their white students and their students of color differently. As Anyon (1980, p. 90) and many others have explained, schools frequently “emphasize different cognitive and behavioral skills” and facilitate the “development in the children of certain potential relationships to . . . authority” based on students’ class and/or race. However, our study offers two new, and potentially troubling, insights about charter schools.”

  1. First, our findings suggest that charter and alternative schools’ approaches to educating low-income students and/or students of color are neither new nor progressive. Our study suggests that charter schools might very well be operating on outdated assumptions about low-income students and students of color, assumptions that were disproven long ago.

  2. Second, our study suggests that charter schools might be actively “reproduce[ing] racial categories” and class categories “while ostensibly repudiating them” (Winant, 1998, p. 762). This is especially troubling given advocates’ insistence that charter schools have the potential to close the educational achievement gap in the United States.

The study indicate that schools for middle income students emphasize abstract reasoning, critical thinking and writing skills necessary for success in college. In charters, it appears from media reports that rote learning and test prep is prevalent for low-income students. Moreover, these children are taught to defer to authority which promotes feelings of distance, distrust, and constraint.

The alternatives are teaching strategies directed toward intrinsic motivation. In other words, how do you structure activities that make children want to be involved rather than top down strategies that force compliance. The end result, the study posits could be very different.

The study is based on media reports by reliable newspapers. The conclusions raise questions, but cannot be generalized. They can, however, be examined. The issues are legitimate and important to pursue.

Poll: Most Americans Feel Fine about Choice? Not True

The Associated Press-NORC Center for Public Affairs Research says that 58% of people don’t know much about charter schools.  Even more, 66%, know little or nothing about private school vouchers.  Nevertheless, 47% favor expanding charters and 43% would expand vouchers.  Media headlines say most Americans support choice, but this is misleading.  Most Americans either are opposed or have no opinion.  The report found that four in ten believed that the country in general would benefit from more choice.

The poll has value. It made me think.  See what you think!

 

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Massive Last Minute Education Bill Emerges

A new mega bill HB 7069 for education was released last night–278 pages long.   It combined provisions from other bills.  The funding is dismal; for most districts there will be less money next year.  Local district capital outlay funds do not increase and must be shared with charters which seriously harms districts.

Other provisions impact teacher bonuses and scholarships and expansion of charter schools by taking over schools in low income areas without requiring district oversight.

Testing and accountability have minor changes–Algebra II EOC is no longer required and the testing window is pushed back by allowing paper and pencil test for grades 3-6.  Districts may determine data for teacher evaluations.

Schools of Excellence and Schools of Hope are created.  It seems as though current state regulations now apply only to schools earning a grade of ‘B’ or ‘C’.  The others are granted flexibility.   The logic is flawed there.  The needs for the middle (or most students) are ignored.

For more detail, continue reading.

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McKay kids lose their rights

Parents of children with disabilities learn some lessons the hard way.  When children leave public school with the McKay Scholarships, children lose their rights under the federal Individuals with Disabilities Act (IDEA).  Parents may have from $5,000 to $23,000 in tuition vouchers, but private schools are not accountable for the money provided.  In today’s New York Times, Dana Goldstein explains.

IDEA rights lost for students in private schools include:

 

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League Forum on Schools of the Future


The League of Women Voters invites you to join us in Gainesville on March 4th. We are celebrating the Schools of the Future with Peggy Brookins, CEO of the National Professional Teachers Certification organization.  She is on the President’s Commission on Education.  Peggy was a teacher and innovator in Florida for many years before joining the National Board.

Following her presentation will be a panel of educators who will respond to audience questions.  Panelists include the Deputy Superintendent, Teacher of the Year, elementary and secondary curriculum specialists and the head of the Alachua County Council of PTAs.

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DeVos Confirmed: Split Vote in Florida

The telephone lines to D.C. were jammed with protest votes over the DeVos nomination for U.S. Secretary of Education.  In Florida, Senator Rubio voted yes and Senator Nelson voted no.  The U.S. Senate was tied and VP Pence broke the tie.

I saw a note about a one sentence bill to abolish the Department of Education.  It was filed by Rep. Thomas Massie RKY.  He thinks local parents and communities should control schools.  He may be right.

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New Mexico: Charters Need Regulation

new-mexico
by Meredith Machen
LWVNM has a new charter school position that shows where we stand. We need to stand together to fight all attempts to drain essential resources from traditional public schools!
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LWVNM Charter School Regulation Position

Adopted by the LWVNM Board, November 12, 2016

The League of Women Voters of New Mexico believes that every student should have access to a high quality, publicly funded education regardless of race, ethnicity, family income, or geographical location.  The League believes in accountability, transparency, and equity in the use of public funds for education.

 Charter schools are discretionary programs intended to fill unmet needs and/or to test innovative instructional strategies to produce quality educational outcomes. Policy makers must ensure that adequate funds are available for traditional public schools and define how charter schools fill unmet needs.  Appropriate instructional and support services must be provided to meet the diverse needs of individual students in both traditional public and charter schools.

Regarding the mission of charter schools, the LWVNM believes the following:

  • A charter school should not be authorized unless

its mission would serve a need the traditional schools cannot;

funds are available;

there is a demonstrated need based on student population projections.

  • New Mexico should provide flexibility and supplemental funding for magnet programs and career academies within traditional public schools.
  • Charter school innovations demonstrated to be effective should be disseminated to improve the traditional public education system.
  • The state should establish a closure policy revoking the contract of a charter school that fails to meet minimum academic, financial, and organizational standards for two consecutive years or for two of the three most recent years.

 For the sake of assuring accountability and transparency and minimizing the fiscal impact, LWVNM recommends the following:  

  • A charter school’s finances should be available for public scrutiny, and budget processes should be similar to those for school districts, which require the public to be provided with an opportunity for input into decision-making.
  • Charter school governing council members should adhere to standards and best practices as delineated by the NM School Boards Association.
  • Funding to state-chartered schools should minimize the amount allocated to for-profit management and business operations with oversight provided by state-approved auditors.
  • The school funding formula should be equitable so as not to advantage charter schools over traditional public schools. 
  • NM should develop an effective performance-based accountability system for charter schools focused on increased proficiency, academic growth, and college/career readiness standards to ensure that charter schools demonstrate positive student outcomes. Charter schools that do not meet the established benchmarks should be put on time-limited improvement plans and not allowed to increase enrollment until they have met the benchmarks.

 

LWVNM believes that public funding for virtual schools should be less per student since the schools do not require brick and mortar facilities.

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For more information about the League’s formal two-year comprehensive Charter School Regulation Study and how this position was determined through research and member consensus, please contact president@lwvnm.org. This position will be incorporated into LWVNM’s complete Education position available at http://lwvnm.org/positions.html#education.

 

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