CSUSA Just Shorted Teacher Salaries: “Glitch:, they said

Manatee charter school teachers reported that their summer checks were short changed. CSUSA spokesperson, Colleen Reynolds said that it was not just Manatee charters but was ‘system wide’. It is a shame for the teachers. There must be thousands of CSUSA teachers in the 84 schools they operate in eight states.

When did it become a good idea to have ‘national’ schools? What is happening to local schools run by local school boards?

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 Our study suggests that charter schools might very well be operating on outdated assumptions about low-income students and students of color, assumptions that were disproven long ago.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.

HB 7069: It’s not over!! There’s movement afoot.

When HB 7069 was signed into law, many hoped for an outcry from the citizens of the State. It’s been eerily quiet, and makes me think of what we used to call ‘earthquake weather’ in California when I was a child. Just before an earthquake, everything was so quiet that even the leaves on the trees did not move.

Today’s Florida’s Politics reports a rumble starting. Senator Simmons who worked so hard with Senator Farmer and others to craft a reasonable educational policy said, “We’re not done yet with HB 7069”. Senator Farmer is considering a lawsuit because the conference committee members swept up so many provisions and, in secret and at the last minute, created a bill that violates the single subject provision for bills.

Governor Scott could have vetoed HB 7069 but did not. The most destructive provisions include:

  1. Automatic charter school take over of low-performing schools. High performing charters don’t want these schools. Other charters take only the students they want and leave the others to fend for themselves.
  2. House members deleted Senator Simmons’ provisions to control charter school self dealing and corruption.
  3. Sharing local capital outlay that public schools badly need for facility maintenance puts money in privately owned charter facilities. Big charter chains make their money through their real estate companies.
  4. Teacher bonuses based on test scores do not address teacher shortages.
  5. Proposed reduction in testing is meaningless.

Thousands of people urged Governor Scott to veto this bill. He did not. Many more thousands need to be heard. Make a noise; turn the rumble into a roar to end the move to privatize our schools. It does not work; they make false promises. We can solve our own problems. Say so! Don’t let corporations take over our schools; they belong to us.

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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A Lesson in Advocacy from California: Money and People Power

Money and people power in California are shifting the balance of influence in the California legislature. For years, the legislature listened closely to the public school interests.  Teachers, parents and unions wielded great power.  Now the charter sector is gaining ground.  In 2016, a bill to regulate charter enrollment and how they discipline students was assured of passing; it did not.  In this account, the advocacy strategies explain the defeat.

 

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HB 7069 Education Train Bill Needs to be Vetoed

Legislation

The Senate narrowly passed SB7069 with a 20-18 vote.  There are reasons for concern.  The best  course now is to urge Governor Scott to veto the bill.  Here’s why:

  1. 1) For local districts to share local capital outlay with charter schools is untenable.  It will cost districts already struggling with aging facilities, millions of dollars.
  2. 2) The Schools of Hope proposal allocates $140 million for charter school takeovers of low performing public schools.  Yet, the CREDO Urban Cities report just published a devastating account of poor charter school academic performance in Florida cities.

3) Creating High Impact Charter Systems that control groups of charters surely must stress the Florida constitutional requirement for a ‘uniform system of high quality schools’.  These charter systems become their own local education agencies.  This is a legal term that is now allocated for elected school boards.  The charter systems would be able to receive funding directly with no oversight from districts.

4) Allocating Title I funds to individual students in many schools will spread funding  too thinly to support extra reading, tutoring and other services many children need.

5) Without funds in the State budget for teacher raises, the looming teacher shortage will increase.

Why would Florida want to advertise itself as anti education to a world where academic achievement attracts the kind of business and industry we seek?  This bill is the result of destructive behind closed door power politics, not rational public interest.

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.

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New and Improved?? Testing Bill

SB 926 may be dead!  Arising from the ashes is a new version of HB 549.  Senators Stargel and Flores filed a strike all and insert 72 page amendment last night.  Will it be heard today??

K-5 recess is still there as are a number of other ideas being floated to support visits to and expansion of charter schools, shared use of school playgrounds and wearing sunscreen etc.  Some of the bill actually relates to testing reform.

 

 

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Compromise reached in Senate to improve testing bill

Flores’ bill regarding state assessment requirements has several amendments that improve the bill.  The bill now includes several of Senator Montford’s bill to reduce testing  in schools.  The bill:
1.  use of value added model optional
2.  eliminates EOC requirement for Algebra II, Geometry, US History and Civics
3.  removes change from ‘satisfactory to proficiency’ language for the level three assessment score.
4.  developmental milestones for preschool education
There are 13 amendments that come up today at 1:30 in the Education Committee.    The changes in this bill are in response to the concerns that Senator Simmons had with regard to the manner in which some members of the committee ‘borrowed’ provisions included in Senator Montford’s bill to improve testing policy.

Stop Humiliating Teachers, Help Kids Discover A Future

The New Yorker tells it like it is.  If there is a societal problem, blame teachers.  After all, if people do not behave properly, achieve well enough, shift easily from one set of societal expectations to another, then teachers did not prepare students well enough for the future.  Not so!

The solution to societal ills for so many educational reformers, Denby reports, is to bash teachers and their unions.  The reality is that no one knows how to solve the problems of persistent poverty that create some schools in which all children struggle to learn.  Attacking these schools and their teachers, instead of the poverty that creates them, makes things worse.

If teachers are given no respect, and their schools are labeled as failing, then how are students and their families to value schools and the education they offer?  Yet, children who see nothing different than the hopelessness people feel, create a survival culture for the world in which they live.  Instead, children need to see opportunities for a different life and realize what schools can offer them.

I remember my own children talking about ‘skill sets’ that they needed to carry with them to an uncertain future.  They recognized skills in other people and made them their own.  The real dilemma is how to help children know what skills they need when no one around them sees a future.

Our schools should mirror a society that offers a future that touches each child.  Then teachers can help students achieve what children  see is possible because they live in a world where these possibilities exist.  Teachers cannot create those schools; communities must.  Read Denby’s article.