Archive for the ‘Diane Ravitch’ Tag
John Merrow’s Investigation of Michelle Rhee.
I’m posting this link to Diane Ravitch’s blog.
Yesterday, a Utah State School Board Member told me that Michelle Rhee is telling legislators to “reframe the debate” about Common Core– so that instead of it being about local control and the VOICE of the GOVERNED, it’s about being more and more like CHINA.
The school board member seemed to think this was a good idea.
Dismissive of the constitutional rights of Americans, yes.
Revealing of the fact that Rhee and her group care only about making money off Common Core, yes.
As you read the post from Diane Ravitch’s blog on the subject of John Merrow’s investigation of Michelle Rhee, please notice that she mentions the RIGHT supporting common core. And we all know Obama supports common core.
This is not a left v. right or a Democrat v. Republican issue.
This is about saving America for every last one of us.
Please pay attention.
Common Core ends local control in MULTIPLE WAYS:
It’s in the financial monopoly over educational materials held by the marriage of Pearson and Gates and the copycat alignment of 99% of all textbooks nationwide.
It’s in the political takeover of unelected boards that do not answer to the voters, groups that have copyrighted the standards and have left no amendment process for states.
It’s in the common core tests, which are federally reviewed and micromanaged and from which student data is given to the federal portal called the Edfacts Exchange for anyone– even researchers and vendors– to peruse.
It’s in the academic standards themselves, which are educational malpractice— unproven, unpiloted, unvetted, and relying on nutty theories like slashing classic literature and delaying the time math algorithms,get taught— standards which were passionately rejected by key members of the core validation committee, James Milgram and Sandra Stotsky.
It’s in the lack of any state cost analysis, with states throwing out perfectly good, actually vetted, curriculum, and bearing the burden of paying for all this implementation, teacher training, textbook purchasing, technology sales of Common Core aligned structures.
We must get out.
Connecticut Principal of the Year: Advice to Politicians about High-Stakes Testing.
On the above-linked article at Diane Ravitch’s blog, I read the letter written by the 2012 principal of the year about Common Core Tom McMorran.
He explains why Common Core is unacceptable. He pokes fun at the masses of people who say they support it without having any evidence for its claims of improvement to education. “Elvis is alive: 50 million fans can’t be wrong.”
In a nutshell, the principal says:
“Hard-nosed business practices (which I do not believe business men or women apply to their own concerns) have [no] place in a school…. there is a better way, and it is for all of us educators to embrace our responsibilities as professionals and act from Informed Professional Judgment. I am saying that we can either define ourselves or accept the so-called reform that is happening to us.”
Amen, Principal McMorran.
- Christopher Tienken - Professor at Seton Hall, NJ - http://vimeo.com/58461595
- Jane Robbins – American Principles Project - Stop Common Core video series: http://youtu.be/coRNJluF2O4
- Jamie Gass – Pioneer Institute – has been speaking about Common Core for many years; knows why Massachusetts had the best standards in the nation prior to Common Core. http://youtu.be/SBROaOCKN50
- Senator Kurt Bahr – Missouri legislator fighting Common Core http://youtu.be/25NTsQxj-zg?t=1m49s
- Senator William Ligon – Georgia legislator fighting Common Core http://youtu.be/ODz4X0GO-Fk?t=1m37s
- Senator Scott Schneider – Indiana legislator fighting Common Core http://youtu.be/TH9ZxVrn6aA?t=1m10s
- Dr. Bill Evers – Hoover Institute – Stanford University – http://youtu.be/LB014eno1aA
- Robert Scott – Texas commissioner of education – rejected Common Core: http://youtu.be/WcpMIUWbgxY?t=2m25s
- Diane Ravitch – liberal education analyst who just recently came out against Common Core http://youtu.be/ZkZUGpJJWy4?t=13s
- Dr. Sandra Stotsky, who served on the Common Core validation committee and refused to sign off on their adequacy: http://bcove.me/ws77it6d see min. 55:30
- Ze’ev Wurman, math analyst http://youtu.be/0cgnprQg_O0?t=22s
- Heather Crossin – Indiana mother fighting Common Core http://youtu.be/TH9ZxVrn6aA?t=54s
- Utah moms Alisa Ellis and Renee Braddy – http://youtu.be/Mk0D16mNbp4
- Jim Stergios – Pioneer Institute - http://bcove.me/ws77it6d see minute 30:00
- Jenni White – Oklahoma data collection expert - http://youtu.be/XTbMLjk-qRc and http://youtu.be/JM1CTJFUuzM
- Susan Ohanian – education analyst http://youtu.be/uJHkztNNFNk?t=23s
- Dr. William Mathis of University of Colorado http://youtu.be/46-M1hH0D1Q?t=23s
- Seattle Teachers who boycotted Garfield High School standardized testing. http://youtu.be/N5ODEoqZZHs
- Gary Thompson, clinical psychologist http://www.utahnsagainstcommoncore.com/glenn-beck-on-privacy-and-data-mining-in-common-core/
- Emmett McGroarty, American Principles Project http://youtu.be/wVI78lPCFfs?t=21s
- David Cox, teacher http://youtu.be/W-uAi1I_6Ds?t=22m28s
- Paul Bogush, teacher http://youtu.be/oaDniHquMVI?t=56s
- Sherena Arrington, political analyst http://youtu.be/QF337nKwx6M?t=6m35s
- Walt Chappell, Kansas Board of Education http://youtu.be/1S9jjNyXAE4?t=16m55s
- Bob Shaeffer, Colorado Principal /Former Congressman http://youtu.be/Fai4K2ZVauk?t=1m15s
- Lindsey Burke, Heritage Foundation http://youtu.be/1DOCH1YT6Uk
- Oak Norton, Agency Based Education http://www.youtube.com/watch?v=p_H7ds2Eb70&feature=share&list=PLjUrg_jASxd-BeEivpr4b7z7Ydc5mjGi4
- Neil McClusky – Cato Institute http://youtu.be/DK2kTdDudo4
“4equity2″ is the name of a teacher who wrote the following story as a follow up comment on Diane Ravitch’s blog: http://dianeravitch.net/2013/01/13/a-math-teacher-on-common-core-standards/
Another Math Teacher Speaks –
“Today I participated in a math PD [professonal development] held in our state capitol. Before embarking on the actual content of the training session, the facilitator had teacher participants read related Common Core Standards. The quiet was broken by occasional gasps, sighs, and moans before the now oft repeated objections were verbalized.
We’ve read them before. Nothing new. And these were same old criticisms and objections that have been raised in previous math PD’s across the country, for sure.
Next, we looked at a few of the sample test items that would be used to assess the new standards.
The facilitator, wanting to keep us on track, I am sure, said, “Look, this is way it’s going. We need to get used to it, There is nothing we can do.”
Someone near my table called out, “Yes, there is!”
All eyes turned toward me. Did I just say that?
“What?” I was asked. “What can we do?”
“We are teachers, yes. But we don’t have to be passive – play the part of victims. We are also parents and citizens. We can opt our own children out of testing, and we can talk to friends and neighbors about doing the same. We need to use the power we have as citizens – not just teachers – to turn this around.”
One woman raised her arm with a clenched fist, and stated, “I like that!”
These few words from an “invisible” and “voiceless” teacher who has been empowered through this blog and others in realizing that she is not alone spoke out. It felt good. I just might do it again.
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Thank you, 4equity2, whoever you are. We need more teachers like you.
Speaking of which…
Talking to a friend tonight, I heard a sad story. My friend’s neighbor, who is a teacher, said she was recently written up for insubordination, for refusing to attend another Common Core meeting. She said to my friend that “if the government doesn’t get out of our schools, they will destroy them.”
Common Core and the Fiction/Non-Fiction Question.
Read this post by Diane Ravitch.
She says: “It is interesting that the two loudest voices defending [common core] are Jeb Bush’s Foundation for Educational Excellence and the Thomas B. Fordham Institute, both quite conservative groups.
The way the issue is framed unfortunately misses the point, at least the point that I and others have raised.
Why do the [common core] standards mandate a proportionate split between fiction and non-fiction?
Who thought it was necessary to turn NAEP’s instruction to test developers into a mandate for teachers?
Who will police the implementation of the arbitrary ratios of 50-50 or 70-30?
If the ratios apply to all courses, can’t we assume that students will read “informational text” in math, science, civics, history, and other subjects, leaving teachers of English language arts to assign as much fiction or non-fiction as they want?
In the interests of clarity, here’s what I want: the ratios should be eliminated. They are an overreach. They have no basis in research or experience. There is no justification for imposing them.
I urge this not as a partisan of fiction or non-fiction, but as a partisan of common sense.”
A Literacy Expert Opposes the Common Core Standards.
Diane Ravitch has posted this information, given by a USC linguistics professor, Stephen Krashen, a literacy expert.
He writes that Common Core’s excessive detail will:
(1) dictate the order of presentation of aspects of literacy
(2) encourage a direct teaching, skill-building approach to teaching.
Both of these consequences run counter to a massive amount of research and experience.
There is very good evidence from both first and second language acquisition that aspects of language and literacy are naturally acquired in a specific order that cannot be altered by instruction (C. Chomsky, 1969, The Acquisition of Syntax in Children from 5 to 10. Cambridge: MIT Press; Krashen, S. 1981, Second Language Acquisition and Second Language Learning, Pergamon Press, available at http://www.sdkrashen.com).
There is also very good evidence that we acquire language and literacy best not through direct instruction but via “comprehensible input” – for literacy, this means reading, especially reading that the reader finds truly interesting, or “compelling.” (Krashen, S. 2010.The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading. In: Defying Convention, Inventing the Future in Literacy Research and Practice: Essays in Tribute to Ken and Yetta Goodman. P. Anders (Ed.) New York: Routledge. 2010. pp. 46-60. Available at http://www.sdkrashen.com)
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As has often been noted: the wonderfully informative insights about the flaws of Common Core are so important, but not nearly so important as the fact that Common Core puts into cement teaching philosophies that cannot be altered by the people using them.
There is no voice and no vote. Teachers and citizens have nothing to do with what will be decided upon to be taught. Only the central planners can alter or amend the standards. That’s the NGA/CCSSO: National Governor’s Association and Council of Chief State School Officers. Nobody else. Does that sound constitutional to you?
QUESTION OF THE DAY: Since Massachusetts’ educational standards were the highest in the nation before Common Core came along; since Massachusetts’ standards were so high that, testing as an independent country, they ranked in the top worldwide, then why did we adopt Common Core “race-to-the-middle-denominator” instead?
James Gass, of Boston’s Pioneer Institute, asked this question. He said:
Given the historic success of Massachusetts on NAEP and TIMSS testing and the very average performance of the states that have worked with national standards players, unless national standards weren’t a ‘a race to the middle,’ why didn’t other states just adopt the Massachusetts standards, as 2010 Pioneer Institute and Diane Ravitch recommended?
Ravitch goes so far as to say that the Obama administration is wasting its time trying to establish national standards in English and math. “I wish they had just adopted the Massachusetts standards,’’ she said. “They could have saved themselves a lot of trouble.’’
Diane Ravitch, historian of education, an educational policy analyst, and research professor at New York University’s Steinhardt School of Culture, Education, and Human Development