One for the books — tutoring gets outsourced

San Francisco Chronicle: One for the books — tutoring gets outsourced

Fifth-grader Kevin Chen studies math in his living room in Alameda every week with his tutor, Syeda Nikath Sumaiya — who works from her home in Seoul.

In the latest incarnation of outsourcing, overseas tutors are teaching U.S. students math, science, English and social studies. And parents are paying half as much as they would for face-to-face instruction.

Via Internet phone, Sumaiya, 27, who works for a Bangalore company, coached the 11-year-old through drills and word problems in her clipped British Indian accent one recent evening. The equations she drew in red materialized on Kevin’s screen in Alameda, and he wrote back in blue.

“I think you’re carrying twice sometimes,” said Sumaiya, an engineer from Bangalore, India, before she moved to South Korea for her husband’s job. “Just do it once.”
Sumaiya, who communicated with The Chronicle by e-mail, drew a red arrow to point out Kevin’s errors, asking aloud, “Do you follow?” and rewarding him with, “That’s right,” and a big check for a correct answer.

At least a half-dozen tutoring companies operate from India, including two with Bay Area ties: Growing Stars is headquartered in Santa Clara, and TutorVista in Bangalore received $11 million in venture funding from Menlo Park’s Sequoia Capital this year.

Online tutoring, which began in the late 1990s, has grown in the past five years, education analysts say, as communication technology improved and became more affordable. It accounts for about 6 percent of the $2.2 billion U.S. private tutoring market, which reached 1.9 million K-12 students last school year, according to Tim Wiley, senior analyst at Eduventures, an education and research consulting firm in Boston.

“You encounter the same natural incentives as manufacturing did in the 1980s, moving factories offshore to lower-priced markets, and what the white-collar sector is going through now,” Wiley said. “The dynamics are in place for India-based tutoring companies to really grab a big chunk of the online market.”

Between $20 million and $25 million of the roughly $132 million spent on online tutoring — or one-sixth — now goes to tutors in India, Wiley said. But Indian tutors may make up an even larger share of online tutors because they are paid much less than their U.S. counterparts.

TutorVista pays its employees $300 per month, and Growing Stars pays $350 to $450 per month, for roughly a 40-hour workweek. That’s a lower-middle-income salary, said Ashok Bardhan, a senior economist at UC Berkeley’s Haas School of Business. By comparison, in-home tutors in the United States charge $40 to $60 an hour.

Growing Stars, which began offering tutoring in 2004, serves 400 students who pay $21 to $25 per hour. TutorVista, which started in November 2005 and charges $20 for a 45-minute session or $100 a month for unlimited hours, has 2,000 students and aims to reach 5,000 by next fall.

Sanjo Mathew, 25, has tutored with Growing Stars for a year.

“You don’t see the students, so you must listen to them. Some of them don’t speak for two to three months. You have to make those children interact,” said Mathew, who has a master’s degree in biology. “Tutoring takes a lot of time and patience.”

But tutors are common in India, said Growing Stars founder Biju Mathew (no relation to tutor Sanjo), who moved to the Bay Area from India in 2000 as a software programmer and founded his startup two years later.

“The idea seemed good for me as a parent, and I thought there would be thousands of other parents for whom this could be of use,” said Biju Mathew, who had sought affordable tutoring for his three sons.

So far, industry leaders such as Kumon and Score do not offer online tutoring, because they run centers and their value lies in their face-to-face interaction, company officials and analysts say. Sylvan offers it only with instructors from the United States, to control quality, said spokeswoman Wendy Odell Magus.

Officials at tutoring companies that hire abroad say they check tutors’ references and academic backgrounds — Growing Stars and TutorVista require tutors to have a master’s degree in the primary subject matter they teach. The one-on-one attention they offer is more effective, they say. The companies train the tutors for a couple weeks, review their performance, and solicit feedback from parents.

At Growing Stars and TutorVista, tutors receive training in accent reduction and American culture — including the rules of baseball, and popular movies and music. And TutorVista will switch tutors until the student feels comfortable, said Patricia Perry, vice president of marketing. She said the average TutorVista instructor has 10 years of teaching experience, more than any state requires for in-school tutors. TutorVista’s employees tend to work from home, while instructors at Growing Stars work from its teaching center in Cochin, on the coast in southwest India. They start as early as 1:30 a.m. at Growing Stars and 4:30 a.m. at TutorVista in India.

Kevin’s mother, Biyu Lin Chen, 33, who emigrated from China in 1997, said she wants her son and twin daughters to have a good education. Now a child care provider, she prefers TutorVista to the traditional tutor her children saw for a couple months because TutorVista is cheaper and more convenient. And she said Kevin is getting better scores on his math tests, after only a few weeks.

Kevin said he feels more comfortable talking to his tutor — sight unseen — than asking questions in class: “No one is paying attention to me that much.”

Some parents sign up their children with online tutors to give the students an edge. Even though Raj and Rati Sardesh’s daughter Nina, for example, had skipped a grade and was doing well in the sixth grade at the French American School in San Francisco, they signed her up for Growing Stars tutoring in math and science.

“Some other parents laughed at us since we spend money for a private school,” said Rati Sardesh, an ultrasound technician.

Despite disliking the extra work, Nina, 11, said the tutoring boosted her marks.

“I really like my tutors. We’re friends and have student-teacher status,” she said. “It’s almost like they’re there teaching you, when you close your eyes.”

Online tutors also help answer the endless “why” questions of a curious child.

Isha Gulati, 8, of San Jose connects with her TutorVista instructor four or five times a week and asks her about math, science, geography and English.

“It’s really fun,” Isha said. “We always talk about things I really want to know.”

Her tutor, Bina Joseph, 36, has worked for TutorVista for about six months, logging on from her home in Bangalore, she said by e-mail. The job gives her time to raise her family, said Joseph, who has a master’s degree in English and bachelor’s degrees in science and education.

Isha’s mother, Charu Gulati, is a middle school science teacher who sees the benefits of both educational systems: the rigors of India and the creativity encouraged in the United States.

“She loves to know about more stuff. But I don’t always have the answers or the time to answer.”

E-mail Vanessa Hua at vahua@sfchronicle.com.

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Cheating is up — among teachers

The Columbus Dispatch,/i>: Cheating is up — among teachers
Pressure for state-test success driving some to break the rules

Pressure for state-test success driving some to break the rules
Sunday, October 22, 2006
Jennifer Smith Richards
THE COLUMBUS DISPATCH
Answer sheets and test booklets arrive at districts in securely taped boxes, shipped by FedEx or UPS. Packets are shrink-wrapped and are supposed to be stored in a locked room until test time.

But in some districts, teachers got access last school year. Some made copies. Others shared the questions with students ahead of time, or gave answers during the test.

And a few devised nonverbal signals to cue children that their answers were incomplete.

For all the lock-and-key procedures and explicit rules, more teachers cheated on Ohio standardized tests than ever before.

A Dispatch analysis of 28 school districts found that at least 15, including some in Franklin County, had instances of cheating. The state had named 12 districts that were being investigated in March. The other three were among the 16 districts surveyed in Franklin County.

It’s probably because there were more Ohio standardized tests than ever before, state officials say.

And it wasn’t that hard to cheat.

Barbara Oaks did it. While fourth-graders took their reading test last spring, the Coventry schoolteacher thumbed ahead through the math portion. Coventry is a district near Akron.

In the test, she spotted a geometry problem she thought students might have trouble with, so she jotted down a diagram in her notebook.

Oaks said she didn’t know she was cheating.

In Parma, near Cleveland, Winifred Shima took a copy of the test and used it to make a study guide for students that included 45 of the 46 actual test questions.

In Marietta, a veteran teacher photocopied a state test. She said she wanted to help prepare students she’d have in class this school year. Officials there said an investigation showed she’d done the same the year before.

“Did I cheat? No,” said Judy Wray, who retired from her job as an eighth-grade teacher at Marietta Middle School. “Did I do something wrong? Yes. I made one copy and should not have done that.”

Some districts are still investigating. Cincinnati closed three cases and is still sorting through a fourth. One teacher was fired; several kept their jobs. But for the schools where they taught, the consequences were sometimes severe.

Cheating on the tests doesn’t happen very often, the state says. In Ohio, roughly 2 million tests are given each year, and most of that testing happens without incident.

And not all who broke the rules did so on purpose.

A teacher in Whitehall, for example, left test booklets in an unlocked room. In Hamilton, a teacher excitedly discussed questions and answers with students after they had finished the science portion of the graduation test, not thinking about how absent students would have to take the same test as a make-up.

A Worthington teacher started to help a student on a problem, then realized she couldn’t, and stopped. The Education Department didn’t punish any of those districts, although the districts did punish the teachers. Hamilton suspended the science teacher; the rest were reprimanded.

Others, though, probably knew they were breaking the rules. School districts pass out specific instructions and regulations to teachers, and some, including Hamilton, ask teachers to sign a form stating that they understand them.

They risked losing their teaching licenses anyway.

Brian Wirick, a teacher in the East Knox school district in Knox County, used the test to make a “look-alike” study guide for his students.

“Brian wanted to see his students succeed,” said Superintendent John Marschhausen. “The lesson we need to learn is you can’t succeed at any cost.”

Wirick resigned.

Wanting students to do well is a common excuse among teachers who are caught.

“I just kept thinking that every teacher in the state of Ohio is looking at these math problems and their kids will do better and our kids will look like they don’t know anything,” Heather Buchanan, a seventhgrade teacher in Wapakoneta, a city in western Ohio, told the district during its investigation.

Buchanan, one of two Wapakoneta teachers caught breaking testing rules, created a study guide from the actual test, too.

“I love my kids. I just wanted them to have one last chance to practice.”

Wray, the Marietta teacher who photocopied a test, said that teachers cheat more than administrators know. Several more in her school did, she said, and she understands why.

“Did they cheat? Not really,” she said. “They just wanted the kids to do their best.”

There’s less of a gray area when it comes to punishment. Although the state won’t provide exact numbers, investigation records from school districts show that most of the teachers found violating test security measures had their teaching licenses suspended — often for several months — by the Education Department.

Punishment from school districts often was harsher.

Of 14 school districts that verified security breaches and had completed their inquiries, six accepted teachers’ resignations or retirements. Only one was fired — Kathie Conlon, a teachers aide in Newcomerstown schools, about 100 miles northeast of Columbus.

Nine teachers were reprimanded but allowed to continue teaching. That was the case for South-Western teacher Lora DeCarlo, who admitted that she helped students with answers during the test.

In Cincinnati schools, one teacher helped students during the test and another let students have extra time to complete the make-up exam. Both were reprimanded.

The district is still investigating whether an entire school, Robert A. Taft Information Technology High School, might have cheated. The testing company flagged the school because there were so many erasures on the answer sheets, raising suspicion of whether someone erased wrong answers and replaced them with the right ones.

Punishment doesn’t apply only to teachers.

As a result of teachers’ actions, many school districts received zeroes for their test scores. If students did well, they’ll get no credit for it. That’s especially important for a highschool student who must pass the state test to receive a diploma.

Researchers who studied the prevalence of cheating in Chicago schools a few years ago suggested statewide standardized testing should be structured more like the SAT, using independent test proctors. That would eliminate any temptation among teachers.

Districts also should publicize the consequences for teachers caught cheating, according to Harvard University professor Brian Jacob and Steven D. Levitt, a professor at the University of Chicago.

There won’t be independent test proctors in Ohio for this year’s tests. In fact, little will change.

Last year, the state blitzed school districts with information about the rules and procedures for testing, and they’ll do it again this year, spokesman J.C. Benton said.

Other than that, the Education Department will rely on the honesty of teachers.

“We don’t anticipate that any more security breaches will happen,” Benton said. “I think people learned from last year’s unfortunate events.”

Political Backlash Builds Over High-Stakes Testing

The Washington Post: Political Backlash Builds Over High-Stakes Testing

By Peter Whoriskey
Washington Post Staff Writer
Monday, October 23, 2006; A03

LAUDERHILL, Fla. — School exams may be detested by students everywhere, but in this state at the forefront of the testing and accountability movement in the United States, the backlash against them has become far broader, and politically potent.

The role of the Florida Comprehensive Assessment Test, or FCAT, has become central to the race to succeed Gov. Jeb Bush (R), with polls showing a growing discontent over the exams, which he has championed and which are used to determine many aspects of the school system, including teacher pay, budgets and who flunks third grade.

Republican Charlie Crist is offering to push forward with the testing regime, but Democrat Jim Davis has condemned what he calls its “punitive” nature, arguing that exam pressures have transformed schools into “dreary test-taking factories.”

“Couple years ago one of my sons brought this quiz home, and the first question was ‘What does the FCAT stand for?’ ” Davis told a meeting of clergy here Saturday. “I won’t repeat to you what I said because I used words I’m teaching my boys not to use. . . . We’re going to stop using the FCAT to punish children, teachers and schools.”

This election season may be the first in which the growing use of high-stakes school testing, embodied in the No Child Left Behind legislation, has reached this level of political prominence.

A similar exam revolt has become a key issue in the race for governor in Texas, another state in the vanguard of the testing movement, and the issue has roiled the Ohio gubernatorial contest as well.

High-stakes testing — using standardized test scores to impose consequences affecting teachers and students — has been embraced widely in recent years as a way to hold educators and students accountable for their performance. Experts say the movement is one of the most significant shifts in U.S. education in decades.

Texas and Florida were among the states that adopted high-stakes testing early, and each has pushed its program beyond what is required in No Child Left Behind.

Advocates say that under the pressure of the exams, students in Florida, Texas and elsewhere have shown significant improvements. The testing systems include the public release of schools’ results and test-based financial incentives for educators, and determine which third-graders can be promoted and which high school students can graduate.

But teachers unions and some parents groups have argued that an overemphasis on the tests has reduced education to rote drills and needlessly heightened stresses on elementary students, and that the reported test gains have been illusory, overstated or short-lived.

Many opponents say they do not object to the testing but to the high stakes attached to the results, which they say force schools to develop a myopic curriculum focused on the test.

In Florida, as many as 14 percent of 200,000 public school third-graders in some years have been held back, most for failing to make an adequate score on the reading test.

In Texas, an inspector general is investigating possible cheating and other testing irregularities at almost 700 schools.

While many past education debates have dissolved into intangible issues of school finance, the testing critics believe that the issue may sway larger numbers of voters because the tests are having such pronounced and immediate effects on children.

“We have third-grade children who have been retained so many times they are wearing brassieres in the third grade,” said Florida state Sen. Frederica Wilson, one of the leaders of the anti-testing movement here.

“When parents are dealing with children vomiting on the morning of the tests and seeing other signs of test stress, they’re going to be motivated at the voting booth,” said Gloria Pipkin, the president of a testing watchdog group, the Florida Coalition for Assessment Reform. “Texas and Florida are the poster children for excessive testing, and we’re seeing an enormous backlash.”

Polls are also registering growing voter discontent over tests.

A Zogby International poll for the Miami Herald last month showed that 61 percent of voters disagreed with grading and funding schools based on their test scores, and almost half said schools were allocating too much time for test preparation. A poll by the Florida Times-Union and the South Florida Sun-Sentinel showed similar results.

In Texas, a survey drafted by two polling firms, one Democratic and one Republican, and paid for by the Texas State Teachers Association, indicated that 56 percent of voters thought there was too much emphasis on state testing in their schools.

A national poll by a pro-testing group, the Teaching Commission, showed that 52 percent of respondents thought that standardized tests do not accurately measure student achievement; 35 percent thought they do.

“Our kids should be leading the world, and they’re not going to get there by filling in little ovals all day long,” Chris Bell, the Democratic challenger for Texas governor, says in a television ad.

Gov. Rick Perry, however, is sticking to the program.

“I won’t dismiss the idea that there are a lot of folks out there — maybe a large number — who don’t like testing,” said Robert Black, a spokesman for Perry. “But the governor has never been one to follow polls. If you want to hold schools accountable and make sure they are learning, you have to test.”

Opposition to the tests has been building over several years.

At first, Wilson said, opposition was considered a “minority issue” because many of the students being held back in third grade or denied diplomas were African American or Hispanic. But with children in many schools taking on more homework and rote drills, she said, enough parents have complained that the candidates “could see that the FCAT was devastating Florida families.”

Crist, who as Florida education commissioner supported the pro-testing agenda of the Bush administration, began the race offering to move ahead with the program. But more recently, noting that the test has become “a pejorative,” he has indicated that his position on testing is more flexible.

The polls aside, Crist sees support for the FCAT.

“Residents across the state have said that the FCAT is making a difference,” according to Erin Isaac, deputy press secretary for the Crist campaign, in response to e-mailed questions. “Charlie Crist believes that if we don’t measure every student’s progress every year, we don’t care.”

His opponent expressed a different view. “Parents in this state are outraged,” Davis said Saturday. “They’re seeing the rote drills and the pressure. But they’re not seeing their children learn.”

© 2006 The Washington Post Company

LA Times: Bush’s family profits from ‘No Child’ act

The Los Angeles Times: Bush’s family profits from ‘No Child’ act

Bush’s family profits from ‘No Child’ act
By Walter F. Roche Jr., Times Staff Writer
October 22, 2006

A company headed by President Bush’s brother and partly owned by his parents is benefiting from Republican connections and federal dollars targeted for economically disadvantaged students under the No Child Left Behind Act.

With investments from his parents, George H.W. and Barbara Bush, and other backers, Neil Bush’s company, Ignite! Learning, has placed its products in 40 U.S. school districts and now plans to market internationally.

At least 13 U.S. school districts have used federal funds available through the president’s signature education reform, the No Child Left Behind Act of 2001, to buy Ignite’s portable learning centers at $3,800 apiece.

The law provides federal funds to help school districts better serve disadvantaged students and improve their performance, especially in reading and math.

But Ignite does not offer reading instruction, and its math program will not be available until next year.

The federal Department of Education does not monitor individual school district expenditures under the No Child program, but sets guidelines that the states are expected to enforce, spokesman Chad Colby said.

Ignite executive Tom Deliganis said that “some districts seem to feel OK” about using No Child money for the Ignite purchases, “and others do not.”

Neil Bush said in an e-mail to The Times that Ignite’s program had demonstrated success in improving the test scores of economically disadvantaged children. He also said political influence had not played a role in Ignite’s rapid growth.

“As our business matures in the USA we have plans to expand overseas and to work with many distinguished individuals in Asia, Europe, the Middle East and Africa,” he wrote. “Not one of these associates by the way has ever asked for any access to either of my political brothers, not one White House tour, not one autographed photo, and not one Lincoln bedroom overnight stay.”

Funding laws unclear

Interviews and a review of school district documents obtained under the Freedom of Information Act found that educators and legal experts were sharply divided over whether Ignite’s products were worth their cost or qualified under the No Child law.

The federal law requires schools to show they are meeting educational standards, or risk losing critical funding. If students fail to meet annual performance goals in reading and math tests, schools must supplement their educational offerings with tutoring and other special programs.

Leigh Manasevit, a Washington attorney who specializes in federal education funding, said that districts using the No Child funds to buy products like Ignite’s would have to meet “very strict” student eligibility requirements and ensure that the Ignite services were supplemental to existing programs.

Known as COW, for Curriculum on Wheels (the portable learning centers resemble cows on wheels), Ignite’s product line is geared toward middle school social studies, history and science. The company says it has developed a social studies program that meets curriculum requirements in seven states. Its science program meets requirements in six states.

Most of Ignite’s business has been obtained through sole-source contracts without competitive bidding. Neil Bush has been directly involved in marketing the product.

In addition to federal or state funds, foundations and corporations have helped buy Ignite products. The Washington Times Foundation, backed by the Rev. Sun Myung Moon, head of the South Korea-based Unification Church, has peppered classrooms throughout Virginia with Ignite’s COWs under a $1-million grant.

Oil companies and Middle East interests with long political ties to the Bush family have made similar bequests. Aramco Services Co., an arm of the Saudi-owned oil company, has donated COWs to schools, as have Apache Corp., BP and Shell Oil Co.

Neil Bush said he is a businessman who does not attempt to exert political influence, and he called The Times’ inquiries about his venture — made just before the election — “entirely political.”

Big supporters

Bush’s parents joined Neil as Ignite investors in 1999, according to U.S. Securities and Exchange Commission documents. By 2003, the records show, Neil Bush had raised about $23 million from more than a dozen outside investors, including Mohammed Al Saddah, the head of a Kuwaiti company, and Winston Wong, the head of a Chinese computer firm.

Most recently he signed up Russian fugitive business tycoon Boris A. Berezovsky and Berezovsky’s partner Badri Patarkatsishvili.

Barbara Bush has enthusiastically supported Ignite. In January 2004, she and Neil Bush were guests of honor at a $1,000-atable fundraiser in Oklahoma City organized by a foundation supporting the Western Heights School District. Proceeds were earmarked for the purchase of Ignite products.

Organizer Mary Blankenship Pointer said she planned the event because district students were “utilizing Ignite courseware and experiencing great results. Our students were thriving.”

However, Western Heights school Supt. Joe Kitchens said the district eventually dropped its use of Ignite because it disagreed with changes Ignite had made in its products. “Our interest waned in it,” he said.

The former first lady spurred controversy recently when she contributed to a Hurricane Katrina relief foundation for storm victims who had relocated to Texas. Her donation carried one stipulation: It had to be used by local schools for purchases of COWs.

Texas accounts for 75% of Ignite’s business, which is expanding rapidly in other states, Deliganis said.

The company also has COWs deployed in North Carolina, Virginia, Nevada, California, the District of Columbia, Georgia and Florida, he said.

COWs recently showed up at Hill Classical Middle School in California’s Long Beach Unified School District. A San Jose middle school also bought Ignite’s products but has since closed.

Neil Bush said Ignite has more than 1,700 COWs in classrooms.

Shift in strategy

But Ignite’s educational strategy has changed dramatically, and some are critical of its new approach. Shortly after Ignite was formed in Austin, Texas, in 1999, it bought the software developed by another small Austin firm, Adaptive Learning Technology.

Adaptive Learning founder Mary Schenck-Ross said the software’s interactive lessons allowed teachers “to get away from the mass-treatment approach” to education. When a student typed in a response to a question, the software was designed to react and provide a customized learning path.

“The original concept was to avoid ‘one size fits all.’ That was the point,” said Catherine Malloy, who worked on the software development.

Two years ago, however, Ignite dropped the individualized learning approach. Working with artists and illustrators, it created a large purple COW that could be wheeled from classroom to classroom and plugged in, offering lessons that could be played to a roomful of students.

The COWs enticed students with catchy jingles and videos featuring cartoon characters like Mr. Bighead and Norman Einstein. On Ignite’s website, a collection of teachers endorsed the COW, saying that it eliminated the need for lesson planning. The COW does it for them.

The developers of Adaptive Learning’s software complain that Ignite replaced individualized instruction with a gimmick.

“It breaks my heart what they have done. The concept was totally perverted,” Schenck-Ross said.

Nevertheless, Ignite found many receptive school districts. In Texas, 30 districts use COWs.

In Houston, where Neil Bush and his parents live, the district has used various funding sources to acquire $400,000 in Ignite products. An additional $240,000 in purchases has been authorized in the last six months.

Correspondence obtained by The Times shows that Neil Bush met with top Houston officials, sent e-mails and left voice mail messages urging bigger and faster allocations. An e-mail from a school procurement official to colleagues said Bush had made it clear that he had a “good working relationship” with a school board member.

Another Ignite official asked a Texas state education official to endorse the company. In an e-mail, Neil Bush’s partner Ken Leonard asked Michelle Ungurait, state director of social studies programs, to tell Houston officials her “positive impressions of our content, system and approach.”

Ungurait, identified in another Leonard e-mail as “our good friend” at the state office, told her superiors in response to The Times’ inquiry that she never acted on Leonard’s request.

Leonard said he did not ask Ungurait to do anything that would be improper.

Houston school officials gave Ignite’s products “high” ratings in eight categories and recommended approval.

Some in Houston’s schools question the expenditures, however. Jon Dansby was teaching at Houston’s Fleming Middle School when Ignite products arrived.

“You can’t even get basics like paper and scissors, and we went out and bought them. I just see red,” he said.

In Las Vegas, the schools have approved more than $300,000 in Ignite purchases. Records show the board recommended spending $150,000 in No Child funding on Ignite products.

Sources familiar with the Las Vegas purchases said pressure to buy Ignite products came from Sig Rogich, an influential local figure and prominent Republican whose fundraising of more than $200,000 for President Bush’s 2004 reelection campaign qualified him as a “Bush Ranger.”

Rogich, who chairs a foundation that supports local schools, said he applied no pressure but became interested in COWs after Neil Bush contacted him. Rogich donated $6,000 to purchase two COWs for a middle school named after him.

Christy Falba, the former Clark County school official who oversaw the contracts, said she and her husband attended a dinner with Neil Bush to discuss the products. She said Rogich encouraged the district “to look at the Ignite program” but applied no pressure.

Mixed reviews

Few independent studies have been done to assess the effectiveness of Ignite’s teaching strategies. Neil Bush said the company had gotten “great feedback” from educators and planned to conduct a “major scientifically valid study” to assess the COW’s impact. The results should be in by next summer, he said.

Though Ignite’s products get generally rave reviews from Texas educators, the opinion is not universal.

The Tornillo, Texas, Independent School District no longer uses the Ignite programs it purchased several years ago for $43,000.

“I wouldn’t advise anyone else to use it,” said Supt. Paul Vranish. “Nobody wanted to use it, and the principal who bought it is no longer here.”

Ignite’s website features glowing videotaped testimonials from teachers, administrators, students and parents.

Many of the videos were shot at Del Valle Junior High School near Austin, where school district officials allowed Ignite to film facilities and students.

In the video, a student named India says: “I was feeling bad about my grades. I didn’t know what my teacher was talking about.” The COW changed everything, the girl’s father says on the video.

Lori, a woman identified as India’s teacher, says the child was not paying attention until the COW was brought in.

The woman, however, is not India’s teacher, but Lori Anderson, a former teacher and now Ignite’s marketing director. Ignite says Anderson was simply role-playing.

In return for use of its students and facilities, a district spokeswoman said Ignite donated a free COW. Five others were purchased with district funds.

District spokeswoman Celina Bley acknowledged that regulations bar school officials from endorsing products. But she said that restriction did not apply to the videos.

“It is illegal for individuals to make an endorsement, but this was a districtwide endorsement,” Bley said in an e-mail.

Oaxaca update: Protest Reaches Mexican Capital (2 stories)

El Universal: Protest Reaches Mexican Capital

Protest Reaches Mexican Capital
By John Gilber/Special to The Herald Mexico

El Universal – October 10, 2006

Juan Pérez, a thin, 25 year-old teacher from Jocotepec, Oaxaca, has been walking for the past 19 days. He wears rough leather sandals, jeans, a hand-woven straw hat, and a shirt with “APPO: a dream in construction” painted in orange letters across the front.

“No revolution is going to come from behind a desk,” he says as he swings his small backpack over his shoulders and sets out from Nezahualc’yotl on the final 8 miles of his journey.

“For the government, the voices of the people don’t count,” he says, “that is why we have to take to the
streets, to do something with the impotence we feel.”

Pérez and several thousand of his colleagues from the Oaxaca Peoples Popular Assembly (APPO) have walked from Oaxaca City over 250 miles and through four states to bring their demand that Gov. Ulises Ruiz Ortiz be ousted.

The march, which left Oaxaca City on Sept. 21 and arrived in Mexico City on Monday, comes on the heels of a four-month struggle to force the Ruiz Ortiz out in response to a failed attempt on June 14 to violently break up a teachers strike in Oaxaca´s central plaza.”This is an example of people’s having reached the
limit of patience with decades of neglect,” says César
Mateos, one of the march’s organizers.

“The movement in Oaxaca seeks deep structural changes,
and the first step in these changes is the exit of
Ulises,” he says. “But we want to achieve these changes
through a peaceful movement, which is why we have done
this march. This is the true face of the APPO.”

The march began with over 4,000 people, dipped to
around 1,000 on the last few days, but then swelled to
at least 10,000 as it entered Mexico City.

The APPO protesters walked an average of 8 hours a day,
through both rainstorms and blistering heat, over
mountains and through valleys, enduring chilly nights
of mosquito bites and scorpion stings.

They were often met with support along the way,
including much needed nourishment from sympathetic food
and juice vendors along the highway.

“The support kept me motivated even though my feet
hurt,” said Betty, a 40 year-old preschool teacher from
San Mateo on the Oaxaca coast. “I cried twice, not from
the pain, but because there was so much support from
people.”

The marchers, carrying handmade signs, puppets mocking
Vicente Fox, and cardboard coffins for Ulises Ruiz,
walked down busy avenues leading to the Z’calo,
blocking traffic and enduring the full force of the
late-summer sun. Hundreds of people from nearby
neighborhoods and street-side markets lined the streets
to hand out water and sandwiches along the way.

They plan to set up a protest camp in front of the
Senate and have vowed to stay in Mexico City until
Ulises Ruiz is forced from office.

==========

Oaxaca, Mexico Overcoming Crisis

Prensa Latina – October 10, 2006

http://www.plenglish.com/article.asp?ID=D54D366B-AC36-4652-A306-015DEE52F221)&language=EN

Mexico

Following eight hours of talks, the teachers’ union,
the Assembly of the People of Oaxaca (APPO) and the
Mexican Secretariat of Government finally agreed to
solve the ongoing conflict in that Mexican state via
legal procedures.

They decided to put public security in the hands of the
municipal and state police, led by a federal level
undersecretary.

Until Friday, APPO will hold consultation sessions on
handing over the capital of Oaxaca while teachers
promised to put the question of returning to classes to
the rank and file.

Removal of Governor Ulises Ruiz, the main demand of the
social movement, will be processed by the Senate, also
in charge of ruling on elimination of powers.

Meanwhile, a caravan of Oaxaca teachers and grassroots
activists arrived Monday evening in the Federal
District to stage a sit-in in front of the Senate to
demand the removal of Ruiz, which they consider the
only possible out of the conflict.

==========

Indigenous Teachers Defend ´A Just Cause´

76996.jpgNYC Indymedia.org: Indigenous Teachers Defend ´A Just Cause´

Teachers build and defend thousands of makeshift barricades throughout Oaxaca City

By John Gibler The Herald Mexico/El Universal
 October 07, 2006

OAXACA CITY – Every night streets here become battlefields in waiting. But behind the commandeered city buses, burned trucks, and coils of barbed wire, a group of atypical urban rebels stands guard.

Watching over a barricade where a small altar to the Virgin of Guadalupe rests between tangled wire and sand bags, six women ranging from their early 30s to their late 60s, none taller than 5 feet, huddle around a small fire in the street, wrapped in blankets and without so much as a club in sight.

For over a month these six women, teachers from the southern mountainous region of Oaxaca, have been poised on the front lines of a conflict that has seized this colonial city, paralyzed the state government, and come to dominate national headlines. And while they may not be threatening to a casual passerby, these women’s resolve to defend their barricade is implacable.

“If they kill us, then we were born to die,” says María, a Mixteca indigenous woman who teaches in Mixteco and Spanish in a rural elementary school, a five-hour walk from the nearest road.
“We are not afraid,” she adds, “because we are here defending a just cause.”

RAID BACKFIRES

The conflict in Oaxaca began on May 22 as a teachers strike for better wages and a higher budget to provide impoverished school children with uniforms, breakfasts, and basic school supplies. After refusing to negotiate with the teachers union, Gov. Ulises Ruiz sent the state police into Oaxaca City’s central plaza on June 14 to remove the teachers´ protest camp with tear gas and police batons.

Hundreds were injured in the pitched battle that resulted, and after a few hours the teachers, supported by outraged local residents, forced the police out of town. They have not been back since.

The teachers and members of the Oaxaca People’s Assembly (APPO) that formed after the failed police raid decided to suspend the teachers´ original list of demands and focus all their efforts on forcing the removal of Gov. Ruiz.

Since June 14, they have subjected Oaxaca City to increasingly radical civil disobedience tactics, such as surrounding state government buildings with protest camps, covering the city´s walls with political graffiti, and taking over public and private radio stations.

Their struggle has led to a severe drop in tourism and the economic impact of the empty restaurants and sidewalk cafes has polarized the community, leading many who are sympathetic to the teachers´ cause to clamor for an end to the movement’s grip on the city.

“We do agree with some things the teachers demand, but this is affecting too many people, ” says Mercedes Velasco, a 30-year-old resident who sells banana leaves in the Mercado de Abastos in the southern reaches of the capital.

TENSION INCREASES

The tension shot up in late August when a convoy of armed gunmen opened fire on the protesters´ camp outside Radio Ley, killing 52-year-old Lorenzo Cervantes. From that night on, striking teachers and members of the APPO, have built massive barricades across all the streets surrounding the radio station and other strategic points near protest camps around the city.

Shortly thereafter, the U.S. State Department issued a warning to U.S. citizens considering Oaxaca as a potential vacation spot.

“U.S. citizens traveling to Oaxaca City should consider carefully the risk of travel at this time due to the recent increase in violence there,” states the announcement, which was extended to expire on Oct. 30.

Despite the announcement, there have been no reported incidents of violence against tourists during the conflict.

Since the shooting on Aug. 22, teachers and local citizens take to the streets every night between 10 and 11 p.m. to reinforce their barricades.

Walking the desolate streets at night, fires are visible at every intersection, as figures gather around holding vigil.

The visual impact is alarming: at many barricades men with clubs and Molotov cocktails stand in the shadows with their faces covered by bandanas or cheap surgical masks.

As rumors of a federal police or military intervention intensified this week, teachers and APPO protesters extended their barricades throughout the city, making it impossible to navigate the streets of Oaxaca by automobile at night.

But this is no ordinary battlefront. Rather than tanks making rounds, in this labyrinthine conflict zone one finds instead families winding through the predawn streets, carrying large stew pots filled with steaming coffee and hot chocolate for the night guards.

The barricade guards are at times skittish, but not hostile. They ask pedestrians where they are going, and then tell people walking alone to be careful and not to walk down dark streets.

A well-dressed couple returning home in the middle-class Colonia Reforma gave the barricade guards near their house directions to their back door saying: “if anything happens, our house will be open.”

At the barricade near Niños Héroes Avenue, the six Mixteca and Zapotec women stay up all night discussing their favorite topic: education.

“I have to walk six hours to get to my school,” says Estela, a Mixteca woman who has been teaching in mountainside communities for 30 years, “And then when I get there, I find that half the kids have not had breakfast and the other half don’t have pencils or notebooks. I use my salary to buy these supplies, to prepare bread and tortillas. How do you expect children to learn if they have not had breakfast?”

OFFENDED BY REPRESSION

Estela and the other women expressed outrage and offense at Ruiz´s use of violence to answer their call for a greater education budget, and that outrage fuels their long nights at the barricades.

“Ulises made a mistake when he attacked us on June 14,” says María as she leans away from the smoke of the street fire where she warms her hands. “He thought that he was going to repress a small organization, but the teachers union is large, and resilient.”

The vindication of Noam Chomsky

The Georgia Straight: The vindication of Noam Chomsky

As political alienation grows, America’s most famous dissident finds the mainstream is coming to him

At the age of 77, after decades as one of the world’s most widely recognized and controversial critics of American government, Noam Chomsky is still occasionally taken aback by the politics of his country. For more than 30 years, he has tracked the steady and dramatic shift to the right in the attitudes and actions of America’s leadership, a trend that, as he recently told the Georgia Straight in an extended interview, began as a predictable reaction in the early ’70s to the preceding decade’s wave of activism. Still, he admits, “I didn’t think it would go this far.”Six presidents have come and gone since the renowned dissident and MIT linguistics pioneer published his first political work, American Power and the New Mandarins, in 1969. Yet the administration now governing surely counts as the most brazenly autocratic in that period. During their two terms, George W. Bush and his cohorts have taken virtually every step open to them to confine the powers of government to the Oval Office and its small coterie of appointed advisors. The result has undermined fundamental civil and human rights through such groundbreaking concepts as the USA PATRIOT Act and the suspension of habeas corpus. And all of it has served as scaffolding for a grimly innovative doctrine of unilateral military action that, as Chomsky argues in his latest book, Failed States, has radically weakened the fabric of international relations.

And yet, at the same time, Chomsky senses a growing openness in public political discussions that runs directly counter to this strong rightward current.

“I can see it in my own personal experience,” he says on the line from his office in Cambridge, Massachusetts. “Last night I gave a talk, and the topics that I now discuss I could barely mention 10 or 20 years ago. It happened that this talk was on the Middle East, and I’d given another one a couple of days earlier. There were huge crowds. I was saying things that I couldn’t say in the past. When I talked about these topics even a few years ago, even in a place like Cambridge, Massachusetts, the ‘Athens of America’, there had to be police protection, literally, because the meetings were being broken up and there were threats of terror. But now it’s just totally gone—I talk freely and engage people. And the same is true all over the country.”

These impressions are backed up by the popular response to Chomsky’s books. Failed States (Metropolitan Books, $32), released in March (and, amazingly, his 58th publication on politics), continues to sell strongly, while his 2003 title Hegemony or Survival (Owl Books) currently resides in the top 30 of the New York Times’ bestseller list, the result of a spike in sales after Venezuelan president Hugo Chávez’s much-noted endorsement of the book during a recent speech at the UN. It can all be considered evidence of what Chomsky describes as the American public’s widespread feelings of alienation from an electoral process in which party platforms are increasingly indistinguishable from one another and increasingly distant from the genuine concerns of voters.

“When I look at public opinion, I’m not far out of the mainstream,” he says, referring to discussions in Failed States of recent polls suggesting a widening political split between most Americans and their leaders. “I’m in it, in many respects. In some respects, public opinion goes beyond anything I’ve ever said. For example, a small majority of the public believes that the United States ought to give up the veto at the [UN] Security Council and follow the will of the majority, even if we don’t like it. Have you ever heard those words expressed anywhere during an election campaign?”

A further example is the immediate prospect of serious environmental degradation, a matter that—according to an extensive 2004 public-opinion poll by the Chicago Council on Foreign Relations that Chomsky cites—is of deeply pressing importance to most Americans. “We read in the press that the United States was one of the few industrial countries that wouldn’t sign the Kyoto protocol, that didn’t support it,” he explains. “That’s true if by ‘United States’ you exclude its population. The population was overwhelmingly in favour of it—in fact, so strongly in favour that a majority of Bush voters assumed that he was in favour of it. That’s partly a reflection of the fact that the party’s election managers are very careful to keep issues off the table so you don’t know where candidates stand.”

And so on with a host of other major issues, from universal health care to the invasion of Iraq. Chomsky sees few reasons to believe that matters will be any different in the American midterm elections slated for next month, even though one might reasonably expect Bush’s Republicans to suffer a resounding defeat in response to a slew of scandals, misdeeds, and distortions of vital fact.

“If there were a genuine opposition party in the United States, it would have been making hay in the last year or two,” he notes. “I mean, every week the Bush administration has been shooting themselves in the foot on something, often in grotesque ways. But, although their popularity has declined as a result, the Democrats have gained very little from it.…The reason is because they’re perceived—quite accurately—as not presenting much of an alternative. On issues of major concern to Americans, they don’t take any clear position.…There are exceptions—I don’t want to talk about everybody. But as a general rule, the tendency is that they [Democrats and Republicans] both appeal to pretty much the same constituencies, namely concentrations of economic power and privilege. I mean, you don’t run in an American election—again, with rare exceptions—unless you have substantial support of sectors of corporate power. And in fact the elections themselves have over the years become increasingly deprived of political content.”

Chomsky has long argued that this hollowing-out of democratic debate, to the point of vacuousness during election campaigns, is largely the result of the growing prevalence and sophistication of the public-relations industry—“the same people who are selling lifestyle drugs and toothpaste on television”, as he remarks to the Straight.

“Everyone knows that when you look at a television ad, you do not expect to get information,” he explains. “You expect to see delusion and imagery. And when they sell candidates, they naturally do the same thing, particularly because there’s pressure in both parties to keep away from issues, since the public by and large doesn’t agree with them on issues.”

Thus the extraordinary usefulness of the war on terror, which, as a tool for misdirecting public attention, has been all the more effective for being hazily defined. As Chomsky argues in Failed States, it is merely the latest and most streamlined version of a tactic in use since the outset of the Cold War. Like its predecessors’, its power is reductive: complex and often unpalatable plans for dominance on the world stage are transformed into simple dramas that pit a wholly benign American superpower against the diabolical enemy of the day—even when, as in the case of Saddam Hussein, that enemy was relatively recently a favoured ally. Its basis is a PR–like appeal to emotion, he says, focusing on fear for the purpose of blurring the surrounding facts. And foremost among the current facts, as Chomsky points out, is the increasing evidence that Bush’s adventure in Iraq has worked directly against its stated aims.

“This is a very frightened country,” he notes. “Actually, it’s been a frightened country all through its history, where it’s been very easy to mobilize people in fear. That’s true of many countries, but particularly true here. There is a genuine fear of terror, and it has a basis, like most fears. The Bush administration’s main appeal to the country—in the 2004 election and today [in the midterm-election campaigns]—is ‘Keep away from all issues; we’re going to protect you from terror.’ Is there any truth to that? No.”

For proof, Chomsky points to a recent intelligence report—initially leaked in the New York Times on September 24 and reluctantly declassified by the president two days later—in which a range of U.S. intelligence agencies assessed the ongoing occupation of Iraq as a “cause célèbre” for violent Islamist groups around the world.

The report, Chomsky says, merely “stressed what has been known in the past. But now we have it from a higher authority, and in more detail, that the war, exactly as predicted, has increased the threat of terror and, in fact, has increased it far beyond what was anticipated. The dynamics were understood. It was predicted by intelligence agencies and specialists. It’s been verified since by the CIA and others.”

Where, then, is the widespread public outcry? If, as Chomsky claims, the majority of American voters reside some distance to the left of their leaders in the political spectrum, and if they are now more open than ever to opinions and ideas that have been consistently excluded from official discussion, why is there a clear lack of organized popular opposition, especially as the next set of elections approaches?

Chomsky suggests that there is “another new strain” growing alongside this greater public openness. “At least it’s new in my experience, which goes back 60 years: a feeling of hopelessness. I mean, we have every possible opportunity, and an incomparable legacy of freedom, of privilege, of opportunity, and there’s numbers that I’ve never seen involved, engaged, and concerned. But they feel they can’t do anything. They feel hopeless.”

Such desperation, he argues, is the result of an array of forces at work on average Americans, among them a deliberate erosion of key institutional and organizational structures, such as unions, “in which people used to get together and form opinions and prepare actions.” Reinforcing the “atomizing” trend, he adds, is a rising tide of materialism, driven on by what he refers to as the “fabrication of consumers”.

“That’s by now a huge industry, and it affects everyone,” he says. “People are deeply in debt—for much of the population, debt is greater than income. So they’re trapped.…People are induced—you can’t say compelled, but induced under tremendous pressure—to purchase commodities that they don’t want.”

Couple this with the stagnation of real wages that most of the population has experienced over the past 25 years, Chomsky says, and “people do feel helpless. I mean, if you’re working 50 hours a week to try to maintain family income, and your children have the kinds of aspirations that come from being flooded with television from age one, and associations have declined, people end up hopeless, even though they have every option.”

The fact that these options remain provides Chomsky with his greatest source of optimism at this late stage of his career. Indeed, although he has throughout the years been accused by opponents on both the right and the left of being motivated by a kind of knee-jerk anti-Americanism, he invokes the long, hard-won traditions of civil liberties and intellectual freedom that have flourished in the United States, most often through popular resistance.

“You know, we’re not living in a fascist state,” he says. “We don’t have to face torture chambers and secret police and so on. Consumerism is a much easier threat to face than torture chambers. We can overcome this, as in the past. There have been similar periods of regression that have been overcome. The 1960s is a recent example. It really led to civilizing society in significant ways. The rights of minorities, the rights of women, opposition to aggression—these were substantial changes. And there was a backlash…and very self-conscious efforts to try to beat back the democratizing wave. And, yes, we’re in the middle of that period now. But not forever. It’s continuing, but I think its hold on power is very fragile and it could be overcome. It’s a matter of will, really.”

What really counts! Rethinking accountability

masthead.jpg

BCTF Public Education Conference
October 27, 28, 2006
Delta Vancouver Airport Hotel and Conference Centre

The BCTF is pleased to sponsor the public education conference, “What really counts! Rethinking accountability.”

This conference will examine the bureaucratic accountability mandate imposed on BC’s public schools and its impact on learning, teaching, and the principles of public education. The conference will feature keynote speaker, Paul Shaker, Dean of Education at Simon Fraser University, and a wide range of workshop presentations providing delegates with a choice of topics to pursue in detail.

The delegates invited to this conference include parents, teachers, school support staff union reps, trustees, superintendents, MLAs, and representatives from organizations and groups. The BCTF is looking forward to this opportunity to discuss the issues, strategies, and positive alternatives. It’s certainly time to rethink accountability and talk about what really counts in BC’s public schools.

Conference Program