Rouge Forum Update: Oaxaca and Detroit

Dear Friends,

Save the date, the first weekend in March for the Rouge Forum Conference in Detroit.

The Rouge Forum No Blood for Oil web page is updated.

See also the developing scandal around NCLB’s Reading First program, briefly described on Susan Ohanian’s web page here.

The situation with the Detroit Teachers’ Strike is “on hold.” The tentative agreement may or may not be ratified and, if the district loses what may be 20,000 students, the TA will probably be torn up anyway, and, without a fightback, there will be hundreds, maybe more than one thousand, school worker layoffs. Several opposition groups have formed to oppose the existing DFT leadership, and one of them may succeed.

Our focus this week is on Oaxaca, which is nearly completely blocked out in the mainstream press. While the action urged at the close is little enough, and seems almost like a hollow gesture, it is something. People could get union locals, community groups, etc, to take similar action.

There is a lot to be learned from Oaxaca, which may be the reason why it goes unnoticed in the press.

Thanks to Gil, Phil, Nancy, Amber, Shandra, Sharon A, Dave the Rave, Tommie Lee, Candace, Bob A, Lannie, and Gonzo.

best, r

From Sherry Linkon,

I’m forwarding two messages about the situation in Oaxaca, Mexico, from David Johnson and Bill Templer:

Bill sends this:

Here a message from Oaxaca, George Salzman, who is there, at the teachers’ encampment Bill

//////

Oaxaca, Saturday 30 September 2006

Friends,

I do not know whether this is only another of the many threats or whether the government has become so desperate that it is about to begin a bloody assault in an attempt to terrorize the people of Mexico into submission. The message that follows below, from Alvaro Ricárdez Scherenberg, is not the first urgent note from him. A few nights ago he reported receiving word from important people in Mexico City that the police were set to clear the Oaxaca City center (meaning to drive out all the protestors camping there) in the early hours of the following morning. That did not happen. However, what he reports below I also witnessed. Two military helicopters repeatedly circled the city. I took pictures but have not yet downloaded them to my computer.

Two days ago I talked with a woman teacher at an encampment set up to protect one of the radio stations that the movement controls. At that planton (guard camp), she told me, all the campers were teachers, all were indigenous of two groups, Zapotecs from the Sierra Juarez (in the northern Sierra), where she was from, and Mixtecas from the Mixteca Alta region to the northwest of Oaxaca City. I told her I was worried that the government might launch an attack, to which she replied that if it came to that, she and her companeros would all die. I assure you they want a peaceful resolution, and that it is the government that is trying to provoke violence. I hope we can spread the word outside of Mexico sufficiently to help deter the government from following such a bloody course. The psychological attacks are bad enough, but if they start heavy-duty shooting it’ll be a terrible bloodbath.

George

***

From: Alvaro Ricárdez Scherenberg Sat, 30 Sep 2006

It is very important to send mails to all your contacts saying that at exactly at 4:50 minutes Saturday afternoon , September the 30th, helicopters from the Mexican Marine Corps and the PFP (Federal Preventive Police), started overflying downtown Oaxaca, Mexico, trying to intimidate its citizens revolting against its corrupt Government. On the Oaxacan Peoples Popular Assembly (APPO) radio, it was asked to all citizens to remain calm, not to start violence and to send phone, mail and voice messages to all authorities and people who could act as witnesses to this attack. So please, do it!

David sends this:
URGENT SOLIDARITY CALL FOR OAXACA

At the federal level in Mexico, the current discourse signals an imminent arrival of Federal Police Forces in Oaxaca. The feds claim that, if federal forces are sent to Oaxaca, they will only maintain a presence on the outskirts of the city, to “ensure civilian safety.” However, it is widely known that local PRI-sympathizing groups can be mobilized to provoke a confrontation with the sectors of civil society participating in the popular movement, which would justify the entrance of the federal police.

If the federal police enter Oaxaca, it will be a blood bath…

Please call or send faxes and emails to President Fox and to Secretary of Interior Affairs, Carlos Abascal, demanding the immediate withdrawal of threats to send police forces into Oaxaca, and the immediate resignation of Oaxacan governor, Ulises Ruiz Ortiz. Write in Spanish. Write in English. Just write, or call, or both.

Get down to your local Mexican consulate or embassy. Make a lot of noise. Spend the night out front if you have to.

President Vicente Fox:
Email: vicente.fox.quesadda@presidencia.gob.mx
Fax: 011-52-55-52-77-23-76
Phone: 011-52-55-27-89-11-00

Sec. of Internal Affairs, Carlos Abascal
Tel: 011-52-55-50-93-34-00
Email: cabascal@segob.gob.mx

George Bush’s Iraq in 21 Questions

Tom Engelhardt: George Bush’s Iraq in 21 Questions

So what exactly does “victory” in George Bush’s Iraq look like 1,288 days after the invasion of that country began with a “shock-and-awe” attack on downtown Baghdad? A surprising amount of information related to this has appeared in the press in recent weeks, but in purely scattershot form. Here, it’s all brought together in 21 questions (and answers) that add up to a grim but realistic snapshot of Bush’s Iraq. The attempt to reclaim the capital, dipped in a sea of blood in recent months — or the “battle of Baghdad,” as the administration likes to term it — is now the center of administration military strategy and operations. So let’s start with this question:

How many freelance militias are there in Baghdad?

The answer is “23” according to a “senior [U.S.] military official” in Baghdad — so write Richard A. Oppel, Jr. and Hosham Hussein in the New York Times; but, according to National Public Radio, the answer is “at least 23.” Antonio Castaneda of the Associated Press says that there are 23 “known” militias. However you figure it, that’s a staggering number of militias, mainly Shiite but some Sunni, for one large city.How many civilians are dying in the Iraqi capital, due to those militias, numerous (often government-linked death squads), the Sunni insurgency, and al-Qaeda-in-Mesopotamia-style terrorism?

5,106 people in July and August, according to a recently released United Nations report. The previous, still staggering but significantly lower figure of 3,391 offered for those months relied on body counts only from the city morgue. The UN report also includes deaths at the city’s overtaxed hospitals. With the Bush administration bringing thousands of extra U.S. and Iraqi soldiers into the capital in August, death tolls went down somewhat for a few weeks, but began rising again towards month’s end. August figures on civilian wounded — 4,309 — rose 14% over July’s figures and, by late September, suicide bombings were at their highest level since the invasion.

How many Iraqis are being tortured in Baghdad at present?

Precise numbers are obviously in short supply on this one, but large numbers of bodies are found in and around the capital every single day, a result of the roiling civil war already underway there. These bodies, as Oppel of the Times describes them, commonly display a variety of signs of torture including: “gouged-out eyeballs… wounds… in the head and genitals, broken bones of legs and hands, electric and cigarette burns… acid-induced injuries and burns caused by chemical substances, missing skin… missing teeth and wounds caused by power drills or nails.” The UN’s chief anti-torture expert, Manfred Nowak, believes that torture in Iraq is now not only “totally out of hand,” but “worse” than under Saddam Hussein.

How many Iraqi civilians are being killed countrywide?

The UN Report offers figures on this: 1,493 dead, over and above the dead of Baghdad. However, these figures are surely undercounts. Oppel points out, for instance, that officials in al-Anbar Province, the heartland of the Sunni insurgency “and one of the deadliest regions in Iraq, reported no deaths in July.” Meanwhile, in Diyala Province, northeast of Baghdad, deaths not only seem to be on the rise, but higher than previously estimated. The intrepid British journalist Patrick Cockburn recently visited the province. It’s not a place, he comments parenthetically, “to make a mistake in map reading.” (Enter the wrong area or neighborhood and you’re dead.) Diyala, he reports, is now largely under the control of Sunni insurgents who are “close to establishing a ‘Taliban republic’ in the region.” On casualties, he writes: “Going by the accounts of police and government officials in the province, the death toll outside Baghdad may be far higher than previously reported.” The head of Diyala’s Provincial Council (who has so far escaped two assassination attempts) told Cockburn that he believed “on average, 100 people are being killed in Diyala every week.” (“Many of those who die disappear forever, thrown into the Diyala River or buried in date palm groves and fruit orchards.”) Even at the death counts in the UN report, we’re talking about close to 40,000 Iraqi deaths a year. We have no way of knowing how much higher the real figure is.

How many American and Iraqi troops and police are now trying to regain control of the capital and suppress the raging violence there?

15,000 U.S. troops, 9,000 Iraqi army soldiers, 12,000 Iraqi national police and 22,000 local police, according to the commander of U.S. forces in Baghdad, Maj. Gen. James Thurman — and yet the mayhem in that city has barely been checked at all.

How many Iraqi soldiers are missing from the American campaign in Baghdad?

Six Iraqi battalions or 3,000 troops, again according to General Thurman, who requested them from the Iraqi government. These turn out to be Shiite troops from other provinces who have refused orders to be transferred from their home areas to Baghdad. In the capital itself, American troops are reported to be deeply dissatisfied with their Iraqi allies. (“Some U.S. soldiers say the Iraqis serving alongside them are among the worst they’ve ever seen — seeming more loyal to militias than the government.”)

How many Sunni Arabs support the insurgency?

75% of them, according to a Pentagon survey. In 2003, when the Pentagon first began surveying Iraqi public opinion, 14% of Sunnis supported the insurgency (then just beginning) against American occupation.

How many Iraqis want the United States to withdraw its forces from their country?

Except in the Kurdish areas of northern Iraq, strong majorities of Iraqis across the country, Shiite and Sunni, want an immediate U.S. withdrawal, according to a U.S. State Department survey “based on 1,870 face-to-face interviews conducted from late June to early July.” In Baghdad, nearly 75% of residents polled claimed that they would “feel safer” after a U.S. withdrawal, and 65% favored an immediate withdrawal of U.S. and other foreign forces. A recent Program on International Policy Attitudes or PIPA poll found 71% of all Iraqis favor the withdrawal of all foreign troops on a year’s timetable. (Polling for Americans is a dangerous business in Iraq. As one anonymous pollster put it to the Washington Post, “If someone out there believes the client is the U.S. government, the persons doing the polling could get killed.”)

How many Iraqis think the Bush administration will withdraw at some point?

According to the PIPA poll, 77% of Iraqis are convinced that the United States is intent on keeping permanent bases in their country. As if confirming such fears, this week Jalal Talabani, the Kurdish president of the U.S.-backed Iraqi government ensconced in the capital’s well-fortified Green Zone, called for Iraqis to keep two such permanent bases, possibly in the Kurdish areas of the country. He was roundly criticized by other politicians for this.

How many terrorists are being killed in Iraq (and elsewhere) in the President’s Global War on Terror?

Less than are being generated by the war in Iraq, according to the just leaked National Intelligence Estimate. As Karen De Young of the Washington Post has written: “The war in Iraq has become a primary recruitment vehicle for violent Islamic extremists, motivating a new generation of potential terrorists around the world whose numbers may be increasing faster than the United States and its allies can reduce the threat, U.S. intelligence analysts have concluded.” It’s worth remembering, as retired Lt. Gen. William Odom, former director of the National Security Agency, told a group of House Democrats this week, that Al Qaeda recruiting efforts actually declined in 2002, only spiking after the invasion of Iraq. Carl Conetta of the Project for Defense Alternatives sums the situation up this way: “The rate of terrorism fatalities for the 59 month period following 11 September 2001 is 250% that of the 44.5 month period preceding and including the 9/11 attacks.”

How many Islamic extremist websites have sprung up on the Internet to aid such acts of terror?

5,000, according to the same NIE.

How many Iraqis are estimated to have fled their homes this year, due to the low-level civil war and the ethnic cleansing of neighborhoods?

300,000, according to journalist Patrick Cockburn.

How much of Bush’s Iraq can now be covered by Western journalists?

Approximately 2%, according to New York Times journalist Dexter Filkins, now back from Baghdad on a Nieman Fellowship at Harvard University. Filkins claims that “98 percent of Iraq, and even most of Baghdad, has now become ‘off-limits’ for Western journalists.” There are, he says, many situations in Iraq “even too dangerous for Iraqi reporters to report on.” (Such journalists, working for Western news outlets, “live in constant fear of their association with the newspaper being exposed, which could cost them their lives. ‘Most of the Iraqis who work for us don’t even tell their families that they work for us,’ said Filkins.”)

How many journalists and “media support workers” have died in Iraq this year?

20 journalists and 6 media support workers. The first to die in 2006 was Mahmoud Za’al, a thirty-five year old correspondent for Baghdad TV, covering an assault by Sunni insurgents on two U.S.-held buildings in Ramadi, capital of al-Anbar Province on January 25. He was reportedly first wounded in both legs and then, according to eyewitnesses, killed in a U.S. air strike. (The U.S. denied launching an air strike in Ramadi that day.) The most recent death was Ahmed Riyadh al-Karbouli, also of Baghdad TV, also in Ramadi, who was assassinated by insurgents on September 18. The latest death of a “media support worker” occurred on August 27: “A guard employed by the state-run daily newspaper Al-Sabah was killed when an explosive-packed car detonated in the building’s garage.” In all 80, journalists and 28 media support workers have died since the invasion of 2003. Compare these figures to journalistic deaths in other American wars: World War II (68), Korea (17), Vietnam (71).

How many U.S. troops are in Iraq today?

Approximately 147,000, according to General John Abizaid, head of U.S. Central Command, significantly more than were in-country just after Baghdad was taken in April 2003 when the occupation began. Abizaid does not expect these figures to fall before “next spring” (which is the equivalent of “forever” in Bush administration parlance). He does not rule out sending in even more troops. “If it’s necessary to do that because the military situation on the ground requires that, we’ll do it.” Finding those troops is another matter entirely.

How is the Pentagon keeping troop strength up in Iraq?

4,000 troops from the 1st Brigade of the 1st Armored Division, operating near Ramadi and nearing the end of their year-long tours of duty, have just been informed that they will be held in Iraq at least 6 more weeks. This is not an isolated incident, according to Robert Burns of the Associated Press. Units are also being sent to Iraq ahead of schedule. Army policy has been to give soldiers two years at home between combat tours. This year alone, the time between tours has shrunk from 18 to 14 months. “In the case of the 3rd Infantry,” writes Burns, “it appears at least one brigade will get only about 12 months because it is heading for Iraq to replace the extended brigade of the 1st Armored.” And this may increasingly prove the norm. According to Senior Rand Corporation analyst Lynn Davis, main author of “Stretched Thin,” a report on Army deployments, “soldiers in today’s armored, mechanized and Stryker brigades, which are most in demand, can expect to be away from home for ‘a little over 45 percent of their career.'”

The Army has also maintained its strength in through a heavy reliance on the Army Reserves and the National Guard as well as on involuntary deployments of the Individual Ready Reserve. Thom Shanker and Michael R. Gordon of the New York Times recently reported that the Pentagon was once again considering activating substantial numbers of Reserves and the National Guard for duty in Iraq. This, despite, as reporter Jim Lobe has written, “previous Bush administration pledges to limit overseas deployments for the Guard.” (Such an unpopular decision will surely not be announced before the mid-term elections.)

As of now, write Shanker and Gordon, “so many [U.S. troops] are deployed or only recently returned from combat duty that only two or three combat brigades — perhaps 7,000 to 10,000 troops — are fully ready to respond in case of unexpected crises, according to a senior Army general.”

How many active duty Army troops have been deployed in Iraq?

Approximately 400,000 troops out of an active-duty force of 504,000 have already served one tour of duty in Iraq, according to Peter Spiegel of the Los Angeles Times. More than one-third of them have already been deployed twice.

How is Iraq affecting the Army’s equipment?

By the spring of 2005, the Army had already “rotated 40% of its equipment through Iraq and Afghanistan.” Marine Corps mid-2005 estimates were that 40% percent of its ground equipment and 20% of its air assets were being used to support current operations,” according to analyst Carl Conetta in “Fighting on Borrowed Time.” In the harsh climate of Iraq, the wear and tear on equipment has been enormous. Conetta estimates that whenever the Iraq and Afghan wars end, the post-war repair bill for Army and Marine equipment will be in the range of $25-40 billion.

How many extra dollars does a desperately overstretched Army claim to need in the coming Defense budget, mainly because of wear and tear in Iraq?

$25 billion above budget limits set by Secretary of Defense Donald Rumsfeld this year; over $40 billion above last year’s budget. The amount the Army claims it now needs simply to tread water represents a 41% increase over its current share of the Pentagon budget. As a “protest,” Army Chief of Staff Gen. Peter Schoomaker chose not even to submit a required budget to Rumsfeld in August. The general, according to the LA Times’ Spiegel, “has told congressional appropriators that he will need $17.1 billion next year for repairs, nearly double this year’s appropriation — and more than quadruple the cost two years ago.” This is vivid evidence of the literal wear-and-tear the ongoing war (and civil war) in Iraq is causing.

How is Iraqi reconstruction going?

Over three years after the invasion, the national electricity grid can only deliver electricity to the capital, on average, one out of every four hours (and that’s evidently on a good day). At the beginning of September, Iraq’s oil minister spoke hopefully of raising the country’s oil output to 3 million barrels a day by year’s end. That optimistic goal would just bring oil production back to where it was more or less at the moment the Bush administration, planning to pay for the occupation of Iraq with that country’s “sea” of oil, invaded. According to a Pentagon study, “Measuring security and stability in Iraq,” released in August, inflation in that country now stands at 52.5%. (Damien Cave of the New York Times suggests that it’s closer to 70%, with fuel and electricity up 270% from the previous year); the same Pentagon study estimates that “about 25.9% of Iraqi children examined were stunted in their physical growth” due to chronic malnutrition which is on the rise across Iraq.

How many speeches has George W. Bush made in the last month extolling his War on Terror and its Iraqi “central front”?

6 so far, not including press conferences, comments made while greeting foreign leaders, and the like: to the American Legion National Convention on August 31, in a radio address to the American people on September 2, in a speech on his Global War on Terror to the Military Officers Association on September 5, in a speech on “progress” in the Global War on Terror before the Georgia Public Policy Foundation on September 7, in a TV address to the nation memorializing September 11, and in a speech to the UN on September 19.

***

This week, the count of American war dead in Iraq passed 2,700. The Iraqi dead are literally uncountable. Iraq is the tragedy of our times, an event that has brought out, and will continue to bring out, the worst in us all. It is carnage incarnate. Every time the President mentions “victory” these days, the word “loss” should come to our minds. A few more victories like this one and the world will be an unimaginable place. Back in 2004, the head of the Arab League, Amr Mussa, warned, “The gates of hell are open in Iraq.” Then it was just an image. Remarkably enough, it has taken barely two more years for us to arrive at those gates on which, it is said, is inscribed the phrase, “Abandon all hope, ye who enter here.”

[Note to readers: Among the many sites I found helpful in compiling this piece, I particularly want to recommend (as I so often do) Juan Cole’s Informed Comment, Antiwar.com, and the War in Context. All three do invaluable work. ]

Tom Engelhardt, who runs the Nation Institute’s Tomdispatch.com (“a regular antidote to the mainstream media”), is the co-founder of the American Empire Project and the author of The End of Victory Culture, a history of American triumphalism in the Cold War, The Last Days of Publishing, a novel, and in the fall, Mission Unaccomplished (Nation Books), the first collection of Tomdispatch interviews.

NYC schools to offer course for teachers developed by Israeli government

The New York Post reports that a year after barring a Columbia University Middle East scholar from lecturing public-school teachers on the history of the region, the city’s Department of Education approved a course for instructors that was created by the Israeli government.

According to the Post the course is “a first of its kind, the 30-hour “Introduction to Israel: History and Culture” course drawn up by the Israeli Consulate in New York is being taught to 36 city teachers this fall for credit that can be used to boost their pay.”

In 2005, Rashid Khalidi, an Arab American, professor of Arab studies and Director of Columbia University’s Middle East Institute was barred as lecturer in a professional development program for teachers by NYC School Chancellor Joel Klein.

Last year, after months of closed-door hearings a, faculty committee at Columbia University released a report that largely cleared Khalidi and professors of Middle Eastern studies of charges that they were intimidating students and stated that there was no evidence of anti-Semitism. Here’s a link to an 2005 interview of Khalidi by Democracy Now’s Amy Goodman: Columbia U. Prof. Rashid Khalidi: “Freedom of Speech and Academic Freedom Are Necessary For Unpopular and Difficult Ideas”

New “Social Justice Math” Website

* New “Social Justice Math” Website Launched:

A new website called RadicalMath.org has been launched to support K-12 math teachers in helping their students develop mathematical literacy through learning to understand and address community problems. Packed with over 750 lesson plans, articles, data sets, and graphs that are searchable by both math skills and social justice issues, RadicalMath.org. is hoping to revolutionize the way that people think about mathematics education.

RadicalMath.org has the dual goals of raising mathematic literacy and simultaneously developing ways
to address a range of community issues. The website supports educators to teach many different types of math within the context of studying social, political, and economic justice issues including: poverty, the Prison Industrial Complex, Military Recruitment, Public Health issues, and economic exploitation.

RadicalMath.org also contains teaching materials on important financial topics for youth such as owning a credit card, paying for college, and avoiding subprime lenders, as well as materials on Ethnomathematics.

Visit www.RadicalMath.org for more or email info@radicalmath.org

How does capital represent itself?

Landscapes of Capital is an ongoing attempt by Robert Goldman, Stephen Papson and Noah Kersey to write a multimedia Web-based book dedicated to studying how corporate television commercials portray a world shaped and defined by global capitalism.

Drawing on over 800 TV commercials the authors try to conceptually map the landscapes and narratives of capital, technology, and globalization as seen in corporate TV ads.

The site is organized around six themes, globalizaiton, capital, landscapes, advertising semiotics, grand narratives and speed. Each of the theme maps is linked to a bibliography, database, illustrated glossary, and index.

This is a very intriguing site, highly recommended!

Some Georgia students face 70 days of testing this year

A recent article in the Macon, Georgia newspaper The Telegraph outlines the massive extent of time spent on testing in some school districts in the US. Students in Bibb County, Georgia will have 70 days testing in a school year that is 180 days long. More that one-third of the school will be devoted testing.

As Monty Neill of FairTest points out “It is important to note that testing is exhausting for many kids, and even if only some kids are tested it typically affects the schedules of many more children, with the result that even if the tests officially only take a few hours, it is not uncommon for the day to be compromised, affecting other classes.”

Check out readers comments, including some from students here.

Test dates for Bibb County schools

For description of state and national tests visit www.gadoe.org/ci testing.aspx)
SEPTEMBER

19-29, Iowa Test of Basic Skills third-, fifth-, eighth-graders

25, Georgia alternate assessment window opens (for students with disabilities)

27-28, Fall Georgia High School Writing Tests and Basic skills test

OCTOBER

14, SAT and SAT II

18, PSAT exam, ninth- and 10th-graders

28, ACT exam (high school)

NOVEMBER

4, SAT and SAT II, English language proficiency test (high school)

6-10, Winter Georgia High School Graduation Test

DECEMBER

2, SAT I and SAT II (high school)

5-6, End of Course Tests (high school)

7-8 End of Course Tests make-up

9, ACT (high school)

JANUARY

17-18, Middle grades Writing Assessment

27, SAT and SAT II

FEBRUARY

10, ACT

23, GKAP-R testing window opens

28, Georgia High School Graduation Writing Tests

MARCH

1, Georgia High School Graduation Writing Tests retest make-up

2, ACCESS (for English language learners)

7, fifth-grade writing assessment

8, fifth-grade writing assessment make-up

10, SAT only

19-30, third-grade writing evaluations begin

19-23, Georgia High School Graduation Tests and BST

APRIL

3-12, Criterion-Referenced Competency Tests (first through eighth grades)

14, ACT

MAY

5, SAT and SAT II

7-8 Advanced placement exams

9-10, End of Course Tests

11-14, End of Course Tests make-up

JUNE

2, SAT and SAT II

9, ACT

25-27 CRCT retests

28, CRCT retest make-ups
SOURCE: Bibb County Board of Education

The Telegraph: Bibb students face 70 days of testing

Posted on Tue, Sep. 19, 2006

Bibb students face 70 days of testing

By Julie Hubbard
TELEGRAPH STAFF WRITER
It’s just seven weeks into the new school year and Bibb schoold students are already bombarded with homework, school fundraisers – and yes, standardized tests.

Starting today, through Sept. 29, all third-, fifth- and eighth-graders will take the Iowa Test of Basic Skills.

That’s a national exam that compares how students fare in English, math, science and social studies compared to peers in other states.

Next week, third-graders also will take the CogAt, a national exam that tests a student’s ability to reason – the scores help school officials identify gifted or at-risk students. Juniors also take a writing exam needed for graduation, Sept. 27-28.

More than 70 of the 180 school days in Bibb County are earmarked to give elementary, middle or high school students some form of a state or national exam, according to Bibb’s testing calendar.

While some parents feel the tests are too much, most school officials say these mandatory exams are vital for detecting a student’s skill level in the classroom, and to help students improve.

“I know there are complaints on how many testing dates are given,” Heritage Elementary School principal Kaye Hlavaty said Monday. “I feel like the benefits outweigh the time it takes (to give the exams).”

Heritage Elementary uses the reading and math scores from the Iowa tests as a precursor to how well students might test in those same subjects when they take the high stakes Criterion-Referenced Competency Tests, a state exam given in the spring.

The Iowa tests give the school system an idea of how students are performing on different subjects at the start of the school year, said Bruce Giroux, Bibb’s director of student assessment and accountability.

“We have the opportunity to have some results earlier on, and we can work with students,” he said.

The federal No Child Left Behind law of 2001 has influenced more student testing, Giroux said. The law says all students, including minorities and students with disabilities – must be learning at their grade level by 2014.

Schools are now held accountable for how students perform, which is why it’s important that systems have test data, he said.

“Do we test a lot? Yes, we do,” Giroux said. “At every grade level, there is some form of testing going on … but you have to have some form of testing to measure and understand where your students are going.”

Some teachers get frustrated with the amount of classroom time spent on testing, and students often “feel very overwhelmed,” said Jeff Hubbard, president of the Georgia Association of Educators. But most educators “see the value,” he said.

Most educators are in favor of standardized testing if school systems use the data for improvement as the data is intended, he said.

“If they do nothing with the results, they’ve lost valuable learning time. Testing for the sake of testing is ridiculous,” Hubbard said. “If it’s used as a diagnostic tool to improve teaching and learning, it’s a good thing.”

And most of the state’s school systems do something with their test data, he added.

Matesa Burnett’s daughter Chasity, a kindergarten student at Burke Elementary, has already taken a state exam this school year.

Kindergarten students took the Georgia Kindergarten Assessment Program during the first two weeks of school, a test to measure social and emotional readiness and literacy and math skills. The tests are used to judge whether the student is ready for first grade.

“I don’t think they give too many (tests), it’s fine,” Burnett said. “It’s teaching children to prepare for the future.”

Another parent, Brenda Johnson, said she didn’t like so much student testing.

“Some kids get nervous taking tests and don’t do well,” Johnson said. Students are often judged just by their test scores, not how well they do in class, she said.

Most of the standardized tests given by Bibb County schools are mandated by the state, Giroux said.

And like it or not, standardized tests are now a part of today’s education.

“We do have more tests … there’s much more accountability,” Giroux said. “We’re measuring students at every grade level, and checking their progress on some form of standardized exam.”

*

Test dates for Bibb County schools

For description of state and national tests visit www.gadoe.org/ci testing.aspx)
SEPTEMBER

19-29, Iowa Test of Basic Skills third-, fifth-, eighth-graders

25, Georgia alternate assessment window opens (for students with disabilities)

27-28, Fall Georgia High School Writing Tests and Basic skills test

OCTOBER

14, SAT and SAT II

18, PSAT exam, ninth- and 10th-graders

28, ACT exam (high school)

NOVEMBER

4, SAT and SAT II, English language proficiency test (high school)

6-10, Winter Georgia High School Graduation Test

DECEMBER

2, SAT I and SAT II (high school)

5-6, End of Course Tests (high school)

7-8 End of Course Tests make-up

9, ACT (high school)

JANUARY

17-18, Middle grades Writing Assessment

27, SAT and SAT II

FEBRUARY

10, ACT

23, GKAP-R testing window opens

28, Georgia High School Graduation Writing Tests

MARCH

1, Georgia High School Graduation Writing Tests retest make-up

2, ACCESS (for English language learners)

7, fifth-grade writing assessment

8, fifth-grade writing assessment make-up

10, SAT only

19-30, third-grade writing evaluations begin

19-23, Georgia High School Graduation Tests and BST

APRIL

3-12, Criterion-Referenced Competency Tests (first through eighth grades)

14, ACT

MAY

5, SAT and SAT II

7-8 Advanced placement exams

9-10, End of Course Tests

11-14, End of Course Tests make-up

JUNE

2, SAT and SAT II

9, ACT

25-27 CRCT retests

28, CRCT retest make-ups
SOURCE: Bibb County Board of Education

*

Testing tips for parents

Make sure children are well rested.

Serve them a healthy meal (the brain needs fuel).

Help children relax.

Talk about realistic expectations.

Have children dress comfortably.

Tell children to answer questions as honestly as possible.

SOURCE: Bibb County schools officials

Rouge Forum Update: Rouge Forum Conference, Detroit, First Weekend in March! Remember.

Dear Friends,

Rouge Forum Conference, Detroit, First Weekend in March! Remember.

The Rouge Forum No Blood For Oil web page is up to date, with key articles from Robert Fisk, Sy Hersh, and others.

Take note of the color anti-war posters available at cost. And, this week marks the beginning of the many actions to Declare Peace. Check here for your city here.

And, of special interest is this video on military recruiting.

And this classic, repeated by request, of George Carlin on how America works.

OAXACA COMMUNE ALERT: The governor of Oaxaca, whose resignation has been demanded by the massive social uprising initiated by school workers there, has ordered schools to open on Monday. He plans to recruit retired teachers and scabs. Thousands of teachers from Oaxaca are now marching on Mexico City, while others hold their radio station, defending their means of communication. Clear splits have appeared within this struggle, between union leaders who merely want to replace the governor on one side, and radicals and others who seek to fundamentally change an exploitative social order on the other. The federal government has warned they will unleash troops on the strikers.

Oaxaca Communards have carried their struggle, similar in many ways to the Detroit Teachers’ Strike, much farther than nearly anyone expected, demonstrating the Rouge Forum thesis that school workers can initiate social change, if not fully carry it through. The Oaxacans have set up their own communications systems, run the traffic, carried on their own internal education campaigns, fought the police and federal goon squads, deepened already close ties with parents and kids because this fight is truly an all-for-one, one-for-all battle, and, whether this long struggle wins or not, the lessons to be learned from this heroism will be invaluable to educators everywhere. NarcoNews has the best site on this fight, so far. Like the Detroit Strike, it is largely blacked out in mainstream media, even though it has involved hundreds of thousands of people. This is a warning to the militants of Oaxaca, about arriving national trade union sellouts from the US.

DETROIT STRIKE UPDATE: While the DFT sellout of the courageous strike of rank and file educators may be ratified, there is a growing chance that the deal may not be the deal, or that the rank and file will need, because of circumstances, to vote the tentative agreement down. Days after the TA was announced, the Detroit Public School bosses revealed there is a 25,000 student shortfall in attendance, about 16,000 more than projected. DPS claimed to project 123,000 students this year. Predictably, they blamed the shortfall on the teachers. At about $7500 per kid in lost state monies, the district is in real jeopardy.

The 25000 figure may be exaggerated, or it may exist because DPS deliberately lied about attendance figures in the past, but even if the loss is, say, just 16,000, it would be a crippling blow to DPS, and it could put the TA in jeopardy as it would mean a massive layoff.
Here is a piece wrapping up the Detroit Strike as of Friday past.

‘A republic … if you can keep it’

San Francisco Chronicle: ‘A republic … if you can keep it’
– John Cooke, Marshall Croddy
Thursday, September 21, 2006

In 1787, shortly after the close of the Constitutional Convention in Philadelphia, a woman interested in the proceedings approached Benjamin Franklin. “Well, doctor,” she asked, “what have we got, a republic or a monarchy?” The venerable champion of American liberty replied, “A republic, madame, if you can keep it.”

As we celebrate Constitution Week (Sept. 17-23), it would be wise to heed Franklin’s challenge. A constitutional republic is not an easy form of government to maintain. It requires wise leaders more interested in the public good than in holding and using power. It requires an enlightened citizenry that understands and exercises its rights and duties and is willing to fight to preserve them. Moreover, both wise leaders and enlightened citizens must arise with each new generation, prepared and able to make the system work.

Nowhere is this more important than in California. California is the most diverse and multicultural of the 50 states. No single racial group composes a majority of the population and more than a quarter of the state’s residents were born in another country. In addition, California’s political system places high demands on its citizens.

From 2000 to 2006, California voters had to make decisions on some 90 state ballot propositions, and each year the electorate faces hundreds of city, county and community-college measures. California’s governments need engaged citizens who keep themselves informed about the issues, who vote and who participate in the public-policy process. California businesses need leaders and employees who know how to negotiate and compromise, work together to solve problems and make sound decisions.

Our state’s schools teach children to read and write, do math and use technology. So must schools educate the young about their constitutional heritage, the institutions and workings of government, and how to participate in a civil society as informed voters and as citizens committed to addressing the problems of their nation, state and communities. In short, California needs a world-class civics education for every pupil in every school.

Fortunately, we know what a quality civic education should look like. The Civic Mission of Schools, a report by the Carnegie Corporation of New York and the Center for Information and Research on Civic Learning and Engagement, identified educational practices that research shows are effective in developing knowledgeable and engaged citizens. Students need quality instruction in history, government and law. Pupils need the opportunity to discuss current events and issues and participate in service activities linked to school and community problems and to what they are studying in the classroom.

Students should get involved in extracurricular activities and have a voice in school governance. Finally, students should take part in classroom simulations, such as mock trials and legislative hearings, to experience how democratic institutions work in the real world.

California already has a history-driven social studies framework and standards for all grade levels, but it lacks a consistent and comprehensive focus on civics content. It also fails to adequately address the development of civic skills. All students must learn how to analyze and evaluate public policies, state and support reasoned opinions and work with others to solve problems.

We must make sure our students are adequately prepared to address the public-policy issues and challenges California will face in the 21st century. Now there is a lack of instruction time for civics, indeed all of the social studies, in many California elementary schools. Because, federal and state mandates and assessment programs require performance gains in language arts, math and science, many schools, especially those serving disadvantaged student populations, have sacrificed social studies instruction for more time on these subjects. Unfortunately, missing critical civics content, concepts and skill development in these early grades will make it difficult for these learners to achieve proficiency as they progress through middle- and high-school civics course work, and ultimately as adult citizens.

Math, reading and science are critical, but so are civics and social studies. Schools need our support! To best educate the next generation of California citizens will require using well- researched and proven classroom and school practices. We must offer teachers and administrators professional development opportunities and the materials that incorporate these educational practices as well as encourage schools to support and adopt them.

Assuring a world-class civics education for every California child is everyone’s responsibility. The California Campaign for the Civic Mission of Schools convened by the Constitutional Rights Foundation, in collaboration with the Center for Civic Education and nearly 100 civic and educational organizations, is working with public officials, legislators, educators, business leaders, legal professionals, parents and everyday citizens to strengthen civic education throughout the state.

Let’s make sure our generation responds to Franklin’s challenge. Our response must be: “Don’t worry, Dr. Franklin, we will keep your republic.”

John Cooke is the chairman of the advisory committee of the California Campaign for the Civic Mission of Schools; Marshall Croddy is director of programs at the Constitutional Rights Foundation.

Page B – 7
URL: http://sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2006/09/21/EDG6PKDTQQ1.DTL

©2006 San Francisco Chronicle

Rouge Forum Update

Hold the date for the first weekend in March for the Rouge Forum Conference in Detroit. Details to follow.

The battles in Oaxaca, Mexico, initiated by educators’s struggles continue today. The best source is NarcoNews.com

The Rouge Forum was one of the first signers for the We Declare Peace movement. Events are on for this week all over the US. In San Diego, one of many events is a mass demonstration from 4-7p.m. on Monday, September 25, Horton Plaza.

A friend, Bill McDannel, initiated his own walk to end the war, from Lakeside, Ca., to Washington DC, starting on November 4. You can track his hike, and maybe fix him dinner, on his site.

The Detroit Teachers’ Strike of 2006 appears to be at an end, a tragic sellout by the leadership of the Detroit Federation of Teachers. Though the tentative deal must still be voted by the membership, it is very hard to pull teachers, who already conducted a two week strike, out of school again. An analysis is here.

The choice of democracy and equality, or barbarism, is especially stark in Michigan, tailspinning behind the auto industry. Those curious about the collateral wreck of the United Auto Workers might check here.

We are preparing informal discussion groups among teachers, students, and parents, in San Diego to address the question of how we link imperial wars, high-stakes standardized tests, curricula regimentation, and the militarization of schools. Interested? Email:rgibson@pipeline.com

The Rouge Forum No Blood for Oil web site is updated. Check out those great posters for upcoming demonstrations, and classroom use too!