Tag Archives: NCLB

Education for Dangerous Citizenship

I’ll be at the University of Texas at San Antonio in November giving a talk as part of the Educational Leadership & Policy Studies Distinguished Lecture Series.

The talk, titled “Education for Dangerous Citizenship”, will draw from some of my recent work with Rich Gibson (e.g., “The Education Agenda is a War Agenda” and “No Child Left Behind and the Imperial Project”) and Kevin D. Vinson (“The Concrete Inversion of Life””: Guy Debord, the Spectacle, and Critical Social Studies Education” [pdf]). The UTSA talk will cover some of the foundational ideas for a book Kevin and I are currently writing titled Dangerous Citizenship: A Theory and Practice of Contemporary Critical Pedagogy.

Thanks to Abraham DeLeon for organizing things at UTSA.

Here’s the blurb:

Education for Dangerous Citizenship: War, Surveillance, Spectacle, and the Education Agenda

We live in an era in which leaders have delivered on the promise of perpetual war and where the primary role of “public” schooling is social control. In the contemporary milieu of advanced capitalism, the fusion of surveillance and spectacle produces, maintains, and propagates controlling images that enforce prevailing societal norms by disciplining the thoughts and behaviors of individuals and groups. How might educators respond to the mechanisms of the state used to ensure direct and ideological social control? How might we resist increasingly color-coded social and economic inequality? And might we subvert an education agenda that is a (class) war agenda?

Rouge Forum Update: Firings in DC–Build October 7th!

Don’t forget Rouge Forum 2010 next week! More info here.

Little Red Schoolhouse:

Michelle Rhee of DC Fires 241 Teachers After Hugging AFT’s Weingarten for Helping Out on Sellout Contract. The AFT Does–Nothing Much and More Educators are on Firing Line: D.C. Schools Chancellor Michelle A. Rhee announced Friday that she has fired 241 teachers, including 165 who received poor appraisals under a new evaluation system that for the first time holds some educators accountable for student improvement in standardized test scores….Last month, union members and the D.C. Council approved a contract that raises educators’ salaries by 21.6 percent but diminishes traditional seniority protections in favor of personnel decisions based on results in the classroom. The accord also provides for a “performance pay” system with bonuses of $20,000 to $30,000 annually for teachers who meet certain benchmarks, including growth in test scores

States RaTT Each Other Out: Less than two months after the nation’s governors and state school chiefs released their final recommendations for national education standards, 27 states have adopted them and about a dozen more are expected to do so in the next two weeks.

Their support has surprised many in education circles, given states’ long tradition of insisting on retaining local control over curriculum. The quick adoption of common standards for what students should learn in English and math each year from kindergarten through high school is attributable in part to the Obama administration’s Race to the Top competition. States that adopt the standards by Aug. 2 win points in the competition for a share of the $3.4 billion to be awarded in September. “I’m ecstatic,” said Arne Duncan, (Obamagogue’s Boy Toy)

Stimulus Bait and Switch: The San Dieguito high school district must return $2.8 million of already-spent stimulus funds to the state. The district has to give back the money because it automatically converted to a different category of school system that is entitled to drastically less stimulus funds. The expense comes at a rough time for the district. It’s also facing a $2.78 million reduction in property-tax revenue calculated since June. To deal with the loss of funds, the San Dieguito Union High School District board Tuesday approved laying off 15 nonteaching workers and reducing several school services as steps toward adjusting future budgets.

Read the full RF Update here.

Rouge Forum Update: Can Rising Resistance Overcome Repression?

Rouge Forum Update: Can Rising Resistance Overcome Repression?

The core issue of our time is the promise of perpetual war and booming inequality met by the potential of mass, class-conscious, resistance.

June 12, 1963: Medgar Evers Assassinated
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Little Red Schoolhouse:

CSU Bosses Demand Another Fee Hike–Students Betrayed by Rep: “The proposal would hike fees by 5% for undergraduate students and those in graduate business programs and 10% for doctoral education students. For full-time undergraduates, that translates to a $204 increase, bringing the total university fee to $4,230 for the 2010-2011 academic year. With campus fees included, the cost for an undergraduate to attend CSU would rise to $5,097. The plan also would eliminate the cap on nonresident tuition, with out-of-state students paying $16,257 for 30 semester units rather than the current $11,160…The CSU Board of Trustees will take up the proposal at a special meeting June 18. Last fall, undergraduate fees rose 32% after the board passed two separate hikes……Though students would prefer no fee hikes, a 5% raise is the best-case scenario, said Steve Dixon, president of the Cal State Student Assn.”

Detroit Mayor Moves to Take Over Schools: “Detroit Mayor Dave Bing is ready to take over city schools when Emergency Financial Manager Robert Bobb’s contract expires in March.
But the mayor is not going to make any such move without voter approval. A group of community activists and parents are preparing petitions to get the matter on the November ballot.

So Long Neighborhood School–Detroit Closes 32: “DPS, still the largest district in the state, has been hard-hit by continuous enrollment declines throughout the decade. District officials predict enrollment will drop from about 87,000 this year to 79,000 next year and continue to drop to below 57,000 by fall 2014.”

Denby High’s Mini-Thug Principal: “First-time principal Kenyetta Wilbourn, who is 4 foot 11, patrols the halls with a bat called “the Equalizer.” Her tactic came to light April 19 in a Detroit Free Press report. As a result, Denby High School students may venture out into the world with the perception that as a child it is not appropriate to use violence, but as an adult it is appropriate to utilize a bat to terrorize other individuals. Wilbourn’s behavior is inappropriate because it violates the school code of conduct, promotes violence, is a form of child abuse and, most of all, is illegal.”

George Washington (yes) vs Bob Bobb: “Emergency Financial Manager Robert Bobb said in court today he believed he had the power to forgo feedback to the school board on their academic plan and instead write his own.”

Supremes Love NCLB: “The Supreme Court has turned away a challenge by school districts — led by the Pontiac Public School District — and teacher unions to the federal No Child Left Behind law. The court said without comment Monday that it will not step into a lawsuit that questioned whether public schools have to comply with requirements of the law if the federal government doesn’t pay for them. A federal judge dismissed the lawsuit and a federal appeals court split 8-8, leaving the judge’s ruling in place.” From The Detroit News:

How the Young of the Other Half Go to College: “When Allison Frisch goes shopping this summer for furnishings to decorate her freshman dorm room at Stephens College, she will be looking for a comforter for herself — and a matching doggie bed for her roommate.”

RaTT Attacked from the Right (Fish-ing–Pluralism is Crap): (Students should be brought “to see themselves as members of a heterogeneous nation . . . and a still more heterogeneous world, and to understand something of this history of the diverse groups that inhabit it.”

Read the full RF Update here.

Rouge Forum Update: March Madness, Spring Break and Holiday War Special

Remember Proposals are Due, April 15, for the Rouge Forum Conference

Send Your Articles, Photos, Cartoons, for the RF News to Community Coordinator Adam Renner.

On the Little Rouge School Front:

Freep Gets to the Real Conditions of DPS–Critiques Broad’s Bobb’s Moves: “What works at Ferguson is constant, intense individual attention to the students’ academic, social and economic needs.” But Bob Bobb is closing the school….

More Arrests of Detroit Public School Scammers: “Bell said his office has opened investigations in 248 cases based on 280 complaints that range from theft to mismanagement. More are to come, he said.”

From The Detroit News: Detroiters Robbed by Broad’s Bobb’s Bond Scheme: “They sold us on a dream,” Hicks-Lark said. “And I jumped on board with it, and now we’ve been crushed.”

Marion Brady: 10 False Assumptions and the Ratt: “”Race to the Top? National standards for math, science, and other school subjects? The high-powered push to put them in place makes it clear that the politicians, business leaders, and wealthy philanthropists who’ve run America’s education show for the last two decades are as clueless about educating as they’ve always been. If they weren’t, they’d know that adopting national standards will be counterproductive, and that the “Race to the Top” will fail for the same reason “No Child Left Behind” failed—because it’s based on false assumptions.

NAEP Results: NCLB Flopped–Nearly No Movement in Test Scores

March 4th Action Video

More March 4th Video

Students, Profs, k12 Educators and Community People Met in Northern and Southern California on March 27 to plan further action including a statewide meet in Fresno on April 24.

Counterpunch Ran Lies About March 4th

Substance Fought for the Truth About March 4th: “The core issue of our time is the reality of the promise of perpetual war and escalating inequality met by the potential of a mass, activist, class conscious movement to transform both daily life and the system of capitalism itself. That is the background, the social context, of the momentous actions on March 4, 2010.”

Adam Renner on M4

Greg Johnson: Medical? What Medical?

Against the Vacillating Reactionary Ravitch: “Perhaps it is because she floats around in the really thin air that is the field of education that the vacillating reactionary, Diane Ravitch, gets cheers from those who condemned her in her No Child Left Behind days.”

The Official Program For Gutting K.C. Schools by Broad’s Covington: “Covington said dramatic and aggressive changes were urgently needed. That includes longer school days. Teachers would be paid more based on how their students perform.”

UTLA Takes Concessions, Shorter Work Year

Read the full Rouge Forum Update here.

Rouge Forum Update: Great Depression Halloween Special: Boo!

Below are some some links from the most recent RF Update, read the full update here.

The core issue of our time: The real promise of perpetual war and rising inequality met by the potential of a mass class conscious movement for equality and justice.

Smile of the Week:
Student asks his principal, “Where is my teacher?”.
“Citywide layoffs”, replies the principal.
“My text books?” asks the student.
“State austerity plan”, says the principal.
“Student loan?” continues the student.
“Federal budget cuts”, says the principal.
Finally, exasperated, student asks, “But how am I going to get an education?”.
To which the equally exasperated principal replies, “This is your education”.

The Education Agenda is a War Agenda and the War Agenda is an Education Agenda Featurette:

Duncan Flunked Chicago School Closing Project: “This report reveals that eight in 10 Chicago Public Schools (CPS) students displaced by school closings transferred to schools ranking in the bottom half of system schools on standardized tests. However, because most displaced students transferred from one low-performing school to another, the move did not, on average, significantly affect student achievement.”

Hey Kids, Photograph that Recruiter

DFT Praises Extension Of Broad’s Bobb Contract

Detroit: An Individual and Collective Wrong–Award Winning Counselor Mr Z has to Go

NEA Loses NCLB Suit; How Many Hundreds of Thousands of Your Dues $s did NEA Waste?
“Depending on whom you ask, the No Left Child Behind Act might be described in many ways: bold, ground-breaking, noble, naïve, oppressive, all of the above and more,” Judge Sutton wrote. ” But one thing it is not is ambiguous, at least when it comes to the central tradeoff presented to the states: accepting flexibility to spend significant federal funds in return for (largely) unforgiving responsibility to make progress in using them.” NEA will do anything, like courts and ballots, to avoid educator/student alliances to control work places and communities, as those actions would make NEA as irrelevant as it already is.

NEA Bosses Escalated Their Once-Secret Effort to Boost Their Salaries and Merge With the Worst Union in the USA, the AFT and AFL-CIO, When NEA Prez Dennis Van Roekel Directed Key Committees to Revisit the Issue. This is what one researcher rightfully concluded about what would happen some time ago:

And this is what happened last time NEA tried the merger scheme

DPS Lost Millions on Corrupt Land Deals

$30+ Million Detroit Public School Fraud and Growing Every Day

Smashing Protest at Southwestern College, San Diego

Public Universities Gut Student Life, Charge More: “The stimulus isn’t a bridge; it’s a short pier…This fall, flagships still had to cut costs and raise tuition, most by 6.5 percent or more. And virtually all of the nation’s top public universities are likely to push through large increases in coming years.”..“The students are at a point of rebellion, because they’re paying more and getting less,” Flagships are attracting more wealthy and better-prepared students. At U.C.L.A., class size has increased by 20 percent over three years ..Today, UM is largely protected from Michigan’s plummeting economy. Only 7 percent of its budget is provided by the state.

One way NCLB transforms public money into private profit

Today the New York Daily News reports that Champion Learning Center pulled in more than $21 million dollars from the New York City Education Department in the past two years for tutoring NYC students.

The No Child Left Behind Act requires outsourcing of tutoring for students in schools that don’t meet their test score targets.

Champion’s contract with NY Ed Department shows they received $79 per hour for tutoring sessions and that each student could receive up to four hours of tutoring per week—or $320 per student, per week.

Champion paid its part-time tutors an average of $17 an hour—the tutors are mostly college students with no teaching experience. That’s a cool $62 in overhead for Champion for every hour its employees spent tutoring a child.

“We received very little training in our orientation,” said one college student hired by Champion. “They just told us to follow the instructions in the test prep workbooks they gave us.”

Champion hired the student and one of her friends at the same time. Both say they were offered only $15 per hour for their work. In addition, they were told they would have to pay transportation costs to each child’s home and they were required to pay a $150 fee each for the cost of fingerprinting and a security check before they could start work.

The Daily News reports that Champion has tutored nearly 9,000 city students this year and is one of dozens of private, for-profit companies with state approval to provide tutoring services under the No Child Left Behind Act.

Yet another example of education deform in the USA. And Obama and his Education Secretary Arne Duncan are only ramping up the emphasis that NCLB puts on test scores and the shift of public money in to private profits.

Meet the new boss/Same as the old boss: Obama’s education policy ignores role of poverty in educational achievement (and evidence that NCLB should be scrapped)

In a Chicago Daily Observer column, which also appeared in the print version of the Chicago Sun-Times, Don Rose gives “Bad Grades for Obama on Education.”

Rose cuts Obama a break and doesn’t “fail” him because of his commitment to early childhood education (the federal stimulus bill he signed last month will provide $5 billion to grow the Early Head Start and Head Start programs nationwide, and expand access to child care for 150,000 more children from working families) and parental involvement. While I agree with Rose’s criticisms, he goes way too easy on Obama, who is betraying his “progressive” base in many areas, but none more so than on education policy where he is intensifying George W. Bush’s disastrous No Child Left Behind scheme.

As I’ve pointed out previously, Obama’s education plan is a continuation of the discredited and destructive No Child Left Behind Act. Rose makes this same point and notes that the rhetoric from Obama, and his education secretary Arne Duncan, is that NCLB just needs to be fixed, but the research evidence is clear that NCLB needs to be scrapped—see, for example, The Nature and Limits of Standards-Based Reform and Assessment and Grading Education: Getting Accountability Right, both published by Teachers College Press, for extended critical analyses of NCLB.

How exactly is Obama failing on education?

First, and most importantly, Obama and Duncan ignore the 800 lbs. gorilla of educational achievement, which is poverty. Poverty is the major factor in the differences in school performance. As Rose points out

“poor education is an economic issue; failure to acknowledge that is the single most egregious omission in their statements. Regardless of what the “bell curve” advocates tell you, or the way Duncan talks about education as a “civil rights” issue, it isn’t race, but class.”

Studies have repeatedly shown that socio-economic factors have the highest correlations with student test scores.

Randy Hoover, a professor at Youngstown State University, has conducted a number of studies that show that tests scores are primarily predictors of class and race. In Hoover’s latest study, the three factors he found were most likely to predict test performance were the percentage of single parent wage earners, the percentage of poor children and the median family income in a school district. When Hoover combined those factors into what he calls the “lived experience index” He found they were responsible for at least 61 percent of a district’s test performance. (Hoover studied about 60 variables to see which correlated best with test performance and “on most of them I got no correlation whatsoever,” he said.)

The US has made “closing the achievement gap” among racial and ethnic groups a key goal. This is the one of the main purposes of No Child Left Behind Act. NCLB uses student testing as the primary strategy for promoting changes within schools to accomplish that goal. The problem, of course, is analogous to the old saying “you don’t make the pig grow by weighing it,” and as many educators have pointed out you don’t improve educational achievement by giving tests.

A recent policy brief by David C. Berliner, Regents Professor at Arizona State University, makes this point crystal clear. Berliner’s report, Poverty and Potential: Out-of-School Factors and School Success, details six out-of-school factors (OSFs) common among the poor that “significantly affect the health and learning opportunities of children, and accordingly limit what schools can accomplish on their own”:

  • low birth-weight and non-genetic prenatal influences on children;
  • inadequate medical, dental, and vision care, often a result of inadequate or no medical insurance;
  • food insecurity;
  • environmental pollutants;
  • family relations and family stress; and
  • neighborhood characteristics.

Berliner also discusses is a seventh OSF, extended learning opportunities, such as preschool, after school, and summer school programs.

Because America’s schools are so highly segregated by income, race, and ethnicity, problems related to poverty occur simultaneously, with greater frequency, and act cumulatively in schools serving disadvantaged communities. These schools therefore face significantly greater challenges than schools serving wealthier children, and their limited resources are often overwhelmed. Efforts to improve educational outcomes in these schools, attempting to drive change through test-based accountability, are thus unlikely to succeed unless accompanied by policies to address the OSFs that negatively affect large numbers of our nations’ students.

One has to wonder how a supposed “progressive” president who, because of his own personal background, is sensitive to issues of poverty and its connections to race and ethnicity doesn’t see the connection between what goes on inside of schools and the social and economic conditions that affect students’ lives outside of schools. The simple answer is that Obama’s “progressivism” is a chimera and his education policy is not oriented to serving the needs of students, but rather interests of the corporate-capitalist class.

There is really no other logic to Obama’s pronouncements on education.

Obama wants give teachers pay for student test scores, ignoring the fact that history has proven such schemes to be debacles.

Obama praises charter schools for creativity and innovation, ignoring the fact that charter schools perform no better and often worse than public schools, pave the way for privatization, and allow teacher unions to be sidestepped. As Gerald Bracey says “you can’t bash the public schools on test scores then praise the charters which have lower scores.”

Like his predecessors, Obama misrepresents public education performance as a scare tactic and to open the door for the privatization. Obama claims that graduation rates have fallen from 77% to 67%, but the U. S. Department of Education says the best method for estimating it puts it at 74.5% nationally. Obama says dropout rates have tripled over the past 30 years. But how does a 10% decline in graduation rate equal a 300% increase in dropout rate?

Obama claims “Just a third of our 13- and 14-year-olds can read as well as they should.” Gerald Bracey calls this claim “outright garbage.”

Obama has “raved about South Korean schools but neglected to say that thousands of South Korean families sell their children–yes, sell–to American families so their kids can a) learn English and b) avoid the horrible rigidity of Korean schools. And while the US trails Korea on average test scores, it has a higher proportion of students scoring at the highest level on the Program of International Student Achievement (PISA). Moreover, it has the highest number of high scorers (67,000) of any country. No one else even comes close.”

Obama’s education stimulus package continues the regimentation of curriculum and test-driven approach to education by bribing states and school districts to apply for $5 billion in grants largely aimed at boosting student test scores. These grants, administered by the U.S. Department of Education, are known as the “Race to the Top Fund.”

Obama, Duncan, and the rest do this because that is what they must do in the social context they are in, and because they have chosen sides in what is the class war, the international war of the rich on the poor, which the rich recognize and the poor, at least in the US, do not—yet.

The core issue of our time is the interaction of rising inequality and mass, class-conscious, resistance. That is why the education agenda is a war agenda.

Student Protests Sweep Italy

While Americans waste their time discussing what position they’ll be in as they continued to get screwed by the bank bailouts and/or tweaking the reactionary education reform mess of No Child Left Behind students in Italy are saying “NO” to the Berlusconi government’s plan to impose business models on public services such as schools and universities that will see the disappearance of nearly 100,000 teaching positions in the next three years:

This “euthanasia of the universities”, as Gaetano Azzariti, professor of constitutional law at Rome university, calls it, was a political decision, sacrificing teaching and research to sectors of the economy. It means that for a university to hire a new lecturer now, two others have to leave its payroll. And it means more private sector funding in universities and higher tuition fees, leading to increased levels of debt for the poorest students. And on August 28, education minister Mariastella Gelmini presented another executive order, setting out budget cuts and plans to return to single teachers in primary schools (each class is normally taught by several different teachers), meaning a shorter school day for children (and reducing parents’ ability to go out to work). Other measures aimed to revive old practices, such as marks for behavior up to secondary level.

Since the start of the school year in September 2008, a national movement of parents, teachers and students resisting the neoliberal reforms of the Berlusconi government formed under the banner of “Non rubateci il futuro” (Don’t steal our future) and have spawned huge demonstrations and university occupations and general strikes.

“What’s developing is the self-organization of university students and casual workers,” explained Aliocha, a literature student at La Sapienza university who is also a casual in a bank. “Some people combine being casual workers and students or researchers, others are just casual workers. Together with the rank and file unions, we started the October 17 strike, and organized it in workplaces where job insecurity is an everyday reality.”

See Serge Quadruppani’s article at CounterPunch.

NCSS continues to advocate for government mandated high-stakes testing

Despite the research illustrating deleterious effects of high-stakes testing on teaching and learning, the National Council for the Social Studies continues to be an advocate for it.

NCSS, the largest group of social studies education professionals in the world, and it’s state level affiliates, use the perverted logic that the only way to preserve social studies courses in the curriculum is for those courses to be included in mandated high-stakes testing schemes.

The latest example of this perversion of education is in Massachusetts, where the state plans to either eliminate or delay required history and social science exams for 10th graders.

In response, the Massachusetts Council for the Social Studies has started a campaign to the save the tests! And the NCSS Board of Directors has sent an letter to the Mass. Board of Education stressing the importance of implementing the proposed exams as scheduled.

The logic is apparently that state mandated high-stakes exams are a way for governments to show their commitment to social studies. But do we need social studies courses that narrow the curriculum to what is on the exam? That undermine teacher professionalism by turning teachers into clerks for the state, whose job it is to feed students exam answers?

The idea that NCSS’s raison d’être—the promotion of “democratic citizenship”—is advanced by students and teachers willingly participating in a scheme that reduces education to scores is absurd.