Friday, June 27, 2008

When Is School Reform Guaranteed to do More Damage than Good?

Considering the motivation behind reform measures, many of which are insituted by politicians for political purposes, not educational ones, a better questions might be, when isn't it?

Here we have an announcement (below) of what is touted to be an "important and powerful" reform...

OK, say you have Cancer and after months and months of Chemo Therapy (which makes you feel sicker than ever) your tumor has continued to grow, but your doctor announces, "Great news, patient - I've just found a way to provide you with much, much more Chemo!" Would you cheer? Or would you rationally walk out of the office shaking your head?

One more - If after helping you loose scads and scads of money in the stock market your broker calls and tells you that he has wonderful tips on more securities to buy.... "guaranteed to produce results!", would you place an order and then send out for champagne to celebrate? Or would you hang up and commit to doing the hard work needed to find more rational ways to achieve your goals?

Got it? Then how is it that politicians, people who don't know spit about Education, continually snooker a concerned citizenry into thinking that more school - more days for kids to attend - more hours in each of those days - is going to help? Since when is more of something that doesn't work the answer to making it work? Good money after bad... ugh! Worse yet, while this sort of knuckleheaded non-reform wastes money and precious time, needs and gaps continue to grow!

Our problem is in WHAT school is, not in how much of it we provide!!!

Massachusetts governor proposes major education reforms Massachusetts Gov. Deval Patrick has issued a 40-page, 55-point report proposing dramatic education reforms, including lengthening the school day and year and aiming by 2020 to reduce the dropout rate to less than 10% while ensuring that 90% of students are prepped to enter college with no need for remedial coursework. Some observers questioned the state's ability to pay for the changes -- as well as the legislature's ability to bring about some of the more controversial aspects of Patrick's plan, such as creating a statewide teacher contract. The Boston Globe

Thursday, June 12, 2008


In Spanish "No Guerra" means No War - But War is NEEDED to make the kind of change that must happen if Education is to have any true value and the institution of school make a contribution to it!

I was not just disappointed, but appalled with the following blog post from Pedro Noguera announcing a call for post NCLB education reforms that some of our of best minds and committed activists are making - BUT where's the honest, far reaching thinking and innovation? Where's the passion, the fire in the belly, the WAR that is needed now more than ever to give our kids the education they need and deserve?

It is sad that the politically correct, half-hearted dribble the these folks, people who are better positioned to impact the shape of what is to come in Education than almost any others, are putting forth (see details to follow below) is such a wimpy excuse for what is truly needed. They have the nerve to call this "A Broader, Bolder Approach to Education" but in reality, if it is realized, the students and teachers in our classrooms will experience it as "A BOREDer, BALDER APPROACH to PUBLIC SCHOOLING"

The crux of the announcement is the notion that Accountability measures are not enough to improve education (REALLY?, have they actually helped at all?) AND that what is needed now is to ensure that students show up at school well fed and nourished emotionally sufficient to learn. I'd ask when have we heard this before?, but the truth of the matter is WHEN HAVEN'T WE HEARD THIS? AND By all means, YES give these kids what they need to be healthy and happy, but NO, what is lacking in our vision of how youngsters will become educated is not this - It's far too simplistic and reveals a self-serving unwillingness to examine the worth of what we are actually doing in our schools. In fact, I assert that the truth is just the opposite. When all kids show up at school emotionally and physically well nourished they will be in far better shape to react against the irrelevant, worthless curriculum that is set before them...and they will do what healthy people do when an institution attempts to force feed them vile tasting, swill... engage in all sorts of life affirming evasive maneuvers!

Here are the details of Mr. Noguera's communication to the education starved people of planet Earth :( to be found @

"A Broader, Bolder Approach to Education

A new task force of national policy experts with diverse religious and political affiliations, in public policy fields including education, social welfare, health, housing, and civil rights today launched a campaign calling for a "Broader, Bolder Approach to Education" to break a decades-long cycle of reform efforts that promised much and have achieved far too little.

Co-chaired by Helen Ladd, a Duke University professor of public policy studies, Tom Payzant, a professor at the Harvard Graduate School of Education, a former Boston schools superintendent and U.S. assistant secretary of education, and myself, the Task Force's framework points to the many flaws in the approach of the current No Child Left Behind (NCLB) law and charges that the nation's education and youth development policy has erred by relying on school improvement alone to raise achievement levels of disadvantaged children.

According to the Task Force, multitudes of children are growing up in circumstances that hinder their educational achievement. Statistics suggest the rhetoric of leaving no child behind has trumped reality. As the Task Force's ads in today's New York Times and Washington Post note, "Some schools have demonstrated unusual effectiveness. But even they cannot, by themselves, close the entire gap between students from different backgrounds in a substantial, consistent and sustainable manner on the full range of academic and non-academic measures by which we judge student success."

The timing of the release of a "Broader, Bolder Approach" comes after months and months of gridlock in Washington tied to the reauthorization of NCLB. The statement signed by more than 60 leaders provides a fresh way of thinking about education and youth development policy for governors, state legislators, and a President and Congress who are now running for election in November.

The signatories to "Bolder Approach" reads like a Who's Who of diverse national leaders from all political and policy spectrums, who have come to agree that the policy embodied in NCLB has failed. The list includes former officials of the current administration, including Susan B. Neuman, who served as Assistant Secretary for Elementary and Secondary Education when NCLB was first enacted; John DiIulio, who was President Bush's first director of faith-based programs; and Dr. Richard Carmona, U.S. Surgeon General until last year. It also includes education, health, and human services officials from the Clinton Administration, such as Marshall Smith, who was Undersecretary of Education; Peter Edelman, who was Assistant Secretary of Health and Human Services, and Dr. Joycelyn Elders, U.S. Surgeon General. Diane Ravitch, who served as Assistant Secretary of Education in the administration of President George H.W. Bush, also signed on to "Bolder Approach."

Although some supporters of NCLB call it a "civil rights law," the signatories include civil rights advocates such as Julian Bond, Chairman of the NAACP; Hugh Price, former President of the National Urban League; John Jackson, President of the Schott Foundation and former Chief Policy Officer at the NAACP; Julianne Malveaux, President of the Bennett College for Women; the noted sociologist William Julius Wilson; Ernie Cortes, director of the Southwest Industrial Areas Foundation; and Karen Lashman, Vice-President for Policy of the Children's Defense Fund.

The list includes well-known conservatives, such as Nobel economist James Heckman and Glenn Loury, a Brown University economist. Also included are progressives such as Linda Darling-Hammond, an education advisor to Democratic presidential candidate Barack Obama; Debbie Meier, founder of the Central Park East schools, and authors John Goodlad and Ted Sizer.
Other notable signatories include Robert Schwartz, the founding president of Achieve, the education reform organization of the nation's governors and leading corporate executives; Milton Goldberg, the executive director of the commission that produced the report, A Nation At Risk in 1983; Richard Kazis, Vice-President of Jobs for the Future, the high school reform organization; and Bella Rosenberg, formerly the assistant to the late Albert Shanker of the AFT. Although many of the signers are known for their concern about the education of urban youth, the Task Force also includes Rachel Tompkins, one of the nation's leading experts in the problems of rural education.

The statement's diverse group of religious leaders include the Rev. Dr. Michael Kinnamon, General Secretary of the National Council of Churches; Richard Mouw, president of the Fuller Theological Seminary, the nation's leading evangelical seminary in Pasadena, California; and Joseph O'Keefe, S.J., Dean of the School of Education at Boston College.

Prominent academic scholars of child development and the economics of education, including James Comer, David Grissmer, Christopher Jencks, Sharon Lynn Kagan, and Jane Waldfogel, are also members of the group, as are urban schools superintendents Rudy Crew (Miami-Dade), Arne Duncan (Chicago), and Beverly Hall (Atlanta).

I stated in our release that, "After six years, it has become clear that No Child Left Behind has not succeeded in improving the quality of education available to America's neediest children. This Task Force is united around the need for a more comprehensive approach to federal policy that specifically responds to the needs of children and schools in low-income areas. Our 'Bold Approach' identifies critical community support systems that can effectively work to narrow the disheartening achievement gap that exists in America.""Schools can't do it alone," said Co-Chair Helen Ladd. "Accountability is a pillar of our education system, but schools need the support of the community - both before children arrive at school and during their school years - for all children to achieve high standards."

"'A Bold Approach' calls for a broader partnership and a sturdier bridge across schools, public health, and social services," said Co-Chair Tom Payzant. "When we ensure our children are provided their most basic needs, then we can work toward the highest of standards applied to all of our students."

"A Broader, Bolder Approach" applies equally to federal, state and local policy and acknowledges the centrality of formal schooling, but also focuses on the importance of high quality early childhood and preschool programs, after-school and summer programs, and programs that develop parents' capacity to support their children's education. Specifically, "A Broader, Bolder Approach to Education" calls for:
1. Continued school improvement efforts. To close achievement gaps, we need to reduce class sizes in early grades for disadvantaged children; attract high-quality teachers in hard-to-staff schools; improve teacher and school leadership training; make college preparatory curriculum accessible to all; and pay special attention to recent immigrants.
2. Developmentally appropriate and high-quality early childhood, pre-school and kindergarten care and education. These programs must not only help low-income children academically, but provide support in developing appropriate social, economic and behavioral skills.
3. Routine pediatric, dental, hearing and vision care for all infants, toddlers and schoolchildren. In particular, full-service school clinics can fill the health gaps created by the absence of primary care physicians in low-income areas, and by poor parents' inability to miss work for children's routine health services.
4. Improving the quality of students' out-of-school time. Low-income students learn rapidly in school, but often lose ground after school and during summers. Policymakers should increase investments in areas such as longer school days, after-school and summer programs, and school-to-work programs with demonstrated track records.
"We are pleased to support the 'Broader, Bolder Approach to Education' campaign..."

Read the full post at its source: