"The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves." -- John Adams

"No money shall be drawn from the treasury, for the benefit of any religious or theological institution." -- Indiana Constitution Article 1, Section 6.

"...no man shall be compelled to frequent or support any religious worship, place, or ministry whatsoever, nor shall be enforced, restrained, molested, or burthened in his body or goods, nor shall otherwise suffer on account of his religious opinions or belief; but that all men shall be free to profess, and by argument to maintain, their opinion in matters of religion, and that the same shall in no wise diminish enlarge, or affect their civil capacities." – Thomas Jefferson

Saturday, October 27, 2012

Insanity is...

P.L. Thomas, at Schools Matter, has posted an "Insanity Chart" of "No Excuses" Reform. It compares public education problems with the solutions from the "No Excuses" reformers. The chart is sadly ironic.

Public School Problem
“No Excuses” Reform
Poor, Latino/Black, special needs, and ELL students assigned disproportionately inexperienced and un-/under-certified teachers
Assign poor, Latino/Black, special needs, and ELL students Teach for America recruits (inexperienced and uncertified)
Public schools increasingly segregated by race and socioeconomic status
Charter schools, segregated by race and socioeconomic status
Three decades of standards-based testing and accountability to close the test-based achievement gap
Common Core State Standards linked to new tests to create a standards-based testing and accountability system
Inequitable school funding that rewards affluent and middle-class schools in affluent and middle-class neighborhoods and ignores or punishes schools in impoverished schools/neighborhood
Drain public school funding for parental choice policies that reinforce stratification found in those parental choices
State government top-down and bureaucratic reform policies that ignore teacher professionalism
Federal government top-down and bureaucratic reform policies that ignore teacher professionalism
Rename high-poverty schools “academy” or “magnet” schools
Close high-poverty public schools and open “no excuses” charters named “hope” or “promise” [see above]
Ignore and trivialize teacher professionalism and autonomy
Erase experienced teachers and replace with inexperienced and uncertified TFA recruits [see above]
Poor, Latino/Black, special needs, and ELL students assigned disproportionately to overcrowded classrooms
Poor, Latino/Black, special needs, and ELL students assigned to teachers rewarded for teaching 40-1 student-teacher ratio classrooms
Poor, Latino/Black, special needs, and ELL students tracked into test-prep classrooms
Poor and Latino/Black students segregated into test-prep charter schools; special needs and ELL students disregarded [left for public schools to address—see column to the left]
Teacher preparation buried under bureaucracy at the expense of content and pedagogy
Teacher preparation rejected at the expense of content and pedagogy
Presidents, secretaries of education, governors, and state superintendents of education misinform and mishandle education
Presidents, secretaries of education, governors, and state superintendents of education [most of whom have no experience as educators] misinform and mishandle education
Fail to acknowledge the status quo of public education (see above): Public schools reflect and perpetuate the inequities of U.S. society
Fail to acknowledge the status quo of public education [see above and the column to the left]: NER reflect and perpetuate the inequities of U.S. society

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Stop the Testing Insanity!


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