Thursday, March 22, 2018
Monday, March 19, 2018
‘Where is Mark Zuckerberg?’ Reporter nails Facebook for data ‘scandal’ that helped deliver Trump and Brexit
‘Where is Mark Zuckerberg?’ Reporter nails Facebook for data ‘scandal’ that helped deliver Trump and Brexit: British journalist Carol Cadwalladr has been sounding the alarm on Facebook and Cambridge Analytica for more than a year, and her investigative work helped reveal a massive data breach exploited by the Trump campaign. The company was founded on a Facebook data breach that exposed personal information belonging to about 50 million users, although the social media giant denied the incident until a whistleblower told his story. “They knew about the data breach two years …
Sunday, March 18, 2018
March 18, 2018
I realize this is a very long post and not all that readable. I will try and break it down further in the near future, but for now consider it a work in progress; a way for me to gather a lot of divergent ideas, spheres of influence, and money trails in one place. The graphic above is my attempt to trace what is happening with Out of School Time learning where I live; how it relates to impact investing; how they are building the data infrastructure around it; and how that data will advance social impact investing in Philadelphia, a city of deep poverty. I am including selections from the map in this piece, but the interactive version can be accessed here.
I expect pressure for these flexibility measures will ramp up if elected officials manage to pass enabling legislation for Education Savings Accounts. While many education activists have framed ESAs as vouchers, they are actually considerably more dangerous. Instead of a single lump sum tuition payment, ESAs would allow payments to be made to multiple providers. This type of system aligns with the “credit-flex” model, one in which cyber-education providers and Out of School Time programs could offer a range of standards-aligned instructional opportunities. When Betsy DeVos spoke about funding students, not schools or districts in her recent interview for 60 Minutes, THAT is what she had in mind.
It seems clear that Pennsylvania and Philadelphia are moving steadily towards a Pay for Success model of education finance. When I asked about it at the Philly OST meeting, Mr. Tucker seemed to blanch and after recovering from the shock of someone raising this issue said somewhat hesitantly, “Not yet.” The laudable goal of literacy is being used to advance a program of informal, out of school time learning and digital instruction that will deliver impact metrics at the expense of authentic education that is developmentally appropriate and acknowledges the humanity and agency of students and teachers. In putting together this enormous map, I am trying to resolve a situation I feel is akin to the blind men and the elephant. Many people involved in this machine see one small part of it. The part they see, might in fact look like it is a good thing. It is only once you step back and grasp the enormity of it that you can properly assess the situation.
Friday, March 16, 2018
“[W]hen teachers aren’t unionized, they’re exploited — and when teachers suffer, so do kids.” — Florina Rodov
This amazing piece by Florina Rodov on Shondaland is a must read. Taking place at one of the seedy charter corporations here in Los Angeles, the story Rodov tells is all too familiar to all of us that are anti-privatization activists. Much of the mistreatment of faculty and students mirrors the accounts in Professor Horn's Work Hard, Be Hard: Journeys Through "No Excuses" Teaching. Hat tip to Leonie Haimson, whose Tweet regarding this essay caught my eye.
An excerpt, but please go and read the whole work:
"But I soon realized there was a gulf between charter school hype and reality. Every day brought shocking and disturbing revelations: high attrition rates of students and teachers, dangerous working conditions, widespread suspensions, harassment of teachers, violations against students with disabilities, nepotism, and fraud. By the end of the school year, I vowed never to step foot in a charter school again, and to fight for the protection of public schools like never before."
Wednesday, March 14, 2018
Armed teacher injures 3 students when he accidentally fires gun during firearm safety lesson: President Donald Trump believes that arming well trained teachers will prevent future school shootings — but a new story out of California shows that armed teachers can create risks of their own. Local news station KSBW reports that Seaside High School teacher Dennis Alexander on Tuesday wounded three of his students when he accidentally fired his gun in class. Police say that Alexander, who also serves as a reserve police officer, was trying to teach …
Monday, March 12, 2018
Humane Education Versus Educational Technology and Pay for Success: My Testimony to Philadelphia City Council
from Wrench in the Gears
March 12, 2018
“In 1976 my third-grade class constructed a geodesic dome reading nook under the guidance of our teacher Mrs. Nevius. Inside, with books and carpet squares and flashlights, a bunch of eight year olds found magic. Wilder Elementary had a librarian who could place the perfect book in the hands of each and every child. We anxiously waited for Mrs. Nevius to take out her bookmark to read the next chapter of The Cay or Island of the Blue Dolphins aloud to us. Those were formative experiences for me. I am now the parent of a Philadelphia student and have witnessed a relentless campaign to steal this magic from our schools. Today, I welcome the opportunity to consider what humane education looks like and how we can support it.
- reduce class sizes
- hire certified reading specialists
- make sure every school has a library with a certified librarian
- shower children with books that are culturally relevant
- build a teaching force that reflects our student body
- choose teacher-led professional development over disruptive consultants
- give children time to think, to discuss, to reflect, to challenge and to question
They may not have libraries, but they do have unique IDs that track their every move online. Children have no idea their data is fed into predictive analytics systems; that their unpaid digital labor creates value for ed-tech investors. There is no guarantee their data will be protected from hacks or leaks. No one can be sure it won’t be used to profile them in ways that limit their future opportunities rather than open doors.
The most powerful companies in the world are cloud-based computing companies that have an interest in pushing education online. Venture capital and philanthropies are helping to facilitate this transformation through social impact investments. In the name of “evidence-based” policy, there is a now a bipartisan push to embrace “innovative” finance schemes that use private money to fund social programs, including pre-k and early literacy.
The “Pay for Success” model requires a lot of data to prove that programs “work.” Not coincidentally, this is what education software systems promise to deliver. Remember the housing market crash of 2008 when bundled mortgages were turned into vehicles for financial speculation? There are powerful global interests who want to do it again using the debt associated with pre-k and literacy program investments. The next “Big Short” could very well be our nation’s education system, gambling not on homes but on children’s lives. Philadelphia’s youth must learn to be independent, creative, courageous thinkers. No software system is going to teach them that. When allocating resources for education, invest in people first. That’s where the magic is. Approach big data with caution. It can be weaponized against children and the common good.”
Sunday, March 11, 2018
Now another embarrassing story is breaking, this time involving KIPP's ongoing efforts to culturally sterilize its students. However, something must have happened on the way to the final brainwashing of KIPP high students in Lynn, MA, for male students are now protesting KIPP's arbitrary decision to ban do-rags.
According to KIPP Lynn's dean students and culture (yes, KIPP has a dean of culture), do-rags are a "direct component of school-to-prison pipeline" and, further, they are "also reflective of some gang culture." If that weren't enough to make any proud teen to don't his do-rag, then there is another consideration that Dean Shauna-Kaye Clarke wants students to remember, too: ". . . they can recede your hairline. That’s not setting you up for success.”
If KIPP were really interested in addressing the "school-to-prison pipeline," the deans of culture at KIPP would be concerned with the hemorrhaging of KIPP students who leave KIPP feeling that they are failures for being unwilling to give up their lives to make KIPP test results look better. KIPP teaches students that those who leave are failures who are unwilling to do what is necessary to succeed. The intense sense of shame that results does feed, we may presume, that school the prison pipeline that Dean Shauna-Kay seems to think can be diverted by ditching the do-rag.
KIPP Lynn kids aren't buying it, and that is the most positive sign I've seen of KIPP's failure so far.
Saturday, March 10, 2018
Will Econsult Solutions be a foot in the door for early childhood “Pay for Success” in Philadelphia?
from Wrench in the Gears
March 9, 2018
My friends at the Alliance for Philadelphia Public Schools have done commendable work researching the slate of candidates initially selected by the nominating panel to be considered for the mayoral-appointed Philadelphia School Board. Reading through their first installment, I noticed that two of the twenty-seven have ties to Econsult Solutions. Suzanne Biemuller is a Senior Policy Advisor and Lee Huang is a Senior Vice President. The name rang a bell, so I decided to do a little more digging.
Wednesday, March 07, 2018
Florida teacher drops N-word in class and tells white girls not to date black boys: ‘They’re not worth it’
Florida teacher drops N-word in class and tells white girls not to date black boys: ‘They’re not worth it’: A Florida middle school teacher has been suspended after students told the administration that he made racist remarks in class last year. Local news station Action News Jax reports that David Swinyar, a teacher at the Kernan Middle School in Jacksonville, has been suspended without pay for ten days after an investigation by the school concluded that he dropped the “n-word” in class and told students that “you should not be dating all these different …
Tuesday, March 06, 2018
Sunday, March 04, 2018
“I love technology. I love it so much that I got my Masters in educational technology through Boise State University in Idaho. Through this program I learned to teach online, gamify my curriculum, personalize learning, use countless technology tools, and promote digital literacy in the classroom.
When I switched to a school district that had one to one technology for my students, I was over the moon! That was until I actually saw it implemented on a large scale. What I saw was not more engaged students, but students clicking through activities without a moment’s notice or even thought. What I found were kids wanting tablets, but not wanting to learn on them; they just wanted to play on the devices.
So I tried to implement activities that would get them really thinking and creating. We made PowToons for our learning. We used educreations to show our thinking. We used Google docs to share writing. Most of what we tried did not enhance learning one bit. Sure, it looked cool and professional, but my students could present a wonderful powerpoint and not even be able to answer questions about what they presented.
In addition, I had to sift through hundreds of different websites, tech tools, and resources to see what would be the best to use in my classroom. I found very little that was better than what I had been using in the classroom before technology. I was disheartened to discover that this was not the silver bullet I thought it was for education. The funny thing is that I thought technology would save me so much time. It really hasn’t, except for a few instances where I don’t have to grade spelling tests; and the apps that I use for spelling do not promote better spellers.
Unless you think I am now anti-technology, I am not. I use technology every day both personally and professionally. I appreciate how it connects me with some of my family far away. I love how I can create products only imagined before, like an iMovie. I love the ease of a word processor and platforms to collaborate and share my writing with others. I also love having my students use the technology for many of the things listed above, but now I know they need so much more than a flashy program for learning. They need me. They need my instruction. They need to discuss face to face with myself and their peers. They need to struggle through problems, with me encouraging them to press on and knowing when to come alongside them and help, but not enable. They need human accountability.
There is a movement in our country to transition students into more digital learning. I could go on about why this is all happening, but others have done that work for me (see Save Maine Schools and Wrench in the Gears). In the end, it will boil down to fewer teachers and more screen time for even our youngest learners. Kids will adapt and learn to click through the system like Pavlovian subjects. We will probably have “experts” claiming increased performance on their very narrow metrics.
What I see in my own school district is not better learning but more behavior. As we push kids beyond what they are capable of understanding, and think that “personalized learning” through technology will be the answer, we are sorely misinformed. Technology has its place in the classroom, but it should never replace what has made education great for hundreds of years-teachers.”
Signed, An Elementary School Teacher in Maine
Saturday, March 03, 2018
Florida public school teacher busted for white nationalist podcast calling for complete elimination of Muslims
It is now the responsibility of the Citrus County School District to act.
Florida public school teacher busted for white nationalist podcast calling for complete elimination of Muslims: According to a report at the Huffpost, a Florida public school teacher has been using an alias to to secretly host a white nationalist podcast and has been bragging about teaching her views in the school where she teaches. The report states that Dayanna Volitich, a 25-year-old social studies teacher at Crystal River Middle School, uses the name “Tiana Dalichov” and preaches white superiority while calling for genocide of Muslims. According to the report, “her …
UPDATE: Teacher with white supremacist podcast removed from Florida classroom: A Florida teacher who hosted a white supremacist podcast in which he bragged about indoctrinating her students has been removed from the classroom pending an investigation, the Miami Herald is reporting. The teacher, Dayanna Voltich, had allegedly used an alias while interviewing leading white nationalists like the notorious “lipstick fascist” Lena Lokteff. “Children is very important,” the podcaster said. “The communists always knew that. They always wanted the minds of the children. That’s the future. …
Friday, March 02, 2018
Wednesday, February 28, 2018
Georgia teacher in custody after reports of gunfire at high school: An armed high school teacher in Georgia barricaded himself alone inside his classroom, then fired a gunshot when the principal tried to force open the door, but no one was seriously injured, police said after the instructor was arrested. The shooting, which unfolded as schools around the country remained on edge from gun violence earlier this month that claimed 17 lives in the neighboring state of Florida, unfolded around lunchtime at Dalton High School, about …
Monday, February 26, 2018
According to KIPP Houston, which now manages 28 schools in the Houston area, the KIPP home office learned in 2017 about Feinberg's sex crimes against a KIPP child in the late 1990s.
. . . sources confirm an investigation was launched into a new allegation of sex assault of a student. Feinberg was reportedly instructed he couldn't be around students or at the school unsupervised.Even though KIPP launched an investigation in the Spring of 2017, the charges remained a close secret until last week, with parents and students, alike, in the dark about the allegations.
The KIPP Foundation also acknowledges (finally) that KIPP was party to a financial payout in 2004 to a KIPP employee, who was a victim, too, of Feinberg's sexual harassment. Punishment for Feinberg? He was suspended for two weeks!
Feinberg's high-dollar lawyer is now quick to point out that the KIPP home office did not offer Feinberg "even the most rudimentary form of due process." Perhaps Feinberg will come to know a tiny bit of how the thousands of fired KIPP teachers feel when they are summarily riffed with no reasons given. At least Feinberg knew something about why he was fired.
We can only hope that Feinberg will take the KIPP home office to court. That is probably the only way we will ever find out the extent of Feinberg's sex offenses. In other words, don't expect to see Mike Feinberg in court.
But I suspect that the KIPP Foundation made sure that Feinberg will be taken care of, that no court action will be taken, and that the KIPP home office will celebrate its decisive action, even if it was 20 years after the fact.
Charter school parents everywhere must wonder how many more privileged pedophiles like Mike Feinberg are lurking in charter schools, which are not subject to public oversight or public accountability for administrative conduct. What price must school children pay so that paternalists and privatizers can achieve their ideological goals and the economic ends?
Saturday, February 24, 2018
Please sign her petition and share it widely everywhere. Thank you.
ASK FAMILY, FRIENDS, ALUMNI TO SIGN: bit.ly/SaveNoHoTo:
LAUSD School Board Members
LAUSD Superintendent, Local District Superintendent
Los Angeles Mayor, City Council Member, Neighborhood Council, CA Senator, CA Assembly Member
School Construction Bond Oversight Committee
LAUSD Charter Division
We strongly oppose the addition of VIP charter school to the campus of North Hollywood High School. LAUSD offering this campus for co-location is unrealistic, short-sighted, and wasteful of public funds.
NOT ENOUGH ROOM
NHHS facilities, which have already been determined outdated and unsafe enough to necessitate a $200+ million construction modernization project, do NOT have appropriate space for 330+ additional students. This would cause innumerable problems with safety, security, traffic, cleanliness, instruction, and much more. Many tiny classrooms were built 100 years ago when classes had 25 students, not 40. Many rooms cannot even fit 40 desks and chairs, so they are used for other purposes.
ESSENTIAL PROGRAMS, NOT “AVAILABLE” SPACES
To give up 14 classrooms to a charter, North Hollywood would need to eliminate or reduce spaces and programs that are at the heart of our students' success, such as: College and Careers Center, computer labs, Parent Center, music room, weight room, workshops needed by Robotics teams, Student Government, Science Olympiad, Cyber Patriots, and other award-winning extracurricular programs.
Because major construction is scheduled to begin at NHHS in 2 years, this charter co-location offer is limited to 1 year, even though the charter application was for 5 years. This causes unnecessary chaos for both North Hollywood HS and the charter, which would need to move again to another co-location campus. Why not choose a long-term campus now?
WASTE OF TAXPAYER FUNDS
Every new charter co-location requires construction work to create separate entrances, offices, technology, infrastructure, possibly disabled access, paid for with school bond funds. At schools slated for major construction, these adjustments would be demolished in 1-2 years and the charter would be re-located to another campus, where new construction would again be required. Why would LAUSD waste limited school bond funds this way?
Please join us in challenging this co-location proposal.
For more info: firstname.lastname@example.org
Friday, February 23, 2018
by Greg Windle and Dale Messacappa
Philadelphia Public School Notebook
The School Reform Commission denied six of seven applications for new charter schools on Thursday, heeding evaluations by the Charter School Office and information from follow-up hearings that raised significant questions about most of them.
Among those rejected were an elementary school in Yorktown proposed by Mastery, the largest charter operator in the city; two schools to be managed by ASPIRA Inc. of Pennsylvania; and a middle school on the Franklin Towne campus in Bridesburg, which already provides grades K-12.
Also rejected were bids from two new operators. The Asociacion Puertorriquenos en Marcha (APM), a community organization that builds affordable housing and runs preschools, wanted to open a K-8 school in North Philadelphia for 702 students. And Hebrew Public, a nonprofit that runs four schools in New York City, sought to operate a dual-language K-8 school in East Falls in which students would learn Hebrew and study the history of Israel.
The one that was approved, a third MaST school in Far Northeast Philadelphia, had significant conditions attached. One condition cut its planned enrollment in half – from 2,600 to 1.300. Another required that the school accept half its students from certain zip codes so that it can attract a more diverse population. And under a third, it must work to provide transportation to kindergarten students, because the District doesn’t provide transportation for them and the expectation is that many students will travel some distance to the school.
With the conditions, the MaST vote was 5-0 in favor.
Click here to read the entire article.
Click here to read the MaST III Charter report from the Alliance for Philadelphia Public Schools
APPS members have an Op Ed in the Philadelphia Inquirer protesting the lack of transparency in Mayoral selecction of a new school Board
Monday, February 19, 2018
Trump rigged Miss Universe pageants to favor countries where he had business interests: report: A new report from the New Yorker’s Jeffrey Toobin alleges that President Donald Trump used to regularly rig Miss Universe pageants to favor women who hailed from countries where he had business interests. Former contestants at the Miss Universe pageant told Toobin that Trump would regularly talk with them about business deals that he did in their countries — and that women whose countries were doing business with Trump would routinely get selected as finalists, …
Fox News host floats idea of 'Department of Education and Security' instead of gun control: Fox News host Brian Kilmeade argued on Monday that the way to prevent school shootings was for the Department of Education to be more like the Transportation and Security Agency (TSA), which is tasked with keeping firearms out of airports. During a discussion about the Parkland school shooting on Fox & Friends, co-host Steve Doocy said that the lesson from the incident was that “unstable people should not have access to guns.” “Something needs to …
Friday, February 16, 2018
Like every other politician who hides behind the Second Amendment to sustain the gun lobby's insistence on marketing war weapons to adolescents, crazy people, and Nazis, Lamar Alexander has blood on his hands, and they get bloodier each time these predictable and avoidable tragedies unfold. The U. S. is the only country on Earth where this kind of legalized and ongoing mayhem occurs, and it's way past time for it to stop.
A change has to happen, and a change will happen this time, I feel. Law enforcement, parents, students, clergy, hunters, target shooters, and even a couple of politicians are going to make this change. It will not be stopped by all the money that the NRA can hand out, and it will happen despite the cowardly scumbags hiding out in their Washington offices tweeting out their thoughts and prayers.
Wednesday, February 14, 2018
by Lisa Haver
The Alliance for Philadelphia Public Schools
February 14, 2018
On February 22, the lame-duck School Reform Commission (SRC) will vote to accept or reject applications from seven charter companies: APM Community Charter School, Franklin Towne Charter Middle School, Mastery Charter Elementary, MaST Community Charter School, Philadelphia Hebrew Charter School, Antonia Pantoja Preparatory Charter School and Eugenio Maria de Hostos Preparatory Charter School. (Pennsylvania Institute Charter School withdrew its application at the hearing; Qor Charter withdrew its application subsequent to the hearing.)
APPS members have read and analyzed the applications, attended the hearings, researched the charter company and its officers, and examined the records of any existing schools the company operates in the district.
Those who scratch the surface of this process begin to realize the depth and breadth of the questions surrounding the funneling of tax dollars into institutions that are not “public” in the sense of serving the common good. Dig further to discover highly paid top administration officials, cozy and complicated financial dealings, far from transparent or open organizational practices, and academics that are rarely superior to public schools.
In defense of a truly public education system that serves the common good as a cornerstone of democracy, APPS continues to delve into the facts and history of charters. Our tax dollars should be spent to improve the quality of education for all of our students and should not be spent on a wasteful, corrupt, two-tiered system made possible by those who benefit from the provisions in what PA Auditor General Anthony De Pasquale has called “the worst charter school law in the country”.
Following are the reports by APPS members along with written testimony submitted to the SRC.
Monday, February 12, 2018
Sunday, February 11, 2018
Here is John Harris Loflin’s latest research. Please read John’s piece and visit his website. Doug Martin
Although this report is about the Charles A. Tindley Accelerated School, it serves as a call for transparency regarding graduation rate figures for all Indiana public schools. It is the hope the analysis will spark diligence on the part of the public to hold school boards and charter boards accountable.
We must especially find ways to make clear what goes on in schools especially before/after “count day” when each public school in the state totals up all of the students attending their schools. The number of students tallied adds up to direct funding for the school. The issue is after count day, certain schools “council out” certain students, suggesting other schools as a better option/”fit.” This helps the numbers/reputation of these certain schools though at the expense of these certain students/families.
Please get back to me with your ideas about what we can do about making our public schools more honest.
John Harris Loflin
Class of 07-08
IDOE # in 12th grade =14
Grad rate # of grads
GED 5.3% 1
SiS 10.5% 2
DO 21.1% 4
Class of 12-13
IDOE # in 12th grade =30
Grad rate # of grads
DO 10.0% 3
Class of 08-09
IDOE # in 12th grade =19
Grad rate # of grads
SiS 40.% 10
Class of 13-14
IDOE # in 12th grade=30
Grad rate # of grads
SiS 6.3% 2
DO 3.1% 1
Class of 09-10
IDOE # in 12th grade =22
Grad rate # of grads
SiS 10.5% 2
DO 10.5% 2
Class of 14-15
IDOE # in 12th grade=32
Grad rate # of grads
SiS 10.7% 3
DO 3.6% 2
Class of 10-11
IDOE # in 12th grade =13
Grad rate # of grads
SiS 18.8% 3
DO 6.3% 1
Class of 15-16
IDOE # in 12th grade=35
Grad rate # of grads
SiS 11.1% 4
DO 0.0% 0
Class of 11-12
IDOE # in 12th grade=18
Grad rate # of grads
SiS 10.5% 2
DO 10.5% 2
Class of 16-17
IDOE # in 12th grade=40
Grad rate # of grads
SiS 2.6% 1
DO 5.3% 2
Does count against a school’s grad rate
Does not count against grad rate
A student leaves a high school and drops out completely and does not enroll at another school
A student is expelled though counted as “Still in School”
The student/family “self-selects” out or is “counseled” out, or is just “pushed” out. The student leaves and then enrolls in another school.
A student/family chooses homeschooling over expulsion