MEDDLING FEDERAL SCHOOL OFFICIAL'S

The Obama administration is quietly abandoning No Child Left Behind by granting states waivers from numerous aspects of the law. For example, six additional states—Arizona, Kansas, Michigan, Mississippi, Oregon, and South Carolina and the District of Columbia, were approved for waivers, bringing the approved total of applicants to 33. And still more are in the works.

Those who abhor NCLB may view its death by waiver as grounds for celebration. But that is overly optimistic. While Arne Duncan and company are quietly dumping some of NCLB's more preposterous requirements well before the law's 2014 drop-dead-date, they are not backing off from their more general stance of officiously telling state and local school people what to do.

Therein lies the problem. Federal school officials are neither wise enough, nor well-informed enough to take this stance. Confined to the Olympian heights of our nation's capital, these politicians and bureaucrats are so far removed from local realities that their persistent meddling provides little but comic relief. Nevertheless, like the party apparatchiks who crafted the former Soviet Union's ridiculously optimistic Five Year Plans, they persist in imposing still more "reforms."

Most of these new impositions will disintegrate into farce in the face of day-to-day realities. But before they do they will distract and dismay thousands of competent educators. The only good this federal tinkering is really likely to accomplish is keeping state school officials too busy to develop "reforms" of their own.

Meanwhile the best government money can buy will persist in allowing, even creating, the social and economic conditions that breed school failure like garbage breeds rats.

For a complimentary copy of a new hard-hitting education journal click here.
lhttp://www.newfoundations.com/NEFpubs/NewEduFdnsv1n1Announce.html

HOME FORECLOSURES AND SCHOOLING FAILURES

A study by Children's Hospital of Philadelphia, using data submitted from 38 medical centers around the country, found that Rising home foreclosures and mortgage delinquencies have contributed to an increase in child abuse.

The Philadelphia Inquirer reports, "Every 1 percent increase in 90-day mortgage delinquencies over a one-year period was associated with a 3 percent increase in children’s hospital admissions for physical abuse and a 5 percent increase in children’s hospital admissions for traumatic brain injuries suspected to be caused by child abuse."

No doubt these same rising home foreclosures and mortgage delinquencies are also linked to an increased number of kids failing to learn in school. But who in power is interested in researching such questions? Instead of facts, educational policy is based on political feel-good fantasies like No Child Left Behind.

Check out http://www.newfoundations.com/PolEdReform/PolEdRef.html for a complimentary copy of a new, hard-hitting education journal.

THE CHARTER SCHOOL GRAVY TRAIN

As the November elections approach, both President Obama and Mitt Romney have jumped aboard the charter school train. They both promise ever more of them. 

Charter schools are already a very big business. More than $12  billion is spent on them annually.  The trouble is a lot of larcenous people are wetting their  beaks in this vast lake of public money. Consider that  there are   about six thousand charter schools in the  United States. Yet a Google search for “charter school fraud” yields an astonishing  2,890,000 hits. “Charter school corruption” triggers another 1,850,000, and “charter  school  scandals” results in 1,060,000 more.

Maybe it will be worth the inevitable increase in fraud and corruption to gain the advantages charter schools offer. But research reveals that consistently superior academic results will not be one of them. Sure,  some  charters get  better results than  some  traditional public schools—at  least  as measured by standardized tests.  But some  tradi tional  public  schools  test  better than  some charter schools  too.  And when we compare overall test  results for both  type  schools, there is no clear-cut winner.10 So whatever advantages the increase in charter schools  offers,  do not count on improved learning being one of them.

What, then, can we count on as charter schools proliferate? Well, if the past is prologue (and in this case it almost certainly is) we can count on a proportional increase in public corruption and cronyism and a brighter future for unemployed relatives of wellpositioned politicians, assorted bunko artists, flim-flam men, confidence tricksters, and  defrocked storefront preachers. 

For more on this in a free download of the New Foundations of Education Journal click here

http://www.newfoundations.com/NEFpubs/NEFv1n1.pdf

NO CHILD LEFT BEHIND: solemn but hardly serious

No Child Left Behind seems to be quietly fading away. Since Congress cannot, or will not, reform this reform, President Obama is killing it off with waivers. Do this and that and we'll let you sidetrack NCLB.

I, for one, am not surprised. I never took NCLB seriously. The very name of the act indicates a preposterous goal. Given the resources available to schools and all the non-school factors that impact educational success, achieving this goal would require altering the whole of American society.

No Child Left Behind indeed. Such a goal is plainly preposterous. How, then, was it arrived at? The late Paul Goodman noted that Americans are solemn about schooling but seldom serious. And there isn't a better example of that than this preposterously ambitious "reform."

Imagine applying a similarly ridiculous goal to something we take seriously — let's say professional baseball. No Team Left Behind. We all know that to be successful in baseball requires a delicate balance of defensive and offensive capabilities. We also know that putting such a balance together requires resources. To get a first-rate pitcher you either need a ton of money or you have to trade a first-rate something else. Trying to get a twenty game winner by trading your utility infielder would get you laughed out of the game. Baseball is serious business.

Politicians dabbling in school reform, on the other hand, settle for merely being solemn. They hatch plans so simplistic it is embarrassing to rebut them. Let's remember some previous solemn "educational reform"goals. For example, that the United States must lead the world in science and mathematics education by the turn of the century? Well here we are twelve years after that due date and nothing of that sort has happened. Instead, the whole imperative was quietly shelved in favor of leaving not one single child behind. Why? Because no one was seriously committed to gaining this preeminence to begin with. It was just political theater.

No Child Left Behind is like that. The enormously complex tasks required to even approach this ridiculously ambitious goal were never even laid out. Worse, the prodigious resources required were not even been brought up for serious discussion.

Is this an exaggeration? Consider that NCLB requires that all teachers be "highly qualified." But actually achieving that goal required major, and expensive, changes that none of these solemn politicians were prepared to back. So, by time of the Obama administration, this solemn goal had turned into a laughable farce as thousands of teacher interns, rank beginners mind you, were placed in that category. Beginners as "highly qualified." What could be less serious?

In the fulness of time NCLB will be gathering dust with all the many other solemn, but not serious, reforms of yesteryear. But because of the disruption it has spawned, this particular bit of political theater will have so disassembled public schooling that, like Humpty Dumpty, we will never be able to put it together again.

For a more detailed consideration see www.newfoundations.com/Clabaugh/CuttingEdge/Serious.html

TEACHER ACCOUNTABILITY PROBLEMS

Teacher "accountability" is the latest thing among politicians of both stripes. Democrat or Republican they both want to insure teachers are held accountable. But held accountable for what?

No doubt teachers should be held accountable for their technical skill, subject matter knowledge, effort, fairness, personal integrity and helpfulness. But holding them accountable for student outcomes as measured by high stakes test results is far more problematic.

That is because teachers typically do not control all, or, in some cases, even most, of the things that influence these test scores. Teachers do not control the effort students put into learning, for instance. Sure, a skilled teacher can increase the motivation of some students and hopefully, as a result, increase their effort. But even the most skillful teacher cannot motivate every student to do his or her best — or even just try. This is especially true if one teaches in a school that serves a community torn apart by violence, unemployment, poverty, drug addiction, dysfunctional families, etc. Even the most skillful teaching cannot reach kids who are sufficiently scared, angry, impoverished, malnourished, high, drunk, neglected, or abused to care about school.

Teachers do not control the general school climate not the amount of backing they get from central administration and the building principal when it comes to maintaining the discipline necessary for learning.Teachers do not control the overall physical condition of the school nor the degree of clerical support they receive. Teachers do not control the amount of time they are required to spend on non-instructional tasks; nor do they control how fairly students with instruction disrupting problems are distributed. Teachers often do not control which teaching materials are chosen nor the fairness with which they are parceled out. Teachers typically do not control the equity of room assignments with some getting stuck in classrooms that are ovens while others are in freezers.

Most important of all, teachers cannot control the quality of parenting kids go home to. Are those parents supportive of the teacher's efforts? That is up to the parent(s.) Do they read to their kids, teach them their letters, numbers and colors when they are young? That is up to the parent? Do they even try to set a good example for their youngsters? That is up to the parent.

O.K., you say, but can't all these things be dealt with by only comparing the results achieved by teachers of the same grade in the same school? No, because no two classes are the same. But what about comparing these teachers over several years? Won't that deal with this problem? No it won't. Suppose, for example, 7th grade teacher A gets an unfair share of students with problems because 7th grade teacher B is friends with the secretary who makes up the class rosters. This favoritism could last for many years. Would it be fair to compare their student test scores? Suppose the school secretary does not like first grade teacher A, but is buddies with first grade teacher B? MIght that not determine who gets supplies and photocopying? Suppose the principal does not give teacher A what she needs because she is old and unattractive, while being overly generous with teacher B because she is the young and hot? These sorts of things can also last for years.

The plain fact is that before we decide to hold teachers accountable, we first have to determine what they can fairly be held accountable for. We also have to consider increasing their control over key variables that influence teaching outcomes. But most of our politicians prefer skipping those sticky steps. They just want to hold these overpaid public servants feet to the fire, hoping all the while that no one carefully considers how fair or wise that might be.

To consider other aspects relating to the evaluation of teachers see http://www.newfoundations.com/EGR/Delegitimating.html

TEACHER JOB SATISFACTION: at all-time low

Years of dumping on teachers, blaming them for outcomes that are beyond their control and throwing them under the bus have taken their toll. Teacher job satisfaction is the lowest it's been since the Reagan years.

The 28th annual MetLife Survey of the American Teacher, found that 44 percent of teachers are "very satisfied" with their jobs. That's down from 59 percent in 2009. The last time job satisfaction dipped this low was in 1989 — which was the final year of Ronald Reagan's teacher-bashing Presidency. Worse still, 29 percent of teachers say they are likely to leave the teaching profession within the next five year. That's up from 17 percent in 2009.

Simpletons compare superior standardized test scores from nations such as Finland with weak kneed American scores and blame the deficit on US teachers. They never bother to compare Finland's superior social environment with that of the US. Nor, more importantly, the stringent requirements for becoming a teacher, Yet when this is done the unhappy comparisons are striking.,

Another reason U.S. teachers leave the profession is that that they often are only casually committed to begin with. The entry price is so low that casually committed candidates make it all the way through. In Finland only the best and brightest are selected for training and then it takes years of graduate study to qualify. Here you're in if you can pee a hole in the snow.

For more on U.S. teacher preparation see www.newfoundations.com/Clabaugh/CuttingEdge/HeyBuddy.html

THE LITTLE RED MADHOUSE: Should Corporal Punishment Be Revived?

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Paradoxically, kids from less 'humane' cultures than ours often long for the relative safety of their homeland. They are more terrorized by the disorder in their inner-city American schools than they were by the threat of corporal punishment in schools back home. 

A teacher recently told me that her elementary ESOL students are uniformly repulsed and frightened by the disorder in their Philadelphia elementary school. One day, when the sound of cursing and fighting grew so loud in the hallway that her ESOL kids could barely hear their teacher, a quiet little girl from Ghana suddenly said, "These kids are just so bad. In my room (meaning her every-day classroom) I cannot learn!" 

She paused, then said longingly, "In Ghana they hit you if you're bad." The ESOL teacher asked, "Did that make Ghanaian kids behave?" "Oh yes," the girl replied, "it wasn't anything like this place!" "Do you think kids in this school would behave if they got hit?" the teacher inquired. "Yes!" the girl replied, momentarily brightening, "Oh yes, I'm sure they would!" Then her smile faded as she realized this was not going to happen.

When we compel children to attend school we incur a non-negotiable obligation to insure that they are safe and that those who want to can learn. This must take precedence over everything including well-intentioned social reclamation efforts, racial pride building, condom distribution, and the thousand and one other non-academic things schools are unwisely charged with doing.

Similarly, teachers must be free of the threats and assaults of disturbed or malevolent youngsters. Likewise, no one should be allowed to destroy their lessons. In short, serious disruption, threats, bullying, extortion, and predation, simply must not be tolerated if schools are to fulfill their function.

To restore order, however, school officials must command meaningful sanctions that tough kids respect. If this can be accomplished without inflicting physical pain on bullies and budding sociopaths, so much the better. But what if resources are inadequate for a more refined approach? Or what if we can't find a more refined approach that works reliably? Should we continue to compel well behaved children to attend unsafe schools where they are bullied unmercifully and denied the opportunity to learn? Should we continue to prate about holding teachers accountable when they are not even safe in their own classrooms?

In the "good old days" if you made other people's lives miserable or learning impossible it cost you a red behind and a one way trip out the door if you persisted. Today, these options have pretty much been ruled out. What has taken their place? Pious sermons, ineffectual detentions, suspensions that the kids view as vacations, forced transfers that spread the chaos, and, more recently, structured efforts to persuade sociopaths not to use the violence that pays off so handsomely for them. All of this is well intentioned. But all too often sneering recipients of these social services continue to lay waste to everyone's safety and learning.

In the best of all possible worlds, pain would never have to be inflicted on anyone for any reason. And a lot can still be done to make schooling more palatable and more effective for a broader range of kids. But the world is far from perfect, school resources are strictly limited and order is necessary for any reforms to take hold. Tough penalties, then, are still required. 

Educators relied on corporal punishment for nearly 6,000 years. Must we now revive what has only recently been set aside? Is there an affordable alternative that tough kids won't laugh at? Perhaps. But in the meantime far too many children — good kids who would dearly love to learn — are compelled to attend mad houses rather than school houses.

For more on this see http://www.newfoundations.com/Clabaugh/CuttingEdge/Singapore.html

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