Republicans and immigration reform

The House Republican leadership is trying to sell their colleagues on a series of broad immigration principles, including a path to legal status for those here illegally.

Politico reports that “Speaker John Boehner’s leadership team introduced the principles at their annual policy retreat here. Top Republicans circulated a tightly held one-page memo titled “standards for immigration reform” toward the tail-end of a day that include strategy conversations about Obamacare, the economy and the national debt.

“In the private meeting where the language was introduced, Boehner (R-Ohio) told Republicans that the standards are “as far as we are willing to go.”

“Nancy Pelosi said yesterday that for her caucus, it is a special path to citizenship or nothing,” Boehner said, according to a source in the room. “If Democrats insist on that, then we are not going to get anywhere this year.” Boehner said the standards represent “a fair, principled way for us to solve this issue.” The strategy marks a shift for House Republicans. In 2013, Boehner’s chamber ignored the bipartisan immigration reform bill passed by the Senate. But toward the end of last year and early this year, Boehner, Majority Leader Eric Cantor (R-Va.), Whip Kevin McCarthy (R-Calif.) and Rep. Paul Ryan (R-Wis.) began hashing out this approach to rally Republicans toward reform. “It’s important to act on immigration reform because we’re focused on jobs and economic growth, and this is about jobs and growth,” Boehner said in his pitch in the closed meeting. “Reform is also about our national security. The safety and security of our nation depends on our ability to secure our border, enforce our laws, improve channels for legal entry to the country, and identify who is here illegally.” Continue reading “Republicans and immigration reform”

Not blaming schools

Google the phrase “education crisis” and you’ll be hit with a glut of articles, blog posts and think tank reports claiming the entire American school system is facing an emergency.Much of this agitprop additionally asserts that teachers unions are the primary cause of the alleged problem. Not surprisingly, the fabulists pushing these narratives are often backed by

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anti-public school conservatives and anti-union plutocrats. But a little-noticed study released last week provides yet more confirmation that neither the “education crisis” meme or the “evil teachers’ union” narrative is accurate.

Before looking at that study, consider some of the ways we already know that the dominant storyline about education is, indeed, baseless propaganda.

As I’ve reported before, we know that American public school students from wealthy districts generate some of the best test scores in the world. This proves that the education system’s problems are not universal–the crisis is isolated primarily in the parts of the system that operate in high poverty areas. It also proves that while the structure of the traditional public school system is hardly perfect, it is not the big problem in America’s K-12 education system. If it was the problem, then traditional public schools in rich neighborhoods would not perform as well as they do.

Similarly, we know that many of the high-performing public schools in America’s wealthy locales are unionized.

We also know that one of the best school systems in the world—Finland’s—is fully unionized. These facts prove that teachers’ unions are not the root cause of the education problem, either. After all, if unions were the problem, then unionized public schools in wealthy areas and Finland would be failing, reports In These Times.

“So what is the problem? That brings us to the new study from the Southern Education Foundation. Cross-referencing and education data, researchers found that that a majority of all public school students in one third of America’s states now come from low-income families.   Continue reading “Not blaming schools”

Teaching to the test…and failing

It’s a terrible time for advocates of market-driven reform in public education. images-1For more than a decade, their strategy—which makes teachers’ careers turn on student gains in reading and math tests, and promotes competition through charter schools and vouchers—has been the dominant policy mantra. But now the cracks are showing. That’s a good thing because this isn’t a proven—or even a promising—way to make schools better.

Here’s a litany of recent setbacks: In the latest Los Angeles school board election, a candidate who dared to question the overreliance on test results in evaluating teachers and the unseemly rush to approve charter schools won despite $4 million amassed to defeat him, including $1 million from New York City Mayor Michael Bloomberg and $250,000 from Rupert Murdoch’s News Corp. Former Atlanta superintendent Beverly Hall, feted for boosting her students’ test scores at all costs, has been indicted in a massive cheating scandal. Michelle Rhee, the former Washington D.C. school chief who is the darling of the accountability crowd,faces accusations, based on a memo released by veteran PBS correspondent John Merrow, that she knew about, and did nothing to stop, widespread cheating. In a Washington Post op-ed, Bill Gates, who has spent hundreds of millions of dollars promoting high-stakes, test-driven teacher evaluation, did an about-face and urged a kinder, gentler approach that teachers could embrace. And parents in New York State staged a rebellion, telling their kids not to take a new and untested achievement exam. Continue reading “Teaching to the test…and failing”

Not teaching to the test

Increasingly these days, testing and “data” are them main drivers of so-called “education reform.”

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Once a term for progressive change in education, “reform” now means turning back the clock in many ways. And quantifiable results from standardized assessments now determine everything from a student’s graduation to a teacher’s employment status to the fate of whole schools and entire school systems.

“But across the country, a growing number of parents are exercising their legal right to opt their children out of high-stakes standardized tests, in favor of other assessments (such as portfolios) that are more organically connected to genuine teaching and learning,”reports TruthOut in a bracing essay by Brian Jones, excerpted below:

“Courageous teachers at Garfield High School in Seattle have voted unanimously to refuse to administer the district’s standardized tests this semester.

“’Our teachers have come together and agree that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,’ said Academic Dean and Testing Coordinator Kris McBride yesterday.

“’Students don’t take it seriously. It produces specious results, and wreaks havoc on limited school resources during the weeks and weeks the test is administered.’ Garfield teachers were scheduled to administer the district-wide Measure of Academic Progress (MAP) to ninth graders in the first part of January. It is supposed to measure progress in reading and math, but teachers report it only wastes time and resources.

“’What frustrates me about the MAP test is that the computer labs are monopolized for weeks by the MAP test, making research projects very difficult to assign,’ said history teacher Jesse Hagopian.’This especially hurts students who don’t have a computer at home.’ The teachers also objected to a conflict of interest: when the district purchased the test for $4 million, the superintendent sat on the board of the very company that marketed it. Students are told the test will have no impact on their grades, teachers said, so they tend to hurry through it.

“Yet district officials use the test results to evaluate teachers’ effectiveness. ‘Our teachers feel strongly that this type of evaluative tool is unfair based on the abundance of problems with the exam, the content, and the statistical insignificance of the students’ scores,’ said McBride.”

 

For more, see: http://truth-out.org/news/item/13901-when-teachers-refuse-the-tests