It is not a "charter school movement." it is a corporate takeover of a public system funded w public dollars to serve every child equitably. It is a money and power grab that is leaving children behind. Why not just be open and honest about it?
Clancy - I am disappointed, again, that in spite of what I consider to be journalistic responsibility to at least attempt to report the facts, you have instead taken the easy way out an neglected to do any research OR to respond to research given to you. There is virtually nothing in your "opinion" here that is accurate.
Pearson's Response to PARCC's ITN (Invitation To Negotiate) for PARCC item development. Feb. 2012, clearly outlines in 1045 pages the co-design participation of PARCC in its assessment development most notably referencing the Model Content Framework developed/provided by PARCC. John White persists in claiming that PARCC is not a "vendor" when in fact, PARCC controls the assessment with its name from design specifications to final item approval.
The PARCC assessment is clearly a collaborative effort between PARCC leaders, Pearson, and subcontractors, with PARCC being the primary design provider with ultimate item approval. PARCC and SBAC were awarded close to $450 million by U.S.ED to lead the design and production of its assessment. To say that U.S.Ed had no participation in the promotion or development of CCSS assessments is patently false. To say that PARCC is not a test provider or "vendor" is misleading. While there has been no evidence yet that PARCC will benefit financially on the back end of assessment sales, it certainly benefited up front via the U.S.ED grant. White's pretending that PARCC members simply have the naming rights to the PARCC assessment is also misleading.
Common Core Standards Copyright:
Once PARCC awarded the CCSS assessment contract to Pearson, Pearson entered into purchase agreements with PARCC states. The recent New Mexico contract linked here clearly shows that this contract and pricing will be offered to all PARCC states and that pricing will be determined by the number of tests those states order in toto. Until John White was pushed into a corner, he never revealed a contract or "purchase order" with Pearson for the PARCC assessments. He evidently tried to avoid that discussion or transparency by adding amendments to a pre-existing contract with Data Recognition Corporation. That proved to be unacceptable and Jindal called a halt and an investigation into that arrangement. The New Mexico contract was clearly the model contract that Pearson would have with all PARCC states via one methodology or another.
Much more "clarity" has been uncovered since Jindal's halt to procurement which I will be glad to provide.
Sarah has some valuable insight and experience to offer as a result of her research and limited interaction with the people of New Orleans, but it's quite different to cover a war with binoculars on from relative safety behind the lines. When a soldier is issued a weapon and dropped on the front lines with no opportunity to "find a peaceful resolution" through rational negotiation with an enemy whose mission is to eliminate the problem by rendering it defenseless, he fights back or raises a white flag.
It cannot be dismissed that most of us fighting for real, meaningful education reform are highly qualified, experienced educators while those pushing for corporate style reform have little or no understanding or experience of the learning process, the developmental needs of children in relation to the confluence of the realities of their lives with the possibilities that the imagination holds forth.
There is of course an ideological divide that cannot be dismissed in it's influence on the intensity of the struggle, it's correlation with a solution, or the disastrous outcome if it is not recognized as a barrier to the health (in fact the survival) of a system of public education that equitably provides a foundation for not only the futures of every child but the future of our communities and society as a whole .
Sarah's piece begins by revealing the elephant in the room - disaster capitalism. I haven't read her book yet, but I hope the elephant receives the attention it deserves as she shares her perspective from behind the lines at a distance. I would also suggest that she spend more time studying the history of people power and resistance movements, why they arose and how, why and what kinds of successes they achieved. The power of money doesn't always overcome the power of thousands of citizens "waving signs." Real defeat comes when those signs are replaced with white flags.
Maybe the next time I run for BESE you will be more inclined to endorse me? It didn't take prophets to foresee the destruction of public education at the hands of Jindal and his "reformees." The revelation was offered up by highly qualified educators throughout the state - but YEH - (or YO) they did not listen therefore they suffer!
OMG - He was not blind, yet he could not see!
Eating crow is not quite like eating alligator, but le cuisine de legislature is the "choice" du jour.
To get a glimpse of just why teachers are upset check out tidbit of information regarding Act 54 - teacher evaluation. http://www.geauxteacher.com/2012/06/public…
I think the actual legislation should be required reading before one has the privilege of writing about it in a public forum!!!
Leslie Jacobs was admittedly part of the then criminally corrupt Orleans Parish School system prior to Katrina? - the same failing system that she and other so-called "reformers" harken back to when objections to the current privatization efforts are voiced. You can't have it both ways.
She is a master of statistical manipulation and misinformation and a master "horse trader" or "used car salesman" when it comes to "selling" our taxpayer owned and democratically run public school system.
The media continues to report the mantra of "transformation" verbatim that she and the Cowen Institute put forth without applying the journalistic integrity or public expectation of accuracy or research. Their money and power in concert with the political will and aspirations of our governor are muzzling the voice of highly qualified, experienced educators throughout the state and the nation who have had enough of the rhetoric and vocabulary of reform as defined by corporate intelligentsia who equate children to "human capital" and breaking rules and regulations set for the education community to "innovation."
The media continues to refer to "the Orleans Parish School System" when it applauds its successes, knowing that the OPSS and the Recovery School District are two different animals. The OPSS under the direction of the Orleans Parish School Board has indeed captured a measure of success as one of the highest performing districts in the state. The Recovery School District, however, is still - after six years - the second lowest performing school district in the state. The illusion of miraculous "progress" is exaggerated by converting test score improvement (albeit an invalid measure of learning) from points to percentages thereby instantly giving the lowest scoring schools the appearance of greater improvement over the highest scoring schools with the same "point" improvement (i.e. 10-20 or ten point improvement = 100% whereas 90-100 or ten point improvement = 10% increase).
Let's open up the discussion and hear the solutions offered by highly trained experienced educators if we really want to improve our public education system rather than sell it to the highest bidders (charters) who come and go taking their money with them and leaving our neediest children struggling to adjust again and again.
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