Education Week - January 22, 2014 - (Page 26)
LETTERS to
the EDITOR
Common Core Will Improve
Cooperation, Collaboration
To the Editor:
After seeing the Program for International
Student Assessment, or PISA, scores in "Global
Test Shows U.S. Stagnating" (Dec. 11, 2013), I
was both disheartened and encouraged.
It's disheartening to see a country that at
one time put men on the moon score below the
international average in math and average
in science and reading, as measured by the
2012 PISA. This is especially disheartening
living in Louisiana where our 2013 National
Assessment of Educational Progress results
show that 77 percent of our 4th graders and
76 percent of our 8th graders are unable to
proficiently read at grade level.
On the other hand, it is encouraging to see
that there are states, such as Massachusetts,
that are doing well. Unfortunately, we can't all
live in Massachusetts. But what we can do is
learn from each other.
While the No Child Left Behind Act
encouraged individuality among states, it
resulted in division and isolation between
them. It's time for the United States to be
more "united."
Students are expected to learn cooperatively
and collaboratively; however, our education
system has failed to model this way of
learning. Although U.S. Secretary of Education
Arne Duncan feels that there's much to learn
from other countries, there's also much to
learn from states in our own backyard.
A great lesson I learned from my favorite
movie, "The Wizard of Oz," is that if we look
within ourselves, we'll realize that we've had
the qualities, strengths, and intelligence for
which we've searched all along. Somewhere
along the path, U.S. education has lost its way.
Hopefully, the Common Core State Standards
will serve as our yellow brick road to the
greatness we've always had.
There really is no place like home.
Keisha Dubuclet
Public Engagement Director
Center for Development and Learning
Metairie, La.
Union Official Flags
Chicago Charter Scandals
To the Editor:
In less than a six-month period, Chicago
has been hit with two consecutive charter
network scandals. The first, involving the
United Neighborhood Organization, the
biggest charter operator in Illinois, involved
allegations of financial improprieties and
nepotism. More recently, the decision to
approve two new charter schools run by
Concept Schools Inc. has come under fire
("Changes May Be Coming to Charters in New
York City, Philadelphia," Charters & Choice
blog, edweek.org, Dec. 27, 2013).
One of the hidden culprits in the ongoing
saga of charter malfeasance is the Illinois
State Charter School Commission, an entity
created through a bill signed into law in 2011.
The bill mimics language in model legislation
from the American Legislative Exchange
Council, or ALEC. ALEC is known for promoting
the right-wing legislative objectives of
conservative foundations.
The aggressive dismantling and
deregulation of publicly funded schools
in Chicago is paving the way for future
scandals. The lack of accountability and moral
hazard represented by the rapid expansion
of unaccountable charters has allowed
questionable practices to fester. There is a
growing need to expose these practices and
ensure that tax dollars are being appropriated
for the benefit of students and not political
cronies.
Our city, state, and federal leaders must act
now. They should demand an investigation
of existing charter networks and call for a
moratorium on charter expansion while we
To the Editor:
When it comes to doing what's right in
education, the policies of U.S. Secretary of
Education Arne Duncan seem to be off the
mark.
While we applaud Mr. Duncan for stressing
the importance of analytical thinking and
attempting to have schools address the
skill to think scientifically, we are critical of
his support of a policy that uses children's
test results as a way to demonstrate social
equality-one that lacks empirical support.
The policy ignores the fact that genuine social
inequities emanate from the deleterious effects
of poverty. Time and again, it has been shown
that, as the poverty gap widens, so too does the
decline in standardized test scores for the poor.
Mr. Duncan and his administration are
calling for an increase in the number of new
teachers to replace those who leave early in
their careers. They seem to believe that higher
salaries will entice new professionals into
teaching.
This proposed policy avoids the core factor
for teacher attrition. Salary is unmistakably
not the main reason teachers leave since most,
admirably so, commit to the profession to
make a positive difference in children's lives.
Rather, we would argue that teacher burnout
and eventual attrition are due to the punitive
audit culture instituted by federal and
state agencies that seem to have a perverse
obsession with teacher accountability.
Accountability is indeed critical for
sort out the costs and benefits of charters'
unencumbered proliferation.
Less than a year after massive school
closings and record school budget cuts in
Chicago we can ill afford to expand charters at
the expense of our neighborhood schools.
Jackson Potter
Staff Coordinator
Chicago Teachers Union
Chicago, Ill.
Punitive Culture, Not Money,
Fueling Teacher Attrition
the success of any system. However,
accountability methodology has to be
rational and scientific. Just as doctors are
not rightfully accountable for patients not
taking a prescribed medication, scapegoating
teachers for poor student performance is
devoid of any wisdom. A teacher can be as
good as one can be, but if the student does
not study and perform on the tests, that
teacher should not be held responsible.
The implementation of punitive assessment
measures cannot eliminate the disparity
between the potential benefits that prosperity
offers students and the lack of opportunity
provided by deprivation.
Clearly, Mr. Duncan and his administration
need to separate the issues of student learning
and teacher effectiveness and develop
independent policies for both of these domains.
Stephen J. Farenga
Professor of Science Education
Queens College
City University of New York
Flushing, N.Y.
Daniel Ness
Professor of Human Development and Learning
and Earth and Marine Sciences
Dowling College
Oakdale, N.Y.
Vishal Shah
Associate Professor of Biology
Dowling College
Oakdale, N.Y.
COMMENTARY POLICY
Education Week takes no editorial positions,
but publishes opinion essays and letters
from outside contributors in its Commentary
section.
For information about submitting an essay or
letter for review, visit
www.edweek.org/go/guidelines.
WHAT DO
YOU THINK?
Is Small Beautiful?
New York's tiny high schools lift kids,
harden segregation
CONTINUED FROM PAGE 25
charter high school-will continue to produce
wide disparities, a quarter-century of research
shows.
One possible solution comes from Cambridge,
Write a letter
to the editor!
Send to:
ewletter@epe.org
LETTERS SHOULD BE AS BRIEF AS POSSIBLE,
WITH A MAXIMUM LENGTH OF 300 WORDS.
Mass., which requires that all parents bid for
favored high schools. The small city, however,
balances individual student placements
against the common good, as
the school board actively considers
each school's enrollment along
lines of race and class. This
also ensures that the fulcrum
balancing the private
versus civic aims of education is
weighed in the public square, not
hidden behind market choices.
Mayor de Blasio in New York could
expand the city's Educational Options Program,
or Ed. Opt., which diversifies student
enrollment in large high schools, mixing young
people with varying middle school records.
"Our students of color do better because
they see more diverse faces and highly motivated
students," said Ed Rubinchuk, who
runs the revered science Ed. Opt. at Brook-
26 | EDUCATION WEEK | January 22, 2014 | www.edweek.org/go/commentary
lyn's Lincoln High School.
The number of schools or programs that sift
applicants through tightly woven screens has
climbed by 34 percent since 2005 to 390 in
total, as shown by Mr. Corcoran, a professor at
New York University. In contrast, Ed. Opt. programs,
which purposefully integrate schools,
shrank in number by a fourth, to just 190 offerings.
The first pick among half of all white 8th
graders in the city is a school with competitive
admissions.
We can also learn from Boston and Los Angeles,
where superintendents continue to
expand seats in mission-driven magnet
schools, along with small pilot schools,
where principals control their budgets
and can fire mediocre teachers
thanks to flexible labor
contracts. This balances the
vitality of market competition,
while nudging greater
integration of students under
one roof.
Small schools let loose in unfettered
markets reveal the benefits of
less bureaucracy, emboldened principals,
and close-knit ties among students and
teachers. But markets also favor proximity
and familiarity over new possibilities for poor
families. This leads civic leaders to ignore the
soft segregation that results when deepening
inequality seems to grow simply from parents'
own choices. n
midwi/iStockphoto
http://www.edweek.org
http://www.edweek.org/go/guidelines
http://www.edweek.org/go/commentary
Table of Contents for the Digital Edition of Education Week - January 22, 2014
Education Week - January 22, 2014
50 Years Later, Verdicts Are Mixed On the Nation’s War on Poverty
A K-12 Titan in Congress to Move On
Fla. Pushes Longer Day With More Reading In Struggling Schools
Personal Danger of Data Breaches Prompts Action
Contents
News in Brief
Report Roundup
Funds to End For Little Rock Desegregation
Union, District Clash in Pittsburgh Over Teacher Evaluation
Revised GED Ushers in New Era With More Testing Competition
In Five States, Districts Bail Out on Race to the Top Grants
K-12 Publishing, Ed-Tech Markets Experiencing Rising Revenues
Blogs of the Week
Still Segregated After 50 Years: A Visit To Cincinnati’s West End
Among States, Spending Gaps Have Widened
Spending Plan Aims to Relieve Some K-12 ‘Sequester’ Pain
Calif. Transgender Law Takes Effect In Schools, Amid Efforts to Repeal It
State of the States
Wash. Governor Pledges School Aid Boost
BRUCE FULLER: Is Small Beautiful? New York’s tiny high schools lift kids, harden segregation
RUFINA HERNÁNDEZ: A Common Cause for the Common Core
JEFFREY D. WILHELM & MICHAEL W. SMITH: Don’t Underestimate the Power of Pleasure Reading
Letters
TopSchoolJobs Recruitment Marketplace
XU ZHAO, HELEN HASTE, & ROBERT L. SELMAN: Questionable Lessons From China’s Recent History of Education Reform
Education Week - January 22, 2014
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