NEA tells Duncan to resign

Arne Duncan should resign, said National Education Association delegates at the teachers’ union’s annual convention.

A tipping point for some members was Duncan’s statement last month in support of a California judge’s ruling that struck down tenure and other job protections for the state’s public school teachers. In harsh wording, the judge said such laws harm particularly low-income students by saddling them with bad teachers who are almost impossible to fire.

Even before that, teachers’ unions have clashed with the administration over other issues ranging from its support of charter schools to its push to use student test scores as part of evaluating teachers.

“I always try to stay out of local union politics,” responded Duncan. “I think most teachers do too.”

California judge strikes down tenure, layoff laws


Beatriz Vergara testifies in Vergara v. California

California’s laws on teacher tenure, layoffs and dismissal are unconstitutional, a Los Angeles trial judge has ruled. Low-income and minority students don’t have equal access to competent teachers argued Students Matter, which sued on behalf of nine schoolchildren.

The evidence “shocks the conscience,” wrote Superior Court Judge Rolf M. Treu in the Vergara v. California decision. “There is also no dispute that there are a significant number of grossly ineffective teachers currently active in California classrooms.”

Enforced will be delayed pending an appeal by the lawsuit’s defendants, the state and California’s two major teachers unions.

Plaintiffs alleged that schools serving poor students have more teachers with less seniority, and therefore are more likely to lose teachers during seniority-based layoffs. As a result, those schools suffer from higher turnover and more inexperienced and ineffective teachers.

The suit also challenged the state requirement that school districts make decisions on tenure after a teacher has had about 18 months on the job — thus denying districts adequate time to determine a teacher’s competence.

Moreover, because of cumbersome dismissal procedures, Students Matter said, in 10 years only 91 of California’s teachers, who now number 285,000, have been fired, most for inappropriate conduct. And, the group noted that only 19 were dismissed for unsatisfactory performance.

The unions called the lawsuit a threat to due process, such as the right to a pre-dismissal hearing, and to protections from arbitrary or unfair administrators.

Union spokesman Fred Glass said, “The millionaires behind this case have successfully diverted attention from the real problems of public education.” That’s a reference to Dave Welch, co-founder of a telecom company, who’s the primary founder of Students Matter.

Education Trust hailed the decision. “The decision will force California to address the reality that our most vulnerable students are less likely to have access to effective teachers.”

U.S. Education Secretary Arne Duncan called the decision a mandate for change.

For students in California and every other state, equal opportunities for learning must include the equal opportunity to be taught by a great teacher. The students who brought this lawsuit are, unfortunately, just nine out of millions of young people in America who are disadvantaged by laws, practices and systems that fail to identify and support our best teachers and match them with our neediest students.

He hopes for a “collaborative process” — a deal, not an appeal — to write new laws that “protect students’ rights to equal educational opportunities while providing teachers the support, respect and rewarding careers they deserve.”

Vergara equals victory for kids, writes RiShawn Biddle on Dropout Nation.

6th graders seek pay for field-testing exams

After spending 5 1/2 hours field-testing new Common Core exams, Massachusetts sixth graders want to be paid for their time, reports the Ipswich Chronicle.

Ipswich Middle School teacher Alan Laroche’s A and B period math classes tested the Partnership for Assessment of Readiness for College and Careers exam. Students told Laroche that “PARCC is going to be making money from the test, so they should get paid as guinea pigs for helping them out in creating this test.”

Student Brett Beaulieu wrote a letter requesting $1,628. He calculated that’s minimum-wage compensation for 37 students for 330 minutes of work.

He then went on to figure out how many school supplies that amount could buy: 22 new Big Ideas MATH Common Core Student Edition Green textbooks or 8,689 Dixon Ticonderoga #2 pencils.

“Even better, this could buy our school 175,000 sheets of 8 ½” by 11″ paper, and 270 TI-108 calculators,” Beaulieu wrote.

He gathered over 50 signatures from students, as well as from assistant principal Kathy McMahon, principal David Fabrizio and Laroche.

Beaulieu and Laroche sent the letter to PARCC and to U.S. Education Secretary Arne Duncan, reports Reason’s Hit & Run. “Regardless of ideology, it seems like nobody—not teachers, not parents, not local officials, and certainly not sixth graders—likes being a guinea pig in an expensive national education experiment.”

U.S. math lag: It’s not just other people’s kids

Don’t blame poor kids for U.S. students’ mediocre performance on international math exams, write researchers in Education Next.  When the children of college-educated parents are compared, U.S. students do even worse than our international competitors.

Overall, the U.S. proficiency rate in math (35 percent) places the country at the 27th rank among the 34 OECD countries that participated in the Program for International Student Assessment (PISA). That ranking is somewhat lower for students from advantaged backgrounds (28th) than for those from disadvantaged ones (20th).

Some states — notably Massachusetts — compare well to OECD students, but they represent a small share of the U.S. population.

In Korea, 46 percent of the children of high school dropouts reach proficiency in math compared to 17 percent of U.S. children with poorly educated parents.

The U.S. ranks 30th in teaching the children of “moderately” educated parents. “The math proficiency rate (26%) for this group is again around half the rate enjoyed by Switzerland (57%), Korea (56%), Germany (52%), and the Netherlands (50%).”

Forty-three percent of U.S. children with college-educated parents are proficient in math. That’s lower than the rate for Koreans whose parents didn’t finish high school. “Countries with high proficiency rates among students from better-educated families include Korea (73%), Poland (71%), Japan (68%), Switzerland (65%), Germany (64%) and Canada (57%).”

“The U.S. education system is . . . weak at the bottom, no less weak at the middle, and just as weak with respect to educating the most-advantaged,” the analysis concludes. Or, as Education Secretary Arne Duncan said, our educational shortcomings are “not just the problems of other person’s children.”

Remember Me Sue

In 1961, Sue Duncan opened an after-school tutoring center for African-American children on Chicago’s South Side. She brought her own three children with her, including her son Arne, who now serves runs the Department of Education. She ran the program for 50 years.

Remember Me Sue: The Documentary on Sue Duncan will premiere tonight at 9pm on PBS Chicago (WTTW 11).

Petrilli talks Common Core

Mike Petrilli of Fordham talks about Common Core standards on C-SPAN.

Russo’s favorite line: Petrilli says Education Secretary Arne Duncan has “some sort of Tourette Syndrome” when he mentions Common Core.”

Fordham’s Kathleen Porter-Magee makes the case for Common Core standards on CNN.

Duncan twists truth to hit for-profit colleges

Seventy-two percent of for-profit colleges’ career programs “produce graduates who on average earned less than high school dropouts,” said Education Secretary Arne Duncan at a White House news conference. That earned
two “Pinocchios” for lying from the Washington Post’s fact-checker. Essentially, Duncan compares apples to oranges — with a few lemons thrown in — to make for-profit colleges look bad.

Here’s why career-minded students choose for-profit colleges over much cheaper community colleges.

Duncan angers many, but keeps going

Arne Duncan
Education Secretary Arne Duncan has enraged critics on the right and left, according to a Learning Matters profile tonight on PBS NewsHour. Yet they “seem powerless to stop him.”

Duncan calls for teacher followership

Ed Secretary Arne Duncan’s Teach to Lead initiative is really a call for teacher followership, writes Rick Hess.

. . .  it’s good to see Duncan talking explicitly about the need for teachers to play a leading role in making change happen. Too often, Obama administration officials have seemed to offer teachers banal pats on the head while cheering broad new federal directives.

On the other hand, Duncan went on to blithely tout the administration’s wondrous “series of changes” that’s “raising standards,” changing assessment, and creating new systems for the “support and evaluation of educators.” . . .

Indeed, his call for teacher leadership looked like a call for teachers to help promote the Obama agenda — to shill for the Common Core, celebrate new teacher evaluation systems, and be excited that the feds are here to help.

Pushing for someone else’s agenda is called “following,” not “leading,” Hess concludes.

Algebra II or welding?

 States are dropping college-prep-for-all requirements  in a school standards rebellion, writes Stephanie Simon on Politico

Florida students no longer need chemistry, physics or Algebra II to graduate from high school. Texas just scrapped its Algebra II requirement. And Washington state has dropped its foreign language mandate.

. . . They’re letting teens study welding instead of Spanish, take greenhouse management in place of physics and learn car repair instead of muddling over imaginary numbers.

The college-for-all idea is elitist, say career-tech proponents. With rising college debt and more film studies graduates working as bartenders, there’s growing interest in “middle skill” technical jobs. 

President Obama and Education Secretary Arne Duncan have been talking up vocational education recently, but they want all students to have college-level skills, writes Simon. “Especially worrisome” is “the risk that low-income and minority students, as well as children with disabilities, could be pushed into the vocational tracks.”

New Mexico state Rep. Mimi Stewart, a Democrat, has introduced a bill to drop the Algebra II graduation requirement. “We are supposed to be doing college and career readiness, not college and college readiness,” Stewart said.

Indiana State Rep. Wendy McNamara, a Republican, wants to design a vocational diploma with input from local employers.

College prep has crowded out vocational options, argue The Jobs for Texas Coalition. “For 20 years, we’ve been ratcheting up the rigor required to get out of high school, and we started to see unintended consequences,” said Mike Meroney, a spokesman for the coalition.

Letting kids opt out of college prep doesn’t mean they’ll spend a lifetime flipping burgers, Meroney said. The U.S. Bureau of Labor Statistics lists two dozen fast-growing occupations that don’t require higher education and pay $35,000 to $55,000 a year, including heavy equipment operator and car mechanic. “What is the real purpose of education if not to prepare your students for jobs?” Meroney said. “Seriously. That’s what we keep asking.”

While Texas has dropped the Algebra II requirement, Minnesota and Connecticut are phasing in Algebra II mandates, writes Simon. 

New York set new college-ready benchmarks, but won’t expect graduates to be college ready till 2022. Louisiana is aiming for 2025.