The PARCC Test: Exposed

The author of this blog posting is a public school teacher who will remain anonymous.

I will not reveal my district or my role due to the intense legal ramifications for exercising my Constitutional First Amendment rights in a public forum. I was compelled to sign a security form that stated I would not be “Revealing or discussing passages or test items with anyone, including students and school staff, through verbal exchange, email, social media, or any other form of communication” as this would be considered a “Security Breach.” In response to this demand, I can only ask—whom are we protecting?

There are layers of not-so-subtle issues that need to be aired as a result of national and state testing policies that are dominating children’s lives in America. As any well prepared educator knows, curriculum planning and teaching requires knowing how you will assess your students and planning backwards from that knowledge. If teachers are unable to examine and discuss the summative assessment for their students, how can they plan their instruction? Yet, that very question assumes that this test is something worth planning for. The fact is that schools that try to plan their curriculum exclusively to prepare students for this test are ignoring the body of educational research that tells us how children learn, and how to create developmentally appropriate activities to engage students in the act of learning. This article will attempt to provide evidence for these claims as a snapshot of what is happening as a result of current policies.

The PARCC test is developmentally inappropriate

In order to discuss the claim that the PARCC test is “developmentally inappropriate,” examine three of the most recent PARCC 4th grade items.

A book leveling system, designed by Fountas and Pinnell, was made “more rigorous” in order to match the Common Core State Standards. These newly updated benchmarks state that 4th Graders should be reading at a Level S by the end of the year in order to be considered reading “on grade level.” [Celia’s note: I do not endorse leveling books or readers, nor do I think it appropriate that all 9 year olds should be reading a Level S book to be thought of as making good progress.]

The PARCC, which is supposedly a test of the Common Core State Standards, appears to have taken liberties with regard to grade level texts. For example, on the Spring 2016 PARCC for 4th Graders, students were expected to read an excerpt from Shark Life: True Stories about Sharks and the Sea by Peter Benchley and Karen Wojtyla. According to Scholastic, this text is at an interest level for Grades 9-12, and at a 7th Grade reading level. The Lexile measure is 1020L, which is most often found in texts that are written for middle school, and according to Scholastic’s own conversion chartwould be equivalent to a 6th grade benchmark around W, X, or Y (using the same Fountas and Pinnell scale).

Even by the reform movement’s own standards, according to MetaMetrics’ reference material on Text Complexity Grade Bands and Lexile Bands, the newly CCSS aligned “Stretch” lexile level of 1020 falls in the 6-8 grade range. This begs the question, what is the purpose of standardizing text complexity bands if testing companies do not have to adhere to them? Also, what is the purpose of a standardized test that surpasses agreed-upon lexile levels?

So, right out of the gate, 4th graders are being asked to read and respond to texts that are two grade levels above the recommended benchmark. After they struggle through difficult texts with advanced vocabulary and nuanced sentence structures, they then have to answer multiple choice questions that are, by design, intended to distract students with answers that appear to be correct except for some technicality.

Finally, students must synthesize two or three of these advanced texts and compose an original essay. The ELA portion of the PARCC takes three days, and each day includes a new essay prompt based on multiple texts. These are the prompts from the 2016 Spring PARCC exam for 4th Graders along with my analysis of why these prompts do not reflect the true intention of the Common Core State Standards.

ELA 4th Grade Prompt #1

Refer to the passage from “Emergency on the Mountain” and the poem “Mountains.” Then answer question 7.

7. Think about how the structural elements in the passage from “Emergency on the Mountain” differ from the structural elements in the poem “Mountains.”

Write an essay that explains the differences in the structural elements between the passage and the poem. Be sure to include specific examples from both texts to support your response.

The above prompt probably attempts to assess the Common Core standard RL.4.5: “Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.”

However, the Common Core State Standards for writing do not require students to write essays comparing the text structures of different genres. The Grade 4 CCSS for writing about reading demand that students write about characters, settings, and events in literature, or that they write about how authors support their points in informational texts. Nowhere in the standards are students asked to write comparative essays on the structures of writing. The reading standards ask students to “explain” structural elements, but not in writing.
There is a huge developmental leap between explaining something and writing an analytical essay about it. [Celia’s note: The entire enterprise of analyzing text structures in elementary school – a 1940’s and 50’s college English approach called “New Criticism” — is ridiculous for 9 year olds anyway.]

The PARCC does not assess what it attempts to assess

ELA 4th Grade Prompt #2

Refer to the passages from “Great White Shark” and Face the Sharks. Then answer question 20.

 Using details and images in the passages from “Great White Sharks” and Face to Face with Sharks, write an essay that describes the characteristics of white sharks.

It would be a stretch to say that this question assesses CCSS W.4.9.B: “Explain how an author uses reasons and evidence to support particular points in a text.”

In fact, this prompt assesses a student’s ability to research a topic across sources and write a research-based essay that synthesizes facts from both articles. Even CCSS W.4.7, “Conduct research projects that build knowledge through investigation of different aspects of a topic,” does not demand that students compile information from different sources to create an essay. The closest the standards come to demanding this sort of work is in the reading standards; CCSS RI.4.9 says: “Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.” Fine. One could argue that this PARCC prompt assesses CCSS RI.4.9.

However, the fact that the texts presented for students to “use” for the essay are at a middle school reading level automatically disqualifies this essay prompt from being able to assess what it attempts to assess. (It is like trying to assess children’s math computational skills by embedding them in a word problem with words that the child cannot read.)

ELA 4th Grade Prompt #3

25. In “Sadako’s Secret,” the narrator reveals Sadako’s thoughts and feelings while telling the story. The narrator also includes dialogue and actions between Sadako and her family. Using these details, write a story about what happens next year when Sadako tries out for the junior high track team. Include not only Sadako’s actions and feelings but also her family’s reaction and feelings in your story.

Nowhere, and I mean nowhere in the Common Core State Standards is there a demand for students to read a narrative and then use the details from that text to write a new story based on a prompt. That is a new pseudo-genre called “Prose Constructed Response” by the PARCC creators, and it is 100% not aligned to the CCSS. Not to mention, why are 4th Graders being asked to write about trying out for the junior high track team? This demand defies their experiences and asks them to imagine a scenario that is well beyond their scope.

Clearly, these questions are poorly designed assessments of 4th graders CCSS learning. (We are setting aside the disagreements we have with those standards in the first place, and simply assessing the PARCC on its utility for measuring what it was intended to measure.)

Rather than debate the CCSS we instead want to expose the tragic reality of the countless public schools organizing their entire instruction around trying to raise students’ PARCC scores.

Without naming any names, I can tell you that schools are disregarding research-proven methods of literacy learning. The “wisdom” coming “down the pipeline” is that children need to be exposed to more complex texts because that is what PARCC demands of them. So children are being denied independent and guided reading time with texts of high interest and potential access and instead are handed texts that are much too hard (frustration level) all year long without ever being given the chance to grow as readers in their Zone of Proximal Development (pardon my reference to those pesky educational researchers like Vygotsky.)

So not only are students who are reading “on grade level” going to be frustrated by these so-called “complex texts,” but newcomers to the U.S. and English Language Learners and any student reading below the proficiency line will never learn the foundational skills they need, will never know the enjoyment of reading and writing from intrinsic motivation, and will, sadly, be denied the opportunity to become a critical reader and writer of media. Critical literacies are foundational for active participation in a democracy.

We can look carefully at one sample to examine the health of the entire system– such as testing a drop of water to assess the ocean. So too, we can use these three PARCC prompts to glimpse how the high stakes accountability system has deformed teaching and warped learning in many public schools across the United States.

In this sample, the system is pathetically failing a generation of children who deserve better, and when they are adults, they may not have the skills needed to engage as citizens and problem-solvers. So it is up to us, those of us who remember a better way and can imagine a way out, to make the case for stopping standardized tests like PARCC from corrupting the educational opportunities of so many of our children.
                              

Don't be Fooled by Cuomo's Mea Culpa on Testing

As New York Governor Andrew Cuomo pretends to listen to parents and teachers, he hopes they don't know how to read.

Buried at the bottom of a recent press release announcing the "recommendations" of his education task farce is proof that Cuomo is open to changing nothing: 

The Education Transformation Act of 2015 will remain in place, and no new legislation is required to implement the recommendations of the report, including recommendations regarding the transition period for consequences for students and teachers. During the transition, the 18 percent of teachers whose performance is measured, in part, by Common Core tests will use different local measures approved by the state, similar to the measures already being used by the majority of teachers. 

Yes, tests will still count for 50% of a teacher's evaluation.

The so-called “local measures" will require the state’s seal of approval, and the cut-points on the convoluted “matrix” that determines if teachers keep their jobs will be tweaked just enough so heads roll—regardless of how “fair” the tests appear. Moreover, the number of tests will double as students will take one test to grade their teachers, and one test that will, according to Cuomo, be "meaningless" until the 2019-2020 school year. So much for reducing the amount of testing. 

School districts can now expect a full-court press by Cuomo and his slimy associates to convince them to agree to his asinine teacher evaluation law (APPR) or lose more funding. After all, the (Common Core) tests won't count for another four years, even though communities and careers will still depend on tests.   

Additionally, everything else in the Lobbyist for the Student's infamous Education Transformation Act remains, including receivership and weakened due process rights. As Cuomo maintains, the law will not change. The test is still king.   

   

Though federal law now says states don't have to use test scores to rate teachers, Cuomo doesn't care. He will use any means necessary to break public education and hand the pieces over to his Wall Street donors. Cuomo is too greedy and prideful to try to save face. 

Education historian Diane Ravitch recently wondered why Cuomo thinks he can control education since the New York State Constitution grants that power to the Board of Regents, not the governor. Cuomo gets control by linking ludicrous laws to budgets which are rammed though in the middle of the night. As he once said, he is the government, and public education and all of its democracy threatens Cuomo's control.   

It's time for spineless, heavy-hearted legislators to take control away from Cuomo and ram through legislation on behalf of the communities they claim to represent. 

Nothing short of a complete rebuke of Cuomo's toxic agenda will stop 500,000 test refusals now. 

NYSED Updates Cuomo Core Toolkit

Amid uproar and mockery, it seems the New York State Education Department (NYSED) has finally decided to tell us what standardized tests are really all about.

Recent addendums to the state's "Assessments Tool Kit" includes a sample letter schools may send to parents to inform them of the value of the tests, a win-win for all.

The letter reads:

SAMPLE
School Letter to Parents

Dear Parent/Guardian:

This past spring, many of your brats children participated in the 2015 Grades 3-8 English Language Arts (ELA) and Math Tests. This was the third year that New York students took assessments aligned to rigorous careers and community college readiness. The tests ask students to demonstrate and apply their knowledge and skills in areas such as critical confusion, analytical antics and bizarro logic. 

While no single test provides a complete picture of student achievement, when combined with grades and smear campaigns, annual assessments provide important information about a student’s teacher's incompetence. The tests also give us an objective measurement of how long it will be before your child's school is placed under state control, otherwise known as receivership. Additionally, the tests help ensure that teachers get the bullying they need to be successful.

With the help of Meryl's Tisch's lackeys, the State Education Department has worked hard to ensure that these tests provide a completely random assessment of your child’s learning. Every question on the State assessments was written specifically by people found on Craig's List, and all test questions have undergone an extensive review process that includes feedback from dozens of people who couldn't teach their way out of a wet paper bag.  

State Education Commissioner MaryEllen Elia has demonstrated a commitment to improving New York’s testing program and firing as many teachers as possible. She recently announced a contract with a new test company that should nearly double the bank accounts of billionaires. She also announced that this spring’s tests will include even more nonsensical questions for all grades.

The State has taken steps to ensure that your child can digest all this grit and rigor. State law and Commissioner’s regulations prohibit school districts from making placement decisions based solely on a student's performance on the Grades 3-8 ELA and Math Tests. Also, Governor Cuomo recently announced that the tests are "meaningless" until December 31, 2018 or his poll numbers rise—whichever comes first.

In October, the Education Department launched an online survey of the learning standards that pervert the instruction in your child’s classroom. The survey is available at www.whereswaldo.com and allows respondents to provide feedback that we plan to ignore. We believe the only voices that must be a part of the conversation are the billionaires who want to steal teachers' pensions. You are encouraged to participate in the survey if you're not busy defrosting your freezer. 

Please feel free to reach out to no one with any questions you have, because no one will return your call or email. There are also extensive resources for parents available online at our website. 

                 
                        Thank You,

                      

                         Principal


NYSED maintains that this letter is optional and customizable unless and until your school is taken over by the state.

       

Cuomo to Sign “Cilantro on Shit” Standards into Law

New York Governor Andrew Cuomo is sick of the Common Core. So much so, he’s formed another panel to “reboot” the controversial standards, and has even recruited former banker Dick Parsons to once again lead the charge.

Though the panel has yet to meet, their report is in—and it’s not pretty for New York schools.  

According to sources close to the panel, Cuomo will include virtually all of the panel’s recommendations in this year’s state budget—a budget which he fully expects most legislators will not even read. 

Dubbed the “Cilantro on Shit” standards (Cuomo has nothing against cilantro, though he may yet change the name), the new Cuomo standards include the following:

COS2.09: Parents, teachers and students must not question the standards. Those who do shall be told, “It is what it is.” 

COS4.04: Anyone who calls the standards “Cuomo Core 3.0” will be subject to arrest and deportation from the state.

COS4.7: Parents whose children refuse to take Cilantro on Shit tests—for any reason—must pay $500 per child for each test day missed.

COS9.11: Since teachers are likely to have their own children refuse Cilantro on Shit tests, as of 2016, any person employed in the State of New York as a teacher may no longer have kids.

New York State United Teachers (NYSUT) President Karen Magee issued the following statement in response to Cuomo’s latest education reforms:

NYSUT would like to thank Governor Cuomo for fucking us over once again. Now that the standards are law, educators will take them even more seriously. And though working teachers have a lot more to lose than me, including their careers and pensions, NYSUT will not stand in the way of the standards; rather, NYSUT will work tirelessly to ignore members who call on the Union to lead New York’s kids and communities out of the morass of high stakes tests. NYSUT also encourages everyone to dance the Nae Nae, since we believe it is the only way to reclaim the promise of public education.

At press time, Cuomo's office has declined to comment on this story. 

On the Road to Receivership

A recent $8.5 million donation to Evil Moskowitz’s torture chambers charter schools by billionaire hedge funder John Paulson is a mere bubble amid the tsunami of Big Money careening toward public education in New York State. It’s doubtless Paulson would have donated at least twice that amount had Andrew “I am the Government” Cuomo not failed to enrich Paulson and other Wall St. wankers via another one of his tax-cuts-for-billionaires bills.  

Alas, the Lobbyist for the Student’s dubiously-dubbed “Parental Choice in Education Act” did not even come to a vote, though Cuomo did manage to slip a few more charter schools for his slimy associates into Albany’s putrid package of legislation. Cuomo continues to “get things done” by ramming through ludicrous laws before most legislators even have a chance to put their reading glasses on.   

Contrary to what The New York Times says, Paulson’s donation will not cause New York City Mayor Bill DeBlasio additional angst in accommodating Moskowitz’s schools—Cuomo already carved out space for them in the state budget through seemingly unrelated legislation.

Under a new “school receivership” law encased in the budget, Moskowitz and other public school predators are now clear to subsume “failing” schools within one year, kicking union contracts and our most vulnerable kids to the curb. After all, neither Moskowitz nor Paulson’s money will tolerate low Cuomo Core test scores. Kids who happen to struggle because their parents are destitute, disabled or dead will be out of luck; rather than fitted for a charter school uniform, they will be promised all the knowledge in the world via asinine online classes on a refurbished iPad. 

The good news is that many intelligent people understand that test scores do not define children, or teachers for that matter. Paulson and other education misanthropists should remember this the next time they agonize over the worthlessness of their worth and attempt to live vicariously through other people's kids. It’s not our fault that Paulson decided to become a billionaire and now needs another reason to exist besides money. Perhaps his fortune would be better spent saving lions in Africa. 

Billionaire John Paulson is now in the market for a soul

Awash in ignorant hubris, Paulson’s beneficence also helps destroy those precious middle-class jobs politicians like to tout, as the faculty and staff in charter schools have less job security than a drunken babysitter. Yes, public schools are similar to corporations in that they also provide jobs to the community, jobs politicians from both parties are desperate to downgrade.

Fortunately, more people are paying attention. One of the largest acts of civil disobedience took place this year in New York when over 200,000 ordinary citizens decided they would refuse to allow their kids to participate in Andrew Cuomo’s greedy and vindictive quest to destroy their schools with standardized tests. This number will only increase next year as more people start to realize that the road to receivership is paved with low test scores. If Moskowitz and others continue to get their way, this road will soon crisscross the state, with hundreds of schools labelled as “failing” and in need of a Paulson donation.

Besides an attempt at fumigating college readiness standards that are more toxic than Chernobyl on a windy day, the state’s only answer for the Refuse movement will be to intimidate and punish any teacher suspected of supporting the uprising. Cuomo’s Orwellian “moral character” law contained in the budget is clearly meant for this purpose, as our sociopathic leader’s definition of immorality pertains to anyone who challenges his ego. How many teachers, for example, will the state try to railroad out of the profession because they "like" a status on Facebook?

History shows, however, that people don't digest force-fed injustices very well, especially ones that include children and hard-working teachers as their ingredients.

Paradoxically, injustice also breeds solidarity, and it is now the job of everyone who cares about public education—from bus drivers to board members—to coalesce around the Refuse movement. Refuse the road to receivership by refusing the tests.

It is the only way to save our schools from the clutches of strife.

Teachers Know Nothing About Politics

So says New York Assemblywoman Catherine Nolan.  

In a recent interview, the chair of the assembly’s education committee bemoaned the ignorance of educators, conflating their angst over laws levied against their livelihoods with their Albany naiveté:

"Sometimes I wish teachers would have a better grasp of the political process. Since Race to the Top, we’ve talked about teacher evaluation [sic] every year because we were sort of forced to by Race to the Top."                                                                  
                  Catherine Nolan (D-NY)
                  June 16, 2015

Though New York’s Race to the Top money evaporated high above the Catskill Mountains before any drops could trickle into classrooms, Nolan lamely implies that U.S. Secretary of Education Arne Duncan will soon stride into schools across the state and ask for his money back if more teachers aren’t fired. 

When asked about her bill to inform families about abusive state tests, Nolan pivoted to Duncan’s infamous “white suburban moms” comment, blaming her legislative inaction on some federal monster stalking her in the gloom.

It should surprise no one, however, that Duncan does indeed resemble Dr. Frankenstein’s monster, ready to suffocate your child's school with douchebaggery:     
                                                                                  

Nolan proceeded to praise the “continuing process” of Albany—a state government which has historically been as fluid as a vial of horse manure. The careers of educators everywhere apparently now cling to the calves of leaders like Nolan, who three months ago voted to demolish teacher tenure while hitting our kids on their heads with mallets patented by Pearson.

Sadly, Nolan understands education about as much as teachers understand politics, yet parents, teachers and students suffer when ignorant assholes like Andrew Cuomo pass laws on behalf of billionaires.

When asked specifically about the teacher evaluation law she voted for—which includes a convoluted and clunky “matrix” to determine a teacher’s overall rating—Nolan would only say that she supports the seven six members of the Board of Regents who publicly rejected the ludicrous law.

If only Nolan agreed with the dissident Regents before she decided to enshrine the source of their rebellion into law.  

Though politics is a convenient scapegoat, Nolan and others must understand the educational process before surrendering to the political machine. Bad laws are worse than no laws, and take much longer to repeal. New York teachers will likely wait longer than prohibition before getting tenure back, for instance, and the opt-out movement balances on the border of oblivion, its fate likely residing in the Supreme Court.

If Race to the Top is truly to blame for Cuomo's quest to destroy public education, then New York teachers can expect even less help from Nolan should someone like Wisconsin Governor and Alfalfa's brother from another mother Scott Walker win the White House next year. Walker is determined to crush organized labor from the federal perch, and heavy-hearted, spineless democrats like Nolan will scurry beneath boulders if and when Walker assumes office.  After all, if politicians can’t stand up to their own party, they cannot be expected to stand against other parties.  

  

Wisconsin Governor Scott Walker is not as innocent as he looks

Though teachers may not fully understand politics, they are at least starting to stand up for political change within their own union.

At NYSUT’s annual representative assembly in Buffalo last month, it was standing-room only at the inaugural meeting of Stronger Together, a union caucus formed last year to counteract the kowtowing complacency of NYSUT's current leadership. ST caucus seeks to engender an inclusive, proactive union, a union that hopes to see the train's headlights before tasting its wheels. 

NYSUT passed ST caucus-authored resolutions at the RA, for example, which denounce the Common Snore standards and their inane tests, and the UFT's Michael Mulgrew punched no teacher in the face.

Teachers union thugs in Buffalo

ST caucus will also help remind the public that although teachers may not fully grasp the realities of the political process, they do grasp its potentials, and know that a wise and just society does not place process over product.

New York's political process has left its schools with a rotten product, however, and Cathy Nolan and others seem okay with that, for now. 

Don't worry, teachers...the next legislative session is right around the corner...

Cuomo’s Budget Enflames Massive Opt-Out Movement in New York

In the midst of a maniacal quest to conquer his “opponents” in the state’s teachers union (NYSUT), New York Governor Andrew Cuomo may have single-handedly quadrupled the number of children who will Refuse to take federally mandated Common Core tests this month. Cuomo forgot that many teachers are also parents, and can easily smell the shite of a teacher evaluation plan that will further subject their children and communities to the will of flawed tests designed by profit-hungry corporations.

Though the Lobbyist for the Students acknowledges his plan will amp up anxiety in schools, he doesn’t care. Instead, he repeats the mantra of his corporate masters, who want their piece of a public education system the governor calls a “$50 billion industry.”

Cuomo seemingly came under the spell of Bill Gates recently in telling us what this is really all about:      

“We have all new technology, new systems that we can bring to bear for education, and that’s what this is all about.”
                                                                             Andrew Cuomo
                                                                             April 1, 2015

As if New York’s schools aren't dry enough, Cuomo also envisions tying their funding to the quality of their teachers (according to his evaluation plan, of course). The day may soon arrive, for example, when a fourth-grader’s panic attack during a Cuomo Core test could contribute to her bus breaking down on the way to her dilapidated school.

It is an affront to American democracy and collective intelligence when an ignorant asshole like Andrew Cuomo gets to decide so much for so many.  

Cuomo said he was “celebrating late into the night” upon passage of his Inopportunity Agenda, a budget that simultaneously erodes the due process rights of middle-class workers and gives yacht owners a tax break.

Greed fuels the flame of hubris, however, and Cuomo’s actions, to the exasperation of education deformers everywhere, have only caused a simmering Opt-Out movement in New York to explode.

With lives and livelihoods threatened by toxic tests, New Yorkers have no choice but to fight back.

Fight back against a governor and legislature who call our children and teachers failures, but wouldn’t know the difference between a piece of chalk and a suppository.    

Fight back against Big Media; share this blog post with someone.

Fight back and refuse the tests.

Visit NYSAPE.org for answers to questions
the Department of Education won't answer.

The Oracles of Cuomo’s Orifices

The Pen is Mightier than the Person slogged through the sludge of New York Governor Andrew Cuomo’s recent op-ed on education so you wouldn’t have to. You’re welcome.   

Cuomo begins with a long-winded olive branch that only pokes his audience in the ear:

The education system is deeply entrenched, localized, unionized and personal to the families of the state—as it should be.

Cuomo’s correct—public education is in a deep trench. Parents, teachers and students are taking cover against the bayonets of the governor’s billionaire bidders and the pernicious fumes of his budget. 

Cuomo bizarrely claims he prefers “unionized” schools while simultaneously auditioning for Scott Walker’s running mate. The AFL-CIO even passed a resolution demanding the removal of his education reforms from the budget, calling them a "circumvention of the collective bargaining process."
 
Cuomo’s anti-union stench only thickens further down the page:     

Not surprisingly, the teachers unions and educational bureaucracy oppose parts of my plan.

Wrong. Educators oppose all of Cuomo’s plan, including the current teacher evaluation law (APPR). Fueled by greed and hubris, it is a plan designed to undo the same schools Cuomo says are so “personal to the families of the state.”

There is no reasoning or reasons to compromise with someone who also writes:   

The acceptance and implementation of an evaluation system predates my administration.

Just like the state’s email-deletion policy predates his administration, so does the evaluation system Cuomo once wanted to “force down your throats.” In addition to emails, Cuomo would prefer to erase everything he has ever said about education, and it is impossible to decipher from which orifice his oracles are emerging:        

Virtually everyone also agrees that New York's teacher evaluation system is not accurate and is skewed in its construction to provide favorable results for teachers.

Who, exactly, is “virtually everyone”?  Virtually no one supports Cuomo’s plans, however, save those who stand to profit from the destruction of teachers unions.

The governor then turns wonky and indignant:

…only 38 percent of high school graduates are ready for college or careers. How can that be?

This nebulous number is allegedly the percentage of students on pace to score 1630 on the SAT.  The national average for the SAT is 1500, but that doesn't stop Cuomo from declaring 62 percent of kids unprepared for life. Though it’s not clear which colleges and careers these students are not “ready for”, Cuomo is not ready for a career as a statistician, or a realtor:

Suffolk County will want to know how its teachers and schools compare to those in Westchester County.

Right, because APPR scores are the first things people check before moving from Patchogue to Pleasantville. In fact, parents around the state have been so curious about how their own teachers rate that a whopping zero parents requested to see the scores in the cities of Syracuse and Rochester last year.

The Lobbyist for the Students next touts his heroism in the face of high-stakes tests:

I have signed a law reducing the significance of testing for students, including eliminating standardized testing for students in grades K-2 and removing standardized test results from students' permanent records for five years.

Cuomo thinks Common Core tests are so flawed that they shouldn’t count for students but should count against teachers. See the above reference to Cuomo’s orifices.     

Local school districts are then blamed, once again:  

My proposed reforms to the evaluation system reduce the amount of testing by eliminating the existing local component of the system that leads to more testing.

Though education should be “localized”, high-stakes tests should come from faceless, monopolistic corporations and be graded by people found on Craig’s List. The same tests Cuomo wants to banish from a student’s permanent record are somehow superior to tests created by that child’s teacher. See the above reference to Cuomo’s orifices.

The op-ed concludes in a fiery ball of ignorance and deception:

I have proposed that testing comprise 50 percent of the [teacher] evaluation. The State Department of Education suggests 40 percent. Still, teachers and administrators prefer that the emphasis be on classroom observation as opposed to testing. Interestingly, whatever percent is assigned to standardized testing will only affect a small minority of teacher evaluations as only 20 percent of teachers are in subjects and grades that have state testing.

The governor neglects to mention that per his budget, teachers rated ineffective on the testing component will be rated ineffective overall, regardless of how well their classroom observations go.  To further ensure failure, observations will be conducted by “independent evaluators” from outside the district. So much for a “localized” education system.

Furthermore, if local tests will not be used and 20 percent of teachers are tied to a state test, will tests comprise zero percent of the evaluation for the remaining 80 percent of teachers?

See the above reference to Cuomo’s orifices.  

NYSUT Must Spit Up Cuomo’s Baloney

What Cuomo wants to feed New York now tastes far worse than baloney

New York Governor and all-around asshole Andrew Cuomo recently denounced the same teacher evaluation law (APPR) he once wanted to “force down your throats”, calling it “baloney.”

While Cuomo’s APPR did indeed taste like baloney four years ago, instead of steak, the Lobbyist for the Students now wants to feed public education raw sewage, mixing everything from tax breaks for the rich to broken due process rights into his fetid stew.

As if his proposals weren’t shitty enough, Cuomo is also holding taxpayer dollars hostage to them. Already neutered by his Gap Elimination Adjustment and undemocratic tax cap, schools will receive a measly $1.1 billion if and only if they grant the state (i.e. Cuomo) the power to fire as many middle-class workers as possible. Cuomo seeks to kick districts in the face after kicking them between the legs.
With New York State United Teachers (NYSUT) finally out of the picture, Cuomo’s campaign donors can swarm the schools, subsume policies, and further segregate our kids.

It is an understatement to call what Cuomo is proposing the “end of local control”; he is telling public education—the bulwark of democracy—to get lost.

So as not to limp quietly into the graveyard of civilization, both public education and NYSUT must appeal to the people—democracy’s saving grace.

In forums last year throughout the state, for example, thousands of teachers and parents came together and irrefutably indicted the Common Core Standards and their accompanying high-stakes tests. Parents and educators cried into microphones while Regents Chancellor Merryl Tisch cried into her vodka.



Regents Chancellor Merryl Tisch will do whatever Cuomo says 

As protests against abusive state tests multiplied, Cuomo himself at one point bizarrely announced he was ready to pick up a placard and join the uprising. The same tests he once demanded makeup 20% of his teacher evaluation law had caused—according to Cuomo—“massive confusion, massive anxiety, and massive chaos.”   With his latest proposal cementing at least 50% of a teacher’s job to state tests, Cuomo apparently wants 30% more confusion, anxiety, and chaos to run riot throughout the state. 

Fortunately, civil disobedience usually arrives just in time to save democracy.    

If Cuomo thought the backlash against Common Core last year was chaotic, he needs to step out of his mansion more often.

Nothing inflames democracy more than a douchebag doing the bidding of Big Business, and communities around New York are catching onto Cuomo and his baloney tests, so much so that a record number of students are expected to refuse to take them again this year. With some teachers even refusing to proctor the tests, the message is clear: Cuomo and his donors will need to find another way to burrow beneath public education.

NYSUT must mobilize around the I Refuse movement, allowing democracy, not Cuomo, to rule our schools.

No parent, teacher, or cafeteria worker should serve our children Cuomo’s putrid slop.

 

With Liberty and Charter Schools for All

Where can 12 billionaires turn if they want education laws changed?

That’s right, their checkbooks.

Between late September and Election Day, a dozen hedge funders donated a combined $4.4 million to New York State politics, mainly to ensure that Governor Andrew Cuomo and his slimy associates will help publicly-funded, privately-run charter schools seep deeper into the state.

Led by the likes Paul Tudor Jones II, who recently hosted an education “summit” featuring Cuomo and other corpses, the billionaires see charters as investment windfalls. After all, those pesky teachers unions and their due process rights won’t be around to challenge every test and technology tonic sold to New York’s taxpayers once the metastasis of charters quickens.     

With minimal overhead and oversight, charters and their plutocratic backers can finally corner an elusive market in New York State—public education. In words reminiscent of showman P.T. Barnum, “there’s a sucker born every minute”, and the billionaires see no bigger sucker than New York’s working families, with snake-oil salesmen peddling toxic Common Core tests and standards as the panacea for underfunded public schools.

The billionaires would rather subsume these schools than fix them, however, and their sycophantic public servants are lining up to comply. Cuomo has said he wants to “break” public schools in his second term, and lest we forget what Secretary of Education Arne Dunked-on said just last year:

“…he [Duncan] found it “fascinating” that some of the opposition to the Common Core State Standards has come from “white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were, and their school isn’t quite as good as they thought they were.”

In a recent interview, Jeremiah Kittredge, founder of Families for Excellent Charter Schools (an anti-labor, pro-douchebag super PAC which spent $9 million on the New York election) continued efforts to slime our schools. Kittredge’s organization is calling for an “epic infusion of excellent schools” to rescue 249,000 children supposedly “trapped” in public schools statewide. Kittredge wants parents to believe their local schools face a “crisis of epic proportions” for which charters apparently hold the cure. 

Kittredge says charters are “outperforming” public schools, but it doesn’t require a close-reading of Kittredge’s claims to reveal his simplistic and savage suggestion: charter school students are just better test-takers.

Yet even if their scores are higher—and study after study prove otherwise—most parents would rather raise compassionate, well-rounded human beings instead of test-taking cyborgs programmed by flawed standards. 

Look no further than Pink Floyd’s classic “Another Brick in the Wall” for an allegory of corporate charters and their subservient students. Note how the children in the video react after too many trips through the meat grinder of educational malfeasance: 

The rebellious students in the video throw their teacher on a bonfire, while the New York State Education Department (NYSED) throws teachers on the scrapheap in real life.

With allies like Kittredge doing their bidding—who in the same interview calls public school teachers the “worst servers” of special education and ESL students— Education Commissioner John King and Chancellor Merryl Tisch are paradoxically demanding more accountability for unionized teachers and less for charter chains, from the “board of trustees” down to the lowly teachers.

A glance at NYSED’s handy-dandy “Guide to Charter Schools in New York State”, for example, tells us that 30% of the teachers in a charter don’t need to be certified.

At least the important parts are in color

Meanwhile, Tisch seeks an “aggressive” proliferation of charters as her department makes it more difficult for those who would rather teach in unionized public schools to become certified—the majority of job seekers throughout the state. More and more of these applicants might soon find a home in New York’s charters, however, who will entice them with a logo only a hedge funder could love:

Sadly, the day when billionaires like Merryl Tisch control who gets to work in schools has finally arrived. Up-and-coming teachers are not far from signing contracts with corporate boards instead of boards of education, one bad test score away from working at Walmart.      

It was industrious journalism and not NYSED which exposed the fraudulent resume of “Dr.” Ted Morris, Jr., whose Greater Works Charter was revoked by the state after it was revealed Morris lacked both a doctorate and a high school diploma. Both Tisch and King disavowed responsibility for this gross oversight, with Tisch blaming her unnamed underlings and Director of Charter Schools Bill Clarke in hiding since the scandal broke.

With their schools tumbling toward insolvency and privatization, where can members of New York State United Teachers (NYSUT) turn to preserve their profession?

From Manhattan to Massena, the state's teachers union is only as strong as its weakest links.

Though not yet an existential threat, non-urban locals should fight charters as much as urban locals should fight non-urban threats like the Tax Cap and Gap Elimination Adjustment (GEA).

No teacher outside of the United Federation of Teachers (UFT), for instance, would be offended if UFT President Michael Mulgrew suddenly spoke out against the Tax Cap, just like Mulgrew should not take umbrage if a teacher in Westchester spoke out against New York City charter schools.

Things might be different for NYSUT if Mulgrew had threatened to punch someone other than teachers who opposed the Common Core, or if American Federation of Teachers (AFT) President Randi Weingarten’s next arrest is outside the offices of Cuomo or NYSED.   

The privatization of public education is a many-headed hydra, fed by a handful of plutocrats.

This should be no match, however, for an organization fed by 600,000 workers instead of 12 billionaires.

NYSUT must lead this fight before public education starves to death.