Now that you have a better idea of what’s going on—with facts instead of just opinions—you may want to know who some of the players are behind the privatization movement for public education in the United States.
For instance: the Koch brothers (combined net worth $72 Billion); the Walton Family (combined net worth $103 Billion), the Bill and Melinda Gates ($72 Billion); Bloomberg ($31 Billion); William Ackman, who made his wealth from hedge funds ($1.2 Billion), and Rupert Murdock ($13.4 billion) etc.
The money behind the critics of public education comes from the families and individuals listed in the previous paragraph in addition to other wealthy Americans, who have spent millions of their own money to influence voters and elected representatives regarding the privatization of public education at the state and national level.
The voices of teachers and parents must be louder than the money of billionaires!
On the other side of this issue, millions of teachers have democratically elected union leaders to speak for them, but the billionaires have done all they can—for more than thirty years—to make the teachers’ unions look bad—unions that are funded by monthly member dues.
Teachers Union Exposed.com—evidently a critic of public education—reported that over the last 20 years, the American Federation of Teachers (AFT) has given more than $28 million in campaign contributions [on average, $1.4 million annually]; the National Education Association (NEA) has given almost $31 million [$1.55 million annually].
But Teachers Union Exposed.com doesn’t bother to mention how much the billionaires are spending to privatize public education in the United States. To read about one billionaire’s impact on higher education, I suggest reading “The Gates Effect”.
Bill Gates has spent $5 billion in his attempt to reform public education in the US. The Wall Street Journal says, “The Gates Foundation met the same resistance that other sizeable philanthropic efforts have encountered while trying to transform dysfunctional urban school systems run by powerful labor unions and a top-down government monopoly provider.”
Do you know who owns the Wall Street Journal? Rupert Murdock (who, according to Mother Jones.com, wants to teach your kids (for a profit of course). This may explain why The Wall Street Journal claims that urban public schools are dysfunctional without any valid proof that this is true.
Do you really want Bill Gates—the man behind Microsoft and its endless software updates fixing what should have been fixed long ago—in charge of deciding how our kids learn, or having a multinational corporation [News Corp, the 2nd largest media corporation in the world] in charge of assessing kids’ reading skills?
Another example: Koch Brothers Exposed.com reported that the Koch brothers have donated more than $196 million to dozens of free-market and advocacy organizations. In 2008, the three main Koch family foundations contributed to 34 political and policy organizations, three of which they founded, and several of which they direct.
What about a few of the other billionaires?
In 2010 (not the last twenty years), the Walton family contributed almost $5 million and Bloomberg contributed almost $3 million (outspending the teacher unions by a large margin). (Seattle Post Globe.org)
In other words, what Teachers Union Exposed.com says is that if teacher unions spend some of the money that comes from millions of teachers to defend the interests of the teachers and the public schools—that are not failing—that’s wrong, but it’s okay for billionaires to attack the public schools; claim whatever they want and spend whatever they want.
Without the unions more than 3 million teachers would have no voice and we’d only hear what a few billionaires want us to believe—that our public schools are broken when the facts say this is far from the truth. There are other studies but every study, pro or con, has critics who point out flaws.
In fact, there is no definitive proof that the public schools are broken and there have been no studies to identify how many teachers are incompetent or burned out. What we have are critics of public education—mostly private-sector billionaires—who pay PR people to cherry pick facts while spending millions spreading lies and misinformation while promoting unproven programs and theories.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
If only 17% of the Charter schools performed better than the public schools, what does that mean?
It means that 901 Charter schools outperformed, on average, 98,800 public schools—but at the same time 1,967 Charter schools performed worse than the average public school.
And if 83% of the public schools performed the same or better than Charter schools that means 82,004 public schools did not fail in teaching America’s children.
To have a better understanding of what the studies revealed it may help to know the numbers for Elementary and Secondary Education in the United States.
In 2010–11, there were about 13,600 different public school districts with over 98,800 public schools—including about 5,300 charter schools. In fall 2013, about 50.1 million students attended public elementary and secondary schools. Of these, 35.3 million were in prekindergarten through 8th grade and 14.8 million were in grades 9 through 12.
Today, the public schools employ about 3.3 million full-time-equivalent (FTE) teachers.
In the private sector there are about 30,900 private schools offering kindergarten or higher grades, and an additional 5.2 million students attended these private schools, and a projected 400,000 FTE teachers worked in this education sector. (nces.ed.gov)
Note: The public school districts are nonprofit and are run by democratically elected school boards that are usually made up of concerned parents whose children attend or attended the schools in the same district. Common sense says that these parents, who are in charge, have a vested interest that the schools do the best job possible under the circumstances. Public schools must hire qualified and trained teachers.
A public charter school is a publicly funded school that is typically governed by a group or organization under a legislative contract or charter with the state or jurisdiction. The charter exempts the school from selected state or local rules and regulations. In return for funding and autonomy, the charter school must meet the accountability standards articulated in its charter.
Private sector schools are not run by democratically elected school boards. If these schools are religious, they are run by the religions that own them. If the schools are secular, they are run by the CEO of a corporation or business that is profit based and the CEO answers to no one but the richest stock holders and investors. The only way a CEO usually loses his job is to die, retire or lose money. If the private schools are operated as a non-profit, the manager is usually paid several-hundred-thousand dollars annually and the costs are higher than public schools. Private schools may hire anyone to teach.
You may be surprised to learn that the charter school concept originated with educators who started in the classroom as teachers. Starting in 1974, Albert Shanker (1928 – 1997) and then Ray Budde (1923 – 2005) had the idea for charter schools and helped launch this concept as a way to meet the needs of the most difficult to teach students. Charter schools were not meant to be an option for every student. The concept was an alternative designed to deal with children who were at risk and difficult to teach.
Albert Shanker, who started out as a substitute teacher; then went on to teach math in East Harlem for eight years, became the president of the United Federation of Teachers in 1964. Ray Budde started as a 7th grade English teacher. (Education Evolving.org)
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
The public schools in the United States are often compared to the public schools of other nations but what about comparing them to the charter and private sector schools in the United States?
The forces that want to turn U.S. public education over to the private sector—while obviously fooling many and robbing working middle class Americans to pay the rich—have worked hard for decades to paint the public schools and millions of dedicated, hard-working teachers as failures, but those claims are far from the truth—a truth that is difficult to prove.
The reason for this is because state and federal governments do not monitor the charter or private schools as they do the public schools. Bush’s No Child Left Behind and Obama’s Race to the Top focus on the public schools and ignore the others. For more information on private sector schools not being judged the same as the public schools, I suggest reading Comparing Private and Public School Test Scores from GreatSchools.org.
What’s at stake—more than one trillion annual tax payer dollars that funds public education nationwide. That means every ten years, those tax-payer dollars add up to more than $10 trillion. This money is one of the main reasons for the corporate attack on public schools.
To discover how the charter schools compare to the public schools, Stanford—a private sector university that is one of the top ranked universities in the world—conducted an in-depth study in 2009.
The study found that, on average, charter schools performed about the same or worse than traditional public schools. The Stanford study said that 46% of Charter schools were the same; 37% were worse [which means many public schools were better], but only 17% of the Charter schools were better.
The goal of the study was to examine differences in mean National Assessment of Educational Progress (NAEP) reading and mathematics scores between public and private schools when selected characteristics of students and/or schools were taken into account.
Among the student characteristics considered were gender, race/ethnicity, disability status, and identification as an English language learner. Among the school characteristics considered were school size and location, and composition of the student body and of the teaching staff.
For Catholic and Lutheran schools—for both reading and mathematics—the results were again similar to those based on all private schools.
For Conservative Christian schools, the average adjusted school mean in reading was not significantly different from that of public schools.
In mathematics, the average adjusted school mean for Conservative Christian schools was significantly lower than that of public schools.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
After reading “Reign of Error” by Diane Ravitch with a highlighter and flagging pages with Post-it-Notes, I finished with a question: Why would anyone want to teach in today’s toxic public-school environment? The answer to that question is vital.
If Americans who value our freedoms; the democracy we fought and bled for, as citizens we must have a say in how our public schools operate; teach and treat our children. Every teacher, parent and future parent in America must join forces and fight to keep the public schools from being destroyed by a malignant cancer that President G. W. Bush called “No Child Left Behind” and President Obama calls “Race to the Top”. Both of these Washington D.C. based programs supported by Congress demand that teachers are successful with 100% of the children and nothing else is acceptable.
This means that if a school improves scores—for example—by even 50% from 25 to 75, that school would still be considered a failure and all of its teachers branded as failures. Then those public schools may be closed and turned over to the private-sector where profit driven vampires may be allowed to suck out the profits as if it were the blood of a victim while the law is powerless to do anything.
If you read “Reign of Error”, you will discover this is exactly what happened to public schools in Chicago and New Orleans. In a few of Chicago’s public schools, for instance—that were more successful than the private-sector for profit schools replacing them—even the angry parents of the children who attended those improving public schools couldn’t stop the closures.
You see, “No Child Left Behind” and “Race to the Top” only punishes the public schools for not achieving the impossible goals set by the President and Congress but ignores the private sector schools that are replacing them.
The situation between the public schools and the private sector that’s moving in is similar to having Woody Allen age 77 fighting a 20-year old Mike Tyson at the height of his boxing career, but Allen has to wear gloves and can’t hit below the belt while Tyson is bare fisted and can hit anywhere he wants.
Sad to say, an old former friend of mine was seduced to the dark side—he was influenced by more than thirty years of corporate; private-sector propaganda into believing the public schools were broken and now he sides with the test-students-to-death mentality and blame teachers when 100% of the kids don’t show dramatic improvement with those test scores. This former, old friend firmly believes the only way to educate our children is through private sector, assembly-line, CEO mentality, corporate schooling. He thinks this is “school choice” but once the public schools are closed, there will no choice.
Halfway through reading “Reign of Error”, I sent this former friend I have known for almost sixty years an e-mail urging him to read Ravitch’s book. A few days later he wrote that he visited Amazon; read the 1-star reviews from critics of public education [there were eight when I last looked compared to one-hundred-thirteen 5-star reviews] and that was all he needed to make his mind up—he refused to read the book.
If you know anyone with a closed mind like his and a world view that sees everything through a black-and-white filter, don’t waste your time as I did. Individuals like my old, former friend are a lost cause, but we may still have a chance to save America’s public school before it is too late.
It isn’t as if I wasn’t aware of what was going on in the public school. After all, I successfully taught in the public schools for thirty years alongside many other hardworking teachers, and I have stayed in touch with colleagues and friends who are still in the classroom—they say it’s getting worse and not better. When I talk to them, I hear the stress; the pressure; the depression, and the sense of defeat. It doesn’t matter how great or hard working a teacher might be, they are all painted with the critic’s corporate-funded brush that says we must get rid of incompetent teachers [but not one study had indicated how many teachers in America are incompetent], and to do this we must strip all teachers of job protection; we must get rid of the unions who might fight for a [good] teacher’s rights; we must turn the schools over to corporations and non-profit organizations with highly paid CEOs who will make all the decisions and who have the power to fire teachers and administrators for any reason at any time—all without government oversight and supervision.
After reading “Reign of Error” I now have a complete picture of what has been going on for more than thirty years, and I taught in the public schools through most of that era, but I had no idea it was this bad.
We must fight to stop the special interests that are directed by billionaires and religions driven by idealistic beliefs that stem from racism; libertarianism; conservatism; neo-conservatism; progressive agendas, and fundamentalist Christian beliefs. Thirty years ago these wealthy individuals and organizations were critics of the public schools but they were not working together and the voters defeated them at the ballot box repeatedly.
That all changed starting with President G. W. Bush’s “No Child Left Behind” and then even worse, President Obama’s “Race to the Top”. The critics found another way to achieve their goals; bypassed the voters and bought presidents, members of Congress, governors, mayors, and state legislatures, and to win elections outspent the candidates they couldn’t buy.
Today those groups and individuals in the private sector have a common goal and that goal is to strip democracy from the public schools and turn those schools over to “them” so they can teach the kids any way they want without any rules, oversight or restrictions.
The American people must fight and resist—for example: the Koch brothers; the Walton family and the Gates Foundation—to preserve America’s freedoms from a corporate CEO mentality; an autocratic and dictatorial thought process. How would you like Wal-Mart teaching your kids—a corporation that teaches its lowly paid workers how to apply for welfare/food stamps?
To learn more about the Walton family’s campaign against the public school in America, I suggest reading this post about Education that appeared on Walmart1percent.org.
Do you want America’s schools run by someone like the libertarian Koch brothers; the conservative Walton family; the progressive Gates family, or neoconservative Rupert Murdock who owns and controls Media Corp, the second largest media empire in the world?
Or do you want America’s 13,600 public school districts teaching more than 50-million kids to be managed by democratically elected school boards who answer to parents/voters as they have for more than a hundred years?
Ravitch’s book proves beyond a doubt for any open-minded person that our public schools have been slowly and steadily improving and are not failing, but that there’s still room for improvement. In fact, Ravitch closes her book with several chapters with suggestions to improve the public schools more than they have already improved in the last century. I agree with Ravitch’s recommendations.
When we look at more than a century of progress in the country’s public schools starting in 1900, there is nothing but progress as the high school graduation rate climbed from 3% to reach 90% in 2012.
Be aware that the numbers the critics report are the ones they want you to know—like the on-time graduation rates for 17/18 year olds which is also at its highest point in the history of this country, but they won’t tell you that last fact.
The critics don’t bother to mention that 15% of the 25%, who did not graduate on time, went on to graduate by age 24—most of them within a year.
What this proves is that the public schools are not social promotion factories as critics claim. High schools have minimum standards for high school graduation. Students must take and pass a given list of classes; earn enough credits in addition to passing a competency exam to prove they have the right to earn a high school diploma. And many of the students who did not qualify to graduate on time meet those requirements and graduate a year or more later. That additional 15% adds up to 7.65 million more high school graduates, who didn’t graduate on time but did graduate.
But “No Child Left Behind” and “Race to the Top” demands that every child finishes first and on time—something that has never happened in the history of any country in the world. These two Washington DC programs supported by the critics of public education are impossible to achieve and are nothing more than a bloody path to guaranteed failure.
As I was reading “Reign of Error”, at first I wanted to go into greater detail sharing what I had learned. But there is so much information from mostly primary sources supported by charts and a chapter by chapter detailed index, that there was no way I could do the book justice. All I can suggest is that if you love America; if you are a true patriot who supports the U.S. Constitution and the Bill of Rights, you must read this book with an open mind. But be warned, the politicians that belong to the private-sector critics; billionaires and corporations calling for school reform, will do all they can to discredit this book to achieve their goals. They already achieved that goal with one former, old friend of mine, and I’m sure there are many more closed-minded fools just like him.
Ravitch is not against charter schools that teach at-risk kids. In fact, in “Reign of Error” Ravitch points out that the concept of charter schools came from Albert Shanker, who was the founding father of the charter-school movement, and the president of the American Federation of Teachers from 1974 to 1997 [AFT is one of America’s two largest teacher unions with about 900-thousand members]. However, once the private -sector reformers and vultures arrived, the charter school concept was hijacked and changed. Now, as Ravitch points out in Chapter 16, [the 5,000] charter school run the gamut from excellent to awful and are, on average no more innovative or successful than public schools.
Shanker’s basic concept was that the charter schools would have a charter for a set period of time while still being part of a public school district; would work with the students who were at high risk of failure, and at some point its work would be done.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
In late 1970s and early 80s, I was hired to teach at an intermediate school considered at the time as the most dangerous school in California’s San Gabriel Valley in Los Angeles County. My first year there, before class, teachers teamed up outside the classrooms to search students for razor blades, broken glass, and other weapons.
Our principal was a Korean War veteran and several of the teachers were Korean and Vietnam War veterans. I was one of those teachers. That principal only agreed to lead the school if he could transfer soft teachers out and tougher teachers in. That’s why he hired me. Being soft doesn’t mean a teacher is incompetent. It just means they were not prepared to deal with tough kids like those you will see in the video that accompanies this post.
One year, six teen gangbangers came on campus to invade my classroom so they could kill a rival gangbanger who by the age of twelve had murdered several members of their gang. Fortunately for me, another teacher saw them approaching my classroom and took a bat away from one of them and then chased them off campus.
Most low performing schools in America may be easily compared to the challenges faced by the high school in the previous video, and for twenty-seven of the thirty years I was a teacher the schools where I taught fit a similar profile.
But President Obama’s “Race to the Top”—like its predecessor, Bush’s “No Child Left Behind”—demands that all public schools and their teachers are successful with 100% of all students and to have all students ready for college by age seventeen/eighteen. Fail, according to that federal law, and you have failed the kids and will be punished by, for instance, turning education over to companies like Wal-Mart.
According to Helping Gang Youth.com, there are 24,500 gangs in the U.S. with more than one million members and 90,000 are serving time in prisons. I taught gang kids who spent time in jail as teens. Released from a juvenile prison, those dangerous kids had to return to school where most of them had no interest in education. And each year, I was asked by a member of a teen gang what I would do if the gang jumped me.
In September 2013, The Washington Post reported that “21.8 percent of American children under the age of 18 lived in poverty in 2012, according to new Census Bureau statistics released on Tuesday. …
There are more than 50 million children attending public schools. Therefore one in five lives in poverty and one in fifty belongs to a violent street gang but these kids are not spread evenly across America. Instead, they are concentrated mostly in the big cities like New York and Los Angeles.
“Accordingto this report from the Organization for Economic Cooperation and Development about the 2009 international PISA tests: Socio-economic disadvantage has many facets and cannot be ameliorated by education policy alone, much less in the short term. The educational attainment of parents can only gradually improve, and average family wealth depends on the long-term economic development of a country and on a culture that promotes individual savings. However, even if socio-economic background itself is hard to change, PISA shows that some countries succeed in reducing its impact on learning outcomes.”
I suggest reading the The Washington Post.com piece to learn what’s going on in those other countries that are dealing with this challenge—something the U.S. isn’t doing.
Teen street gangs and poverty are the problem—not failing schools and incompetent teachers. Bush’s “No Child Left Behind” and Obama’s “Race to the Top” offer nothing to solve these problems, but what these two laws did was to punish the public schools and teachers instead.
Hitler and his Nazi’s blamed the Jews for Germany problems after World War I and we all know what happened to the Jews. In China, during Mao’s Cultural Revolution, the schools were turned over to the students; teachers were persecuted by teenage bullies known as China’s Red Guard and some teachers committed suicide. The schools stopped working and a decade later only 20% of Chinese were literate.
How is this different from what America is doing today to its public schools and teachers? It’s time for our government to stop persecuting teachers and start supporting them. Do you really believe Wal-Mart—a company that contributes to poverty in the United States—is going to fix this?
_______________________
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
Until recently I had no idea who Diane Silvers Ravitch was. After all, America has the third largest population [316 million] in the world after China and India, and I have trouble just remembering the names of all my neighbors.
But I was about to discover who Ravitch was. My wife was on the road one morning listening to KQED, and when she got home she told me about this interview on the radio.
I went on-line and found the post and podcast at KQED.org, and read “Diane Ravitch, a former assistant secretary of education, spent years advocating for an overhaul of the American education system. She supported the No Child Left Behind Act, the charter school movement and standardized testing.
“But Ravitch recently—and very publicly—changed her mind. She looked at the data and decided that the kinds of changes she’d supported weren’t working. Now she’s a prominent critic of things like charter schools and school choice and she’s particularly opposed to privatizing schools.”
That’s when I discovered Ravitch wrote a book published in mid-September 2013 by Knopf called “Reign of Error“. After I read the storm of reviews on Amazon [twenty-two 5-star reviews compared to three 1-star reviews] of her book, I ordered a copy
I also Googled Ravitch to learn more about her because after reading the reviews of her work, I discovered someone who knows what’s going on with America’s public education system—and the truth might set America free so the people will support teachers instead of make them scapegoats for dysfunctional families.
For example, what does a teacher do when he or she assigns a thirty-minute reading assignment as homework and only three students out of thirty-four do it and this is what happens all the time? Where are the parents?
Diane Silvers Ravitch is a historian of education, an educational policy analyst, and a research professor at New York University’s Steinhardt School of Culture, Education, and Human Development. Previously, she was a U.S. Assistant Secretary of Education.
I was a teacher for thirty years in the public schools [1975-2005]. The schools where I taught were surrounded by a barrio where violent street gangs ruled the streets, but the schools were an oasis for students where dedicated teachers worked long, hard, frustrating hours—often sixty to one-hundred hours a week—to overcome the poverty, ignorance and violence that surrounded those schools. Just getting kids to do the homework, study and read for fun outside of the classroom was a big challenge.
I’ve been researching this same topic for years and writing about it on this Blog. Are the public schools broken as the critics claim?
The answer is NO!
Today, America’s public schools are better than they have ever been in America’s history, and I have proven it on this Blog. And when I read Ravitch’s book, I’ll probably learn more about the misinformation, deceit and lies that has influenced millions of Americans to blame teachers and the teachers unions for problems they have no control over.
President Abraham Lincoln said it best: “You can fool all the people some of the time, and some of the people all the time, but you cannot fool all the people all the time.”
Maybe the time has finally come for all or most of the American people to stop being fooled about the state of public education in the United States and shift the blame to where it belongs—dysfunctional families that do not value the work it takes to earn an education.
Public teachers in the United States should get the same support that Americans give the troops that are fighting this country’s endless wars, because there is a war being waged in America’s classrooms too.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
His third book is Crazy is Normal, a classroom exposé, a memoir. “Lofthouse presents us with grungy classrooms, kids who don’t want to be in school, and the consequences of growing up in a hardscrabble world. While some parents support his efforts, many sabotage them—and isolated administrators make the work of Lofthouse and his peers even more difficult.” – Bruce Reeves
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
I walked to town this morning to see The Family, a film with Robert De Niro, Michelle Pfeiffer and Tommy Lee Jones.
But this post is not about The Family. It’s about a Contra Costa Times headline I saw halfway to the theater about Bay Area schools suspending suspensions and turning to alternatives in place of suspension.
This issue is not new to me. I taught for thirty years [1975-2005] and for sixteen of those years I taught English, journalism and then reading at Nogales High School in La Puente, California.
At Nogales, we had a place to send kids who refused to cooperate in class and/or who continued to disrupt the learning environment even after being warned several times to stop the unacceptable behavior.
In addition, she wrote: “But teachers at schools elsewhere say taking away the option to suspend creates a disciplinary void and sticks them with rowdy or even dangerous kids in class.”
As a teacher at Nogales, I usually dealt with rowdy or dangerous kids on a daily basis. But I could not suspend even one of my students from school. I could send them to an in-house suspension center that was called BIC—meaning Back in Control or Behavior Improvement Center. I have no idea what BIC meant. I may have asked once but forgot. I like both options, because they are both true.
A certified teacher who was working toward an administrative credential was in charge of BIC at Nogales—most of the time. Nogales had about 100 teachers on staff and there were between 2,300 and 3,000 students [depending on enrollment], and BIC is where we sent the rowdy and dangerous students who refused to cooperate in class.
For example, I send students to BIC almost every day and they were usually the same students. The teacher in charge of BIC once told me that 5% of the students earned 95% of the 20,000 annual referrals to BIC—that would be between 115 to 150 students earning 19,000 of those referrals or 126 – 165 each.
The primary job of a teacher is to teach the subject he or she is responsible for. This job can take 60 to 100 hours a week and that time includes creating lesson plans and correcting student work. When in class, teachers are involved with students and there is seldom any time to sit down and plan or correct. If a teacher teaches five classes for five hours a day for five days, that is twenty-five hours in class. The rest of the sixty to one-hundred hours is mostly spent planning or correcting work.
With an average class load of 34 students or 170 a day in five different classes, it is difficult to impossible to play the role of a therapist-parent replacement who is expected to undo the damage of dysfunctional parents and/or guardians who are responsible for the home environment that caused a rowdy or even dangerous student to become that way in the first place.
A teacher’s job is to teach the subject he or she was hired to teach and to make sure the annual standardized test scores teachers are held accountable for show improvement so the media and critics of public education will have less fuel to criticize the public schools and demonize teachers—something far too common in the United States.
If school suspension is not an option, schools must provide a place on campus where trained professionals deal with overcoming the damage caused at home and in the child’s environment. Most teachers do not have the time to do this.
For students who do not show improvement, he or she should be taken out of the home and sent to a juvenile boot-camp school where he or she lives in military style barracks with teachers and administrators trained to be tough disciplinarians—for example, modeled after a U.S. Marine Corps boot camp that doubles as a school.
Every punishment or stick should come with a reward or carrot. The rowdy and/or dangerous child who earned his or her way into a book camp school instead of a suspension/expulsion from a regular public school must earn his or her way out of the boot-camp school with improved behavior, literacy, math, and writing skills.
And those kids who fall off the proverbial-behavior wagon in the regular classroom get sent back to the book-camp school automatically.
Oh, and I enjoyed watching The Family and can’t understand why the average fan and critic gave this film a SO-SO review as reported on Fandango. I think they missed the point that children and even parents are a product of the environment they grow up in and life is relative to that fact—something that many in America elect to be deaf, dumb and blind to.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
I wrote back to my friend and said what was happening in his/her school district was nothing new. During my thirty years as a classroom teacher—especially after standardized testing became one of the gods of public education in the United States—what I call magic-pill programs like this Synced Solution thing came along and always promised to revolutionize education boosting the school’s standardized test scores.
And from my thirty years of experience, I can tell you that all of the magic pill programs teachers were often forced to use failed miserably—so bad that they often caused test scores to drop instead of increase—and a few years later these costly programs would be replaced by another magic-pill program.
I worked with some excellent principals and vice principals, but I do not have much praise for administrators who worked out of the district office.
In October 2000, The Los Angeles Times ran a piece about Education’s Failed Fads. The lead paragraph says, “Misguided and bumbled attempts to fix schools are nothing new, as education historian Diane Ravitch relates in painful detail in her new book, “Left Back: A Century of Failed School Reforms” (Simon & Schuster, $30). I recommend that you click on the LA Times link and read about all the failed education fads to see what I’m talking about.
It is obvious to me that Synced Solution is another fad that will fail mainly because a majority of the teachers were not allowed to be part of the final decision.
For example, there was the Whole Language Approach to teaching reading in the 1980s and 1990s—that supported the idea that children can and should learn to read text in the same easy, natural way that they learn to understand speech. But in Finland “reading instruction is intense in grades 1 and 2, and is uniformly based on teaching phonemic analysis and phoneme-grapheme conversions. Source: THE GLOBALIZATION OF EDUCATIONAL FADS AND FALLACIES
It was my experience that teacher generated programs worked best the same as many of the programs I developed for the almost six-thousand students that I taught over a thirty-year period. This is what teachers in Finland do and Finland has one of the best school systems in the world.
Reading: Finland was in 3rd place vs. the United States at 17th
Mathematics: Finland was in 6th place vs. the United States at 31st
Science: Finland was in 2nd place vs. the United States at 23rd
Synced Solutions is nothing more than another popular, politically correct fad supported by another elected school board to be implemented by administrators with no job protection in a do-as-your-told-or-else educational environment adding another nail in America’s mediocre public-education system.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
My friend’s e-mail went on: “I feel like teaching has become ALL science-based. Education officials [elected school board members and district level administrators] forget that teaching is 50% of an art-form and 50% science. This curriculum does not allow me time to conduct classroom debates, infuse my curriculum with health science-based activities and articles, and to teach grammar in a systematic way …
“I think the Synced Solution software program would be good for a first-time teacher. New teachers could use the guidance and structure, but I resent it. I think there has to be more flexibility. For example, I think the program should say which standards should be covered on a weekly basis rather than on a daily basis.
“My district wants to script my teaching; also, my district can now see if I am covering the standards using its timeline. We will have unit tests, and there is an area in the software program that we are supposed to check off (checking off the objectives and standards).
“The other teachers and I concurred that this software program will add at least an hour to our teaching day. Instead of technology assisting us, it is making our jobs even more cumbersome. Synced Solution is very cumbersome to navigate.
Teleparent is a program that teachers want and need. Who teaches students? Who makes the most phone calls to parents?
“I would rather have my school bring back TeleParent. I don’t know if you ever had this automated phone program when you were teaching [I didn’t], but we had it for two years, and then my school took it away.
“TeleParent allowed me to contact a group of students having the same negative academic behavior.”
“For example, 20 students forget their textbook. I could just go through my class list on TeleParent and check off the names of students who forgot their textbook. Then, I could check off the reason for the phone call, Forgot textbook. Teleparent would contact my parents in their primary language (Spanish, Mandarin, Tagalog, etc.).
“Also, it would use a different phone number so that my students would not know it was Teleparent; this prevented students from intercepting the corrective phone calls [which some students would do—believe me]. It exponentially increased my number of parent contacts. Negative classroom behaviors changed very quickly. Teleparent could easily raise the test scores for a high school. Every time my colleagues and I want a software program that makes our job easier, the district and/or my school rejects it. We wanted Turnitin.com, but my school refused.
Another valuable tool for teachers that teachers want.
“Turnitin.com is a powerful software program that detects plagiarism in essays and also in research papers. This software program would make my job so much easier. I would not have to hunt on the Internet to locate the research that a student copied into his paper.”
My friend teaches in the Chino Valley Unified School District.
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
Back to my old friend who wrote in his/her email, “Regarding curriculum, I just attended a depressing workshop. The three-day workshop was about the new Common Core Standards (CCS). The first two days of the workshop were good. I learned about why the CCS was developed, and I also learned more about the CCS in the primary grade levels. It’s worthwhile to know what standards your students were exposed to earlier in their educational career.
This is an ad from the company that developed and sells Synced Solution
“However, on the third day of the workshop, I discovered that my district signed up for a software program called Synced Solution. Synced Solution maps out the daily standards for every day of the school year. Then, our teacher grade level teams mapped out the objectives for every day of the school year. Synced Solution represents the first step in lock-step teaching; moreover, my district [meaning elected school board members and district administrators] thinks it represents the Holy Grail of teaching.”
“My colleagues and I still have some control over the short stories we want to cover with our students but not when we teach them. Synced Solution even has us doing a full-day of teaching on the first day of school when I am telling my students where to sit (seating chart), taking my students on a room tour, and having them interview each other. I do class building on the first two-days of school, which this new program does not account for. Also, I cover a lot of grammar in my class, which is mostly absent from this program.”
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran.
His latest novel is the award winning Running with the Enemy. Blamed for a crime he did not commit while serving in Vietnam, his country considers him a traitor. Ethan Card is a loyal U.S. Marine desperate to prove his innocence or he will never go home again.
And the woman he loves and wants to save was trained to kill Americans.
To follow this Blog via E-mail see upper right-hand column and click on “Sign me up!”
Crazy Normal - the Classroom Exposé 