I thank all of you from around the country for joining my website and blog. Please note that Maryand's Governor O'Malley will probably be a Presidential candidate in 2016 and if you like these corporatization and globalization issues.......vote for him. If not, please spread the word in your neck of the woods NOT TO VOTE FOR O"MALLEY!
I want to end discussion on education for now by looking at the spectrum these corporate Third Way democrats are creating in public education. It truly has nothing to do with being public and everything to do with wealth and corporations. Below you'll see an article about the latest thing being pushed in Third Way/Republican corporate states regarding what is best for poor schools and students....like they need something other than what every other school has. We are seeing the boot camp approach that has students in school for extended hours and elimination of recess and often PE in order to focus exclusively on STEM. I laughed at the interviewee that said the current standard of 7am to 2pm.....basically 6-7 hours in classroom is from an agrarian age. These people are a hoot. We all know that our ability to focus on tasks at hand deteriorate beyond a certain amount of time and that is what drives the suggested hours in the classroom. All the data says that extending hours does nothing and in fact may harm achievement. Also, if this is the 'no-brainer' the interviewee says......why are they not doing it for all schools rather than only underserved schools.
The important piece that was brushed over as dismissive was the fact that teachers are getting lower wages to work these extra hours. These Third Way pols are working to reduce benefits and wages to the point that teachers will be barely technicians.....which is the point as they want classrooms to be online. These extra hours each day in the classroom will come with no extra help and it will necessarily effect quality. Again, you have private donors paying for this and setting the terms rather than having these people paying taxes into the general fund to support public education.
WE WANT CORPORATIONS AND THE RICH PAYING TAXES INTO THE GENERAL FUNDS....NOT 'GIFTING' THEIR OWN PERSONAL POLICY!!!!!!!
Having after-school programs for students is a fine format that brings in community groups and frees the teachers of direct responsibility. Why would you change that. I already hear underserved parents decry the schedules their children are exposed.
Meanwhile, the next article shows a private school system forming under the guise of 'public' education. Here you have all kinds of private donations funding enrichment programs over and above the normal school hours. In other words, these private schools are getting the kinds of education programming that these underserved schools need and all of the money is circumventing the general fund that would allow equal distribution of money. PLUS THEY ARE PUBLICLY FINANCED. ALL WHILE A MANTRA OF NEEDING TO DO BETTER FOR UNDERSERVED CHILDREN'S EDUCATION.
VOTE YOUR INCUMBENT OUT OF OFFICE!!!!!!!!!
I speak all the time about the disjointed approach to public works in Maryland and Baltimore that creates a patchwork of systems with no oversight and lots of failed quality and waste. That is what these corporate incumbents are doing with our public education and it will not end well for the lower/middle class as public education funds go overwhelmingly for affluent schools that used to be private.
Day To Get Longer At Some Low-Performing Schools by Tovia Smith NPR
Listen to the Story All Things Considered
December 3, 2012
Around 20,000 kids will be spending more time in school next year. A public-private partnership was announced on Monday to fund longer school days at some low-performing schools in five states.
MELISSA BLOCK, HOST:
This is ALL THINGS CONSIDERED from NPR News. I'm Melissa Block.
AUDIE CORNISH, HOST:
And I'm Audie Cornish.
Kids in five states can look forward to a longer school day next year. A public-private partnership is offering up some extra money to cover the cost. It will cover additional instruction for about 20,000 students in Colorado, Connecticut, New York, Tennessee and Massachusetts. Here is NPR's Tovia Smith.
TOVIA SMITH, BYLINE: More and better is how the idea was described by advocates today. Funding from the Ford Foundation, along with state and federal monies will pay for 300 extra hours a year of instruction in poor and low-performing school districts.
SECRETARY ARNE DUNCAN: And I think this is the kernels of a national movement.
SMITH: Secretary of Education Arne Duncan has been a big booster of more time in school, not just because it allows for more learning and individual intervention, but also, he says, it offer students more social support and supervision in the very risky after-school hours.
DUNCAN: When I led the Chicago Public Schools, we had one child killed due to gun violence every two weeks. And none of those kids were killed during the school day, and almost none of them were killed at 12 at night or 3 in the morning. It was at 3 o'clock to 7 o'clock. And those hours are times of huge anxiety, huge stress. That's for what after-school programs exist.
SMITH: About 1,000 schools around the nation have already extended school hours either later in the day or into the summer. Connecticut Governor Dannel Malloy says it's a no-brainer to finally change a school calendar that was devised centuries ago to accommodate an agrarian economy. Connecticut is home of the 1% and is wealth and corporate
GOVERNOR DANNEL MALLOY: I joked earlier, if we do all of this, who's going to bring the crops in? The reality is that we would not have designed the school day or school year if we had started our national history at a different time. So this is our time to change.
SMITH: Many schools who've already extended their school hours report improvements in both attendance and test scores. Meg Mayo Brown is superintendent in Fall River, Massachusetts, where she says even the most troubled school benefited.
MEG MAYO BROWN, SUPERINTENDENT, FALL RIVER PUBLIC SCHOOLS: When it was first designated as chronically underperforming, parents could not get out of that school fast enough. There was a mass exodus. Today, in 2012, it is my most over-selected, highest-performing middle school in Fall River with a waiting list of students to get in.
SMITH: But critics say more hours can't take all the credit. The research, they say, is mixed.
FRANK MCLAUGHLIN, PRESIDENT, LAWRENCE TEACHERS UNION: From the teacher's perspective, it's really - it's not the silver bullet.
SMITH: Frank McLaughlin is president of the teachers union in Lawrence, Massachusetts, where troubled schools are now in state receiverships. He says complex problems and deep poverty in communities like his can't be solved by something as simple as a longer school day. It can help, McLaughlin says, but teachers need to be better paid for the extra hours.
UNION: Sometimes it's quite a bit less than the contractual hourly rate. In fact, in one of the schools it's less the minimum wage. It's almost that they take advantage of young teachers.
SMITH: Longer hours have been a sticking point in teacher contracts elsewhere. But Duncan says the bickering shouldn't derail what he calls a common sense plan.
DUNCAN: As a country, we have not taken this step for a long time due to sort of adult intransience, and you get into real basic fights about cleaning up and toilet paper and other things like that. And those are the real issues that unfortunately historically has stopped this from happening.
SMITH: Funding, however, will likely remain an obstacle. While today's new partnership allows some schools to expand hours, elsewhere, other schools who've tried it are now returning to their old shorter schedules because of the expense. Tovia Smith, NPR News, Boston.
THESE ISSUESBELOW ARE COMMON AMONG MOST EDUCATORS AND YET, THESE CORPORATE EDUCATION REFORMERS ARE USING NONE OF THE ACCEPTED RESEARCH AND DATA ON LEARNING AND GOING WITH THE 'POUND IT INTO THEIR HEADS' APPROACH. IT IS THE SAME AS SHOCK AND AWE THAT DRIVES THESE NITWITS!!!
March 13, 2007 By Bob Myer
A Longer School Day?
In some places in the US, as well as in the UK, schools are either considering or experimenting with extending school hours. In Massachusetts, the extended school day is suggested as a possible remedy for schools who fail to meet No Child Left Behind benchmarks. In the UK, extended school hours may remedy a lack of quality childcare, thus allowing parents to work longer hours without worrying where their children are.
But one has to look to the other side of the scale to see what is potentially being replaced by longer school hours. What purpose is being served by extending school hours to eight or ten hours a day? What roles are shifted between teachers and parents, between homes and schools?
There is a potential to use extended school days as a holding pen for kids in which teachers become baby sitters instead of educators. Creating meaningful, expanded and extended learning opportunities takes a lot of time, effort and care. Without the time and energy to prepare these lessons for students, teachers will likely take the route of least effort. The result might well be an extended recess period at the end of the day with little learning, lots of free time...and lots of opportunity for mischief. Free time in a place of learning is a recipe for disaster.
However, legislatively mandating how extended days are utilized would create just as many problems. By attempting to use extended days to improve test scores, governments may very well practice test students out of learning all together. Students already spend an inordinate amount of time practicing, taking and reviewing federally, state, and locally mandated standardized tests. Any person who asks his or her local high school just how many class periods this takes will probably be shocked. Imagine tossing an extra two or three hours of test preparation a day on top of that. Learning how to test is mind-numbingly boring for students and teachers. It tends to stifle creativity and focuses on number-based outcomes - usually measured in school and district passing percentage.
Perhaps to create a structure of useful learning activities for an extended school day it would be better to look at what is being replaced and what roles are shifted from the home to the school during an extended day. One could argue that open time to talk about the day's events around the dinner table (or the television or the computer, as the case may be) is missing. For that matter, a school day which ends at, say, 6pm may need a dinner around a table! Would teachers be required to play the role of mediator and thought-provoker around the extended school "dinner table"? Would it be reasonable to expect teachers to help students get a grasp of the world around them beyond what already takes place in the current school day?
Would parents, consequently, want to vet their teacher's views and methods more in an extended school environment, given that teachers may very well spend more time with their kids than they do? How would this be accomplished in the current public school system?
And, finally, who's to say that teachers would be willing to spend up to ten hours a day at school, caring for a surrogate family of students? Despite some mythical belief that teachers actually live underneath the stairwells of their schools, teachers actually do have families, friends and activities outside of the school hallways. How would they maintain their own life-work balance?
What the extended school day suggests is that there is not a "one size fits all" answer to publicly funded primary and secondary education. This, in turn, creates an issue which is, to say the least, very problematic. Parents who opt into, or depending on state legislation are forced into, this system would demand school choice, and rightly so. If a parent is going to put an ever increasing amount of trust and responsibility into an educational facility, it is only right that they would be able to choose that facility. This might be accomplished through open enrollment within a school district, school vouchers or through an interconnected system of charter schools. In an open market where educational dollars traveled with students, the ability to choose schools would allow parents to find options which fit their family's lives, beliefs and schedules. The challenge would then be for schools to evolve into what their communities needed them to be.
And that's the trick here. The system must become more open, more responsive to the local community. While schools can be mandated to extend their days and teachers can be paid more money, until there is either a general consensus on curricular particulars throughout public education or open choice of and competition between schools, more hours will not equate to better educated children. on "A Longer School Day?"
ALL OF BALTIMORE'S WEALTH IS GOING TO BUILD THESE EXCLUSIVE ASSETS THAT THEY THINK WILL BE FUNDED BY YOU AND I AS PUBLIC SCHOOLS EVEN AS THEY ESCAPE PAYING TAXES. THE FOUNDATIONS LISTED AS PRIVATE DONORS HAVE ALL RENOUNCED POVERTY FUNDING FOR THE MOST PART AND ARE COMMITTED TO AFFLUENT DEVELOPMENT. SO, IN BALTIMORE, WE NOT ONLY HAVE A DISTORTED MOVEMENT OF GENERAL FUNDS AND TAX REVENUE, BUT THE FOUNDATIONS THAT USED TO WORK FOR THE POOR ARE NOW FUNDING PRIVATE, AFFLUENT PROJECTS LIKE THE ONE BELOW. AS A RESULT, THE MAJORITY OF BALTIMORE'S SCHOOLS ARE STARVED FOR FUNDING. WHAT DO YOU DO WITH THAT? JUST CLOSE A BUNCH OF SCHOOLS.
JUST MAKE YOUR TEACHERS BE ALL OF THE AFTER-SCHOOL PROGRAMS THAT NOW CANNOT BE AFFORDED BY EXTENDING SCHOOL HOURS.
WE SIMPLY NEED TO
VOTE OUR INCUMBENTS OUT OF OFFICE TO GET RID OF THIS PATRONAGE SCHEME.
Contract schools are public schools open to all BPS students. These schools are operated by private entities under contract with BPS to provide an additional education option for students.
Each contract school has a curriculum, schedule, calendar, and admissions procedure that may differ from other public schools. Contract schools may be operated by community organizations, universities, foundations, and teachers. All contract schools are held accountable for high student achievement by the Board of Education.
Private SupportThe EBCS, only one of two public city schools built without any school capital funds, will engage in private fund raising. There are a number of partners involved in this extraordinary project, including the Annie E. Casey Foundation and the Weinberg Foundation, among others. TIF funds will also support the construction of the school’s gymnasium, auditorium and library, which will be shared with the community.
Johns Hopkins is making a contribution of $3 million for capital expenses and plans to provide an annual $750,000 operating subsidy for eight years. In addition, Johns Hopkins will continue to seek additional private funding support for the ECBS. For example, the SOE recently received a $1.5 million start up gift from the Windsong Trust to support the EBCS with funds going towards needed equipment, curriculum design and implementation, initial teacher recruitment, and professional development.
THIS SCHOOL WAS SUPPOSED TO ALLOW ALL OF THE 600 DISPLACED UNDERSERVED FAMILIES TO BRING THEIR CHILDREN BACK TO THE COMMUNITY FROM WHICH THEY WERE UPROOTED. RATHER, WE HEAR THAT FEW ARE ACTUALLY INVOLVED IN THE SCHOOL AND ALL OF THE MULTI-INCOME HOUSING THAT WAS SUPPOSED TO LEAD TO A EGALITARIAN APPROACH NEVER CAME. IT WAS ALL FARCE AS WITH THE ENTIRE EBDI PROJECT HAS BEEN REGARDING INCLUSIVENESS. THEY MERELY SAID WHAT THEY NEEDED TO IN ORDER TO QUALIFY FOR FUNDS. THIS IS ILLEGAL AND WE WANT THE MONEY BACK!!!
WE NEED TO GET BACK THE HUNDREDS OF MILLIONS OF TAXPAYER DOLLARS THAT WENT INTO THIS PROJECT BECAUSE WE CAN APPLY THOSE FUNDS TO UPGRADE MANY OF THE CITY'S NEEDIEST PUBLIC SCHOOLS
Ben Carson to lead board of East Baltimore schoolWorld-class surgeon appointed chair of Hopkins' contract school
December 03, 2012|Erica L. Green Baltimore Sun
World-renowned surgeon Benjamin Carson has been named president of the board overseeing the East Baltimore Community School Inc.--the educational institution spurred by the revitalization of the city's Middle East community, including a new elementary/middle school that will anchor the community.
The appointment of Carson, director of the pediatric neurosurgery at the Johns Hopkins Hospital, was announced by Hopkins on Monday. He started his new post effective Dec. 1, and took over for David Nichols, former vice dean for education at Hopkins' School of Medicine.
The East Baltimore Community School is a contract school operated by Hopkins and Morgan State University (we wrote a story about the partnership, which can be found here), and was renamed the Elmer A Henderson School: A Johns Hopkins Partnership School this year.
“We are honored to have Dr. Carson lead our efforts to provide a quality education to the students of East Baltimore,” said David Andrews, dean of the School of Education, in a statement.
Andrews, who took his post as dean of Hopkins' School of Education in 2010, has been overseeing the school's restructuring and day-to-day operations. He told The Sun last year that he plans to make the Henderson-Hopkins school one of the best in the city and the nation.
“An inspiration to all who know him, Dr. Carson will help us reach our goal of making this one of the top schools of learning in Baltimore and serve as a model nationwide," he said in a statement.
The school--an anchor of a 20-year, $1.8 billion mixed-use revitalization project on 88 acres in East Baltimore--is scheduled to expand in population and occupy a sprawling $42 million, 90,000-square-foot, 7-acre campus next fall.
“I am excited to be a part of an endeavor like Henderson-Hopkins that can provide not only an example, but also a how-to manual for inner city schools, universities and corporate entities that want to work together to strengthen the fabric of our society,” Carson said in a release sent by Hopkins.
“The education of our children is not only the responsibility of teachers, but rather, of everyone who is impacted by stellar education or the lack thereof. That, of course, is all of us.”