AND AS WITH CORPORATIZATION OF PUBLIC UNIVERSITIES, ALL THE PUBLIC MONEY FOR EDUCATION IS PAYING HUGE AMOUNTS OF MONEY TO ADMINISTRATIVE SALARIES, PRIVATE CONSULTING FEES, AND EDUCATION BUSINESSES LIKE PEARSON.
What needs to change asks the panel below--------the politicians pushing this mess. We need to send these pols packing so we can go back to building strong public education! Please listen to this video-taped panel on education policy and ask----why are we not having these conversations in Maryland?
Why are these education professionals shouting that Race to the Top is bad, and in Maryland the education leaders are saying the opposite?
IT IS WHO THE GOVERNOR AND MAYOR APPOINT IN EDUCATION LEADERSHIP. SEE WHY DEMOCRATIC STRONGHOLDS LIKE BALTIMORE AND NOW PRINCE GEORGES COUNTY HAS LOST ITS ABILITY TO ELECT SCHOOL BOARD OFFICIALS!
When school administrators are making hundreds of thousands of dollars and have little background in education.....when billions are being spent in education businesses that make huge profits with no positive effect----you see a fleecing of our education system.
CTU President Karen Lewis joins us to discuss the effectiveness of No Child Left Behind.
#1u The Professors | Dec. 22, 2013 - No Child Left Behind: Time for a Change? | WYCC PBS...video.wycc.orgCTU President Karen Lewis joins us to discuss the effectiveness of No Child Left Behind.
If you look at the article below this one you will see all of the educational programming that leads to high-skilled jobs and education readiness for future higher education are being dismantled supposedly because of costs constraints but it isn't a lack of money, it is where the money is being funneled. If public money is going to replace a businesses human resources department and pay for ordinary job training for an individual each time he/she changes jobs, you are not going to have money to expose these students to more sophisticated skills development.
What we want to do is allow unions and labor organizations that have always handled this take that expense and connect our K-12 to all of the corporate facilities built on public university campuses. Those hundreds of billions used to build 'world-class' campuses need to come back to the communities and tying them to our schools is a first step!
Budget cuts kill acclaimed space program for students at Northeast High
Several NASA astronauts visited the program over the years; at right is a photograph of astronaut Michael Anderson, who died in the Columbia accident in 2003. The closure is "really, really unfortunate," said junior Leon Frame, who was an astronaut this month in the final simulated mission. (ERIC MENCHER / File Photograph)GALLERY: ERIC MENCHER. In this photo, John Schneider (left) and… By Kristen A. Graham, Inquirer Staff WriterPosted: December 24, 2013
For 50 years, Northeast High School students have taken part in sophisticated simulated space missions that halted asteroids speeding toward Earth, repaired satellites, and landed on the moon.
That era is over.
Last week, the nationally acclaimed Space Research Center after-school program - and dozens of other academic clubs - were eliminated, yet more victims of the Philadelphia School District's ongoing budget cuts.
"It's really, really unfortunate," Northeast junior Leon Frame said. He was an astronaut this month on the program's final mission.
The Space Research Center program, known as SPARC, was just one of dozens of extracurricular activities dropped at Northeast because of fiscal pressures. Debate, dance, Science Olympiad, and other clubs also were cut.
Sports are funded by the district's central office and were not affected.
The academic clubs had operated with no budget since September, principal Linda Carroll said, and teachers volunteered in the hope money could be found to keep activities going.
But recently, "the people who have been running things said, 'As much as we want to do it, we can't,' " Carroll said. "I don't fault them. People get tired of being disrespected. They bank on our passion."
Carroll hopes to restore the clubs, and laments their loss.
"I feel so badly," she said. "The kids are the ones who are suffering."
The space program, which had 120 student participants this year, has a rich history.
In the early 1960s, at the height of the space race, physics teacher Robert A.G. Montgomery launched it to pique students' interest when the United States was in a frenzy to beef up science education. Early flight simulations happened on the auditorium stage, with a rudimentary capsule made of lumber.
NASA donated money early on, and it recognized the program on multiple occasions. Northeast's Medical, Engineering and Aerospace magnet program - which still exists - began because of it.
Eventually, a separate wing was built for the after-school club and the magnet program, with elaborate capsules built on site.
Several NASA astronauts have visited the program, and one of them, Philadelphia native Chris Ferguson, was honorary flight director and teleconferenced with students in 2007 and 2008.
Students studied engineering, robotics, computer science, and trained in CPR and first aid. Their work culminated every year in a two-day simulated space mission that required months of planning.
Funding the program has been a continual problem, said retired teacher Anthony Matarazzo, who served as its director from 1991 to 2005.
"They almost did away with it for the last few years," Matarazzo said. "They did flights, but teachers were volunteering. Each year, there was a little less."
The loss of the space program is a loss for Philadelphia, Matarazzo said. It drew students from across the city.
"It was a marvelous program. The kids who went through this program have become unbelievable assets to this country," he said. Alumni include engineers, professors, surgeons, computer scientists, and others.
Senior Jeremy Cruz, one of the program's managers, was crestfallen at the news of its elimination, news he had to deliver to his classmates in an emotional meeting last week.
"We were heartbroken, all of us, even the teachers," Cruz said.
He and others are frustrated that academic clubs were cut but athletics remain, and they have vowed to fight.
"We were angry. We were sad. But we weren't just going to take this sitting down," Cruz said.
Students have reached out to Mayor Nutter and others in the hope someone can help. Cruz estimated it would take several thousand dollars to restore the program.
Cruz's mother, Lisa Maldonado, knows what the space research program has done for her son. He's not into sports, but this activity gave him a chance to shine.
"This teaches them about teamwork, and they loved doing it - they loved the flights, everything," Maldonado said. "To take this away from them is such a shame."
The loss of the space program is a symptom of a larger problem. Systemwide, massive money troubles have stripped schools of staff, programs, and services. Many schools have not run clubs this year.
At Northeast, the city's largest school with more than 3,000 pupils, things are so dire there was no cash to pay for batteries for students' calculators. A fund-raiser was held to drum up the $1,600 needed to keep the calculators powered.
Principal Carroll knows what losing the space program and other clubs means.
"If you want children to get a quality education, you can't just talk about it - you have to back it up," she said. "We want to keep their interest, but we just don't have the funding for these extracurriculars."
One of the biggest complaints I hear from people in the workplace is that these programs do not emphasize workplace safety and teach employees labor laws and OSHA safety standards so we have workers entering the workplace without knowledge of these labor regulations and agency requirements. Accidents and on-the-job injuries are at a record high and people do not feel safe while working their jobs because of this lack of readiness. Apprenticeships would normally last several years where these job training programs are often several months at best.
So, as corporations disregard OSHA and labor law, as the Federal agencies tasked with overseeing workplace violations, this is another step towards ending New Deal labor protections. In Maryland, the DLLR has no operations looking at workplace abuse, employee exploitation, and workplace safety......AND THAT IS THE AGENCY THAT DOES THIS.
We think that DLLR needs to spend its time and resources doing the job it was tasked to do and allow corporations and unions to train people for specific job readiness!
Putting employers in the driver's seat for job training New Md. program, other efforts across the country ask businesses to work together to close gaps in job seekers' skills
By Jamie Smith Hopkins, The Baltimore Sun 9:25 a.m. EST, December 29, 2013
Even as the manufacturing industry sheds jobs overall, a number of firms in Maryland want to hire — and aren't having an easy time of it.
That's what the Maryland Manufacturing Extension Partnership heard when the nonprofit talked to 40 employers this year. Most of the entry-level people the firms bring on don't work out, in part because it can be a culture shock to take a job in manufacturing for the first time, said Brian Sweeney, executive director of the manufacturing-assistance organization.
A new state program aims to fill such gaps with training designed and launched by employers. Twenty-nine groups in a variety of business sectors will get funding to analyze their needs and plan training next year, including the "boot camp" prep course envisioned by manufacturers, the state plans to announce Monday.
The Employment Advancement Right Now program, called EARN, is part of a national movement to get employers more deeply involved in efforts to develop a skilled workforce — a shift that has gathered steam in recent years as federal funding for training has shrunk.
Elisabeth A. Sachs, director of the EARN program for the state Labor Department, describes the benefits of the approach.
"Instead of … 'train and pray' — you sort of throw the money out there, hope people get a credential and then find a job — we're starting with strategically getting employers in an industry to the table and saying, 'What skill sets are missing, what curriculum changes, what on-the-job training, what expert teachers do you need to bring in … to get the skilled worker at the end of the investment?' "
The nation's major training programs in the 1970s, '80s and most of the '90s took a worker-centric approach.
"Very little was focused on understanding what employers needed," said Fred Dedrick, executive director of the National Fund for Workforce Solutions, which aims to get industry more involved in training.
The 15-year-old Workforce Investment Act system requires states to appoint oversight boards made up mostly of employers. But Dedrick said that usually produces general ideas about needs — which he said is "not enough to build a program around."
Enter the industry partnerships, in which employers and industry groups in the same sector come up with specific plans for getting more trained job candidates. A growing number of states are encouraging and funding them.
"It's a real shift in the way we're doing occupational training in communities all over the country," said Rachel Gragg, federal policy director with the National Skills Coalition, which advocates for increased access to training.
Some Maryland employers organized years ago. The Baltimore Alliance for Careers in Healthcare, for instance, was launched in 2005 with funding from local foundations to work on creating a bigger pipeline of trained entry-level workers.
In other cases, groups that help low-income people teamed with employers to make training more effective. Halethorpe-based Vehicles for Change, working with like-minded nonprofits including the Center for Urban Families and Catholic Charities of Baltimore, launched an auto detailing training program this fall with assistance from a local detailing firm.
Cockeysville-based Diamond Detail helped with the curriculum, donated equipment, trained the trainer and offered suggestions about how to organize the work area.
"Since they helped us set the program up, we're giving them first crack at our recently trained detailers," said Philip C. Holmes, director of the new Academy for Automotive Careers at Vehicles for Change.
Chuck Heinle, Diamond Detail's president, said he's hired three graduates already. The 190-employee company is growing fast and needs a pipeline of new employees. Heinle likes getting them already trained and with a reference from Vehicles for Change. The organization can monitor work habits, because students who finish the four-week training program temporarily stay on as paid apprentices.
Vehicles for Change is working to get other employers involved in the program — if only to come in and watch participants clean, polish and repair scratches in cars donated for low-income families.
"Our key strategy is to get the company to visit and see the quality of the work our students can do, and then our theory is, if they can see the demonstrated skills, the company may overlook some of the issues that our students are dealing with," Holmes said.
Homelessness, for instance. Four of the program's five apprentices are living in shelter arrangements such as transitional housing.
Tyrone Carter, one of the apprentices, lives at Christopher Place Employment Academy in Baltimore, a residential program run by Catholic Charities. As he cleaned a slightly dented Nissan last week, first with water and then with clay to pull out stubborn dirt and dust, Carter said he has two jobs now — detailer during the week and security guard in a homeless shelter on weekends.
If you look at the number of organizations tied to this nonprofit......many of them corporate representatives with some community organizations created just for the job training process.....and think to yourself
WE GRADUATED FROM HIGH SCHOOL AND EITHER WENT TO COLLEGE OR WAS HIRED TO A JOB AND TRAINED EITHER BY THAT BUSINESSES' HUMAN RESOURCES OR A LABOR APPRENTICESHIP. WE GRADUATED FROM COLLEGE AND IF YOU HAD A DEGREE YOU WENT INTO MIDDLE-MANAGEMENT OR TO A PROFESSIONAL POSITION.
There was no need for this long list of organizations all taking public money to promote some kind of job training. It is ridiculous and will lead to public money once going to strong advanced education now going to just placed people into individual jobs!
National Skills Coalition
National Skills Coalition organizes broad-based coalitions seeking to raise the skills of America’s workers across a range of industries. We advocate for public policies that invest in what works, as informed by our members’ real-world expertise. And we communicate these goals to an American public seeking a vision for a strong U.S. economy that allows everyone to be part of its success.
How We Advance our Mission:
We organize. We build multi-stakeholder coalitions that demonstrate broad-based support for a new national skills policy. We help our diverse coalition partners develop a common skills agenda that serves the common good. We then bring the real-world expertise of these workforce development practitioners into policy discussions.
We advocate. We actively work to change policies. We do not focus on a narrow set of policies that impact a single stakeholder group, rather, we advocate across policy silos, ensuring that we’re helping all workers at every point in their careers. We also connect federal and state advocacy, providing policy expertise to our coalition partners to support their efforts both in Washington, DC, and in their state capitals.
We communicate. We keep our members informed about policy efforts at the state and federal levels, providing timely and actionable information. We also reach out to people outside the workforce development field, helping our members reach new audiences and thereby better engage the American public.
Below you see the words of educators in NYC in regards to Bloomberg and Wall Street's attempts to kill public education there. Baltimore is a NYC satellite as Johns Hopkins is Bloomberg's to run. We are seeing education policy straight from what is spoken of below brought to you by Alonzo and his privatizing Baltimore City School Board appointed by O'Malley. Remember, the governor is appointing because Rawlings-Blake handed Baltimore City Schools to the state.
We need our schools back in Baltimore's hands and a mayor who works for the public interest and not Wall Street to reverse all these really bad policies as is happening in NYC.
Outsourcing Public Education: Things Fall Apart With The Incremental Privatization of NYC Public Schools
Jan. 27, 2007
by Leo Casey
Edwize has obtained a copy of the RFP [Request for Proposal] for “Partnership School Support” that the New York City Department of Education has hidden from the general public in a remote precinct of its website accessible only to private vendors with passwords. In it one finds the details of one of the central components of the latest structural reorganization Chancellor Klein want to impose on New York City public schools.
What is remarkable about the RFP is the general plan to outsource to these private ‘partnership’ entities virtually all of the educational support functions traditionally fulfilled, for better or for worse, by the DOE. Instructional program, professional development, special education: all of these and more will now be organized and supported by the Partnerships. And in contrast to the current intermediaries such as New Visions and Urban Assembly, this RFP invites ‘for profit’ EMOs [Educational Maintenance Organizations, modeled after Health Maintenance Organizations or HMOs] like Edison Schools and Victory Schools to become Partnerships.
Corporate outsourcing operates generally on the theory that an organization should focus on its core mission, and turn over ancillary functions which are not central to its work to other institutions to run. Applied to education, such a theory would have an entity like the Department of Education outsourcing functions like transportation, food services and facilities, in order to focus on what is central to its mission, teaching and learning. One could argue that the DOE need not have top of the line luxury buses moving children or serve the most nutritious, most appealing food in its school cafeterias, and so could afford to outsource such services, but that it needs to provide world class, quality education in its classrooms.
But what the DOE proposes to do here is the inverse of this corporate model of outsourcing. They are taking the core mission of the Department of Education — the promotion of excellent teaching and learning which is at the center of any education worthy of that name — and are outsourcing it. Such a move is a tacit admission that those who make the decisions at Tweed are themselves incapable of providing educational leadership. They lack the most elemental understanding of how the world of instruction works, and so propose structural change upon structural change, with every one avoiding the substance of teaching and learning like it were the plague. If anything, they fear educational expertise, for it exposes their own lack of knowledge and leadership: just look at an organizational strategy which has systematically purged professional educators from the top echelons of the Department of Education. With this week’s retirement of Rose DePinto, in part a reaction to yet another structural revolution bringing more institutional chaos and instability, there remains in the inner councils of Tweed literally a single educator who knows what it takes to teach real classes and lead real schools — Eric Nadelstern, the last of the educational Mohicans. There is a sort of perverse logic to turning over to private entities what the current leadership at Tweed is so clearly incapable of doing itself, as a result of its own design.
The permanent revolution of endless structural reorganizations brought to us by Chancellor Klein has been bereft, from day one, of any educational vision and any instructional strategy for New York City schools. Instead, an obsession with structure — at its root, an obsession with power as an end in itself — has been the motivating spirit. The logic of this structure driven quest is the devolution not of educational decision making power and authority, but of accountability. The goal is to divest the Chancellor and the Department of Education of responsibility for what goes on in its own schools. Five years in charge, longer than any other Chancellor in two plus decades, and Joel Klein still blames everyone but himself for the shortcomings of New York City public schools. Now he wants to organize the entire school system around that political strategy of accountability and responsibility avoidance. A proper name for these perpetual organizational revolution and obsession with structure would be “Classroom Last.”
In this regard the details of the RFP are telling. Schools do not get to choose their partnerships — they can simply state their preferences, and the DOE makes the choices. Just as importantly, schools do not get to drop their partnerships if they find them useless or worse — only the DOE can do that. There is no system of accountability for the partnerships, no metrics by which their performance will be measured, no responsibility for their actual work in their schools — the best one can find is some vague language of how the DOE will canvas the schools to obtain their opinion on the quality of services provided. Most significantly, there is no responsibility and accountability for the Department of Education in Klein’s brave, new world. It turns over all of its educational support functions to the partnerships, and leaves for itself only the training of principals [the Leadership Academy], the setting of standards, the operation of the accountability system and actual decision making authority. All responsibility, all accountability rests with the schools.
This educational dystopia, one which Klein promoted in the recent Tough Choices, Tough Talks report, would remake public education in the image of what the Bush administration and the Louisiana Governor have done to the post-Katrina New Orleans public schools. The results in New Orleans should give anyone who cares about the education of children – and especially, children living in poverty who are at most risk for academic failure – serious pause about conducting more experiments in this vein. Make no mistake about it: we are clear that the management of our public schools needs to be reformed, and that real decision making power needs to be devolved to the schools, in the hands of school leaders, teachers, and parents. We need real empowerment of schools, not rhetorical empowerment smokescreens. We need public schools accountable to the public, not outsourced to private entities in a perpetual deferral of accountability by its top leadership. Klein’s “Classroom Last” will not accomplish these ends, but only make matters worse. It — and the New Orleans public schools — is a world perhaps best captured in the title of Chinua Achebe’s novel of post-colonial Africa, borrowed from a William Butler Yeats’ poem: The center can not hold. Things fall apart.
The way forward for New York City public schools is not putting up for sale the leadership of teaching and learning in New York City public schools. Rather, it is the replacement of a Chancellor of New York City public schools incapable of providing educational leadership with a Chancellor who can do precisely that. Since you can’t lead us in teaching and learning, Joel Klein, step aside for someone who can, someone who will accept responsibility and embrace accountability for himself and his administration, someone who will set about restoring the professional educational talent you have driven from the management of New York City public schools, someone who will empower New York City public schools to do their best.
LET'S LOOK AT ONE ISSUE AS REGARDS EDUCATION AND JOB TRAINING......PRE-K.
Now, pre-K is good, we like more money for pre-K right? Only, none of the money gets to the classroom.....it is all administrative and building structures.
JOB TRAINING IS STARTING IN PRE-K WITH THESE NEO-LIBERALS.
Keep in mind the panel in the education discussion above stated clearly that none of the funding was getting to the schools and all are being sent to administrative agencies not even connected to education. Keep in mind as well that Maryland has a long history of being at the low end of all social welfare funding. Look at where we were in 2004. Now, in Baltimore with tiered per-student funding and underserved and special needs children getting the least----most of our schools cannot even afford to buy toilet paper (unless a private corporation has partnered and donates tons of money).
I showed you how private non-profits are regarded as offering little help and actually appear to be fronts to move money. Now, that's not ALL private non-profits, but those attached to these education reforms are just that. From Special Needs to Wellness private non-profits, parents are seeing nothing useful from them and are shouting they are taking away all public voice on these issues. INDEED, THAT IS WHAT THESE PRIVATE NON-PROFITS COMING WITH THIS REFORM ARE MEANT TO DO!
Look at yet another education issue that will take public education money and consider where they are going to spend that money. Remember, the goal with education privatization is to create a Pre-K - college tracking of students through testing and assignment to vocational tracks from that testing. So, we can bet that the pre-K funding listed below in the Federal stimulus is all about creating these education testing and structures for pre-K.
THE CLASSROOMS THEMSELVES WILL GET ALMOST NOTHING......WHICH IS WHAT THE PANEL ABOVE IS REFERRING.
Costs Per Child for Early ChildhoodEducation and CareComparing Head Start, CCDF Child Care, andPrekindergarten/Preschool Programs
(2003/2004)Douglas J. BesharovJustus A. MyersandJeffrey S. MorrowAugust 31, 2007Welfare Reform AcademyUniversity of MarylandAmerican Enterprise Institute1150 Seventeenth Street, N.W.Washington, D.C. 20036www.welfareacademy.org
Of those states with a prekindergarten or preschool program, state spending varied substantially, from a low of about $721 in Maryland to a high of about $9,305 in New Jersey(about $697 and about $9,000, respectively, in 2004 dollars)
Remember how casinos and their profits were going to bring money to education coffers and we see it all being diverted to development projects around the casinos? Job training for casino workers is education they say! That is what is happening with all of the funding below. It sounds great that funds are going to underserved schools, or funding head start but what are these private non-profits offering?
As we see with after-school programs attached to underserved schools.....it is more of the worst in education environment you can provide for students. Pre-K will be more of the same.
DEMAND THAT RACE TO THE TOP AND EDUCATION FUNDING GO TO STRENGTHEN OUR PUBLIC SCHOOLS AND NOT BUILD A SYSTEM OF PRIVATE NON-PROFITS SERVING AS SCHOOL SUBSTITUTES!
The Stimulus Package: Education and Job Training By FARHANA HOSSAIN, AMANDA COX, JOHN McGRATH and STEPHAN WEITBERG
Category Programs Cost
Education and Job Training; Aid to States Help states prevent cuts to essential services like educationmore » $53.6 billion
Education and Job Training; Aid to Individuals Increase the maximum Pell Grant by $500, from $4,850 to $5,350 $15.6 billion
Education and Job Training; Tax Cuts for Individuals Expand higher education tax creditsmore » $13.9 billion
Education and Job Training Provide additional money to schools serving low-income childrenmore » $13.0 billion
Education and Job Training Provide additional money for special educationmore » $12.2 billion
Aid to States; Education and Job Training Create new bonds for improvements in public educationmore » $10.9 billion
Education and Job Training Finance job training programsmore » $4.0 billion
Education and Job Training Increase financing for Head Start and Early Head Startmore » $2.1 billion
Education and Job Training Finance technology upgrades in schoolsmore » $650 million
Education and Job Training; Aid to States Help states and local school districts track student data and improve teacher qualitymore » $550 million
Education and Job Training; Health Train primary health care providers, including doctors and nursesmore » $500 million
Education and Job Training; Energy; Unemployment Train workers for careers in energy efficiency and renewable energy fields $500 million
Education and Job Training; Aid to States; Unemployment Help states find jobs for unemployed workers $500 million Education and Job Training Provide additional money for College Work-Study program $200 million
If you look at Baltimore City schools all of the education programs having to do with students becomes attached to private non-profits, yet if you look below at the wealthy Montgomery County where democratic institutions still work-----the public schools are the ones getting the funding and growing strong public schools.
Baltimore City schools are largely charters and vocational academies and private non-profits control all student enrichment......only many of the families are not feeling the enrichment. After school programs are largely just more of the reading and math online training that fills the public schools in the city.
REMEMBER HOW THE PANEL ABOVE DESCRIBED THE TOTAL EMPHASIS ON READING AND MATH TO THE DETRIMENT OF ALL OTHER SUBJECTS? THAT IS WHAT WE HAVE IN BALTIMORE PUBLIC SCHOOLS.
Grantee: Montgomery County Community Action Agency
- Montgomery County Public Schools
Now, we know the reason Baltimore City as with other urban schools like Chicago and Philadelphia do not get the money Montgomery County does is that the majority of students are underserved and special needs. The funding is being kept from these 'public' schools and placed in the hands of selected charters and religious organizations for the most part. The programs that these groups offer are often tied with the national education businesses pushing privately developed programs. Where an individual school designs each program to fit its community's needs.
For those thinking this is happening only in poor schools think again......middle-class schools are getting these canned programs as well.
Head Start The Y of Central Maryland
is one of the largest providers of Head Start services in Maryland. We are the Grantee for Head Start in Baltimore County and are a Delegate of the Baltimore City Head Start program. Our main objective is to prepare young, economically disadvantaged children for success in school and life. We provide comprehensive early intervention to low-income children and their families and help support parents as the first and primary educator of their children. Collectively, we serve more than 950 infants, toddlers and preschool children through our Head Start programs.
Grantee: Baltimore City Head Start/Mayor's Office of Human Services
- Baltimore Metropolitan Chapter of Delta Sigma Theta Sorority, Inc
- Dayspring Head Start
- Emily Price Jones Head Start
- Morgan State University Head Start
- St. Bernadine's Head Start
- St. Jerome’s Head Start
- St. Veronica’s Head Start
- St. Vincent De Paul Head Start
- Umoja Head Start Academy
- Union Baptist/Harvey Johnson Head Start
As you see below all of this is tied with private corporate non-profits and you can believe that Maryland is just the same. We do not have the media coverage on this until after things happen......but it will be the same as Johns Hopkins is behind Baltimore's education policy and they are neo-cons just as in Georgia.
Posted: 11:20 p.m. Friday, Sept. 20, 2013
All eyes on pre-k when Arne Duncan and U.S. business leaders converge here Monday
By Maureen Downey
Stephanie Blank is the chairman of the board of directors of GEEARS, the Georgia Early Education Alliance for Ready Students. Carol Tome is the Chief Financial Officer and Executive Vice President, Corporate Services of The Home Depot.
They wrote this guest column to highlight Monday's 2013 National Business Leader Summit in Atlanta where U.S. Secretary of Education Arne Duncan will discuss the importance of investment in early learning to strengthen the economy and global competitiveness.
The summit, hosted by ReadyNation-America’s Promise Alliance and the Georgia Early Education Alliance for Ready Students (GEEARS), will bring together business executives and public officials to discuss support for early learning to build the nation’s workforce and strengthen the economy.
Math Curriculum for Special Ed aligned to Common Core Standardswww.ablenetinc.com/
Equals is a Pre K-12 curriculum that provides the best in mathematics instruction for educators who work with special needs students or in alternative education programs.
This is what vocational tracking gives you and in Chicago it starts with pre-K. Remember, Arne Duncan and Obama come from Chicago and pushed this last decade on the citizens of Chicago and it is now being exported. We know how much all parents and families are shouting against these reforms in Chicago and NYC.
It is not only the poor shouting so do not assume this is happening only in poor areas......it is happening to middle-class schools as well. I Maryland, Baltimore is building a private structure for schools that will be exported to the state once finished
Cramming for kindergarten testsParents hiring tutors to prep preschoolers for CPS selective-enrollment exam
February 14, 2011|By Noreen S. Ahmed-Ullah, Tribune reporter
They could be asked to identify trapezoids, figure out how many cookies they'd have if Mom put two more on their plate, demonstrate advanced literacy skills and, for gifted programs, be able to infer relationships, recognize patterns and predict what comes next.
You can probably predict what comes next yourself: With 3,337 applications filed for about 500 seats in Chicago Public Schools' classical and gifted kindergarten programs next fall, parents are helping their preschoolers cram for the tests.
"It's just yet another example that the country has gone test crazy," said Robert Schaeffer, public education director for FairTest, a national nonprofit that advocates for other methods of assessing young children. "This sort of insanity testing produces test coaching for little kids and gaming of the system by parents and others to figure out what's on the test and get their kid a leg up. We're not letting kids be kids, and we're making them into little Einsteins."
But with low-performing neighborhood schools an unattractive option and the cost of some private schools out of reach, many parents see CPS' selective enrollment programs as the best public education option in the city. As kindergarten is an entry year for most of those programs, many parents are hiring private tutors, researching tests used in other large urban school systems, finding age-appropriate questions online and doing whatever else it takes to get their kids on the right track early.
"I was blissfully naive about how this all worked when my older daughter tested for first grade," said Shannan Bunting. Even though with no special preparation her daughter made it into Decatur Classical Elementary, a top-scoring school, "we realized we couldn't do that for our second child and just hope to be lucky," she said.
This year she hired a former Montessori teacher to tutor her preschooler on everything from learning continents to sounding out words.
On our newsroom blog Trib Nation, how a conversation with parents became a sidebar on how to prepare kids for these tests. Such a move would not be unusual in New York, where parents have for years hired tutors and paid upward of $1,000 for "kindercramming" boot camps for 3- and 4-year-olds, but in Chicago it's a new phenomenon.
Although a test prep company called SelectivePrep offers courses for sixth-graders and up for admissions to top-scoring middle and high school programs, nothing similar exists for kindergarten.
And getting a child in a school for that first year can help them ultimately secure spots in subsequent years, which is becoming increasingly difficult. This year, CPS has 13,058 applications on file for approximately 1,150 seats in classical and gifted elementary schools. Some of the best schools have found themselves rejecting students who score as high as the 98th percentile on entrance exams.
CPS officials don't encourage prepping children for the tests because it skews the results, said Abigayil Joseph, head of CPS' Office of Academic Enhancement.
"We want children to come to the table with their natural ability, without having been prepared," she said. "That's how we find the best match. We don't want them to come in and do well because they've been prepped, but then be in an environment that's two grades above their level."
But that doesn't stop parents from trying to do what they consider best for their kids. Some even wonder why CPS doesn't follow New York's example and tell parents which test they use.
"Why is it that there's so much secrecy about it?" asked Gail Wilson, who hired a tutor to work with her two daughters to prepare for gifted testing. "They tell you (that) you can't prepare, but you can."
Author Karen Quinn, who parlayed her extensive research and her personal experience into a popular book, "Testing for Kindergarten," agrees with those parents.
"So much of it is exposure to concepts," said Quinn, who sells a $300 Candyland-like test-prep game she developed. "If they're practicing the kinds of questions that are on these kinds of tests, they will be more prepped than a child that goes in cold."
Quinn said her game can help spark the critical thinking parts of the brain and gets children familiar with answering test questions similar to those used for gifted programs. She also offers daily questions and tips to people who pay $5 a month to access her website, testingmom.com. More than 1,000 Chicago-area parents have joined.
Tutor Lemi Erinkitola started a tutoring company for kids as young as 3, preparing children, mostly on the South Side, for CPS' admissions tests. She said that when she went through the process with her own three children, she found few resources.