This is not a done deal-----we can reverse this but people must become engaged in politics and stop voting the same global corporate pols into office!!!
ANTHONY BROWN, DOUG GANSLER, AND HEATHER MIZEUR WILL ALL CONTINUE THIS PRIVATIZATION AS WILL THE REPUBLICAN CANDIDATES.
Folks, do not allow neo-liberals play on this----'we have to teach evolution in the classroom' as an excuse for standardization of all information. This is not about bringing education quality up----it is about controlling all information students receive. So, republican states will be the first to reject this-----but remember, Common Core was started in the Bush Administration and is a very neo-con policy.
Remember, in Maryland simply reinstating Rule of Law and oversight and accountability will have State Treasury flush with revenue to fully fund all public schools.
Published Online: May 23, 2014
Okla. House Votes to Repeal Common Core Standards
By The Associated Press
The House voted 71-18 Friday to reject the Common Core standards. The bill now goes to the Senate.
Supporters say it gives the state control over its education system and prohibits the federal government from having authority over state education standards. Rep. Jason Nelson of Oklahoma City says state educators want to control Oklahoma education standards regardless of whether it makes sense to the federal government.
But opponents say the standards were developed by a group of states, not the federal government. Rep. Ed Cannaday of Porum says the measure politicizes education.
As citizens of Baltimore know, our schools are already eliminating these critical courses under the guise of integration into English Language. We see time and again media questioning the average person on the street who doesn't know very basic history, geography, and civics.
THIS IS HOW THIRD WORLD EDUCATION WORKS. YOU DO NOT WANT 90% OF CITIZENS KNOWING HISTORY OR CIVICS......THAT IS FOR THE FEW SELECTED TO LEAD.
The Age of Enlightenment is a period in European history after the citizens of nations across Europe sent an aristocracy packing through revolution declaring that all people are citizens and would be educated in humanities and liberal arts so as to be well-rounded citizens. YOU CANNOT LEAD IF YOU DO NOT HAVE PERSPECTIVE. What neo-liberals and neo-cons are doing is trying to take the US back to the days that had 99% of people with access to only vocationally tracked education.
THIS HURTS ALL US CITIZENS
BUT IT ESPECIALLY HURTS WOMEN AND PEOPLE OF COLOR. Do not think this will happen to someone else----it will take all public schools.
Remember, Boston is Harvard which is Wall Street. Baltimore is Bloomberg which is Wall Street. We are ground zero for this Wall Street capture and we must stop it NOW.
Boston Public Schools to Eliminate History & Social Science Departments
Joseph J Ferreira, Jr.Wednesday, May 21, 2014
It was announced today that the Boston Public School department is "reorganizing" by eliminating all Departments of History & Social Sciences in all schools and folding the departments into the Department of English Language Arts as a "Humanities Department" with the currciculum determined by the ELA Common Core Standards. Certified history department heads/chairs are being laid off and, apaprently, no certified history specialist will be hired to replace any of these teachers. This essentially eliminates history and the social sciences as one of the core academic departments in the Boston Public Schools and subordinates HSS to ELA. This appears to be the first major metropolitan school district to reduce history and the social sciences to merely a supporting role in the education of students.
As it might appear to be a political issue, I will leave it to H-High-S network members to research this issue and the various petitions, political issues, etc. that are circulating about this matter, but as this addresses a core element of our network's raison d'etre, history education, I hope this will generate both interest and discussion.
Baltimore and across the nation are seeing Catholic churches taking the lead in charter schools and often in urban areas where they have historically played an expanded roll. They are doing it so their religious schools can be funded with public money. Now, I am not against private religious schools---they often provide strong education. I want these Catholic leaders to know that Wall Street will not be allowing religious charters-----there will be no homeschooling----everyone will be forced into this autocratic school system being built by Wall Street and pushed upon us by neo-liberals.
REMEMBER----NEO-LIBERALS ARE NOT DEMOCRATS---THEY HAVE SIMPLY TAKEN CONTROL OF THE DEMOCRATIC PARTY. GET RID OF THEM.
There is nothing wrong with parents of children having high learning skills wanting their children in classrooms that offer stronger learning environments. We can have that in each school in all communities----that is how it worked for decades. You do not have to send your child across town to find a good school because equal protection, opportunity, and access will have advanced placement classes right in your community.
So, why are these privatizers creating separate facilities? Because they say education is wasted on 90% of students and those will only have access to vocational K-community college tracking. You know what? I may have fallen into this category growing up as my family was working class. Instead, I had access to as much education I needed everywhere I moved in the country. When the rich and corporations are not paying taxes then education must be cheapened.
THIS IS WHAT DEMOCRATIC AND EQUAL OPPORTUNITY EDUCATION LOOKS LIKE.
Catholic Churches need to stop supporting this charter movement you know will end badly for all.
Cash-Strapped Catholic Schools Resurrect as Charters To combat declines in enrollment and tuition revenue, they close and rent properties to charters. Many Catholic schools are transforming into charters during times of financial distress.
By Allie Bidwell May 1, 2014
Niya White began her teaching career as a member of AmeriCorps – a national community service organization that in 2003 brought her to what used to be known as Assumption Catholic School in Washington, D.C.
After serving as a fourth-grade teacher, a fifth-grade teacher and a middle school English teacher for several years, she says the school's staff – along with those from six other inner-city Catholic schools – were told a hard story about the dire financial situation of the schools.
"We were losing families because of the economy," White says.
[READ: Common Core: A Divisive Issue for Catholic School Parents, Too]
At that time, the executive director of what was known as the Center City Consortium suggested that rather than closing their doors for good, the schools would submit an application to transform into charter schools as a way to remain as a school choice for the same families and communities they had begun to lose.
Now known as the Congress Heights campus of the Center City Public Charter Schools, the school is just one example of a growing trend: Catholic schools are dropping their religious affiliations and becoming charters to have a chance of survival.
Private school enrollment has been on the decline for years, and is projected to continue to do so, according to the National Center for Education Statistics. In the last 10 years alone, there have been almost 600,000 fewer students in Catholic schools, according to Christian Dallavis, senior director of leadership programs at the University of Notre Dame's Alliance for Catholic Education.
In the same time, more than 1,800 Catholic schools have closed their doors, he says.
"Most of those are in urban areas and serving low-income communities," Dallavis says. "It's a real challenge our schools are facing, as the cost to educate rises and our ability to collect tuition, especially in communities that serve low-income families, doesn't rise with the cost."
"We really struggle to find ways to sustain our schools," he adds.
In a report released Monday, Andrew Kelly and Michael McShane of the American Enterprise Institute found the schools that do choose to make the switch generally see increases in enrollment and growth in the percentage of minority students served.
While it's good for the communities, it can be a blow for the Catholic schools. Charter schools offer for no cost some of the same benefits – uniforms, discipline and a strong focus on character development – for which parents once turned to Catholic schools.
White says she chose to stay in the same school – regardless of its secular affiliation – because she didn't want to lose the community she had built over several years.
"No one ever wants to lose the students and parents and families they fall in love with," White says. "You don't want to look at a building that has helped you grow developmentally [as an educator] and watch the doors get closed."
White says that since she took over as principal in 2012, the students have thrived. Student test scores have risen by double-digit percentages in one year, she says.
[ALSO: AFT, Advocacy Group Want More Accountability for Charter Schools]
"It's the best offer in education I've ever been given, as the Congress Heights campus has been able to rock and roll," White says.
Although more schools are making the switch (there are just 18 noted in Kelly and McShane's report) the decision is often met with strong opposition among Catholic leaders, Dallavis says.
"There's a sense in some ways that closing your school to make it a charter is … sacrificing your core identity for money," Dallavis says. "That's something that really challenges a lot of Catholic school leaders who find themselves in a difficult financial situation."
But it's not all bad news for the Catholic schools. They may lose students to the charters that take their place, but the schools that do not make the switch in dioceses where others do change over have seen a large revenue stream, Kelly and McShane write. The properties for Catholic schools are typically owned by parishes or dioceses. When Catholic schools close and charters open in their places, they rent the property to the charter operators. In the 2011 fiscal year, the Center City Public Charter Schools paid more than $3.2 million in rent, according to the AEI report. And a large portion of that money goes to fund scholarships and tuition assistance for low-income students at the remaining Catholic schools.
And in Indianapolis, where two Catholic schools closed and reopened in 2010 as Andrew Academy and Padua Academy, $1 million of annual funding from the archdiocese is split between four schools rather than six, Kelly and McShane write.
Catholic schools are also attempting to combat declines in enrollment and revenue by supporting policies that provide incentives for families to be able to choose the schools their children attend. That can come in the form of tax credits or voucher systems, which are championed by Republicans but criticized by Democrats and teachers' unions who say they siphon money from traditional public schools.
Dallavis says his organization works with three Catholic schools on the south side of Tucson, Arizona, that were on the verge of closing a few years ago. During the last four years, he says, the schools have seen enrollment growth of more than 25 percent, largely by mobilizing the resources the tax credits make available but also focusing on the academic quality of the schools.
He says policies that allow parents, especially those below certain income thresholds, to receive funding to send their children to the school of their choice, is a continuation of the Catholic schools' legacy to serve the poor.
"We see those policies as essential to our families' ability to choose the best school for their children," Dallavis says. "There's clearly a lot of demand among parents for their kids to be in Catholic schools. It's just a matter of whether they can afford it and whether there are policies that make it possible for them."
Charter Schools' Expulsion Rate Vastly Higher Than... As it continues to modify strict disciplinary policies in an effort to keep students in the classroom, Chicago Public Schools released data on Tuesday showing privately-run charter schools expel students at a vastly higher rate...
All unbiased education research shows that Race to the Top is lowering achievement in great bounds. It is not only the implementation----it is the model. No academic in education would support this as all of the learning research over decades has been tossed out to simply push a policy with a goal of privatization and not achievement. Foundations pushing Race to the Top will fund research to 'prove' success but parents, teachers, and communities know they are seeing achievement decline and the broad and detailed subject matter and disappearing. AS ONE PARENT IN MARYLAND'S HOWARD COUNTY SHOUTED -----YOU ARE DUMBING DOWN OUR SCHOOLS. Indeed, they are.
This is not a democratic or republican issue-----everyone hates this. It is being pushed by global corporate pols working to create Wall Street businesses out of our public school system. In Baltimore Johns Hopkins Education is pushing this and O'Malley and Rawlings-Blake are allowing our education schools in the area be taken with teaching this philosophy to our education students.
STOP ELECTING GLOBAL CORPORATE POLS IN BOTH PARTIES FOLKS!!! THE GOVERNOR APPOINTS PEOPLE TO STATE EDUCATION THAT EMBRACES STRONG PUBLIC EDUCATION OR EMBRACES PRIVATIZATION AS IS THE CASE NOW.
This is why in Maryland you hear the Maryland State Education Association---MSEA backing this reform----they are appointed by O'Malley. Meanwhile, American Federation of Teachers AFT----not supporting this reform. Look as well at PTA/PTO organizations that are being co-opted into this reform. You will not hear the Maryland PTA shout out against this even as parents across Maryland do.
The Maryland AFL-CIO joined the Baltimore Teachers Union to campaign for Anthony Brown------WHO WILL SHOVE THIS REFORM THROUGH NO MATTER WHAT! Why would Baltimore's Teacher's Union support a Wall Street privatization that will kill the teaching profession, kill unions, and kill the opportunity children in these communities might have in the future?
BALTIMORE CITY SCHOOLS ARE BEING STACKED WITH EDUCATION PRIVATIZERS---FROM TEACH FOR AMERICA AND VISTAS----TO PRINCIPALS GRADUATING FROM THESE HOPKINS EDUCATION PROGRAMS.
This is not a done deal-----we can reverse this but people must become engaged in politics and stop voting the same global corporate pols into office!!!
News from EPI
New Report Examines Realities of Race to the Top ImplementationFailure to address root causes of achievement gaps and mismatches between states’ goals and their resources have hindered educational improvements
September 12, 2013
Race to the Top has done little to help most states close achievement gaps, and may have exacerbated them, according to a new report by Elaine Weiss, National Coordinator of the Broader, Bolder Approach to Education. In Mismatches in Race to the Top Limit Educational Improvement: Lack of Time, Resources, and Tools to Address Opportunity Gaps Puts Lofty State Goals Out of Reach, Weiss takes a comprehensive look at the Obama administration’s signature education initiative, and finds a few notable successes but many more shortcomings.
Race to the Top offered federal funding to states that committed to meeting a series of goals—including developing new teacher evaluation systems that rely substantially on student achievement, identifying alternative teacher certification systems, turning around low-performing schools, and substantially boosting student achievement and closing achievement gaps. In her report, Weiss examines how much progress states have made over the first three years of the grant period. With a year to go before funding is scheduled to end, states are largely behind schedule in meeting goals for improving instruction and educational outcomes.
“This report should be a wake-up call, not only to states and districts implementing Race to the Top, but to states implementing No Child Left Behind waivers and those beginning to roll out the Common Core State Standards,” said Weiss. “Real, sustained change requires time and substantial, well-targeted resources. Raising standards in schools cannot work without accompanying supports that make attaining them possible for all students, not just the most advantaged.”
Key findings of the report include:
- States made unrealistic promises in order to secure Race to the Top funding, and have found greater-than-expected challenges to meeting their goals.
- The narrow policy agenda and short time frame prescribed by Race to the Top have hampered state and district abilities to improve teacher quality, while failing to address other core drivers of opportunity gaps.
- Shortcomings in Race to the Top have spurred conflicts between states, school districts, and educators that have further hindered progress.
“This paper details the results of careful examination of implementation of Race to the Top and whether or not it has produced the game-changing improvements proponents promised,” said Daniel A. Domenech, executive director, AASA, The School Superintendents Association. “The report represents the first comprehensive look at the program, the challenges states face in implementing grants and key implications for moving forward, and bolsters what AASA has long advocated—while Race to the Top has some positive impact on education, there are better alternative strategies for improving education, including prioritizing existing federal statutes like ESEA and IDEA, and ensuring that all students in all public schools benefit from limited federal funding. AASA applauds Broader, Bolder for its leadership on this report and we’re grateful for the opportunity to collaborate on the project for the past two years.”
It is especially important to look at challenges posed by Race to the Top as states adopt and implement the Department of Education’s Common Core standards. States’ struggles to reliably and productively hold schools and teachers accountable, and to raise student achievement under the current standards, are likely to grow as demands increase while time, staffing, and other resources remain flat or are further diminished.