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Education Week reported on June 8th:

House Democrats want to put their own stamp on federal education spending by increasing Title I and other programs they favor and slashing Reading First and other priorities set by President Bush.

In the $56 billion fiscal 2008 spending bill for the Department of Education unveiled by the Democrats, No Child Left Behind Act programs would receive a $2 billion increase, with the Title I program for disadvantaged students receiving $1.5 billion of that.

But the $1.03 billion Reading First program—which the Bush administration points to as one of its biggest accomplishments under the NCLB law—would take a cut of $630 million, or 61 percent. What’s more, the administration’s latest proposals for private school vouchers and new mathematics programs would not be funded at all.

“This [Reading First] cut will not be restored until we have a full appreciation of the shenanigans that have been going on,” said Rep. David R. Obey, D-Wis., the chairman of the House Appropriations Committee. Reports by the Department of Education’s inspector general and congressional investigators have outlined management and ethical questions involving the program.

Republicans voiced no objections to the Reading First cuts or other spending levels during the June 7 session of the appropriations panel’s Labor, Health and Human Services, Education, and Related Agencies Subcommittee. The subcommittee approved the Democratic plan in a unanimous voice vote.

“If I were chairman,” said Rep. James T. Walsh, R-N.Y., the subcommittee’s senior Republican, “I don’t know that I would have made the bill a whole lot different.”

This should come as no surprise given the recent questions about how the DoED administered the Reading First program. Surrounded by questions of improper ethics and outright fraud when it came to forcing DIBLES on school districts large and small, draining much needed funds away from the classroom, the bipartisan support of this spending cut makes a great deal of sense.

The DoED, like other embattled Bush administration departments, is keeping a stiff upper lip claiming no ethical violations and that the Democrats are undermining the ability of the urban poor to learn. What they forget is that this legislation will most likely leave the committee with full bipartisan support. Republicans as well as Democrats have simply had enough of this scandal ridden White House. Of course, it is easy to take a stand when those directly effected by that stand are not voters.

Where is this kind of bipartisanship when it comes to the blatantly political Attorney General, Alberto Gonzales? But that is for another post…

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I thought I would blog about the oxymoron of intelligent design for a while. What better place to start than with the remarks of President Bush on the subject. While Bush made these remarks in August of 2005, I am certain his position has not changed one iota–mostly because he has demonstrated a stubborn streak many times over when it comes to changing his mind.Mr. Bush argues that one must teach both sides of the controversy between evolution and intelligent design. So what could be wrong with that?

First, there is no controversy. Declaring something a controversy does not make it so. Simply declaring that a controversy exists (over fill in the blank) creates a straw man that allows the proponents of intelligent design to have talking points rather than to address the issues advanced by the FACT of evolution. The straw man argument is one of the deadly fallacies in logical argumentation.

Teaching the controversy is a favorite of Michael Behe who claims that evolution must not be taught unless one also teaches the controversy that surrounds it. There are two points I wish to make regarding this claim:

1. Regarding the fundamental tenets of evolution, the facts of common descent and natural selection there is NO SCIENTIFIC CONTROVERSY. To argue otherwise is an attempt to teach either pseudoscience in classrooms or to introduce a particular religious interpretation of creation into the classroom. Since it appears that the attempt to teach the controversy is based on not teaching bad science, the same standards that the ID proponents wish to apply to evolution should also be applied to ID. If that is the case then ID fails the test.

2. While there are controversies over details of how evolution proceeds, there is NO SCIENTIFIC CONTROVERSY over the foundational positions taken by evolutionary science. The controversies that do exist are not appropriate for beginning level science but, rather, are appropriate for debate among advanced students in biology or related subjects. The only controversy that exists regarding evolution is in the precise details of how relative contributions of sympatric versus allopatric speciation. The scientific controversy is not between differing creation myths versus observable science which is what the ID proponents would have us believe.

Once again the president fails to articulate a clear understanding of a fundamental issue relying, instead, on the Michael Behe straw man. the manufactured controversy, to make his case.

clipped from www.washingtonpost.com
President Bush invigorated proponents of teaching alternatives to evolution in public schools with remarks saying that schoolchildren should be taught about “intelligent design,” a view of creation that challenges established scientific thinking and promotes the idea that an unseen force is behind the development of humanity.
“Both sides ought to be properly taught . . . so people can understand what the debate is about,” he said, according to an official transcript of the session. Bush added: “Part of education is to expose people to different schools of thought. . . . You’re asking me whether or not people ought to be exposed to different ideas, and the answer is yes.”
These comments drew sharp criticism yesterday from opponents of the theory, who said there is no scientific evidence to support it and no educational basis for teaching it.

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Just a little tidbit I found on YouTube. If it weren’t so sad it might actually be funny. As the anti-evolutionists seek to introduce biblical mythology, call it what you will–creation science, intelligent design–into the classroom, they seem willing to turn back the clock to a time more reminiscent of the dark ages and the Inquisition than bring it to the light of the 21st century. Just because the human mind cannot conceive of the possibility of evolution does not mean that evolution is not true. It is all about evidence. The scientific FACTS based on evolutionary theory point to the validity of the theory. Other than a few scribbles in some sacred texts written 3000 years ago, and other than personal revelation (which is not rigorous evidence) there simply is no evidence to support what Richard Dawkins calls the God delusion. I think I’ll put my faith and trust in FACTS and not in the mythology of creation. If I wanted to put my faith in the mythology I would then be forced to choose from among thousands of FACTUALLY unsupported creation myths–what if I pick the wrong one? What then…

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Alleged conflict of interest charges now swarm around the DoED’s sponsorship and use of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS serves as the flagship assessment instrument for the billion dollar a year Reading First program administered by the DoED.In addition to significant charges of not properly screening consultants, many of whom had financial ties to DIBLES, the DoED appears to have promoted the use of DIBELS over any other early literacy indicator.

Furthermore, DIBELS does not appear to be a good indicator of whether or not children understand what they read. DIBELS also tends to be biased in favor of children that come from literacy-rich environments according to Samuel J. Meisels, president of the Erickson Institute for Advanced Study in Child Development.

One study found:

That DIBELS Oral Reading Fluency scores did predict performance on the TerraNova, a standardized achievement test, although students’ performance on DIBELS accounted for less than 20 percent of the variability in those scores. The study also found that students scored poorly on their ability to retell stories they had read, suggesting the tests may be sending a message that reading rapidly is more important than reading for comprehension.

So it seems than not only is there a significant scandal brewing surrounding the use and implementation of the DIBELS instrument, it also seems that the administration that insists on research based teaching and learning eschews research when it comes to promoting their pals and their profits. The emperor has no clothes.

clipped from www.edweek.org
Although teachers in the Moriarty, N.M., public schools report positive experiences with the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS, the assessments have generated a lot of controversy nationally.
The assessment tool, developed by researchers at the University of Oregon, is now approved for use under the federal Reading First program in 45 states to monitor student progress on reading fluency and other measures.
But a contentious hearing before the U.S. House Education and Labor Committee probed allegations that the widespread use of DIBELS may stem, in part, from inappropriate promotion of the tests by federal officials as part of the rollout of the $1 billion-a-year Reading First program.
A report by the U.S. Department of Education’s inspector general, released in March, suggested that a federal contractor did not appropriately screen consultants, some of whom had financial ties to DIBELS, for conflicts of interest.

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The life of Allen Lee still hangs in the balance as Community High School District 155 officials fail to take any action in the case of Allen Lee, the student accused of disorderly conduct for writing what his teacher and other school officials considered to be a disturbing paper in response to a “free” writing assignment.At no time has the school or the district taken appropriate action in this case. Before involving the police options like counseling, social service intervention, or simply making parents aware of the situation should have been taken. The more appropriate actions would, then, have never been news. No one would even know Allen Lee’s name, which is as it should be. Had this young man been found to be a danger to himself or others then, and only then, should authorities be notified.

The chilling effect this story has on teaching creative writing is enormous. I spoke with several high school seniors who clearly understood Lee’s side of this controversy. One of the seniors told me that were she to be assigned a free write she would simply write “I can’t think of anything to write.” She would do this until the time for writing was over to assure that she would not have her life disrupted. What I find interesting in this student’s case is that she is a top-student, involved in many school activities, maintains a top grade point average and is headed for an elite school. While I have not seen her writing, her teacher assures me that she is creative and thoughtful. Now this…she is turned off and the incident didn’t even occur in her school.

Somewhere, somehow, there is an adult that will do the right thing in the case of Allen Lee. If not NOW–WHEN?

clipped from www.chicagotribune.com
After listening to two Cary residents speak in support of a Cary-Grove High
School senior whose essay resulted in a disorderly-conduct charge and his
removal from school, the school board met in closed session Monday evening
without taking any action on his future.
After the two-hour closed session, Community High School District 155 board
President Ted Wagner refused to answer any questions about Allen Lee, 18,
whose lawyer said earlier that he hopes the student can return to school as
quickly as possible and graduate as scheduled May 26. Lee is being tutored in
a district office away from the school.
During a creative-writing class April 23, students were given a “free
writing” assignment in which they were told not to censor or judge what they
wrote. Lee’s stream-of-consciousness essay included references to “shooting
everyone” and “having sex with the dead bodies.”

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David Berliner and Sharon Nichols, both well respected educational researchers, claim that NCLB is causing substantial harm to children, to schools, to teachers and to administrators of those schools that has the chilling effect of placing the Nation at Risk.

Limiting their remarks to only the high-stakes testing requirements of NCLB, Berliner and Nichols said:

The stakes are high when students’ standardized-test performance results in grade retention or failure to graduate from high school. The stakes are high when teachers and administrators can lose their jobs or, conversely, receive large bonuses for student scores, or when humiliation or praise for teachers and schools occurs in the press as a result of test scores. This federal law requires such high-stakes testing in all states.

More than 30 years ago, the eminent social scientist Donald T. Campbell warned about the perils of measuring effectiveness via a single, highly consequential indicator: “The more any quantitative social indicator is used for social decisionmaking,” he said, “the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” High-stakes testing is exactly the kind of process Campbell worried about, since important judgments about student, teacher, and school effectiveness often are based on a single test score. This exaggerated reliance on scores for making judgments creates conditions that promote corruption and distortion. In fact, the overvaluation of this single indicator of school success often compromises the validity of the test scores themselves. Thus, the scores we end up praising and condemning in the press and our legislatures are actually untrustworthy, perhaps even worthless.

Campbell’s law is ubiquitous, and shows up in many human endeavors. Businesses, for example, regularly become corrupt as particular indicators are deemed important in judging success or failure. If stock prices are the indicator of a company’s success, for example, then companies like Enron, Qwest, Adelphia, and WorldCom manipulate that indicator to make sure they look good. Lives and companies are destroyed as a result. That particular indicator of business success became untrustworthy as both it and the people who worked with it were corrupted.

Similarly, when the number of criminal cases closed is the indicator chosen to judge the success of a police department, two things generally happen: More trials are brought against people who may be innocent or, with a promise of lighter sentences, deals are made with accused criminals to get them to confess to crimes they didn’t commit.

When the indicators of success and failure in a profession take on too much value, they invariably are corrupted. Those of us in the academic world know that when researchers are judged primarily by their publication records, they have occasionally fabricated or manipulated data. This is just another instance of Campbell’s law in action.

We have documented hundreds of examples of the ways in which high-stakes testing corrupts American education in a new book, Collateral Damage. Using Campbell’s law as a framework, we found examples of administrators and teachers who have cheated on standardized tests. Educators, acting just like other humans do, manipulate the indicators used to judge their success or failure when their reputations, employment, or significant salary bonuses are related to those indicators.

clipped from www.edweek.org
In his 2007 State of the Union address, President Bush claimed success for the federal No Child Left Behind Act. “Students are performing better in reading and math, and minority students are closing the achievement gap,” he said
But, as with Iraq, a substantial body of evidence challenges his claim.
We believe that this federal law, now in its sixth year, puts American public school students in serious jeopardy. Extensive reviews of empirical and theoretical work, along with conversations with hundreds of educators across the country, have convinced us that if Congress does not act in this session to fundamentally transform the law’s accountability provision, young people and their educators will suffer serious and long-term consequences.
We note in passing that only people who have no contact with children could write legislation demanding that every child reach a high level of performance in three subjects, thereby denying that individual differences exist.

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The Chicago Tribune finally addressed the issue of the Cary-Grove High School response to Allan Lee’s response to a senior English writing assignment. I add some additional quotes from the article below:

Involving the police struck Jim Barnabee as overkill. He is a creative-writing instructor at Stevenson High School in Lincolnshire and, like most teachers, has been trained to alert counselors or administrators if he thinks students might harm themselves or others.

He referred a student to a school social worker this year after she turned in a poem about suicide. It was a poorly written “emotional spew” that paid little heed to the assignment—all hallmarks of potential trouble, he said.

He added that Lee’s essay, by contrast, seemed more like the product of an annoyed senior, deserving perhaps of school discipline but not police intervention.

“If you refer someone to the police, all you’re going to do is teach kids to hide their feelings, to shove it down and not let it out there,” he said. “And I don’t think that’s what we want to teach young writers.”

The point here is that the CGHS teacher and administrators over reacted rather than practice appropriate measures.

Mary Kay Albamonte, a 22 year veteran teacher said:

“There are some rights that stop at the schoolhouse door,” she said. “Kids can’t just say or do anything. We’re responsible for them, and we have to be vigilant about it. When it’s staring you in the face you have to take it seriously.”

She and other teachers talk about limits with their students at the beginning of their courses. But some say that with violence and sex pervading American pop culture, teens don’t always understand what’s appropriate.

The issue is not one of rights or the lack of rights. It is one of the appropriateness of adult behavior when faced with perhaps inappropriate behavior on the part of one or more students.

If a student is engaged in a criminal act it is fully appropriate to arrest that student and prosecute to the fullest extent of the law. When did completing a school assignment become criminal. My goodness, would that we could get more students to complete their assignments. What may have been inappropriate was the content of Lee’s essay which you can read for yourself by clicking on the link. The language of the essay is not, even in the wildest stretch of ones overactive imagination, criminal. Disturbing, perhaps, but criminal, not in a million years.

As an English teacher, I read the essay in the context of the assignment, and through the lens of adolescent pop-culture. I read the words of a senior about to graduate and get on with his life. I read words that reference music, events, and even conditions in the classroom. I read the words of a very typical free writing exercise, one that is neither intended to be finished work nor coherent and cohesive in form.

Lighten-up CGHS. Give this kid some rope.

clipped from www.chicagotribune.com
A high school writing exercise that ended with the arrest of a McHenry County student last week was a dramatic illustration of a dilemma faced by young authors and their teachers: Where is the line that separates provocative from alarming?
The answer, many say, depends on far more than the words on the page.
A student’s demeanor, disciplinary record and relationship with the teacher all relate to whether a bloody piece of work is viewed as a bold, boundary-pushing statement or a thinly veiled threat.
“Judgment calls are required on all of this,” said Chris Meade, an English teacher at Glenbard North with 30 years of experience. “Nothing happens outside of a context.”
Allen Lee, 18, a straight-A senior at Cary-Grove High in Cary, was charged with disorderly conduct after he turned in an assignment that had called for him to write continuously for 30 minutes without making corrections, and without judging or censoring what he produced.

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A number of issues jump out as Chicago Public Schools fire 775 teachers, not the least of which is the simple fact that when coupled with a larger than normal retirement pool due to a program called Pension Enhancement, CPS will have thousands of openings in all grades and subject areas this year. As a teacher educator my students are pleased because their chances of landing a job are increased. I am worried, however, that the removal of experience from the classroom exacerbates an already difficult problem for new teachers–who will mentor the new teacher in the classroom. If experience is removed from the schoolhouse then who will be most effected–that’s right, the students.Another problem I see is that the the mass layoff of 11% of the non-tenured staff wreaks of intimidation along with a failure to properly mentor new, inexperienced teachers. The claim of incompetence is belied by the fact that last year, when over 1000 teachers were fired under the provisions of the union contract that provide the principal with absolute power to hire and fire, 11% of those let go were rehired at the school from which they were let go. Politics, not competence, seems to play a role in who goes and who stays.

While teachers suffer, the fact is that students are the ones who are left out in the cold. Building a stable, independent teaching staff is crucial to educating children. Continuity builds safe expectations for children and parents. Failure of the schools to provide proper induction for teachers does not, as School Chief Arne Duncan says, “allow principals to build the best teams for their schools.” The effect it does have is quite the contrary…arbitrary power to hire and fire builds fear and compliance rather that independence and creativity in teachers. Students suffer when their teachers are mere robots delivering compliant scripted lessons in their classrooms.

clipped from www.chicagotribune.com
About 775 probationary teachers in Chicago public schools learned Friday
they are losing their jobs in a purge that district leaders say could improve
the quality of instruction in the system’s most challenged schools.
More teachers were let go last year, when a budget crunch forced schools to
cut hundreds of teaching jobs. This year’s dismissals were triggered largely
by performance issues.
Schools Chief Arne Duncan said the cuts allow principals to build the best
teams for their schools, and they are not to solve budget problems or get rid
of outspoken teachers, as some critics have alleged. He said the quality and
quantity of the teaching recruits this year gives him confidence that these
vacancies will be filled by educators who can better reach students in
hard-to-staff schools.

The cuts represent about 11 percent of the district’s estimated 7,000
non-tenured teachers.

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In the inappropriate action of calling in the “thought police” the Cary-Grove High School began a process that may cause Allen Lee’s life to be adversely impacted, perhaps beyond repair.

When I was teaching in the middle school I had an 8th-grade student who was a brilliant writer. She was also into the entire Goth scene. She wore her hair like Morticia, painted her lips and nails black, wore black clothing from head to toe and I cannot ever recall her smiling or laughing. She wrote stories and poems that made reference to blood in the snow, stabbings, trees that strangled strangers as they passed by, death and dismemberment. I thought her writing was brilliant but it was also quite disturbing. In discussions with my principal at the time we decided the best course of action would be to refer this student to our school counselor for evaluation. The counselor met with this student, discussed her findings with the school psychologist, met with me and the student’s parents and we all came to the conclusion that the student was neither a danger to herself or to others. This was the proper and appropriate course of action. But it was not the course of action taken by the Cary-Grove High School.

What evidence, other than Lee’s freewrite, is there that he is a danger to himself or others? What intermediate steps did the high school take to determine whether Lee is an immediate or future threat to himself or others? It seems that they skipped these steps and went for the immediate kill–call the cops. The best they could do was trump up a disorderly conduct charge. And Lee’s life is forever altered.

Shame on the teacher, the principal, the district superintendent, the police and the charging prosecutor for not taking the time to assess the situation. Shame on all of them for not thinking of alternatives that might actually be more appropriate. But, then, when one has already made up one’s mind why does one have to bother with facts or alternative solutions.

The first major fallout is the Marine Corps withdrawing their commitment to Lee’s joining the service. My goodness, the boy hasn’t yet been convicted of anything. What ever happened to the proposition that one is innocent until proven guilty? What will be next in store for Lee as he spins down this Kafkaesque path.

clipped from www.chicagotribune.com
Like many misunderstood writers, a Cary-Grove High School senior arrested for turning in a provocative class essay offered an “author’s note” Friday by way of explanation.
In it, Allen Lee said his reference to “shooting everyone” and “having sex with the dead bodies” was not a personal statement but words a character in a story might say, which explained why the sentence was in quotations.
His references to drugs, he said, were a comment on drug problems at the school.
However, the Marines informed the student Friday that they have discharged him from the enlistment program because of the incident, but that he could reapply if the charges were dropped. Lee said he couldn’t comment, but his lawyer said his client was crushed by the news.
Although students were warned that they couldn’t threaten anyone in their writings, Lee said he assumed those parameters were removed when the teacher told the class to take 30 minutes and write whatever came to mind—without worrying about censorship.

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Allen Lee, an 18 year old straight “A” student at Cary-Grove High School, was arrested for thinking violent thoughts and charged with two counts of disorderly conduct. Lee’s senior English teacher, after reading what Lee wrote in response to a “Free Writing” assignment was disturbed enough to report the incident to the school’s principal. The school then notified the Cary police and the decision was made to arrest Lee.In America we do not criminalize thinking. What is criminalized is action. One can think all kinds of evil thoughts so long as one does not act on those thoughts there is no crime. In America we do not arrest authors for writing violent passages, for writing bad poetry, for writing propaganda or any other authorial endeavor. There is no Gestapo, KGB, SS, or Secret Police; no thought police and no book burners.

As a teacher of writing and author of a book on teaching writing, I understand the “Free Writing” assignment and advocate two versions of the practice in my book Teaching Writing in the Inclusive Classroom: Strategies and Skills for All Students, Grades 6 – 12 (Jossey-Bass Teacher). I do not, however, advocate arresting a student for responding to an assignment irregardless of how inappropriate I believe the product of the assignment to be. There are appropriate measures such as referring the offending student to counseling services, psychiatric services or social services, parent, teacher student conferences, and the like. But in America we don’t call the cops for thinking and writing.

While I understand the concern the school had considering the horrendous events at Virginia Tech, there is no justification for over reacting to Lee’s writing. The message sent is irreversible, sending a chilling effect through the entire creative process. I would urge the school to reconsider charging Lee with this crime and pursue appropriate measures to try to understand what is going on here.

clipped from www.chicagotribune.com
A Cary-Grove High School student charged with disorderly conduct for writing a violently descriptive class essay had received an assignment that said: “Write whatever comes to your mind. Do not judge or censor what you are writing.”
Allen Lee, 18, responded with passages about “shooting everyone” and having “sex with the dead bodies,” according to a disorderly conduct complaint filed Thursday by McHenry County prosecutors, Tom Carroll, the first assistant state’s attorney, said.
Lee’s English teacher, Nora Capron, and school officials found the senior’s stream-of-consciousness writing so alarming that they turned it over to Cary police, who arrested him Tuesday morning while he was walking to school.
Emling provided a reporter with a copy of the class assignment, which was titled “Free Writing.” It advised students to “write non-stop for a set period of time. Do not make corrections as you write. Keep writing, even if you have to write something like, ‘I don’t know what to write.’ “

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While the DoED is praising the outcomes of Reading First through an internally funded study, the House Education and Labor Committee is investigating potentially criminal behavior at the DoED surrounding Reading First.

Rep. Miller scolded Mr. Doherty at one point.

“Was your mantra, ‘Mistakes were made’?” Rep. Miller said. “You don’t get to override the law because you’re turning the law into a program.”

Mr. Doherty responded: “We thought then, and we think now, we did abide by the law.”

The hearing was the first of two that are expected in Congress in the wake of reports by the Education Department inspector general and the Government Accountability Office that found federal officials had mismanaged the program.

“We found that the department obscured the requirements of the statute by inappropriately including or excluding standards in the application criteria,” Mr. Higgins told the committee.

Ms. Lewis noted that one of the consultants providing assistance during the grant-review process had financial ties to the assessment, the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS. Kentucky was asked to revise its Reading First grant proposal three times.

“We were repeatedly advised to replace our current assessment tool with DIBELS,” Ms. Lewis said.

Rep. Howard P. “Buck” McKeon, R-Calif., the ranking Republican on the education committee, has introduced legislation that would require the Education Department and its contractors to screen Reading First peer reviewers for potential conflicts of interest, among other provisions.

Rep. McKeon was much less hostile to the witnesses connected to the Reading First program than Mr. Miller and some of the other committee Democrats.

“I want to thank you for your service,” he said. “I’ve been here almost 15 years, and I’ve seen a lot of people get crucified, and I’m really getting sick of it.”

But after hearing some four hours of testimony about alleged missteps and wrongdoing in the implementation of the federal program, Rep. Miller said he would consider making his own request for a criminal investigation.

“I think this process was cooked from the very beginning,” he said.

clipped from www.edweek.org

“We found that the department obscured the requirements of the statute by inappropriately including or excluding standards in the application criteria,” Mr. Higgins told the committee.
The inspector general of the U.S. Department of Education has referred some of the information gathered in a lengthy audit of the Reading First program to federal law-enforcement officials for further investigation, he said during a lengthy and contentious hearing today before the House Education and Labor Committee.
The former director of the Reading First program denied in the April 20 congressional hearing that there were conflicts of interest in the implementation of the $1 billion-a-year federal initiative. He also denied that he and other officials and consultants had overstepped their authority in directing states and school districts on the curriculum materials and assessments that would meet the strict requirements of the grants awarded under the program.

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So now the testing craze has reached the level of higher education. My goodness, perhaps we should demand a test for those that serve the nation, make them accountable for their performance by reducing that performance to a test score at the end of each and every year they serve in office. I think it should be the same test we ask graduating high school students to take (The SAT or the ACT). If they don’t score in the top quartile then they need to be removed from office and placed in tutored classrooms until they can pass at the arbitrary level set by some external bogyman. How long do you think that would last?But, schools and their clients are powerless. Do what I say or I’ll withhold federal funds! Wow, some choice Margret Spellings offers up to colleges and universities. Comply or else. Some democracy we live in.

clipped from www.ed.gov
Washington, D.C. — To help keep America competitive and provide students and families with more information and more affordable access to higher education, U.S. Secretary of Education Margaret Spellings today announced her plans to improve the U.S. higher education system, based on the recommendations in the final report of her Commission on the Future of Higher Education. Secretary Spellings made the announcement during remarks at the National Press Club in Washington, D.C.
In an effort to increase transparency and accountability, Secretary Spellings plans to provide matching funds to colleges, universities and states that collect and publicly report student learning outcomes. She will also convene members of the accrediting community this November to move toward measures that place more emphasis on learning and less on inputs. These proposals will improve higher education’s performance and the ability to measure that performance.

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The DoED press release clipped in part below is interesting, though not complete. There are also questions of trustworthiness of the report. One must never take a single study as being true on its face. Rather serious critical questions must be raised about why one should trust the results. Questions like:

+ Who funded the study?
+ Is there independent evidence to corroborate the findings?
+ What is the purpose for undertaking the study?

In the case of this work, the study is internally funded by the DoED and, therefore, is suspect. It is sort of like trusting a study whose findings advise parents to delay toilet training for their children that was funded by the manufacturer of Pampers. The investigators have a bone to pick because their patrons have a bone to pick.

Is there independent evidence to corroborate the findings in this study. The fact is no, there is not. In fact, there is a wealth of evidence that is in direct conflict with the results of this particular study.

One can only assume that the DoED funded this study in order to show how good Reading First and NCLB really is. This is not an independent reason for conducting such a study. Rather it is further evidence that the discredited notion that educational progress can be determined by reducing all learning to a single test score number causes teachers to teach to improve that number no matter what impact that teaching might have on the students they teach.

Sorry, but I have to dissent from the DoED. Reading First and NCLB are flawed policies and must be significantly revised.

clipped from www.ed.gov
Washington, D.C. — The U.S. Department of Education today released new state-by-state data on the effectiveness of Reading First, indicating that students who receive instruction through the program achieve strong gains in reading proficiency. Another measure of the program’s success since its launch in 2002, the state-by-state data demonstrate that Reading First is working to help our nation’s neediest kindergarten through third-grade students significantly improve their reading skills.
The data released today reinforce the positive indicators from the Reading First Implementation Evaluation interim report released in July 2006. According to the interim report, Reading First students receive on average 100 extra minutes per week of proven, research-based instruction from teachers, tutors and reading coaches.
Secretary's CornerNo Child Left Behind

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“These results are yet another confirmation that Reading First is working on behalf of our children,” said Deputy Assistant Secretary Amanda Farris

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While I might want to argue that NCLB’s goals are neither laudable nor effective, the real point is that NCLB is fundamentally flawed and must be revised in meaningful ways.A movement to return the conversation about curriculum to the forum in which it belongs, the local school level with mitigation from the district but not mandates from above, is one place to begin to rethink schools and schooling. NCLB has effectively cut that conversation off at the knees causing schools and students to suffer. There is a great deal of evidence emerging from study after study, some even funded by the Department of Education, that demonstrate that reducing knowledge to a single test score is counterproductive.

The NEA offers only one approach. There are others. My point is that these alternatives must become part of the national discourse or we and our children shall be doomed to mediocrity

clipped from www.nea.org
The Elementary and Secondary Education Act (ESEA), renamed the No Child Left Behind (NCLB) Act of 2001, established laudable goals — high standards and accountability for the learning of all children, regardless of their background or ability.
However, the law must be fundamentally improved and federal lawmakers need to provide adequate funding if NCLB is to achieve its goal. Congress has to reauthorize the legislation in 2007, offering an opportunity to make it more workable and more responsive to the real needs of children.
NEA is in the forefront of the effort to improve the No Child Left Behind Act. We have developed a comprehensive Positive Agenda for the ESEA Reauthorization�that spells out detailed recommendations to make the law better. (Read more.)

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Žižek suggests that choice is available only within the boundaries of the overlap of conflicting interests. Only when ideas are in competition is there a need to make a choice. If everyone agrees with each and every premise then there is no need to make a choice. But, it is clear that each of us is faced with significant opportunities to make informed choices because we do not live in the bubble of the same.

In schools, where curriculum is a central issue, there are three competing interests that are often in conflict with one another. There is, of course, the district, the governing body that oversees the delivery of educational efforts to students within the oversight boundaries of the district itself. In the case of the district the goals for curriculum are driven from the top down. Districts, no matter how large or how small, are driven by the need to seek standardization, to centralize the decision making process, and to control, to the best of its ability, the outcomes of the process of teaching and learning. In direct competition with the district, and at the other end of the continuum is the classroom. Classroom teachers spend their day in direct contact with children and are, therefore, far more prone to devote their energies into understanding the context within which they work. Classroom teachers understand the need to decentralize schooling and to approach the classroom with an open and flexible attitude if they are to be successful. Stuck in the middle is the school itself. School administration is, in fact, stuck in the middle, having to contextualize yet retain administrative control. This paradox of leadership leads to understanding curricular continuity and negotiating curriculum design through professional conversations within the school. See fig 1 below.Curriculum Design

NCLB has usurped the possibility of understanding curriculum development as a meaningful conversation by successfully defining the conversation as one that is driven from the top, a conversation that is immune to considerations of context or negotiation. By establishing management parameters the professionalism has been removed from teaching and leadership roles removed from the principal’s office.

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I sat through an active presentation by Steven Turner in which he asked whether teaching for achievement or teaching for understanding is appropriate in public schools. In the current climate many of the participants at this session agreed that teaching for achievement as an isolated concept equates to teaching skills appropriate for testing with little or no evidence of transferability or sustainability. We also tended to agree that teaching for understanding led to students developing critical thinking, reflection, rigorous sense of internalization of knowledge. One participant argued that teaching for achievement meant teaching to a predetermined, external set of standards while teaching for understanding had no predetermined borders but is broadly focused on relevant issues and knowledge. What also developed from this discussion was a consensus that if one teaches for understanding this does not negate the need to teach the necessary skills required for particular understanding. The two are not mutually exclusive. Furthermore, the great irony is that when children are taught with understanding as the goal of the process test scores rise in a direct relationship to student engagement. If, however, children are taught only for achievement their test scores are erratic and, perhaps more importantly, students become resistant to school and schooling. Turner’s work is worthy of a second look and some follow-up studies as well.

In a second session, Steven J. Thornton and Keith C. Barton presented a paper entitled Why history education is impossible without social studies. This work suggests that teaching history as a separate academic discipline is impossible without relating the history being taught to the other social studies, areas of study that include economics, political science, sociology, psychology, anthropology, geography and the like. I was drawn to the session not only because of Thornton’s work, but by the title of their paper. I have been thinking about how to effectively link the social studies to teaching history as many social studies educators are doing but I simply assumed that history serves as the underlying foundation for the rest of the social studies. Thornton and Barton suggest a different relationship, one that understands history as the factual exemplar for the theoretical concepts endemic to the rest of the social studies. An example they gave is the American Revolution. One cannot understand the revolution without understanding the concept from political science of representation or the concept from economics of taxation. While a gross oversimplification, the point they are making is that political science and economics provide us with theoretical constructions while the narrative of the revolution transforms those abstractions into narrative reality. History, in this sense, is the exemplar that provides students with concrete examples of weighty though abstract concepts. I really liked this take on the problem raised.

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This week the American Educational Research Association is holding its annual meeting in Chicago. This important conference brings together researchers and teachers from all areas of the spectrum of education and, as such, is one of the more exciting places to be as a professional educator. In this post I am going to summarize some of the more important points I heard today.

David Berliner spoke about the state of education in the United States today as a political space in which the ENDS of education have been taken away from professional educators and the MEANS of education have been corrupted by the reduction of knowing to a single test-score number. As test scores become the ENDS of education, primarily due to NCLB, then the MEANS of education become teaching to the test. When knowledge as an END is replaced by test scores then the only thing worth knowing is “is that going to be on the test?”

Another speaker argued that there is simply too much policy, policy layered upon policy upon policy. Fossilized reforms are something like geological layers as legislators fail to review either old policy prior to passage of new policy or evidence in support of policy legislation in the first place. The result is a web (more like a rabbit warren) of overlapping policies and legislation that boggles even the least capable minds.

Perhaps my favorite speaker argued that we do not live in an age of educational uncertainty. Quite the contrary, NCLB has placed a strangle hold on certainty. Schools are certain as to what programs count and what to teach in order to avoid the degradation of being labeled low performing. The problem is not certainty but faulty logic. NCLB is based on a confused logical structure where knowledge is reduced to test scores, schools are expected to solve social problems, and reading and math instruction are scripted and uniform across irregular contexts. This speaker called not for evidence based teaching as NCLB does, rather he argued that there ought to be EVIDENCE BASED LEGISLATION. I suggested to a colleague sitting next to me that perhaps those that pass the laws ought to be subject to the consequences of their own legislation. Congress ought to be forced to sit for say the 12th grade test. It was also suggested that no legislation be passed that does harm to anyone.

Finally, a speaker argued that education cannot be reduced to a model that corresponds in any way to producing widgets in a factory. By that logic FedX Delivers–Teachers Teach holds supreme. The fact is, however, that teachers do not exist, only teachers in a context exist and only in that context can teachers navigate through the murky waters that make up the classroom. Teaching is not something that can be planned except in broad brush terms if only because the unexpected is bound to happen at any moment of the day. Teachers are not tutor technicians preparing their students for tests. In the end, high stakes testing is blocking effective implementation of curriculum that encourages students to solve problems, to think about difficult problems, to rigorously reflect on ideas and concepts, and to remain curious about the world in which we all live. American educators for years have been critical of the centralization of European and Asian educational systems. The irony is that Europe and Asian nations are becoming decentralized as the United States moves toward a centralized national system of education.

I expect to be NCLB’d out by the end of the week. More to come later.

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From Time.com

The first three months of the new Democratic Congress have been neither terrible nor transcendent. A Pew poll had it about right: a substantial majority of the public remains happy the Democrats won in 2006, but neither Nancy Pelosi nor Harry Reid has dominated the public consciousness as Newt Gingrich did when the Republicans came to power in 1995. There is a reason for that. A much bigger story is unfolding: the epic collapse of the Bush Administration.

The three big Bush stories of 2007–the decision to “surge” in Iraq, the scandalous treatment of wounded veterans at the Walter Reed Army Medical Center and the firing of eight U.S. Attorneys for tawdry political reasons–precisely illuminate the three qualities that make this Administration one of the worst in American history: arrogance (the surge), incompetence (Walter Reed) and cynicism (the U.S. Attorneys).

I want to comment on the arrogance, incompetence, and cynicism of the Bush administration from a slightly different point of view. While Time focuses arrogance on the Bush insistence on the surge strategy, incompetence on the Walter Reed scandal, and cynicism on the Gonzalez flap over the sacking of US Prosecutors, I want to suggest that all three attributes are contained within the Bush policy on education.

Bush and his appointees at the Department of Education (both Rod Paige and Margaret Spellings) are all three–arrogant, incompetent, and cynical–all rolled up into one neat package. At the core of the issue is the impact on the next generation of Americans.

I begin with arrogance. The Bush administration marches forward with the zeal of reform that is (and never could be) bothered by the facts. I suggest that the No Child Left Behind (NCLB) legislation is fatally flawed because of the arrogance of the policy. For example, it is statistically impossible to have all children reading at grade level simply because grade level is an expression of the mean, the arithmetic average, for any given assessment. To obtain a mean score means that there must be at least half of the tested population performing below the mean score. It is arrogant to suggest that test scores can be improved so that all children perform above a mean score. Of course, it is very appealing to the uninitiated.

Incompetence at the DoED is most apparent in the case of incentives offered by student loan companies in order to be placed on a college or university’s “preferred” lender list. Examples cited in the New York Times article included an all-expense paid trip to the Caribbean for university officials and their spouses, gifts such as iPods, and bonuses that are based on how much students borrow. Bush’s lack of control over those that work in his administration whether at Walter Reed Hospital or the DoED is striking. This incompetence was tolerated by the Republican Congress that refused to exercise any oversight over the Bush administration.

Finally, the Bush policy on education is cynical at its core. The failure to pay attention to critical research done by respected members of the field, while arrogant to be sure, demonstrates a degree of cynicism in that the leadership is focused only on their ideas and will push them, right or wrong, to the end. If, by cynical we mean believing the worst of human nature and motives; having a sneering disbelief in the actions and thoughts of others, then this failure to address issues raised by others critical of the administration head on is a fine example of cynicism.

The problem with the Bush education policy is that it relegates an entire generation of American children to second-rate experiences in the classroom. The Bush policies destroy curiosity, the desire to know school based knowledge. This is not to suggest that children do not learn things. Just that what they learn comes from outside the schoolhouse. So much research points to the dangerous effects of NCLB and the Bush policies on education, but there he is giving his marching orders to Secretary Spellings to oversee the reauthorization of this flawed act. Arrogance, incompetence, and cynicism all rolled up into a single package…654 more days to go for this, the worst president this country has ever had.

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