Category Archives: AMPS

Senate Hearing Video — Ruth Page Jones

ruth.jpg

I have the honor of serving on the Wisconsin Alliance for Excellent Schools interim board with Ruth Page Jones. She also heads up Project ABC (Waukesha). She has been fighting the good fight on many fronts for many years.

Her testimony before the Senate Education Comittee speaks for itself (click here for the video). One thing I’d like to highlight is her remarks about guidance counselors, they reminded me of this recent quote of the day from Gloria Balton of Anacostia High School, Washington DC:

“You need more psychologists in the school. You need more counselors in the school, because when you can address the needs of the soul, then you can get them to perform.”

Ms Page Jones also had a great guest column in the Milwaukee Jounal Sentinel recently. Here is an excerpt:

The alliance champions an adequacy approach to reform because we put education and kids first. The Pope-Roberts/Breske resolution that was the topic of the recent Senate Education Committee hearing asks all members of the Legislature to do the same…

The resolution offers a road map to better education for our children. Rep. Sondy Pope-Roberts (D-Middleton), Sen. Roger Breske (D-Eland), their 60 co-sponsors and innumerable supporters ask only that our elected officials commit to making a positive change. That means providing the resources schools need based on the actual costs of effective education while holding the line on local property taxes.

Numerous experts from across the United States have defined the resources necessary for schools to meet state and federal performance standards as well as addressing the diverse needs of districts and students.

Funding adequacy is a critical first step toward restoring educational excellence in Wisconsin, moving us all to a more prosperous future.

Video from Wisconsin Eye — the full November 15 hearing can be accessed here — , excerpts posted via YouTube, playlist of all hearing videos posted thus far, here.

Thomas J. Mertz

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Filed under AMPS, Best Practices, Equity, Pope-Roberts/Breske Resolution, School Finance, We Are Not Alone

Paul Soglin Checks in on School Finance

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Former Madison Mayor Paul Soglin has given sporadic attention to state school finance issues on his blog. More would be better, but today’s is good:

The Tragedy That is California Education and Now Wisconsin

A trip last week to Los Angeles and San Francisco served as a graphic reminder of the rise and fall of public education in the state of California since the adoption of Proposition 13. The enactment of that law after a 1978 referendum created an unfair tax system, taxing property not on its use, its present value, or its potential for development, but the assessment on the day it was purchased.

The result not only creates an imbalance in taxation but it strangles deprives government of needed revenues. The most important example is California public education. In the three decades following World War II, California public schools were the best in the nation. Now they are among the worst.

Within California, test results and rankings of their schools show a clear delineation along economic lines. Schools in wealthy communities score the best. Obviously, schools in low income areas do poorly.

Starved for adequate funding, each school is dependent upon activist parents and community leaders to raise hundreds of thousands of dollars each and every year. It is no surprise that the poorest communities fail miserably at this semi-privatization of education.

One impact of Proposition 13 was, in part, to privatize the schools. Public schools cannot survive without private resources. The same thing is occurring in Wisconsin where restraints on school expenditures from public funds results in continued fundraising. Some communities like Madison centralize the fundraising for the entire district so that all schools share equitably in the private monies.

In the meantime, while some taxpayers can point to significant savings, the quality of education suffers at greater expense to all of us, particularly those dependent upon a well educated workforce.

If there are problems with the public education system, then fix it. Ensuring failure was not a wise choice.

One correction, Soglin wrote: “Some communities like Madison centralize the fundraising for the entire district so that all schools share equitably in the private monies.”

Madison does not do this. PTO raised funds are not pooled, individual donations may be targeted to individual schools or purposes, the Foundation for Madison Public Schools’ grants are often for a single school and their endowment program is based on matching grants. There is much, much inequity in MMSD fundraising.

For more on wealthy schools (or schools serving wealthy kids) scoring high, see the US News and World Report “Best High Schools” ranking/.

I hate these rankings. If I have time I’ll do a little thing on the method and methodology of the US News & World Report ranking, but without taking the time to look closely at how the rankings are made they are a complete waste of time. Sometimes even after looking they are a waste of time, more often they are interesting but not useful. At least this one is an improvement on Jay Mathews’ ridiculous “Challenge Index” (scroll to comments).

Thomas J. Mertz

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Filed under Accountability, AMPS, Best Practices, Gimme Some Truth, National News

Why hasn’t MMSD done this?

The Onion has identified another efficiency that has the potential to save millions for school districts:

Underfunded Schools Forced To Cut Past Tense From Language Programs
November 30, 2007 | Issue 43•48

WASHINGTON—Faced with ongoing budget crises, underfunded schools nationwide are increasingly left with no option but to cut the past tense—a grammatical construction traditionally used to relate all actions, and states that have transpired at an earlier point in time—from their standard English and language arts programs.

A Chicago-area teacher begins the new past tense–free curriculum.
A part of American school curricula for more than 200 years, the past tense was deemed by school administrators to be too expensive to keep in primary and secondary education.

“This was by no means an easy decision, but teaching our students how to conjugate verbs in a way that would allow them to describe events that have already occurred is a luxury that we can no longer afford,” Phoenix-area high-school principal Sam Pennock said. “With our current budget, the past tense must unfortunately become a thing of the past.”

In the most dramatic display of the new trend yet, the Tennessee Department of Education decided Monday to remove “-ed” endings from all of the state’s English classrooms, saving struggling schools an estimated $3 million each year. Officials say they plan to slowly phase out the tense by first eliminating the past perfect; once students have adjusted to the change, the past progressive, the past continuous, the past perfect progressive, and the simple past will be cut. Hundreds of school districts across the country are expected to follow suit.

“This is the end of an era,” said Alicia Reynolds, a school district director in Tuscaloosa, AL. “For some, reading and writing about things not immediately taking place was almost as much a part of school as history class and social studies.”

“That is, until we were forced to drop history class and social studies a couple of months ago,” Reynolds added.

Nevertheless, a number of educators are coming out against the cuts, claiming that the embattled verb tense, while outmoded, still plays an important role in the development of today’s youth.

“Much like art and music, the past tense provides students with a unique and consistent outlet for self-expression,” South Boston English teacher David Floen said. “Without it I fear many of our students will lack a number of important creative skills. Like being able to describe anything that happened earlier in the day.”

Despite concerns that cutting the past-tense will prevent graduates from communicating effectively in the workplace, the home, the grocery store, church, and various other public spaces, a number of lawmakers, such as Utah’s Sen. Orrin Hatch, have welcomed the cuts as proof that the American school system is taking a more forward-thinking approach to education and the dimension of time.

“Our tax dollars should be spent preparing our children for the future, not for what has already happened,” Hatch said at a recent press conference. “It’s about time we stopped wasting everyone’s time with who ‘did’ what or ‘went’ where. The past tense is, by definition, outdated.”

Said Hatch, “I can’t even remember the last time I had to use it.”

Past-tense instruction is only the latest school program to face the chopping block. School districts in California have been forced to cut addition and subtraction from their math departments, while nearly all high schools have reduced foreign language courses to only the most basic phrases, including “May I please use the bathroom?” and “No, I do not want to go to the beach with Maria and Juan.” Some legislators are even calling for an end to teaching grammar itself, saying that in many inner-city school districts, where funding is most lacking, students rarely use grammar at all.

Regardless of the recent upheaval, students throughout the country are learning to accept, and even embrace, the change to their curriculum.

“At first I think the decision to drop the past tense from class is ridiculous, and I feel very upset by it,” said David Keller, a seventh-grade student at Hampstead School in Fort Meyers, FL. “But now, it’s almost like it never happens.”

Thomas J. Mertz

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Filed under AMPS, Best Practices, Gimme Some Truth, National News, School Finance

Senate Hearing Video — Doug Mering

Doug Mering

There was a good story in the Baraboo News Republic on Doug Mering’s testimony before the Senate Education Committee so I thought I’d post the video (click here to watch). One of the most important things Mr. Mering has to say is that school finance should not be seen as a Republican issue or a Democratic issue, that districts, families and children want and deserve legislators who will look past partisan posing and get to work fixing what (almost) everyone agrees is broken. The News Republic story offers some hope that this may happen. Senator Luther Olsen (Republican, Ripon) is quoted as saying:

“I know that we will not come up with a formula that will make everyone and every school district happy, but I do think it is important that we look at the school funding formula.”

Olsen chaired the Special Committee on Review of State School Aid Formula, the materials on their web page are worth reviewing

Video from Wisconsin Eye — the full November 15 hearing can be accessed here — , excerpts posted via YouTube, playlist of all hearing videos posted thus far, here.

Thomas J. Mertz

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Filed under AMPS, Pope-Roberts/Breske Resolution, School Finance, We Are Not Alone

Senate Hearing Video – Mallory Massey

Time to hear from a student. Mallory Massey attends Pecatonica High School and she does her school proud. No long essay this time, but a quick observation that although there are good things about on line education and virtual schools, they cannot replace the the importance of schools as communities or to communities, nor can things like the forensics classes Mallory mentions (or science lab courses according to a recent Milwaukee Journal Sentinel story) be taught effectively on line.

Video from Wisconsin Eye — the full November 15 hearing can be accessed here — , excerpts posted via YouTube, playlist of all hearing videos posted thus far, here.

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To do list

From a Wisconsin State Journal editorial

In Wisconsin we can give thanks that the coming months will bring opportunities to live up to the state’s motto, “Forward,” in some important areas, including:

Financing of public schools.

Almost no one is happy with the state’s unfair system for funding schools, though change has been stifled because alternatives generate opposition, too.

However, public discontent is now moving lawmakers closer to reform. At a hearing this month before the state Senate’s Education Committee, 112 people favored changing how Wisconsin pays for schools. One was opposed.

Let 2008 finally be the year for developing a better plan for school financing.

Sounds almost like support for the Pope-Roberts/Breske Resolution.

Thomas J. Mertz

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Filed under AMPS, Budget, Local News, Pope-Roberts/Breske Resolution, School Finance

Hope For the Future of our Schools

by John Smart

Two things happened recently that raised my hopes for the future:

The first was an assembly held at the Menasha High School on November 14th dedicated to learning about the ongoing genocide in Darfur, that region of Sudan where nomadic Arab militias covertly sponsored by the Sudanese dictator, Omar Hassan al-Bashir, are ravaging the countryside, murdering, raping, burning villages and driving the indigenous people from their land.

Students in teacher Dean Boyer’s social studies classes were asked to select an international issue to study, and they chose the situation in Darfur. They researched the story thoroughly, and in the process became involved with the Darfur Action Coalition of Wisconsin, an organization working to support efforts to help the victims of this bloody conflict — and to end it. The students are selling tee-shirts and raising funds to send to the Coalition.

They also asked the Coalition for someone to come and speak to a student assembly at their high school about the Darfur crisis, and I volunteered to do so. They weren’t sure how many students would choose to attend, and we were all surprised when the handsome Menasha High School Auditorium filled almost to capacity – over 700 students!

The conversation — for that is what it was — lasted for an hour, and the students were attentive and involved, they asked informed questions and related serious concerns. They exhibited genuine empathy for the unfortunate people in that far-off, African land.

I was so exhilarated from spending time with those wonderful kids that I felt airborne to my next destination! If they are representative of the youth of our state and nation, and I hope and believe they are, the future of the state and nation is indeed in capable, caring hands.

I then went from Menasha to Madison, where, the next morning, I was one of sixty plus citizens who testified at a hearing of the State Senate Committee on Education.

The November 15th public hearing had to be moved to a larger room in the Capitol to accommodate the ever-increasing crowd, and they still had to have an overflow room with a television monitor so that attendees could follow the proceedings. The turnout clearly demonstrated growing public interest in doing something constructive to support our schools.

The purpose of the hearing was to examine Senate Joint Resolution 27, co-sponsored by Assembly Representative Sondy Pope-Roberts, of Middleton, Senator Roger Breske, of Eland, 14 other senators and 43 other assembly representatives. All but one of the people testifying were in support of the resolution.

The resolution calls for the legislature to recognize that the system we’re using to pay for our schools is not fair and equitable, and simply does not work — that it underfunds our schools while throwing too much of the burden on the backs of property taxpayers, who are understandably rebelling. The resolution refers to a number of new funding formulas that all deserve consideration, and it sets a deadline for the legislature to examine these, and any others, and pass a new compromise plan for school funding reform by a deadline date of July 1, 2009.

Several members of the committee, notably Senators Glen Grothman, of West Bend, and Mary Lazich, of New Berlin, insisted on attempting to debate the merits of one or another of the plans, asking how much they would cost and where the money was going to come from. They had to be reminded repeatedly that this resolution only sets a deadline and doesn’t endorse any specific plan.

What lifted my spirits was the enthusiasm of the people attending and the seriousness with which the senators responded. Many of us have struggled for a long time to get the legislature to recognize the problems that the current funding system is causing for our schools, and finally, it is beginning to look like that light at the end of the tunnel may not be an oncoming train!

The fight isn’t over though, not at all. It is probable that the resolution will pass the committee and the senate, but it is still a question as to whether or not the Speaker of the Assembly, Mike Huebsch, will allow this resolution to even come to the floor of that body for debate.

As usual, it is important for citizens to voice their opinions. Letters and phone calls to our legislators actually do have an effect. It is the voice of their constituents that has brought legislators back to this issue again, and more are needed. Please be a part of that “squeeky wheel!”

The students of Wisconsin, like those remarkable young people at the Menasha High School, deserve the best education that we can provide for them. It’s a question of priorities, and to my mind, they are on top of the list.

John Smart serves on the Park Falls School Board, is a member of the Wisconsin Governor’s Commission on the United Nations, the UN Association of the USA and Citizens for Global Solutions. He was a Peace Corps volunteer in Uzbekistan from 1995 through 1998 and chairs the Democratic Party of Price County.

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Filed under Accountability, AMPS, Gimme Some Truth, Pope-Roberts/Breske Resolution, School Finance, Take Action, We Are Not Alone

Be Thankful (semi-repost)

I’m thankful.

I’m thankful for my family, my friends, my freedoms,… a roof over my head, food on the table, having health insurance and health…

More in line with the topics of this blog; I’m thankful for all those who work hard to provide good schools for my children and yours (that includes employees, elected officials and activists), I’m thankful for all my fellow activists who have welcomed me and given me wider opportunities to create positive change.

Thanks to all.

The repost is this previous “Be Thankful” post on the 2007-2008 MMSD budget. Re-read if you like, but be sure to do yourself a favor and give William DeVaughn’s sublime “Be Thankful for What You Got” a listen.” You’ll be thankful too.

Thomas J. Mertz

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Reactions to the Madison Test Protest

A few weeks ago I posted some links and information about David Wasserman’s protest against standardized testing to the Education Disinformation Detection and Reporting Agency list maintained by Gerald Bracey. There some problems with the list and I only got responses yesterday. Although not as timely, I think they are still worth sharing.

Here are the initial links:

Teacher gives in, gives test (Capital Times)
Teacher’s test protest leads to reprimand (Wisconsin State Journal)
Protesting teacher faces reprimand (Capital Times/AP)

I also sent this from George Lightbourn of the Wisconsin Policy Research Institute (for more on Mr. Lightbourn on AMPS, see here). More local coverage and reaction here and here and on AMPS.

Steven C. Lozeau, School District Administrator, Potosi (WI) Public Schools weighed in with a letter directed to Mr. Lightbourn:

Dear Sir:

I agree wholeheartedly with accountability, testing and with finding ways to use the information to improve student performance.

Knowing that this is only one part of the picture we must also integrate other measures that account for some of the areas you describe such as creativity and other non-standardize tested criteria.

But I disagree with shoring up your position using already overused and questionable data such as the position of US students compared to the world.

We can spend hours on such comparisons and their failings.

Please do not use non comparables to prove your point as most of what you said can stand alone. Comparing apples and oranges, which most country to country testing does only disclaims your point, propagates bad information, and damages higher education’s relationship with public schools.

Sincerely,

Dr. Steven C. Lozeau
Potosi School District Administrator

I’m not sure if this was a response to my post, but Michael Paul Goldenberg of the Rational Mathematics Education blog posted AN OPEN LETTER IN SUPPORT OF DAVID WASSERMAN . Here are some excerpts:

I am writing to support David Wasserman’s decision to refuse to administer a test in which he did not believe and to decry the way in which he was subsequently dealt with by his superiors. I am a mathematics teacher educator, teacher, and expert on standardized test preparation with more than 30 years’ experience working with students on various instruments (e.g., SAT, GRE, ACT, LSAT, and GMAT) as well as with grading state tests from Michigan, New York, and Connecticut. With that experience and expertise in mind, I am deeply troubled by the manner in which this nation has been pushed further and further towards accepting an ill-founded religious belief in the power of (for the most part) multiple-choice, multiple-guess tests to measure not only student achievement, a concept which is at best open to question, but teacher, administrator, school, district, and state competency (not to mention national status when viewing similar international tests such as the TIMSS), in total violation of one of the basic principles of psychometrics: never use a test to measure something it has not been specifically designed and normed to measure. This country has long been enamored with numbers and rankings, going back to the early decades of the 20th century, when we shamefully abused IQ scores to restrict immigration in ways that can only be viewed as unscientific and utterly racist. I urge everyone to read Stephen Jay Gould’s definitive work on the abuse of “intelligence” testing, THE MISMEASURE OF MAN, for a shocking and sobering account of how standardized tests have been misused and abused in the United States, generally out of racist and chauvinistic ignorance and bias.

It takes a brave person to risk his job and his livelihood, to put himself and his family in jeopardy, in the face of blind obedience on the part of so many of his fellow teachers and education professionals to what is nothing more than an outlandish political ploy to destroy public education, undermine teacher authority and autonomy, punish students, parents, teachers, administrators, schools, and districts MOST in need of support, and to shamelessly promote vouchers and privatization to help those most advantaged and least in need already. Sadly, there is not a single member of the US Congress (and, I suspect, of any state legislature) who has a balanced view of educational politics, who actually has K-12 teaching experience, who has a background in either education or psychometrics, and who understands that measuring something is not the way to improve it….

David Wasserman had the guts to stand up for his students and for meaningful assessment over shallow, cheaply processed “data”-gathering and number worship. His colleagues, principal, and superintendent should have applauded him. I suspect many of his students were grateful for even a moment’s thought for their plight. Instead, we saw no acts of courage from those with a little more power than a mere classroom teacher. It was business as usual, full speed ahead, and testing uber alles. How utterly sad, and how utterly tragic for real kids and real learning.

I too support Mr. Wasserman and hope that MMSD’s “reprimand” does not come to pass.

Thomas J. Mertz

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Filed under Accountability, AMPS, Best Practices, Gimme Some Truth, Local News, National News, nclb, No Child Left Behind

Quote of the day

“You need more psychologists in the school. You need more counselors in the school, because when you can address the needs of the soul, then you can get them to perform.”

Gloria Balton, Anacostia High School, Washington DC.

From the NewsHour, via the Daily Howler

Thomas J. Mertz

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