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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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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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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High School Redesign Update

Susan Troller of the Capital Times has the story.

To me, this is the best news:

The timeline for some parts of what’s known as the high school redesign has been pushed back so the new superintendent — to be hired early next year in advance of Rainwater’s June retirement — will be able to have an impact on a plan that’s likely to stir strong passions in the community.

Since Supt. Rainwater announced his resignation, I’ve been telling anyone who would listen (including Supt. Rainwater) that the success of any reform is linked to leadership and that the incoming leadership needs to be part of this. I doubt my opinion had any impact, but I’m still glad.

In related news, there is a new organization — ExcellenceWithoutAP.org — worth checking out (I hope our redesign team does). This from their site:

The reasons for moving beyond AP vary from school to school. Only one belief is shared by all of the schools listed on this site: that a locally designed curriculum better serves their students than a curriculum leading to a nationally-administered standardized test.

I had great experiences with AP classes decades ago, but much has changed since then. I’m certainly not anti-AP, nor do I think AP (or IB for that matter) is the be all and end all of excellence as some seem to.

Thomas J. Mertz

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Alfie Kohn Settles Suit

From Teacher Magazine (via the A.P):

Alfie Kohn Settles Suit
By The Associated Press

BOSTON
The state Department of Education acknowledged Monday it violated the free speech rights of a standardized test critic and agreed to pay him $187,000 to settle his lawsuit over being dumped as a speaker at a state-run conference.

Alfie Kohn, a former teacher who lectures widely, was asked to discuss his views on standardized tests, including the Massachusetts Comprehensive Assessment Systems test, at a 2001 conference on public schooling in the state’s western region.

Kohn said state education officials, after learning he planned to focus on his opposition to the MCAS, forced local organizers to cancel his speech after threatening to withdraw $28,000 in state funding. His lawsuit alleged that state officials violated his rights and kept others from hearing his views.

In a statement Monday, the education department acknowledged it had violated Kohn’s First Amendment rights. In a letter written as part of the settlement, the department said its position “is that vigorous debate about education issues is healthy and welcome.”

The suit was filed by the state chapter of the American Civil Liberties Union on behalf of Kohn, a school principal, a counselor and a parent. In the settlement, Kohn will receive $7,500 and his attorneys will get $179,500, the ACLU said.

In May, a Superior Court judge ordered the department to pay $155,000 to Kohn’s lawyers, ruling that officials violated his constitutional rights when they kept him from speaking at the conference. Mediators, however, persuaded the department to increase the amount, education department spokeswoman Heidi Guarino said.

“Our feeling is that this is a good resolution, we are glad to have this behind us and we are perfectly content with where things stand now,” Guarino said.

Kohn said in statement he, too, was happy to resolve the suit and is “hopeful that DOE’s newfound commitment to open discussion of education policies means that it will never again attempt to silence those who disagree with its policies — and that it will be open to considering the substantial evidence that indicates the MCAS testing program is doing more harm than good.”

In addition to lecturing, Kohn has written 11 books on education and parenting.

Copyright 2007 Associated Press.

Thomas J. Mertz

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Pope-Roberts/Breske Resolution Hearing Report

Pope-Roberts and Breske
Rep. Sondy Pope-Roberts, Middleton, and Sen. Roger Breske, Eland, testified before a packed house, Nov. 15, on Senate Joint Resolution 27.

From the Wisconsin Alliance for Excellent Schools
Message delivered to Legislature: Change the school-funding system

On Thursday, Nov. 15, comprehensive school-funding reform was before the Senate Education Committee. In 6-1/2 hours of testimony, 50 speakers from across the state urged the committee to back a, resolution — authored by Rep. Sondy Pope-Roberts, of Middleton, and Sen. Roger Breske, of Eland — to throw out the present funding system and replace it by July 1, 2009.

An additional 62 people registered their support at the meeting for Senate Joint Resolution 27. In their demands for reform, they joined 60 members of the Senate and Assembly who signed on as co-sponsors.

Testimony by Sen. Kathleen Vinehout, of Alma, not a member of the Committee, highlighted the troubles the small schools in her district have under the current state financing formula. She said there is “a fundamental disconnect” between what drives spending and what drives revenue.

Vinehout framed the resolution as a “get‘er done” order for the State Legislature, not a specific plan. The Senator called it a needed first step.

Rep. Pope-Roberts said that “we have the opportunity to get it right, something we failed to do in 1993” when the Legislature approved the present formula that places limits on how much revenue school districts can raise. Several testifiers reiterated the point that the revenue limits have failed to keep pace with districts’ rising expenses.

Testifiers at last Thursday’s hearing came from urban, suburban, and rural districts. Speakers cited shortages of books and desks; crumbling buildings; and too few courses, librarians and counselors, sports, and after-school programs. Many said these problems have been compounded by increasing class sizes. Those districts hardest hit are the ones with declining enrollments, six out of every 10 school districts in the state.

“Instead of prescribing how the school-finance system should be changed, the resolution calls for a finance system that meets four criteria. It must be based on:

  • The actual cost of educating children;
  • Sufficient resources have to be provided to meet state and federal mandates;
  • Additional help to students and districts who have special needs; and
  • The equitable collection of and distribution of funds
  • Ruth Page Jones, president of a parent group called Project ABC-Waukesha, said “it’s time to trash this going-out-of-business plan.” Jones said the present system pits neighbor against neighbor as communities are forced to go to referendum in order to stop program losses.

    Talking to that point, Tony Evers, deputy superintendent of the Wisconsin Department of Public Instruction, said half of all referendums have failed in recent years. He said, basically, that geographic location is now the prime indicator of how good an education a child will receive.

    Page Jones observed that “districts have already fired administrators, delayed maintenance, slowed text-book adoption . . . and now in the last few years all that is left to cut are teachers.”

    Upcoming, the Senate Education Committee will determine whether to forward the resolution to the full Senate. No hearings have been scheduled in the Assembly. You can weigh in on both accounts. Click on the following links to:

    »Find out what you can do.

    »Read the testimony of those appearing on behalf of WAES, and others

    »Watch the entire hearing on SJR27 on Wisconsin Eye

    »Read the media coverage of the hearing:

    Milwaukee Journal-Sentinel
    Wisconsin State Journal
    WISC-TV, Madison
    Wisconsin Radio Network
    Waukesha Freeman
    Wisconsin Public Radio
    WEAC Website

    Links to additional coverage:

    From a local blogger and sometime AMPS contributer: Democracy in Action.

    From Jennifer Morales of the MPS Board: Democracy is Sexy.

    And of course all the related posts on AMPS (including videos!)

    Thomas J. Mertz

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    Senate Hearing Video — Laura L. Vernon

    Laura L. Vernon

    Since the first video I posted was from a rural district, I thought it would be appropriate to make the second post from Milwaukee (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).

    Laura L. Vernon (click here for the video) from the Milwaukee Educational Assistants Association seemed like a good choice (it was hard to choose, check back to hear other important voices from Milwaukee and around the state).

    Defenders of our current system will say that it works for most districts or children (only those who have a weak grasp on reality would say it works for all districts and children). I don’t agree with that statement, but even if it is true our children deserve a system that works for all.

    At one point Senator Grothman speculated that the gap between high spending district and low spending districts has been shrinking (Senator Grothman did a lot of speculating and quoting questionable “facts”, apparently he’s too busy to railing against taxes to look at any actual research). There are many possible ways to assess this (data can be found here), based on a quick calculation it looks to me that since 2000 the standard deviation in per member spending has remained about 15% of the average, but shrunk slightly.

    All of this is interesting in an analytical way, but as the MMSD Equity Task Force (and many others) have concluded, equity does not mean equal. The diverse and very real needs of districts and children require different resources based on these needs that dollar for dollar comparisons do not capture.

    We hear about the uniformity in taxation clause of the Wisconsin Constitution as an impediment to school finance reform (although the current system is far from uniform and falls under one of the exemptions in Art. XIII, sec. 1), but we don’t hear so much about the uniformity of education clause in Art. X, sec. 3. Seven years ago in Vincent v. Voight the Wisconsin Supreme Court ruled that the current system (barely) met this requirement, yet it is increasingly clear that when diverse circumstances are considered, each year the differences in educational opportunities based on residence continue to grow.

    My point is two-fold; the current system exacerbates the inequalities that public education is supposed to overcome and that a system that fails to provide the necessary resources to any district or child is unacceptable.

    Be it urban Milwaukee or rural Phillips, our current school finance system is failing many. It is past time to fix it!

    Thomas J. Mertz

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    Senate Hearing Video

    Randy Kunch

    The testimony at the Senate Education Committee Hearing on the Pope-Roberts/Breske Resolution was beyond compelling. At times I was moved to tears. There was some anger too, but as I noted previously, the dominant theme was optimism, a belief that we (meaning the people of Wisconsin and our elected officials) can and will fix the shameful mess that is school funding in Wisconsin.

    In the coming days and weeks I am going to be posting video excerpts from the hearing(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). I chose Randy Kunch from the Phillips School District as the first post (click here to watch). Please take the five or so minutes to watch and listen to Randy and then sit down to write your elected officials or your local paper and tell them that someting needs to be done and the time is now!

    Thomas J. Mertz

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    If only…

    From The Onion:

    Overfunded Public School Forced To Add Jazz Band
    November 14, 2007 | Issue 43•46

    MANALAPAN, NJ—Benjamin Harrison Middle School faculty members regretfully announced Tuesday that, despite their best efforts to prevent it, the school simply had too much state and federal funding to avoid adding a jazz ensemble to its music program.

    “We did not want it to come to this,” principal David DeCarlo said after introducing students to Mr. Metheny, an award-winning jazz guitarist and the new school music teacher. “The children are the ones who are going to suffer. Especially little Sammy Orlovsky, who will have to play those drums where instead of using drumsticks you tap the cymbals with tiny brushes.”

    The school plans to use its remaining $22.1 million budget to add a sculpture wing to the art department, triple janitors’ salaries, and purchase a second computer.

    Thomas J. Mertz

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