Shanker Blog

K-12 Standardized Testing Craze Hinders Enthusiasm And Creativity For The Long Haul

Our guest author today is Bill Scheuerman, professor of political science at the State University of New York, Oswego and a retired president of the United University Professions. He is also a member of the Shanker Institute board of directors.

A recent study by Richard Arum, Josipa Roksa, and Esther Cho, entitled Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project, should make us all take a closer look at student learning in higher education. The report finds that students enter college with values at odds with academic achievement. They party more and work less, but this lack of effort has had little or no effect on grade point averages. The study indicates that some 36 percent of current college graduates did not improve their critical thinking, complex reasoning and written communication skills, despite having relatively high GPAs. In other words, more than a third of new graduates lack the ability to understand and critically evaluate the world we live in.

Nobody is arguing that we should go back to the good old days when college access was limited to the elite. Politicians and business are united in the goal of the United States once again attaining the highest percentage of college graduates in the world.

Notably, in the face of rising global competition from China and India, President Obama has called this the "Sputnik moment" for math and science education in the U.S.

Fundamental Rights At Work

As Wisconsin public employees reorganize for a long fight in the wake of the state GOP’s "midnight strike" at collective bargaining rights, it brought to my mind one of guest blogger Heba El-Shazli’s posts on Egypt. In it, she notes that Egypt’s new, independent unions are demanding reformed labor laws that incorporate the International Labor Organization’s Declaration on Fundamental Principles and Rights at Work.

For many people, this reference probably begs the question: What the heck is actually in the Declaration on Fundamental Principles and Rights at Work?  The startlingly intense loathing of collective bargaining rights by Gov. Scott Walker, the Wisconsin GOP, and their supporters, is incentive enough to elaborate on this document.  

Adopted in 1998, the Declaration commits ILO members " to respect and promote workers’ rights and principles”  in four categories:  freedom of association and the effective recognition of the right to collective bargaining; the elimination of forced or compulsory labor; the abolition of child labor; and the elimination of discrimination in respect to employment and occupation. These are the “core” principles of the ILO, and are incorporated into its "conventions" – an expression of the ILO labor standards. This is the heart of this venerable, tripartite organization, in which business, labor, and government representatives share a place at the table.

These conventions are not simply some amorphous “rights” dreamed up by union leaders. They are well-established international law, approved and reviewed by employers, unions, and government representatives.

Digging For Data In The Garden State

In January, the New Jersey Department of Education released a report titled, "Living Up to Expectations: Charter Schools in New Jersey Outperforming District Schools." It consisted of a list of charter schools and their students’ aggregate proficiency rates by grade, along with comparisons with the rates of the regular public school districts in which they are located. The state then tallied the number of charters with higher rates (79 percent in language arts, and 69 percent in math), and concluded - in a press release - that this represented evidence of superior performance. The conclusion was reported without scrutiny. Later that same day, NJ Governor Chris Christie formally announced his plan to expand the state’s charter school sector.

In a short post that evening, I pointed out the obvious fact that the state’s analysis was wholly inadequate to demonstrate charter performance – good, bad or indifferent – relative to comparable regular public schools. Rutgers Professor Bruce Baker did the same, and also presented a school-level analysis showing that there was no difference.

Christopher Cerf, the state’s acting education commissioner, decided to stand by the suspect results, basically saying that they were imperfect but good enough to draw the conclusions from.

It was an astonishing position.

Choosing A Superintendent - Or A Chancellor

Our guest author today is Sol Hurwitz, president emeritus of the Committee for Economic Development and a member of the Albert Shanker Institute’s Board of Directors.

Early in January, less than two weeks into her tenure as chancellor of the New York City Public Schools, Cathleen P. Black found herself mired in controversy over a remark she made to parents distraught over their children’s overcrowded schools. “Couldn’t we just have some birth control for a while?" she joked.

The media pounced, and Ms. Black squandered an opportunity to address one of the school system’s most acute problems. The chancellor’s subsequent public appearances have provoked boos and jeering, to which her responses have veered from silence to mocking sarcasm. Her challenge now is to dispel the widely-held notion that she is unfit to hold her job.

An experienced educator facing a group of worried parents probably would not have made such a gaffe. But Ms. Black, the former president and chairwoman of Hearst Magazines, is not an educator; nor has she or her children ever attended a public school. Clearly, her experience as a publishing executive did not prepare her for the rough-and- tumble, media-driven politics of New York City’s schools.

A Call For Common Content

A diverse group of influential education and other leaders today announced support for clear curricular guidance to complement the new Common Core State Standards that have been adopted by most states. 

Today’s statement released by the nonpartisan Albert Shanker Institute and signed by dozens of educators, advocates, policymakers, researchers and scholars from across the educational and political spectrum, highlights one largely ignored factor needed to enable  American students to achieve to high levels and become internationally competitive—the creation of voluntary model curricula that can be taught in the nation’s classrooms.

Randi Weingarten, president of the American Federation of Teachers, urged broad support and dissemination for the statement, "A Call for Common Content". “We are arguing for the tools and materials that teachers need," she said. “With rich, sequential common curricula, amplified by state and local content—and with teacher preparation, classroom materials, student assessments,  teacher development, and teacher evaluation all aimed at  the mastery of that content—we can finally build the kind of coherent system that supports the achievement of all learners; the kind of system enjoyed by the world’s highest performing nations."

The release of “A Call for Common Content” comes at a special time. After decades of debate, the nation is finally on its way to having common, voluntary standards in mathematics and English language arts. Although this recent state-led effort is an important and positive first step, notes the statement, it is not sufficient to achieve a well-functioning education system that offers both excellence and opportunity.

An Update From The Independent Labor Movement In Egypt

Our guest author today is Heba F. El-Shazli.  She has 25 years of experience in the promotion of democracy, independent trade unions, political and economic development. She has worked with institutions and leaders throughout the Middle East and North Africa (MENA) to challenge authoritarian regimes. Currently she is a visiting professor of international studies and modern languages at the Virginia Military Institute. The views expressed here are her own.

The revolution in Egypt has unleashed a torrent of pent up frustration and protest from Egyptian workers in all walks of life. For weeks, beginning the day after former President Hosni Mubarak resigned, workers have taken to the streets to demand respect for basic worker rights and democratic principles. Their grievances are fundamental and share much in common with their U.S. counterparts now protesting in Wisconsin and elsewhere: the right to bargain collectively with employers over wages, hours, benefits and working conditions. Egyptian workers have been protesting at many worksites all over the country:

• More than 6,000 teachers protested in front of the Education Administration building in the governorate (state) of Qena in Upper Egypt.  A majority of teachers are now working under temporary contracts without benefits. Teachers are calling for the end of these temporary contracts that cheapen their profession and cause much professional insecurity. 
• Hundreds of workers from the iron and steel factory who were hired as “temporary contractual” workers demanded payment of three months’ worth of overtime and other benefits, and an end to their “temporary” status.

The never-ending “temporary contract” is a tactic to weaken workers’ rights, which  has been widely used in both the Egyptian public and private sectors. In response to teacher protests, the new Education Minister did announce on Feb. 28 that the teachers who had been working under temporary contracts for more than three years will be made permanent as long as they are able to pass the teacher proficiency tests, which the Ministry will administer on March 25.

How To Make A Misleading Public/Private Earnings Gap Disappear

USA Today last week published yet another story claiming that public sector workers make more that their private sector counterparts - this one saying that Wisconsin is one of many states where this is the case. Their “analysis” used data from the Bureau of Economic Analysis, and compared total compensation (salary+benefits) between workers in the private sector and state/local government.

No matter how many times they are told that you can’t just make a straight comparison of dissimilar groups of workers, apparently they still don’t get it. Incredibly, this particular article admits as much, and even quotes economist Jeffrey Keefe, who tells them that the gross comparisons don’t account for important sectoral differences in education and other factors. In other words, their numbers don’t tell us much of anything about public versus private sector compensation. Still, there is the headline: "Wisconsin one of 41 states where public workers earn more." How many people saw that headline, and now believe that public workers are “overpaid?"

USA Today, of course, is not alone. These assertions have lately become insidious, coming from governors, commentators, and others. But when a major national newspaper decides to run this story at this politically-charged time, based on their very own “analysis," a separate response seems in order.

I’ve discussed this issue before, but maybe it would be more helpful to show how the data are more properly analyzed in a step-by-step fashion, using 2009 U.S. Census microdata (the American Community Survey, available from the wonderful organization IPUMS.org). Here’s how you make a false earnings gap disappear in five minutes.

Seize The Day?

Wisconsin Gov. Scott Walker’s determination to destroy collective bargaining rights for his state’s public employees has generated a lot of hyperbolic rhetoric from both sides. Some conservatives have taken particular umbrage at demonstrators’ signs likening Walker to Adolf Hitler, Benito Mussolini, and Hosni Mubarak. They are right that Walker is not akin to these brutal, murderous dictators, who solidified power by crushing independent unions. Indeed, they need not look overseas at all to find anti-union inspiration. The U.S. has its own rich tradition of union-busting – albeit considerably less fierce than in these particular dictatorial regimes.  

This information is just a mouse-click away. Anyone with access to the internet can easily trace the history of violent state and business response to unions and union organizing in America, dating back 150 years. It’s not just the infamous Pinkertons and other thugs hired by business. Police, the National Guard, even federal troops have been used to brutally suppress workers’ efforts to form their own unions. Homestead, Haymarket, Ludlow, Pullman, the 1937 Battle of the Overpass – all are storied examples of incredibly violent action against workers and their organizations.

This sort of drama, punctuated by carnage and death, is pretty much a thing of the past. With the passage of the 1947 Taft-Hartley Act and 1959 Landrum-Griffin Act, anti-union judicial decisions, global outsourcing, and the emergence of union-busting consultants, quashing unions has become, well, child’s play. America’s private sector unions have been on the defensive for better than half a century, with membership eroded to only seven percent of the private sector workforce. With Wisconsin, the attack against public service unions is well and truly launched.

Would The New York City Layoffs Hurt Poor Schools More?

As first reported by the New York Times, the New York City Department of Education released a dataset this past Sunday, which lists the number of potential teacher layoffs that would occur in each school absent a budget infusion.

Layoffs are a terrible thing for schools and students, and this list is sobering. But the primary impetus for releasing for this dataset appears to be the city’s ongoing push to end so-called seniority-based layoffs, and its support for seniority-ending legislation that is now making its way through the state legislature. One of the big talking points on this issue has always been that layoffs that take experience into account would hurt high-poverty schools the most, because these schools tend to have the least experienced teachers. As I discussed in a prior post, Michelle Rhee is making this argument everywhere she goes, and it was one of the primary themes in a new report by the New Teacher Project (released last week). Although I have not heard city officials use the argument since the database was released over the weekend, similar assertions have very recently been made by Mayor Bloomberg, former Chancellor Joel Klein, and current Chancellor Cathie Black.

I find all this a bit curious, given that the best research on the topic finds that the argument is untrue (including a study of New York City, and a statewide analysis of Washington [also here]). Now, it is at least possible that, if layoffs were conducted strictly on the basis of seniority, higher-poverty schools could end up bearing the brunt of dismissals. This is almost never the case, however – layoffs in almost every district proceed based on a variety of criteria, among which seniority is only one (albeit often the most important).

It is fortuitous, then, that the city’s dataset provides an opportunity to test the claim that the “worst-case scenario” – over 4,500 layoffs using current New York City procedures – would hurt high-poverty schools the most. Let’s take a look.

A List Of Education And Related Data Resources

We frequently present quick analyses of data on this blog (and look at those done by others). As a close follower of the education debate, I often get the sense that people are hungry for high-quality information on a variety of different topics, but searching for these data can be daunting, which probably deters many people from trying.

So, while I’m sure that many others have compiled lists of data resources relevant to education, I figured I would do the same, with a focus on more user-friendly sources.

But first, I would be remiss if I didn’t caution you to use these data carefully. Almost all of the resources below have instructions or FAQ’s, most non-technical. Read them. Remember that improper or misleading presentation of data is one of the most counterproductive features of today’s education debates, and it occurs to the detriment of all.

That said, here are a few key resources for education and other related quantitative data. It is far from exhaustive, so feel free to leave comments and suggestions if you think I missed anything important.