Showing posts with label Bill Gates. Show all posts
Showing posts with label Bill Gates. Show all posts

Sunday, February 27, 2011

Arne Duncan and Bill Gates: Dumb and Dumber

On Saturday, Arne Duncan warned governors about ‘dumb’ education cuts and then suggested even dumber cuts, like increasing class size:

“Duncan also said that states should think selectively about increasing class sizes. The father of two grade-school-age children said he’d rather his kids be in a bigger class with a better teacher than a smaller class with a lousy one. He suggested teachers could get paid extra for getting a bigger class…”

Now can anyone explain how that would help kids? Pay teachers more to teach more students, each of which would get less attention and and a lower quality of education? Talk about paying more for less.

Meanwhile, the Institute of Education Sciences, the research arm of the US Department of Education (which he heads) points out that class size reduction is one of only a handful of reforms that have been proven to work through rigorous evidence.

Duncan, whose speech was peppered with references to “you guys”… is popular even with many conservative Republicans….Sixteen governors listened to his speech, which followed a presentation from the head of the Indicators and Analysis Division at the Organization for Economic Cooperation and Development. The OECD official said the U.S. is trailing other developed countries on a host of important measures. Ontario, Canada, was held out as a model.

Except that Ontario has reduced class size systematically since 2003 across the province – just as Finland did, decades earlier, propelling that country to its success.

Click on the chart to the left for class sizes in the early grades since 2003 in Ontario -- the opposite direction NYC schools and others throughout the nation have taken since then.

In today's Washington Post, Bill Gates took up this same dumb refrain -- with a vengeance. He again suggests that class sizes should be increased, and makes the following claim:

In a 2008 survey funded by the Gates Foundation, 83 percent of teachers said they would be happy to teach more students for more pay.

Actually not! What the survey showed is that many teachers would take a $5,000 pay increase instead of a reduction in class size of two students per class – which is very different from preferring an increase in their class size.

Not to mention that in survey after survey, teachers say that the best way to improve their effectiveness would be to reduce class size – over salary increases, merit pay or any other policy. (For example, see this national survey from Public Agenda, “A Sense of Calling: Who Teaches and Why,” in which 86% of teachers said that reducing would a "very effective" way to improve the quality of instruction, far above increasing salaries, more professional development or any other method cited.)

In today's oped, Gates also claims that “After the first few years, seniority seems to have no effect on student achievement.” This is completely erroneous. See our fact sheet on teacher experience; showing student achievement gains are correlated with as much as twenty years of teaching experience.

In fact, as research reveals, there are only two observable, objective factors tied to more effective teaching – class size and more experience. And it’s very sad that Gates and Duncan -- along with the other corporate privateers -- are attempting to undermine both.

Thursday, January 13, 2011

Gates Report Touting "Value-Added" Reached Wrong Conclusion

Gee, expect an honest accounting from anything associated with Bill Gates? This comes from Susan Ohanian and is worth reading. Also check out my piece on value-added in the Indypendent, which seems to have gotten a number of hits beyond the usual. (My Article on Teacher Value-Added Data Dumping in The Indypendent.)


NOTE: After reading my introduction here, please click through to the National Education Policy Center site. Rothstein's review reads better there. I post it  here, for historical purpose. My intent, as always, is to keep a record of assaults on public schools. But go read it at the National Educational Policy Center site. They are doing excellent work on the behalf of public schools, and we want their "hits" to soar.

In a wowser of a technical review, Rothstein finds that The Gates Foundation study on teachers' value-added performance "is an unprecedented opportunity to learn about what makes an effective teacher. However,"there are troubling indications that the Project's conclusions were predetermined." [Emphasis added.] This, of course, comes as no surprise to teachers across the land, but it's good to have a respected scholar, somebody with no horse in the race, say it. Rothstein finds:
In fact, the preliminary MET results contain important warning signs about the use of value-added scores for high-stakes teacher evaluations. These warnings, however, are not heeded in the preliminary report, which interprets all of the results as support for the use of value-added models in teacher evaluation.
And more:
The results presented in the report do not support the conclusions drawn from them. This is especially troubling because the Gates Foundation has widely circulated a stand-alone policy brief (with the same title as the research report) that omits the full analysis, so even careful readers will be unaware of the weak evidentiary basis for its conclusions.5
Rothstein characterizes the Gates report conclusions as "shockingly weak" and points to how the part they released to the press hid this weakness.

Is it any surprise that the Gates study doesn't even bother to review existing research literature on the topic? When one's results are "predetermined," (Rothstein's term), such a review would, of course, be a waste of time.

AND "[T]he analyses do not support the report's conclusions. Interpreted correctly, they undermine rather than validate value-added-based approaches to teacher evaluation."[emphasis added]


Review of: Learning About Teaching
by Bill and Melinda Gates Foundation
December 10, 2010
Reviewed by Jesse Rothstein (University of California, Berkeley)
January 13, 2011

Summary - MORE
http://susanohanian.org/show_research.php?id=39

Check out Norms Notes for more on this issue.

Tuesday, December 21, 2010

For Arne Duncan and Bill Gates – A lump of coal in your stocking


This guest column is by Peter Huidekoper, Jr., a former teacher in Colorado.
The two portly gentlemen have asked for a contribution. Scrooge insists on giving nothing:

"I wish to be left alone," he said. "... I help support the establishments I have mentioned--they cost enough; and those who are badly off must go there." - A Christmas Carol

Sorry to disappoint if you'd like a story of good cheer. But if Dickens could tell a Christmas story with more than a little bitterness and anger, it's okay to follow in his shoes. True, Scrooge finds happiness and becomes a second father to Tiny Tim. This piece ends with another vulnerable child, little Bianca, still waiting for a better school where she is not lost in a large class.

Those who are "badly off must go" to schools and sit in classrooms with 29 other students. "They cost enough." Teachers and parents begging for smaller classes--"We can't afford it." Let's even add more kids! No big deal.

Who would offer such Scrooge-like ideas? Well, if it isn't the two jolly men who must have doled out more wasted money to misguided education "reforms" in 2010 than anyone else in America: Secretary Arne Duncan, delivered sleigh loads of "Race to the Top" grants across the land, and Bill Gates, our nation's most "generous" philanthropist.

Groucho: That's in every contract, that's what you call a sanity clause. Chico: You can't a fool a me ... there ain't no sanity clause. --A Night at the Opera

Last year reformers heralded "The Widget Effect--Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness." The message: don't view teachers as widgets, as "interchangeable parts"--or as Webster's puts it, "something considered typical or representative, as of a manufacturer's products: the widgets coming off the assembly line." Nice to be told we are individuals, who should not be treated as thingamajigs. The same goes with students.

Teachers are human beings, only capable of knowing well a certain number of students, who are themselves individuals with very different strengths and weaknesses. We simply cannot teach 120 students as well as we can a hundred; and we cannot teach a hundred students as well as we can 80.

Let's go to an assembly line, the famous scene in Modern Times where Charlie Chaplin is working in a factory, tightening a pair of bolts as they rush by on the conveyor belt, both hands at work; occasionally he falls behind because of an underarm itch, or a bee flying by his twitching nose.

Upstairs the boss of Electro Steel Corp takes a break from the funny papers long enough to bark out to his minion: "Section 5, speed her up!" We laugh as the tramp snaps his wrists faster and faster to match the rising tempo of the conveyor belt, and then, as he chases after some bolts he failed to tighten. Another shout from the Voice on High: "Section 5, give it the limit!" Soon it's too much. Charlie jumps on that belt and gets swallowed up inside the machinery and the gears.

In asking us to think anew amidst our tighter education budgets, what does our Secretary of Education say?

"Our K‐12 system largely still adheres to the century‐old, industrial‐age factory model of education.... Educators were right to fear the large class sizes that prevailed in many schools. But the factory model of education is the wrong model for the 21st century.... "

Good, no more factory model. Then what in the world is he doing from his sleek office upstairs barking-OK, in Duncan's case, recommending--bigger classes? More Speed! Give it the limit!

"Parents, like myself, understandably like smaller classes. We would like to have small classes for everyone‐‐and it is good news that the size of classes in the U.S. has steadily shrunk for decades. But in secondary schools, districts may be able to save money without hurting students, while allowing modest but smartly targeted increases in class size...."

More students! You can work harder, right? Those of you teaching grades 7-12, with five classes of 25, surely you know your 125 students well, right? Of course you can build strong relationships with each and every one of them, yes? But hey, challenge yourself, don't be a wimp, here's another three or four in each class, you don't have a problem with 29 do you?--just another twenty kids to know, twenty more papers to grade....

"In fact, teachers in Asia sometimes request larger class sizes because they think a broad distribution of students and skill levels can accelerate learning."

Darn! I KNEW there was something wrong with me! I am not volunteering to have bigger classes so that I can have more 14-year-olds whose voices will not be heard in our 50-minute class, so that I can have more paragraphs and essays to read and correct. What's WRONG with us that we who don't ask for an even broader "distribution of students and skill levels"--as if we don't already have a huge range in our rooms already with 21-24 students. And guess what--this is how, Duncan claims, we "elevate the teaching profession"!

Two days later Bill Gates praised Duncan's "terrific speech" and again suggested that the budget cuts gave us a chance to rethink class size. He told the Council of Chief State School Officers:

"Your predecessors ... could push reforms with big price tags. Schools hired new staff, added more specialists, and reduced class sizes. We went from one adult for every 19 students to one adult for every 8 students. I don't question the good intentions behind it, but these have been costly changes, and they have not led to better student achievement.... Great teachers are a precious natural resource. But we have to figure out how to make them a renewable, expandable resource."

So that's what we are: "a renewable, expandable resource"? I guess it's better than being seen as a widget-- or as a member of an assembly line. And yet a teacher has only so many resources, and so much time. Gates continued:

"Conservative estimates suggest that we can save more than $10,000 per classroom by increasing class size by just four pupils. If we pay some of that money to our best teachers for taking in more students, we accomplish three goals at once - we save money, we get more students in classrooms with highly effective teachers, and we give our best teachers a real raise, not just for being good, but for taking on more work."

Pay me to teach more students? No thanks. We compromise enough as it is. We have our standards too.

Unfortunately, these two men have outsize influence. Already others have chimed in. Rick Hess of the American Enterprise Institute, the National Council on Teacher Quality, and the Thomas B. Fordham Institute--all gleefully singing the same tune, all seemingly eager for budget cuts and increased class sizes across the land. So a lump of coal in your Christmas stockings, Secretary Duncan, Bill Gates, and these others.

Here is my protest for advocating an idea that most teachers, parents, and researchers can only call foolish and unjust.

Teaching has been 18 years of my life and so, yes, this is personal. To have over a hundred students in Vermont was "easy" compared to fellow English teachers here in Colorado today, where many have 150 students- 5 x 30--in their classes.

And yet I found a hundred students too much. It was one reason behind my move from a public school to a private school (no more than 65 students) in the '80's. It was a reason many of us supported one of the key principles of the Coalition of Essential Schools--developed by Ted Sizer, a former teacher and headmaster at Andover Academy, a man who knew understood classrooms and teacher-student relations as well as anyone:

Personalization: Teaching and learning should be personalized to the maximum feasible extent. Efforts should be directed toward a goal that no teacher have direct responsibility for more than 80 students in the high school and middle school and no more than 20 in the elementary school.

It was a reason that when I returned to teach this past decade, I was only willing to work in schools (including two charter schools) where the teacher-student ratio enabled me to feel I could be effective. And it was one factor in my not going back to the public school where I taught last spring.

Rather than listen further to the faux Wise Men who come bearing bad ideas on how to make schools more productive and efficient, listen to a teacher. I asked my cousin, in Florida, who started teaching last year at 61, after a successful career in computers, about the 2002 state amendment that lowered class size:

"We really think our law is good for education. I think the numbers-18: K-3, 22: 4-8, and 25 for H.S. were arrived at very responsibly. After over a year with class sizes in compliance for my 3rd, 4th, and 5th grade classes, I feel that the numbers are just right. I have 18, 22, and 22 and feel like I have a good teaching relationship with all of my students."

Now let's hear from a student, seven year old Bianca, one of the New York City children in the film Waiting for Superman, eager to find a better alternative to the public school she attends.

According to a recent story in Parade magazine, Bianca is still waiting:

"We have 30 kids in my class and one teacher," the Harlem second grader says softly. "She doesn't have time for each of us."

Thursday, November 4, 2010

Value-Minus for Bill Gates

David Pogue writes on tech in Thursday's NY Times:
With the money Microsoft has spent on failed efforts to design hardware, you could finance a trip to Mars. Its failures make up quite a flop parade: WebTV. Spot Watch. Ultimate TV. Ultra Mobile PC. Tablet PC. Smart Display. Portable Media Center. Zune. Kin phone. If this were ancient Greece, you’d wonder what Microsoft had done to annoy the gods.

And then there's this: Office for Mac Isn’t an Improvement
Office 2011 for Mac, the first new version of Microsoft's software suite in several years, is disappointing.
So, isn't this the same guy who is telling everyone how to run the nation's schools? He looks familiar. I think I ran into him hanging out with Randi in Seattle at the AFT convention.

Tuesday, October 19, 2010

Oh, Valerie!

Every day I check my fabulous blog roll. I look up and an hour (or more) has passed and the item I was going to blog about has turned to mush. So I often end up copying and pasting links.

Thus, my deterioration as a blogger with something of his own to say. Everybody else seems to be saying it first. And better.

Today, Valerie Strauss at The Answer Sheet, has such a delicious post that I have printed it out, shredded it and sprinkled the pieces all over my morning toast. Mmmm, Mmmm, Good!

Here are just a few tidbits from How billionaire donors harm public education to wet your appetite:
Today the foundation set up by billionaires Eli and Edythe Broad is giving away $2 million to an urban school district that has pursued education reform that they like. On Friday a Florida teacher is running 50 miles to raise money so that he and his fellow teachers don’t have to spend their own money to buy paper and pencils, binders (1- and 2-inch), spiral notebooks, composition books and printer ink.
Together the two events show the perverted way schools are funded in 2010.
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Very wealthy people are donating big private money to their own pet projects: charter schools, charter school management companies, teacher assessment systems.
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What this means is that these philanthropists -- and not local communities -- are determining the course of the country's school reform efforts and which education research projects get funded. As Buffalo Public Schools Superintendent James A. Williams said in an interview: "They should come out and tell the truth. If they want to privatize public education, they should say so.”
-----

That none of their projects is grounded in any research seems not to be a hindrance to these big donors. And they never try to explain why it is acceptable for them to donate to other causes -- the arts, medicine, etc. -- without telling doctors and artists what to do with the money. Only educators do they tell what to do.
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[$2 million] is the same amount of money that the Bill & Melinda Gates Foundation gave away earlier this year to a company simply to market the education film “Waiting for Superman,” which portrays a distorted idea of the root causes of the problems facing urban school districts as well as the solutions.
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Surely these philanthropists think they are helping. But they don't understand education and have been somehow led to believe that "the answer" is specific and around the corner: a longer school day; a longer school year; charter schools; technology; standardized tests in every subject; assessing teachers by standardized test scores; for-profit education; training new college graduates for five or six weeks as teachers and then sending them into the toughest schools in America.
The fact is that there is no strong research to show that any of those elements will do much to help education, and many will actually hurt.
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let’s not imagine for a minute that the millionaires and billionaires giving out all this money are doing anything other than making it harder to fix the public schools that America needs.
Now on get over there and read the whole thing.
http://voices.washingtonpost.com/answer-sheet/school-turnaroundsreform/how-billionaire-donors-are-har.html#more

Wednesday, September 29, 2010

More on Education Indoctrination

We held a press conference yesterday at Rockefeller Center, in protest of the one-sided coverage of NBC's Education Nation, which has turned out to be an infomercial brought to you by the Billionaire boys club of Gates, Broad and Bloomberg. Here is some coverage from Gotham Schools, and the Epoch Times.

As made clear by this media extravaganza, a handful of wealthy men and their corporate-style, free-market views were allowed to completely dominate the media, as they already control much of the output of the education research organizations and think-tanks in DC, despite any evidence that their methods will improve our schools, all in the name of "innovation." They are wreaking destruction not only on our public education system, but waging a massive misinformation campaign, with even the National Academy of Sciences powerless before them.

Bloomberg was allowed to make a 15 minutes speech on MSNBC, uninterrupted, without a single reporter allowed to ask questions, in which he claimed great progress in our schools. At the same time, during Council hearings downtown, members of the public and local elected officials were lambasting his record, and pointing out that his claims of improvements were based on fraudulent and inflated state test scores.

And yet this highly damaging model of education reform that has utterly failed to improve our schools here in New York City is being held out as a model, and foisted on the nation as a whole, in the form of charter school expansion, wasteful teacher merit pay, and even more emphasis on high stakes testing, all of which which hurts our neediest students most of all.

In essence, NBC's entire media extravaganza should have been called Education Indoctrination, an opportunity for the corporate influences that are engineering their hostile takeover of our public schools to broadcast their distortions, without little or no fear of being contradicted. Here is our press release from yesterday, here is my Huffington Post column about it, and here is a letter of protest to NBC that you can sign.

There were a few bright spots; check out NYC teacher Brian Jones, who managed to infuse a few words of truth amidst the heated rhetoric of Geoffrey Canada, Randi Weingarten, Steven Brill, and Michelle Rhee. On the same panel, Allen Coulter, the head of the Gates Foundation education division, managed to spread more of the special Gates' brand of misinformation, such as claiming that there is no evidence of benefits from class size reduction after 3rd grade, which is simply false.

There are at least 15 studies showing correlations between smaller classes in the middle and upper grades and higher student achievement and lower dropout rates, no matter how much the Gates Foundation would like to deny this. Like their support of the anti-evolution organization, the Discovery Institute, Gates seems to have no respect for research and evidence. Instead, the foundation would rather waste millions on incentive pay tied to test scores, and other free-market "experiments" that have repeatedly been proven to be worthless.

See our press release from yesterday, my Huffington Post column, and then send a message to NBC, by signing our protest letter, with 400 signatures so far and growing fast.

Here are some excerpts from the press release, from outraged parents, teachers and citizens:


Natalie Beyer, a founding member of Parents Across America and a school board member in Durham, NC: “Strong public schools are our most fundamental public resource and the foundation of our democracy. In recent years, a few wealthy philanthropists have profoundly influenced education policies and programs. Parents Across America believe that our public schools and our children’s educations are not for sale. Across this nation, we elect citizens to serve on local Boards of Education, to insure local accountability, transparency and oversight of our public schools. As a public school parent and elected school board member, I am disappointed that NBC’s Education Nation has excluded the voices of parents and critics. Your relationship with your sponsors seems to have turned what could have been an important news event into an infomercial. As your program concludes and you dismantle your Learning Plaza, rest assured that those of us who work in public education will continue the important work of challenging students every day.”

Karran Harper Royal, New Orleans parent leader and member of the Community Education Coalition: “The entire premise of this show is very offensive. The rest of America does not need another Hurricane Katrina, and certainly doesn’t need the kind of education reform that we’ve had in New Orleans. Parents are largely left out of the decisions being made by the State of Louisiana, and the claims of success of our Public Schools are being greatly exaggerated. In a recent report, the Brookings Institute and the Greater New Orleans Community Data Center admitted that "Statistically, academic growth has not been correlated with reforms." And despite Paul Vallas’ claims to the contrary on MSNBC’s panel discussion today, charter schools in New Orleans often push out students with disabilities or do not serve them well, and there have been many instances where such children have been turned away. We resent NBC using our tragedy to promote an agenda financed by big business, and that does not include the very people who use our public schools.”

Mona Davids, head of the NY Charter Parents Association, said: “Contrary to the claims made by NBC’s Education Nation, charter schools are not a magic bullet to improve our public school system. Too many of them have very high student and teacher attrition, exclude special education students, feature abusive disciplinary practices, and demonstrate disappointing levels of student achievement. What we need in this city and elsewhere is to learn from the practices of our best charter schools, and apply them to all public schools, including small class sizes, a supportive and welcoming environment for parents and teachers, and a well-rounded curriculum, featuring art, music science, all of which are being driven out of our public schools by Bloomberg and Klein, and the other so-called “experts” featured on these panels."

Lisa Donlan, NYC public school parent leader in lower Manhattan: “It is outrageous that NBC is allowing Joel Klein and our Mayor to portray our public schools as a model for reform, given the never-ending scandals, reorganizations and failed experiments that have damaged our kids over the last eight years. Charter schools, merit pay, competition among schools for students and resources, high stakes standardized tests as the basis for teacher bonuses, student promotions and school closings - -none of these things have worked in NYC, or anywhere else in the country for that matter. Bloomberg's experiments on our children have not improved teaching and learning, have not narrowed the achievement gap, have not increased equity of access to quality schools for most families, and any claims to the contrary are simply lies.”

Julie Woestehoff , Executive Director, Parents United for Responsible Education, in Chicago and founding member of Parents Across America: “Over the past few days, NBC, Oprah, "Waiting for Superman" promoters and other corporate-funded propagandists have waged war against public school parents and teachers, hoping to break their traditionally strong ties, to vilify, label, and destroy public schools, and to fool the nation into accepting a vision of education that consists of replacing open, democratically-run school systems designed to serve all children with a system of strip mall franchise schools where families are forced to "shop" for education and children are
served differently depending on how they score on standardized tests.

That's not the vision of education that will lift our nation or give our children a strong future. We reject NBC's corporate vision of education and instead support and dedicate ourselves to the rich, well-rounded, ennobling vision of education offered by true school reformers, beginning with John Dewey and embodied today by the millions of dedicated, hardworking teachers who are doing their best under ever-worsening circumstances. We choose to listen to our teachers first, and support their efforts rather than join corporate media's war against them."