“Emptiness” – Concerning the State Superintendent’s Words on School Performance Grades

It is usually a good feeling that accompanies a “congratulatory” note from someone in a position of authority who recognizes hard work and accomplishment, especially in a field that constantly measures performance in such an arbitrary fashion.

School performance grades were released by DPI this week and quick to point out any “successes” that could be found in those grades and the reports that accompanied them was Mark Johnson, state superintendent.

This is what he said in his press conference as reported by Alex Granados of EdNC.org,

It’s great news that the top-line trends are in the right direction. We can all be proud, for instance, that most schools meet or exceed growth. But deeper into the data, the results show stubborn concerns that call out for innovative approaches. It is with innovation and personalized learning that we can transform incremental progress into generalized success” (https://www.ednc.org/2017/09/08/highs-lows-school-performance-grades/).

And this was part of a message that Johnson released as an all-inclusive email to educators in the state concerning the school performance grades:

No one can deny the correlation to poverty in the struggles those schools face in meeting growth. I saw it myself when I taught in a school that served students from an economically challenged neighborhood. Meeting the demands of growth and proficiency is very difficult when students come into classrooms already behind where we need them to be and, worse, facing serious struggles outside of school.

Importantly, you will see efforts from my office to emphasize methods and support that help you improve students’ growth more in the time you have them in your classroom and, critically, an increased emphasis on empowering parents and caretakers to help make sure their children are ready for kindergarten. If students come in ready for kindergarten, we know you will make sure they grow and are ready for 3rd grade, 6th grade, 9th grade, graduation, and success after school.”

I agree with what the superintendent says – to a certain extent.

But I must also point out that what he says in these messages seems to be in direct contradiction to his actions as the leader of pour public schools.

Johnson refers to “economically challenged” communities and the “correlation to poverty in the struggles” schools “face in meeting growth.” And it is true that looking at school performance grades across the state is like looking at a report on how poverty affects children in academic endeavors.

So why has Johnson not spoken up about poverty in our schools? Why did he not fight for more money and resources to be invested on not just a per-pupil basis, but also for the Department of Public Instruction that he heads which also underwrites a lot of the teacher development and initiatives that especially help impoverished school districts?

Did he speak up to the General Assembly to consider expanding Medicaid for people who may be sending students to these “economically challenged neighborhood” schools?

Did he speak up for the students affected by the rescinding of DACA who attend our schools – maybe even the one that he “taught in” during a teaching career that lasted less than two calendar years?

Johnson also mentions that we “will see efforts from my office to emphasize methods and support” to “improve students’ growth.” Did he not say at the beginning of this calendar year (rather, last school year) that he was going on a “listening tour” to report back to us in the summer ideas and methods we could use. Ironically, that tour is called the “NC Education and Innovation Tour.”

I am waiting for those innovations which probably will be teacher driven initiatives that have been in pace and could thrive more if more resources were devoted to them, but take a look at the budget.

Innovation usually means that there is some sort of investment involved. However, the words “investment” and “public schools” do not collide in the minds of the current NC General Assembly, and Johnson has shown himself to be nothing but a rubber stamp for the likes of Sen. Berger and Rep. Moore.

Additionally, the summer is over and for part of that summer Johnson directed DPI to not use widely used list serve options as a means to communicate to districts. But as soon as the school performance grades were released, he was quick to “communicate” to all of the districts about shared success and use the all-inclusive personal pronoun “we” in the process.

In reality, if any communication should be happening, Mark Johnson should show the resolve of a public school educator and have a “teacher/parent” conference with the General Assembly and explain to them what they could do to “empower schools and communities to help make sure our children are ready to learn.”

Dr. Atkinson sure would have, and even if the NC General Assembly did not comply, teachers and schools would know that their state superintendent was working for them.

Not working for the powers that be.

Like someone we know.

The NCGA’s Plan to Make School Performance Grades Fuel Voucher Expansion

 

Public Schools First NC (PSFNC.org), an organization that supports advocacy of public education in North Carolina, regularly sends out very informative factoids through social media that give texture to the landscape of the politics associated with public education.

With the current recess of the General Assembly after its disastrous budget proposal for public education, it takes a lot of eyes to sift through the muck and make sure that all deficiencies are identified and brought to light because those who made this budget did so behind closed doors without political discourse and with partisan agendas. PSFNC.org is invaluable in that respect.

One of those agendas is to help ensure that vouchers will continue to be funded and expanded at astronomical rates.

This morning Public Schools First NC tweeted this graphic:

Budget fact

Those school performance grades are based on a model developed by Jeb Bush when he was in Florida. It’s disastrous and places a lot of emphasis of achievement scores of amorphous, one-time testing rather than student growth throughout the entire year.

It’s part of the “proficiency versus growth” debate that really came to the forefront during the Betsy DeVos confirmation hearings when she could not delineate between whether test scores are used to measure student “achievement” or student “growth.”

The people who made the decision to keep both the school performance grading system formula where it is and still expand vouchers ABSOLUTELY UNDERSTAND THE DIFFERENCE BETWEEN PROFICIENCY AND GROWTH. IT HELPS TO VALIDATE THEIR WANT OF MORE VOUCHERS.

If one thing is for certain, North Carolina’s school performance grades are a confirmation that student poverty levels have so much to do with how schools perform.

With the tweet sent out this morning, PSFNC.org, also had a link to a quick fact “sheet” about school performance grades in North Carolina. It is very much worth a look on any person’s part, especially public school advocates – http://www.publicschoolsfirstnc.org/resources/fact-sheets/quick-facts-a-f-school-performance-grades-2/?platform=hootsuite.

PSFNC1

There’s a table in the report that talks about the link between these grades and poverty levels from 2015–16 Performance and Growth of North Carolina Public Schools Executive Summary, NC DPI.

PSFNC2

You can also refer to another posting from this blog from last year that talks about the correlation between the grades and state poverty levels – https://caffeinatedrage.com/2016/09/05/map-it-and-it-becomes-very-apparent-that-poverty-affects-schools/.

Interestingly enough, in the school year 2019 2020, the school performance grade scale will shift from a fifteen-point scale to a ten-point scale. Do you know what that means?

IT WILL BE HARDER FOR PUBLIC SCHOOLS TO QUALIFY AS PASSING. IN FACT, SCHOOLS COULD HAVE A HIGHER PERCENTAGE OF STUDENT GROWTH AND STILL GET A LOWER SCHOOL PERFORMANCE GRADE!

There will be more failing schools. This comes from a legislative body that endorsed the state board last school year to institute a ten-point scale for all high school grading systems to help ensure higher graduation rates, but now shrinks scales for those schools’ performance grades.

With policies that still hurt the working poor and those in poverty (which in NC affects over 20% of students) and the refusal to expand Medicaid and the other policies that hurt poorer regions, it is almost certain that poverty will have as much if not a bigger role in school performance grades in the near future.

Guess what else is happening in 2019-2010? Voucher expansion!

PSFNC.org made mention of the Opportunity Grants being expanded in a Facebook posting a day ago. It references the following from the recently passed budget by the NC General Assembly:

SECTION 6.6.(b) G.S. 115C-562.8(b) reads as rewritten: “(b) The General Assembly finds that, due to the critical need in this State to provide opportunity for school choice for North Carolina students, it is imperative that the State provide an increase of funds of at least ten million dollars ($10,000,000) each fiscal year for 10 years to the Opportunity Scholarship Grant Fund Reserve. Therefore, there is appropriated from the General Fund to the Reserve the following amounts for each fiscal year to be used for the purposes set forth in this section:
Fiscal Year Appropriation

2017-2018: $44,840,000
2018-2019: $54,840,000
2019-2020: $64,840,000
2020-2021: $74,840,000
2021-2022: $84,840,000
2022-2023: $94,840,000
2023-2024: $104,840,000
2024-2025: $114,840,000
2025-2026: $124,840,000
2026-2027: $134,840,000

For the 2027-2028 fiscal year and each fiscal year thereafter, there is appropriated from the General Fund to the Reserve the sum of one hundred forty-four million eight hundred forty Page 14 Senate Bill 257-Ratified thousand dollars ($144,840,000) to be used for the purposes set forth in this section. When developing the base budget, as defined by G.S. 143C-1-1, for each fiscal year specified in this subsection, the Director of the Budget shall include the appropriated amount specified in this subsection for that fiscal year.”

Read that first line again: “due to the critical need in this State to provide opportunity for school choice for North Carolina students.”

That “critical need” has been created in part by making sure that many schools look bad – i.e., school performance grades. With a shrinking scale, more schools will “fail” and most of those schools will have higher levels of poverty in their student populations.

Those are exactly the students who will be targeted for expanding vouchers, because the Opportunity Grants are supposed to help “low-income” students.

And look when that expansion will start to take place – the school year of 2018-2019 with another 10 million dollars. However, our state budgets go in cycles of two years. That means that the next budget if the powers that be stay in power can come back and expand vouchers even more.

Starting right when those school performance grades change scales.

They know damn well the difference between proficiency and growth – the less proficient public schools look in the eyes of the public through a lens that the NC General Assembly prescribes, the more growth for vouchers in this state.

For Once I May Have Liked What Lt. Gov. Dan Forest Said – But Not For the Reasons He Would Like

Rural Center county classifications

Lt. Gov. Dan Forest’s recent comments concerning “bridging the digital divide” at the “Advocacy Day for Making Rural School Districts a Priority” event were actually very heartening to hear – for more than one reason.

If you have followed the North Carolina public school funding discussion, disparities between affluent metropolitan areas and economically depressed rural areas are hard to ignore, especially when it comes to getting local funds to help subsidize teacher salary supplements and resources. It might be one of the reasons that charter schools and voucher advocates have has so much traction in the rural parts of the Tarheel state.

But Lt. Gov. Forest said something that was very encouraging. Refer to Alex Granados’s article in EdNC.org entitled “State leaders speak out on education at rural advocacy day” (https://www.ednc.org/2017/03/30/state-leaders-speak-education-rural-advocacy-day/).

He said that five years ago, before he was in his current position, he thought the state could lead the nation in high speed broadband access to classrooms. Now, North Carolina is on the verge of achieving that goal. That will help “students in poor rural North Carolina have the same hope and opportunity for an excellent education as students in wealthier parts of our state that have had for years,” he said.  

He also decried the fact that even with all the technological advances, the education field still is not level. 

“Shame on us in this day and age that we still have schools that are not at par with one another across our state,” he said. 

There are two operative words here: “poor” and “shame.” However, the reasons for the propagation of poverty in North Carolina and our need to feel shame for that is more than a single post could ever handle. But it is something that the Lt. Gov. could do a much better job of addressing on West Jones Street. Instead of using poverty and shame as fuel for privatizing education, he should listen to what he said very closely and then read this op-ed that appeared in The New York Times this past Sunday entitled “Who Needs Charters When You Have Public Schools Like These?” by David Kirp (https://www.nytimes.com/2017/04/01/opinion/sunday/who-needs-charters-when-you-have-public-schools-like-these.html).

Kirp is a professor at UC-Berkley which is considered by many to be the finest public university in the nation. California’s public university system is also a leading world-class system. Ironically, so is North Carolina’s, despite what the current administration in the General Assembly and the past administration in the governor’s mansion have done to weaken it.

Lt. Gov. Dan Forest has been a part of both of both of those.

In this op-ed, Kirp talks about the use of technology in poor rural areas for public schools that are helping students bridge achievement gaps that people have been touting charter schools and vouchers as being the solutions for –people like Lt. Dan Forest and another recent visitor to North Carolina, Betsy DeVos.

The same technology that Kirp talks about in his op-ed is easily facilitated in the scenario that Forest claims North Carolina has put into place, so much that we as a state are “on the verge” of “lead(ing) the nation in high speed broadband access to classrooms.”

Here are some of Professor Kirp’s observations:

“Ms. DeVos, the new secretary of education, dismisses public schools as too slow-moving and difficult to reform. She’s calling for the expansion of supposedly nimbler charters and vouchers that enable parents to send their children to private or parochial schools. But Union shows what can be achieved when a public school system takes the time to invest in a culture of high expectations, recruit top-flight professionals and develop ties between schools and the community.”

Investment? Recruitment of high-quality teachers? Retaining those teachers? Allow for ties between schools and communities? Wow! Novel ideas.

But lawmakers like Lt. Dan Forest seem to be too busy protecting us from nonexistent transgender sexual assaults in school locker rooms, clouding up any transparency for charter school growth, and funneling untold amounts of money into a voucher system that is inappropriately named “Opportunity Grants.”

Kirp further discusses,

“The school district also realized, as Ms. Burden put it, that “focusing entirely on academics wasn’t enough, especially for poor kids.” Beginning in 2004, Union started revamping its schools into what are generally known as community schools. These schools open early, so parents can drop off their kids on their way to work, and stay open late and during summers. They offer students the cornucopia of activities — art, music, science, sports, tutoring — that middle-class families routinely provide. They operate as neighborhood hubs, providing families with access to a health care clinic in the school or nearby; connecting parents to job-training opportunities; delivering clothing, food, furniture and bikes; and enabling teenage mothers to graduate by offering day care for their infants.”

Again, wow!

Supporting the arts and a holistic approach to curriculum? Health care clinics? Job training?

But lawmakers like Lt. Dan Forest have been too busy in the last few years suffocating public school systems to the point where they have to meet demands for class sizes that force them to sacrifice these very same programs. And health care? Just look at the hardened reluctance to expand Medicaid for these “poor” rural people.

That’s real “shame.”

Kirp concludes his op-ed,

“Under the radar, from Union City, N.J., and Montgomery County, Md., to Long Beach and Gardena, Calif., school systems with sizable numbers of students from poor families are doing great work. These ordinary districts took the time they needed to lay the groundwork for extraordinary results.

Will Ms. DeVos and her education department appreciate the value of investing in high-quality public education and spread the word about school systems like Union? Or will the choice-and-vouchers ideology upstage the evidence?”

Ironically, you would only have to substitute LT. Dan Forest’s name in that op-ed for Betsy DeVos as Forest is an avid supporter of DeVos’s policies. He was one of 70 leaders and organizations to sign an open letter of support for DeVos during her contentious confirmation process (http://www.excelined.org/wp-content/uploads/2017/01/2017.01.27-OpenLetterEndorsementforBetsyDeVos-FINAL.pdf?utm_source=ExcelinEd&utm_campaign=50bf72e4fa-EMAIL_CAMPAIGN_2017_01_27&utm_medium=email&utm_term=0_0473a80b81-50bf72e4fa-).

“Betsy DeVos is an undisputed champion of families and students. For nearly 30 years she has devoted time and resources to improving education options for our nation’s children. Yet millions still languish in failing schools in an education system more than a century old. It’s time for a new vision.

Betsy DeVos provides that vision. She embraces innovation, endorses accountability and—most especially—trusts parents to choose what is in their unique child’s best interests. She also believes in providing every parent with the resources and choices to pursue those decisions.

On this week, National School Choice Week, we the undersigned endorse this champion of choice and the education reforms needed to improve the future of every child in America. And we strongly advocate for her confirmation as our next U.S. Secretary of Education. “

Remember that last year, Forest admonished DPI for its report on charter schools because it was not “positive” enough. He also is one of the most ardent supporters of HB2 because of his strident cause of protecting women and children from a nonexistent threat. And in a recent visit to Texas during their push for a bathroom law, he was keen to point out that there has been no economic fallout from HB2 in North Carolina contrary to multiple reports including a recent one from the Associated Press.

He called it “another attempt to mislead and confuse the public through a bogus headline.” The he added, “Our economy is doing well. Don’t be fooled by the media.”

But that internet thing and getting the rural areas connected? He’s totally right about that.

Open Letter to the Registered Voter Who Believes in Public Schools

Note: I have combed through all of my op-eds, posts, rants, and lists and compiled from them what follows as a last posting to help get people to vote next Tuesday for pro-public education candidates.

The current General Assembly and governor are very scared of public school teachers and those who support them. Without their support in this next election cycle, many candidates for office simply cannot win. That’s why the governor and NCGA have touted so many “band-aid” style electioneering schemes to make them appear pro-public education.

Nothing could be further from the truth.

When the GOP won control of both houses in the North Carolina General Assembly in the elections of 2010, it was the first time that the Republicans had that sort of power since 1896. Add to that the election of Pat McCrory as governor in 2012, and the GOP has been able to run through multiple pieces of legislation that have literally changed a once progressive state into one of regression. From the Voter ID law to HB2 to fast tracking fracking to neglecting coal ash pools, the powers that-now-be have furthered an agenda that has simply been exclusionary, discriminatory, and narrow-minded.

And nowhere is that more evident than the treatment of public education.

Make no mistake. The GOP-led General Assembly has been using a deliberate playbook that other states have seen implemented in various ways. Look at Ohio and New Orleans and their for-profit charter school implementation. Look at New York State and the Opt-Out Movement against standardized testing.  Look at Florida and its Jeb Bush school grading system. In fact, look anywhere in the country and you will see a variety of “reform” movements that are not really meant to “reform” public schools, but rather re-form public schools in an image of a profit making enterprise that excludes the very students, teachers, and communities that rely on the public schools to help as the Rev. William Barber would say “create the public.”

North Carolina’s situation may be no different than what other states are experiencing, but how our politicians have proceeded in their attempt to dismantle public education is worth noting. The list below is not by any means complete, but it paints a clear picture.

  • Removal of due-process rights – This keeps teachers from being able to advocate for schools.
  • Graduate Degree Pay Bumps Removed – Removed a means for teachers to invest in their profession.
  • Standard 6 – Teacher evaluation protocols are arbitrary at best
  • Push for Merit Pay – Never has worked in education. Besides, all teachers assume duties outside of teaching.
  • “Average” Raises – Average and Actual do not mean the same thing.
  • Attacks on Teacher Advocacy Groups – specifically NCAE.
  • Revolving Door of Standardized Tests – And many of the tests are made and graded by for-profit entities.
  • Less Money Spent per Pupil – NC still has not approached pre-recession levels.
  • Remove Caps on Class Sizes – Teachers are teaching more students and sometimes more class sections.
  • Jeb Bush School Grading System – This actually only shows how poverty affects public education.
  • Cutting Teacher Assistants – Hurts elementary kids the most.
  • Opportunity Grants – A Voucher scheme that profits private and religious schools.
  • Unregulated growth of charter schools – No empirical data shows any improvement in student achievement with charter schools.
  • Virtual Schools – These are hemorrhaging in enrollment.
  • Achievement School Districts – Again, an idea that “profits” only those who take taxpayer money and has no successful track record no matter what state they have been established (lookout Georgia!).
  • Reduction of Teacher Candidates in Colleges – We are lacking in numbers to help supply the next generation of teachers for a growing state.
  • Elimination of Teaching Fellows Program – Another way to discourage bright students from becoming teachers.

So what can be done? Actually lots. And it all starts in the ballot boxes.

Remember, North Carolina has 100 counties, each with a county public school system. According to the Labor and Economic Analysis Division of the NC Dept. of Commerce, the public schools are at least the second-largest employers in nearly 90 of them—and the largest employer, period, in over 65. That means teachers represent a base for most communities, the public school system.  And they are strong in numbers. Add to that their supporters. The numbers get bigger.

If public education matters to you at all, then please understand the damage this General Assembly and governor have done to our public schools and communities. The number of teachers leaving the state or the profession is staggering. It is has given rise to a new state slogan: “North Carolina – First in Teacher Flight.” If our communities are to recover and thrive, then this trend must stop.

Do your homework and see which candidates truly support our public schools.

Educate yourself, then please vote.

vote

Map It And It Becomes Very Apparent That Medicaid Expansion Refusal Affects Schools

On Sept. 5th, I constructed a post concerning the high correlation between poverty, school performance grades, and the gerrymandered districts within North Carolina.

Yesterday, NC Policy Watch referenced a study by the North Carolina Poverty Research Fund in Chapel Hill entitled  “Putting a Face on Medicaid Expansion in North Carolina.” You can reference it here:

http://www.law.unc.edu/documents/poverty/publications/medicaid_report_final.pdf

The title graphic literally explains it all.

medicaid

Now, I invite you to reread that post (in italics) and consider the new graphic shown above, “Percent without Health Insurance by County”, in relation to the original graphs.

Political leanings and lenses aside, sometimes data can create a picture so vivid that it is really hard to argue against the conclusions.
Last week, the state of North Carolina released its school performance grades for the 2015-2016 school year. With pretty much the same parameters kept in place, the results really did nothing but reconfirm that the majority of schools which receive low or failing grades are usually schools with high poverty rates in their respective student bodies.
But there’s another correlation in the data that needs to be made note of – how it aligns to the gerrymandered districts recently struck down by the court system.
If you have not visited EdNC.org, then take the time to do so. They have been kind to post some of my op-eds and they do try and show / represent all sides of the educational debate. And there are many viewpoints passionately defended.
They also have a feature that is invaluable. It’s the Data Dashboard. You can find it here – https://www.ednc.org/data/.  Take the time to peruse this resource if public education is a top issue for you.
Here is a dot map of the 2014-2015 school performance grade map for the state (https://www.ednc.org/2015/08/03/consider-it-mapped-and-school-grades/) .

map1

Take notice of the pink and burgundy dots. Those are schools in the “D” and “F” category.

medicaid

Now look at a map from the dashboard for Free and Reduced lunch eligibility for the same year.

map2

If you could somehow superimpose those two images, you might some frighteningly congruent correlations.

medicaid

Now look at a map that shows the percentage of African-American students in each county’s population. It is also from the EdNC.org dashboard.

map3

If I could superimpose all three maps then I could show readers how confident I am that the correlation between the population of African-Americans, poverty, and school performance grades is incredibly strong.

medicaid

And there is a reason that I have not included other minority groups. That’s because when the Voter ID law was recently repealed by the 4th Circuit Court of Appeals and the subsequent appeal to that decision by the governor  was dismissed by the Supreme Court, the courts specifically pointed to the “surgical precision” that the law targeted African-Americans and poorer people.
And here is a map of our current congressional districts, two of which were considered to be “gerrymandered” districts by federal courts, specifically districts 1 and 12. Images come from The News & Observer report  from Feb 6, 2016 entitled “Federal court ruling corrects gerrymandered NC  districts”   (http://www.newsobserver.com/opinion/editorials/article58911173.html).

districtmap1

 

medicaid

congressmap01

See any correlation to the maps above with the data that appears in the maps concerning school performance grades, numbers of free and reduced eligible students, and percentages of African-American students? I do.
Wow! Do I ever.

See any more correlation?

Wow! Do I still ever!

Open Letter to Mark Johnson, Candidate for State Supertintendent, Concerning Remarks on Poverty and Student Preparedness

Dear Mr. Johnson,

I read with great interest your essay posted on EdNC.org entitled “Our American Dream” on September 7th. Because you are a member of the school board from my own district and the republican nominee for State Superintendent, I was eager to read/see/hear what might distinguish you from Dr. Atkinson.

I agree that there is a lot to be done to help cure what ails our public education system, and I agree that we should not be reliant on so many tests in order that teachers can do what they are trained to do – teach. I also positively reacted to your stance on allowing local school boards to have more say in how assessment portfolios are conducted and focusing more resources on reading instruction in elementary grades.

However, I did not read much else that gives me as a voter the immediate impetus to rely on you to lead our public schools, specifically your words on student preparedness, the role of poverty, and school funding. In fact, many of the things you say about the current state of education in this op-ed make you seem more like a politician trying to win a race rather than becoming a statewide instructional leader.

You opening paragraph seems to set a tone of blame. You stated,

“Politicians, bureaucrats, and activists are quick to proffer that public education is under assault in North Carolina. They angrily allege attacks on the teaching profession; furiously fight against school choice; and petulantly push back against real reform for our education system. But why is there no comparable outrage that last June, thousands of high school seniors received diplomas despite being woefully unprepared for college or the workforce?”

In truth, many politicians and bureaucrats have engaged in attacks on the public school system and its teachers. Just look at the unregulated growth of charter schools, the rise of Opportunity Grants, and the creation of an ASD district. Look at the removal of due-process rights and graduate pay for new teachers.

Not only am I a teacher, but I am a parent of two children in public schools, a voter in local school board elections, and an activist. I have fought against school choice as it has been defined on West Jones Street with Opportunity Grants and charter schools because it has come at the expense of traditional public schools that still teach a vast majority of our kids.

And I would like to hear what you think real reforms are. Your op-ed would have been a great place to outline (not just mention) some of those reforms.

But your last sentence in that opening paragraph (“But why…), I believe, shows a disconnect between what you believe to be happening and what the truth is.

This past June I wrote an op-ed for EdNC.org entitled “Zero to Fifty” (https://www.ednc.org/2016/06/15/zero-to-fifty/  ) about the policy of some school systems like the one you serve to mandate that students not receive a mark below “50” for a quarter grade no matter their performance in class. A student may never turn in work or refuse to participate, but he/she is guaranteed a “50” as a final grade for a quarter as stipulated by the local school board. That means that you are partly responsible for the very condition you bemoan, especially when you say, “This upsetting list goes on and on while North Carolina education leaders brag that 86 percent of students receive a diploma.”

When the “0 to 50” rule went into effect, it was coupled with the state’s own statute that all schools have a ten-point grading scale. That means that of all of the possible grades a student could receive as a final grade (50 scores points), only 10 of them were failing grades. In essence, the system that you represented on a local level pretty much told teachers that they had to pass students who may have been “woefully unprepared”.

And believe me, we teachers were screaming about it. You could even call it “comparable outrage.”

You also stated, “The education establishment and its political allies have one answer that they have pushed for the past 40 years – more money for more of the same.” First, I need for you to define “same.” In the years I have been in NC, I have been through many curriculum standards, evaluation systems, pay scales, NCLB, Race to the Top, etc. Secondly, who is the educational establishment? The people I see dictate policy in schools on West Jones Street certainly are not the same people who were crafting policy ten years ago. And less than fifteen years ago, North Carolina was considered the best, most progressive public school system in the Southeast. Is that part of the “same” you are referring to?

You also state that “nearly half of all those graduates fail to meet a single readiness benchmark on the ACT, almost half of all graduates who go to community college need to take remedial courses, and many employers say they can’t find good candidates due to a “lack of education credentials.”

Using the ACT might not be the best benchmark for student achievement. North Carolina is one of only thirteen states that requires all students (EC, LEP, etc.) to take that exam which has no impact on their transcripts, provides no feedback in its scores on how to improve student achievement, and is administered on a school day in which other activities and classes take place. Most states only have paying students take the ACT on a Saturday; those students have an investment in the results, hence higher scores.

I agree that “most teachers and school leaders work tirelessly for their students despite the challenges.” But as a teacher I cannot really give credit to lawmakers in Raleigh for seeking much-needed, overdue raises for them. Those “historic” raises are not what they really appear to be, especially in light of countless rebuttals to the contrary such as this from your hometown paper – http://www.journalnow.com/opinion/columnists/stuart-egan-about-those-teacher-salaries-and-raises/article_556420c9-9f7e-5a7b-a7d6-35b8a91e484d.html .

You go on to say,

“But no matter what we pay our educators, the system in which they teach is broken. Until we confront this fact, we limit the potential of our teachers and, sadly, of our students. Ask any educator about how much time they are forced to stop teaching and focus on testing at the command of the NC Department of Public Instruction.”

Placing the entirety of blame in this instance on DPI seems a little narrow-minded. What I hear a lot of teachers talk about are actions done by the legislature such as:

  • Elimination of due process rights for new teachers
  • Graduate Degree Pay Bumps Removed for new teachers
  • Revolving Door of Standardized Tests
  • Less Money Spent per Pupil now than before 2008
  • Remove Caps on Class Sizes
  • Incorporated the Jeb Bush School Grading System that really just shows the effects of poverty
  • Cutting Teacher Assistants
  • Expanding Opportunity Grants
  • Uncontrolled Charter School Growth
  • Virtual Schools Run By For-Profit Companies
  • Achievement School Districts
  • Reduction of Teacher Candidates in Colleges
  • Elimination of Teaching Fellows Program

Are you willing to confront those people on West Jones Street?

And speaking of that Jeb Bush School grading system that NC incorporated to designate school performance grades, they really highlight the issue of poverty you allude to in your op-ed. Specifically, you said, “The transformation of our public education system will open true pathways out of poverty.” I would argue that addressing poverty outside of class would help students inside of class as much if not more.

What the state proved with this grading system is that it is ignoring the very students who need the most help—not just in the classroom, but with basic needs such as early childhood programs and health care accessibility. These performance grades also show that schools with smaller class sizes and more individualized instruction are more successful, a fact lawmakers willfully ignore when it comes to funding our schools to avoid overcrowding.

Take a look at the following data maps available on EdNC.org’s Data Dashboard. The first shows a distribution of the school performance grades from 2014-2015. The second shows the number of students who qualify for free and reduced lunches.

map1

map2

If you superimpose them upon each other you will see the strong correlation between poverty and school performance.

Education can help pull people out of poverty. I will not argue that, but attacking poverty at its root sources will do so much to help education because it is a “moral obligation.”

I do not think that what you describe is the fault of the education system alone, and your experience at West Charlotte High School is not unique. Teachers who have taught much longer than your two year tenure, who have taught longer than you have been alive, who trained to be a teacher longer than you were a teacher, who have experienced procedure changes, changes in leadership, changes in curriculum, changes in salaries, and other seismic shifts in policy will probably affirm the idea that schools are a mirror of the society it serves. Other problems exist that education alone cannot remedy, especially when you suggest that we not spend more money.

So, I do agree that “many different challenges face us,” but I cannot “acknowledge the truth that our public education system needs to be transformed” totally when I believe as a veteran teacher that we need to transform our commitment to public education and prioritize that commitment first.

 

 

Map It And It Becomes Very Apparent That Poverty Affects Schools

Political leanings and lenses aside, sometimes data can create a picture so vivid that it is really hard to argue against the conclusions.

Last week, the state of North Carolina released its school performance grades for the 2015-2016 school year. With pretty much the same parameters kept in place, the results really did nothing but reconfirm that the majority of schools which receive low or failing grades are usually schools with high poverty rates in their respective student bodies.

But there’s another correlation in the data that needs to be made note of – how it aligns to the gerrymandered districts recently struck down by the court system.

If you have not visited EdNC.org, then take the time to do so. They have been kind to post some of my op-eds and they do try and show / represent all sides of the educational debate. And there are many viewpoints passionately defended.

They also have a feature that is invaluable. It’s the Data Dashboard. You can find it here – https://www.ednc.org/data/.  Take the time to peruse this resource if public education is a top issue for you.

Here is a dot map of the 2014-2015 school performance grade map for the state (https://www.ednc.org/2015/08/03/consider-it-mapped-and-school-grades/) .

map1

Take notice of the pink and burgundy dots. Those are schools in the “D” and “F” category.

Now look at a map from the dashboard for Free and Reduced lunch eligibility for the same year.

map2

If you could somehow superimpose those two images, you might some frighteningly congruent correlations.

Now look at a map that shows the percentage of African-American students in each county’s population. It is also from the EdNC.org dashboard.

map3

If I could superimpose all three maps then I could show readers how confident I am that the correlation between the population of African-Americans, poverty, and school performance grades is incredibly strong.

And there is a reason that I have not included other minority groups. That’s because when the Voter ID law was recently repealed by the 4th Circuit Court of Appeals and the subsequent appeal to that decision by the governor  was dismissed by the Supreme Court, the courts specifically pointed to the “surgical precision” that the law targeted African-Americans and poorer people.

And here is a map of our current congressional districts, two of which were considered to be “gerrymandered” districts by federal courts, specifically districts 1 and 12. Images come from The News & Observer report  from Feb 6, 2016 entitled “Federal court ruling corrects gerrymandered NC  districts”   (http://www.newsobserver.com/opinion/editorials/article58911173.html).

districtmap1

congressmap01

See any correlation to the maps above with the data that appears in the maps concerning school performance grades, numbers of free and reduced eligible students, and percentages of African-American students? I do.

Wow! Do I ever.