Chicago Rules for Firing Teachers

Chicago Public Schools Policy Manual
Title: REASSIGNMENT AND LAYOFF OF REGULARLY CERTIFIED AND APPOINTED TENURED TEACHERS
Section: 504.2
Board Report: 04-0623-PO5 Date Adopted: June 23, 2004
Policy:

THE CHIEF EXECUTIVE OFFICER RECOMMENDS:
The Chief Executive Officer recommends amending Board Report 97-0723-P02 by adoption of the following amended policy for use by the Board and administrators, effective July 1, 2004.

HISTORY OF BOARD ACTION:
The Board approved Board Report 95-0814-P02, Reassignment and Layoff of Regularly Certified and Appointed Teachers Due to Changes in Staffing Needs on August 14, 1995 and amended the policy by Board Report 97-0723-P02 on July 23, 1997.

DESCRIPTION:
The Illinois School Code and other statutes permit collective bargaining on decisions regarding reductions in force. The merits of various options concerning the reassignment and layoff of regularly certified and appointed tenured teachers as a result of changes in staffing needs and the remediation, probation, or reconstitution of schools were the subject of collective bargaining with the Chicago Teachers Union. The policy set forth below reflects the agreements reached with the Chicago Teachers Union.

Section I - Scope of Policy
Whenever an attendance center or a program is closed, there is a drop in enrollment, the educational focus of the attendance center is changed such that available teaching positions cannot accommodate some or all current regularly certified and appointed teaching staff, or when an attendance center is subject to actions taken pursuant to Sections 34-8.3 or 8.4 of the School Code, tenured teachers will be reassigned or laid off in accordance with this policy.

Section 2 - Selection of Teachers for Removal
A. In Attendance Centers/Programs That Are Not Subject to Reconstitution
If changes in an attendance center or program require removal of some but not all teachers, teachers with appropriate certifications will be selected for retention based on system-wide seniority. Provisionals, Day-to-
Day substitutes, Cadre Substitutes, Temporarily Assigned Teachers ("TATs") and Probationary teachers within the attendance center or program will be removed before any regularly certified and appointed tenured teachers with the appropriate certification is removed, in that order. Within each group, system-wide seniority shall be the determining factor.

B. In Attendance Centers/Programs That Are Subject to Reconstitution
In attendance centers that are subject to reconstitution, tenured teachers will be removed based upon the criteria set forth in Section 34.18(31) of the School Code. The relative weight of such criteria shall be determined by the Chief Executive Officer or an individual attendance center basis according to the School Improvement Plan and the type of position to be changed or closed.

Section 3 - Notice of Position Closing
When a determination is made that a tenured teacher's services are no longer required at an attendance center, or in a program for the reasons described in Section I above, the tenured teacher will be so notified (hereinafter "notice of removal").

Section 4 - List of Vacancies
Upon notice to the tenured teacher of removal, the Department of Human Resources will immediately provide the tenured teacher with a list of all unencumbered vacant positions for which he or she is qualified and which are consistent with the Plan to Implement the Provisions of Title VI of the Civil Rights Act of 1964. The Department will also provide each tenured teacher who makes a written request to the Department with a copy of the list of vacancies in any area identified by the Department to be an area of systemic critical need.

Section 5 - Opportunity to Interview
During the first 30 school days after notice of removal, the tenured teacher will be permitted to interview at schools of his/her choosing without being assigned any additional duties. The Board will make available to affected tenured teachers lists of vacancies, job counseling and assistance with resume writing and interviewing skills.

Section 6 - Reassignment To A Permanent Position
Applications for vacancies shall be made to the principals with a copy provided by the tenured teacher to the Department of Human Resources. The tenured teacher will be interviewed by the principal unless the position is filled before an interview takes place. When a principal recommends appointment of a tenured teacher applicant to a vacant position, the teacher will be transferred to that position.

Section 7 - Interim Appointment
An appointment of a tenured teacher to a vacant position may be made by a principal on an interim basis, with written notice to the Department of Human Resources. An interim appointment will be no more than sixty school days during which the teacher's performance will be evaluated by the principal or a qualified designee. If the tenured teacher is removed from the interim position prior to expiration of the interim period or if the tenured teacher is not offered a regular appointment when his or her interim appointment expires, he or she will be reassigned to an Area cluster as provided in Section 9.

Section 8 - Permanent Appointment
If the principal, determines during the interim period that the tenured teacher is performing satisfactorily and should by appointed permanently, the principal will recommend such an appointment to the Department of Human Resources. The recommendation will be accepted and the tenured teacher will receive a regular appointment. If the tenured teacher remains in the interim position for more than 60 days, he or she shall be permanently assigned to the position.

Section 9 - Assignment to an Area Cluster
Following the 30 school day period after notice of removal and thereafter during any period when the tenured teacher is not in an interim or permanent appointment, the teacher will be assigned to an Area cluster as a day-to-day substitute teacher. The Department of Human Resources will make every effort to assign the tenured teacher to the Area cluster to which the tenured teacher was previously assigned or in which the tenured teacher resides.

Section 10 – Layoff
If a tenured teacher is unable to secure a permanent appointment within 10 school months after notice of removal, the tenured teacher shall be laid off and given an honorable termination from service and the opportunity to be placed as a cadre substitute in accordance with the collective bargaining agreement between the Board and the Chicago Teachers Union. When a layoff is required, the tenured teacher shall be notified at least 14 days in advance of the date the layoff is to take effect.

Section 11 - Recall
If after 10 school months the tenured teacher has not been appointed to a permanent position, he or she will be honorably terminated from service. If within two years after an honorable termination the tenured teacher is appointed by a principal to a permanent position, tenure and prior seniority will be restored to the teacher as of that date.

Section 12 - Plan to Implement Provisions of Title VI of the Civil Rights Act of 1964
If a removed tenured teacher's appointment to a vacancy would not be consistent with the Plan to Implement Provisions of Title VI of the Civil Rights Act of 1964, the appointment will not be made unless there is no teacher who holds the appropriate certification available to be appointed consistent with the Plan.

Section 13 - Effective Date
This policy is effective only with respect to certified and appointed tenured teachers who receive a notice of removal on or after July 1, 2004. Non-tenured teachers removed pursuant to Section 1 prior to July 1,
2004, and to whom this policy applied prior to July 1, 2004, shall continue to receive the benefits of this policy.
Amends/Rescinds: Amends 97-0723-PO2; 95-0814-PO2
Cross References: Legal References: 115 ILCS 5/4.5, as amended

Columbus, the Truth behind the Myth

LESSON PLAN

EALRS:
History 1: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-and-effect relationships in US, World, and Washington State history.

GRADE LEVEL: Secondary

BASIC CONCEPTS: Clearing up many of the misconceptions, myths, and misunderstandings behind the mainstream view of Christopher Columbus.

ORGANIZING GENERALIZATION: The voyages of Columbus changed the lives of American Indians forever. We must begin to present a perspective about him that is more acceptable to the sensitivity of Indian history. Instead of perpetuating the many inaccuracies found in textbooks, or the commonly used terms, ideas and concepts that refer to a biased viewpoint, we must look at the devastation to Native cultures his "arrival" on this continent foreshadowed.

CULTURE AREA: Western Hemisphere

TIME PERIOD: 1492-present

BACKGROUND: "When Columbus and his men came ashore in the Bahama Islands and were met by the Arawak people he was to later write in his journal: "They . . .brought us parrots and balls of cotton and spears and many other things, which they exchanged for the glass beads and hawks' bells. They willingly traded everything they owned . . .They were well-built, with good bodies and handsome features . . .They do not bear arms, and do not know them, for I showed them a sword, they took it by the edge and cut themselves out of ignorance. They have no iron. Their spears are made of cane . . .They would make fine servants . . .With fifty men we could subjugate them all and make them do whatever we want." p. 1 This chilling and foreboding statement achieves even an even darker tone when considering the fate of the Arawak people. "In two years, through murder, mutilation or suicide, half of the 250,000 Indians on Haiti were dead. By the year 151, there were perhaps 50,000 Indians left. By 1550, there were 500. A report of the year 1650 shows none of the original Arawaks or their descendants left on the island." p. 4-5 "The treatment of heroes (Columbus) and their victims (the Arawaks) - the quiet acceptance of conquest and murder in the name of progress - is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders." p.9 Quotes taken from: A People's History of the United States by Howard Zinn.

OBJECTIVES:

Knowledge Students will: (History 1.1) understand historical time, chronology, and causation and (History 1.2) analyze the historical developments of events, people, places, and patterns of life in US, World, and Washington State history. Skills Students will: Evaluate the misconceptions and flaws in their previous learning about this subject, analyze the reasons for their misconceptions, and develop a deeper understanding about the Native American viewpoint of Columbus.

Values Students will: group events and individuals by broadly defined historical eras and use time lines to explain patterns of historical continuity and change in the historical succession of related events and analyze the historical development of civilization drawn from different continents with regard to turning points, ideas, people, places, and patterns of life in US, World, and Washington State history.

ACTIVITIES: Read Ch.1 of A People's History of the United States and will read the included paper, Truths of Columbus, and will write a paper about their own perspective on this issue, focusing on what they have learned that was different from their previous conceptions. Students should compare this information to the representation in their textbooks they have been using for History to decide if their textbooks perpetuate any of the misconceptions raised after reading this lesson's resources.

EXTENSIONS: Have students search for older history textbooks and research how the supposed "facts" of Columbus have changed over a relatively short amount of time, and write an in-depth paper on their findings. Students could do a creative writing assignment that puts them back in history to the time of Columbus' arrival on the Bahama island from the viewpoint of a person their own age. They could write a persuasive paper focusing on the renaming of Columbus Day to Native American Memorial Day. Skits could be performed that focus on the truths, clearing up the many misconceptions. Poetry, music, or songs could be performed with the focus on the issues raised in this lesson.

EVALUATION: Having students analyze the topic in this lesson will raise many other questions and perhaps allowing students to continue in this vein of "self-discovery" will raise their awareness of their own cultural encapsulation, misconceptions about other topics of historical significance, and help them to higher level thinking skills.

MATERIALS/ RESOURCES:

Chapter One in A People's History of the United States by Howard Zinn

Available from OSPI:Office of Indian Education: An American Indian Perspective on Columbus by Esther Stutzman; "Truths of Columbus" adapted from this pamphlet and included in this packet.

How the neoliberals stitched up the wealth of nations for themselves

Susan Ohanian comments

http://susanohanian.org/outrage_fetch.php?id=462

The language in this George Carlin Video is rough but the truth shines through. Watch the video and then read this essay by George Monbiot, who points out that a cabal of intellectuals and elitists hijacked the economic debate, and now we are dealing with the catastrophic effects.

George Monbiot

For the first time the UK's consumer debt exceeds the total of its gross national product: a new report shows that we owe £1.35 trillion. Inspectors in the United States have discovered that 77,000 road bridges are in the same perilous state as the one which collapsed into the Mississippi. Two years after Hurricane Katrina struck, 120,000 people from New Orleans are still living in trailer homes and temporary lodgings. As runaway climate change approaches, governments refuse to take the necessary action. Booming inequality threatens to create the most divided societies the world has seen since before the first world war. Now a financial crisis caused by unregulated lending could turf hundreds of thousands out of their homes and trigger a cascade of economic troubles.

These problems appear unrelated, but they all have something in common. They arise in large part from a meeting that took place 60 years ago in a Swiss spa resort. It laid the foundations for a philosophy of government that is responsible for many, perhaps most, of our contemporary crises.

When the Mont Pelerin Society first met, in 1947, its political project did not have a name. But it knew where it was going. The society's founder, Friedrich von Hayek, remarked that the battle for ideas would take at least a generation to win, but he knew that his intellectual army would attract powerful backers. Its philosophy, which later came to be known as neoliberalism, accorded with the interests of the ultra-rich, so the ultra-rich would pay for it.

Neoliberalism claims that we are best served by maximum market freedom and minimum intervention by the state. The role of government should be confined to creating and defending markets, protecting private property and defending the realm. All other functions are better discharged by private enterprise, which will be prompted by the profit motive to supply essential services. By this means, enterprise is liberated, rational decisions are made and citizens are freed from the dehumanising hand of the state.

This, at any rate, is the theory. But as David Harvey proposes in his book A Brief History of Neoliberalism, wherever the neoliberal programme has been implemented, it has caused a massive shift of wealth not just to the top 1%, but to the top tenth of the top 1%. In the US, for instance, the upper 0.1% has already regained the position it held at the beginning of the 1920s. The conditions that neoliberalism demands in order to free human beings from the slavery of the state - minimal taxes, the dismantling of public services and social security, deregulation, the breaking of the unions - just happen to be the conditions required to make the elite even richer, while leaving everyone else to sink or swim. In practice the philosophy developed at Mont Pelerin is little but an elaborate disguise for a wealth grab.

So the question is this: given that the crises I have listed are predictable effects of the dismantling of public services and the deregulation of business and financial markets, given that it damages the interests of nearly everyone, how has neoliberalism come to dominate public life?

Richard Nixon was once forced to concede that "we are all Keynesians now". Even the Republicans supported the interventionist doctrines of John Maynard Keynes. But we are all neoliberals now. Margaret Thatcher kept telling us that "there is no alternative", and by implementing her programmes Clinton, Blair, Brown and the other leaders of what were once progressive parties appear to prove her right.

The first great advantage the neoliberals possessed was an unceasing fountain of money. US oligarchs and their foundations - Coors, Olin, Scaife, Pew and others - have poured hundreds of millions into setting up thinktanks, founding business schools and transforming university economics departments into bastions of almost totalitarian neoliberal thinking. The Heritage Foundation, the Hoover Institute, the American Enterprise Institute and many others in the US, the Institute of Economic Affairs, the Centre for Policy Studies and the Adam Smith Institute in the UK, were all established to promote this project. Their purpose was to develop the ideas and the language which would mask the real intent of the programme - the restoration of the power of the elite - and package it as a proposal for the betterment of humankind.

Their project was assisted by ideas which arose in a very different quarter. The revolutionary movements of 1968 also sought greater individual liberties, and many of the soixante-huitards saw the state as their oppressor. As Harvey shows, the neoliberals coopted their language and ideas. Some of the anarchists I know still voice notions almost identical to those of the neoliberals: the intent is different, but the consequences very similar. Hayek's disciples were also able to make use of economic crises. An early experiment took place in New York City, which was hit by budgetary disaster in 1975. Its bankers demanded that the city follow their prescriptions - huge cuts in public services, smashing of the unions, public subsidies for business. In the UK, stagflation, strikes and budgetary breakdown allowed Thatcher, whose ideas were framed by her neoliberal adviser Keith Joseph, to come to the rescue. Her programme worked, but created a new set of crises.

If these opportunities were insufficient, the neoliberals and their backers would use bribery or force. In the US, the Democrats were neutered by new laws on campaign finance. To compete successfully for funding with the Republicans, they would have to give big business what it wanted. The first neoliberal programme of all was implemented in Chile following Pinochet's coup, with the backing of the US government and economists taught by Milton Friedman, one of the founding members of the Mont Pelerin Society. Drumming up support for the project was easy: if you disagreed, you got shot. The International Monetary Fund and the World Bank used their power over developing nations to demand the same policies.

But the most powerful promoter of this programme was the media. Most of it is owned by multimillionaires who use it to project the ideas that support their interests. Those ideas which threaten their interests are either ignored or ridiculed. It is through the newspapers and TV channels that the socially destructive notions of a small group of extremists have come to look like common sense. The corporations' tame thinkers sell the project by reframing our political language (for an account of how this happens, see George Lakoff's book, Don't Think of an Elephant!). Nowadays I hear even my progressive friends using terms like wealth creators, tax relief, big government, consumer democracy, red tape, compensation culture, job seekers and benefit cheats. These terms, all invented or promoted by neoliberals, have become so commonplace that they now seem almost neutral.

Neoliberalism, if unchecked, will catalyse crisis after crisis, all of which can be solved only by greater intervention on the part of the state. In confronting it, we must recognise that we will never be able to mobilise the resources its exponents have been given. But as the disasters they have caused unfold, the public will need ever less persuading that it has been misled.

— George Monbiot and George Carlin
The Guardian

2007-08-28

http://www.guardian.co.uk/commentisfree/story/0,,2157197,00.html?gusrc=rss&feed=networkfront

Howard Schwach on Al Shanker

From the Editor's Desk
Back To School Edition
Commentary By Howard Schwach

The Wave http://www.rockawave.com/news/2007/0914/Editorial/016.html

Now that we are back to school, there are many issues that have to be addressed about the "success" that Mayor Mike Bloomberg and Chancellor Joel Klein have brought to the city's public school system.

First of all, there are three ways to increase scores on standardized tests, such as the ELA, the math tests and the state's Regents exams, to give the appearance that students are learning more.

The first is to actually teach the content area and skills needed to understand and pass the test, as the city schools have been for years.

The second way is to forget about everything but the tests and to teach only the content area and skills necessary to pass the tests, which is what the city has been doing for the past two years.

The third, also apparently a city priority is to make the tests easier, lower the passing grade and then insure that only those who have a good shot at passing the test actually take it.

The city and state have been heavily into the third option, something that has only recently come to light, although school staff have known about it for two years or more.

Where is Al Shanker when we need him most?

One of the funniest lines in movie history came in a Woody Allen movie, "Sleepers," where Allen was asked what started the wars that led to the destruction of many nations.

"Al Shanker got the bomb," he answered.

That was an insider joke that drew a big laugh in New York City, but probably not in the hinterlands, because Shanker was the first president of the United Federation of Teachers (UFT), the union that represents the city's teachers.

I knew Shanker because I was a chapter chair at the schools where I taught and I spent some time speaking with him.

In one case, he even called me at home to ask me (it was more of orders from headquarters) to stop private teaching activities during the long strike in 1968.

The point is that Shanker was very liberal and very interested in education. He would have never let the UFT get away with some of its more recent activities and acquiescence to Department of Education foolishness had he still been alive.

He believed in educating students to become citizens. He did not believe in educating students on how to take a test.

Shanker once enunciated his core belief for education in New York City at a meeting of chairpersons.

He said that schools were places where children learn to be active, engaged citizens in their democracy and where teachers must be free to exercise professional judgment to do what is best for the children in their care.

How far we've come from that core belief.

We no longer teach social studies or citizenship because that gets in the way of teaching test-taking skills. Students no longer get an education on how democracy works, on what our Constitution stands for, on how our three-branch government works, or how important it is to a democracy for each member to make an informed vote.

No longer do teachers have the right to exercise their professional judgment on any classroom-related topic. Everything is dictated from Tweed Courthouse; from the type of rug the kids have to sit on, to textbooks, to providing teaching texts to elementary teachers.

Shanker would have fought the mayor and the chancellor. He called one three-month strike over community control run amok. He might well have called another over the lack of education going on in this city.

The Daily News thinks that it broke the story of dumbed-down tests, but it has been going on for some time.

I once wrote questions for the Grade 11 American History Regents Test. I went to Albany for a workshop that taught how to write succinct, difficult questions.

Those that were thought of as too easy were pushed from the Regents table to other, easier state tests such as the Regent's Competency Test (RCT).

Three years later, the annual workshop given by the state education department were already focusing on making the questions easier, giving more students a "chance to excel," as they put it.

Two years ago, the State Board of Regents changed the passing score on those tests from 65 to 50. How to get more kids to meets standards? Make the standards lower.

Last year, at Beach Channel High School, a student was found taking a regent's test for a younger sibling.

The student who took the test was reprimanded and suspended for three days.

The student for whom the test was taken received no sanction whatsoever.

At the Scholar's Academy last year, parents of eighth grade students received letters in June saying that their students would not be allowed to take the coming Math A Regents because there was little chance that they would pass the test.

In fact, the Scholars' Academy is a good case in point for what is going on in our schools.

That magnet school draws a population of sixth graders that is already performing in the high range - high 3's and 4's - on standardized tests otherwise they would not have been admitted to the school in the first place. Yet, they spend the months of September, October, November and December for ten periods a week going over the Kaplan test prep material in English and Mathematics.

Why? Because the school has a public relations goal of becoming one of the "best" schools in the city, rather than a goal of providing the best education to their already high-performing students.

Some parents, however, less concerned with test scores, would rather see more sophisticated incorporation of content area skills and understandings for their middle-schoolers.

I always believed that a child should be given the chance to fail. To keep kids from taking the test just to insure that the number of kids passing the test will be impressive is not education, it is statistics.

Every child taking the class should also take the Regents. To keep kids from the test because they might fail is just plain wrong.

Kids who are already performing above level should not be burdened with test prep to the exclusion of content area material.

Education has become a numbers game rather than an education game.

Principals get a bonus if their numbers are up, even if the majority of kids are still failing.

Teachers working with at-risk kids are often excoriated, given Uratings and fired or transferred because their numbers do not move sufficiently from one year to the next.

Schools are called "failing," even though the great majority of their students are doing well in school, because one group - typically special ed or English language learners - are not statistically up to snuff.

Kids are moved ahead despite poor test scores, because they do well on their "alternative methods of grading" - portfolios and the like. Other kids are held back or made to suffer intensive courses of study because they are poor test-takers and do not do well on the standardized tests. Teachers know who they are, but are powerless to do anything about it.

We need another Al Shanker. A person who believes strongly in education rather than test scores and believes as strongly in democracy, not in isolating children in singleissue or single-language schools.

What we need is some good basic education rather than high-stakes testing.

New York State Test Scores: Who to Believe?

More on the NY State’s disappointing, even stagnant NAEP results, from the eminent scholar and honorary NYC public school parent, Diane Ravitch.

City Journal Summer 2007.

City Journal Current Issue


Diane Ravitch
New York State Test Scores: Who to Believe?
National tests cast doubt on New York’s feel-good story.
27 September 2007

The release of national test scores in reading and math on September 25 was an embarrassment for the New York State Department of Education. While scores nationally and in many individual states showed modest gains between 2005 and 2007, New York State did not. Only in fourth-grade math was there significant improvement.

The federally-sponsored National Assessment of Educational Progress (NAEP), which is known in the education world as the gold standard of testing, has been collecting test samples of students in the states since 1992. In the No Child Left Behind (NCLB) Act of 2002, Congress authorized NAEP testing in every state to serve as an external monitor of the states’ own claims about their progress. The states develop and administer their own tests, and Congress rightly worried about the possibility that states would dumb-down their tests to inflate the results.

The latest NAEP had very little good news for New York State. Only a few months ago, the state’s Education Department celebrated large test-score gains for eighth-grade students in both reading and math. In May and June, The New York Times ran front-page stories heralding major improvements in the state test scores for eighth-graders: “Eighth Graders Show Big Gain in Reading Test” and “City Students Lead Big Rise on Math Tests.” The State Education Department reported that in grade 8, the proportion of students meeting state reading standards jumped from 49.3 percent to 57 percent, a remarkable increase in a single year, especially in a grade where academic performance had stagnated for several years. Similarly, the state reported that the proportion of eighth-graders meeting the state’s math standards jumped from 53.9 percent to 58.8 percent. These are very impressive gains.

Unfortunately, all of the state’s gains in eighth grade disappeared in the NAEP results—a fact the New York Times mentioned not on its front page but at the end of a story on page A20. The NAEP tests performance in two ways: by scale scores (on a scale from 0-500), and by achievement levels (“below basic,” “basic,” “proficient,” and “advanced”), which are supposed to show what students ought to know and be able to do in their grade. The results:

Only in fourth-grade mathematics did New York students post a solid gain, from a scale score of 238 in 2005 to 243 in 2007. In eighth-grade mathematics, where the state claimed big increases on its own tests, the NAEP scale score was 280 in 2005 and 280 in 2007.

In fourth-grade reading, New York’s scale score went from 223 in 2005 to 224 in 2007, not a significant change. In eighth-grade reading, New York’s scale score went from 265 in 2005 to 264 in 2007, again not a significant change.

The achievement levels demonstrate the severity of the “achievement gap” among different groups in New York. In fourth-grade reading in 2005 and 2007, 19 to 20 percent of white and Asian students were “below basic,” as compared with 48 to 50 percent of black and Hispanic students. These numbers did not change significantly from 2005 to 2007. The size of the gap is similar in eighth-grade reading and eighth-grade math, where about half of black and Hispanic students score “below basic.” Only in fourth-grade math did a majority of black (69 percent) and Hispanic (74 percent) students score at or above the basic level of performance, while 94 percent of white and Asian students ranked at basic or above in 2007.

The New York State Education Department has already suffered a series of embarrassments. A federal study released in June held that New York’s tests were not as rigorous as those administered in many other states. The New York Daily News reported early in September that the state’s math tests in 2005 were easier than those given in 2002. A few days later, The New York Sun reported on a study which found that the reading tests of 2005 were also easier than in previous years.

The disparity between state and national test scores points to one conclusion: New York State—with its multi-billion-dollar annual investment in public education—needs an independent, nonpartisan, professional audit agency to administer tests and report results to the public. Such an agency should be staffed by testing professionals who have no vested interest in whether the scores go up or down. At present, when scores go down, the public is told that the test was harder this year; but when scores go up, state officials never speculate that the test might have been easier. Instead, they high-five one another and congratulate the Regents for their wise policies and programs.

What the public needs are the facts. No spin, no creative explanations, no cherry-picking of data for nuggets of good news. Just the facts.

Diane Ravitch is Research Professor of Education at New York University and a senior fellow at the Brookings Institution and the Hoover Institution. From 1997-2004, she was a member of the National Assessment Governing Board, which supervises NAEP.

Calls Intensify For State Test Audit

By ELIZABETH GREEN
Staff Reporter of the Sun
September 26, 2007

http://www.nysun.com/article/63411

Differences between state tests and a national benchmark test whose results were released yesterday are ramping up calls for an independent audit of the New York State test.
Results from the test known as the nation's report card, the National Assessment of Educational Progress, showed the scores of New York State students remaining essentially flat in most categories but one, fourth-grade math, where students showed improvements. State tests, meanwhile, have shown declining fourth-grade scores — but improvements in eighth-grade scores.
A Manhattan Institute scholar, Sol Stern, called the discrepancies a "spanking" for the New York State Education Department. "Its claims of fabulous improvements in eighth-grade reading and math scores for 2007 have proven to be just more hype," he said.
A spokesman for the state education department, Tom Dunn, said concerns are flat-out wrong. The NAEP test is not given to all students but to a sample, about 2% of students in New York per grade, and each student takes only a portion of the test, he said. The U.S. Department of Education, which administers the test, advises that results be treated as "estimates," he added.
The president of the teachers union, Randi Weingarten, called the discrepancies a "cloud" on returns showing achievement overall went up nationwide.
"What these tests suggest is New York State has a very serious problem with its testing program," an education historian, Diane Ravitch, said, calling for an audit of the program.
The state education commissioner, Richard Mills, praised gains made by minority students. Since 1998, the report showed, the percentage of black and Hispanic students who are proficient in reading and math increased significantly, with increases hovering around 20 points.

NY Teacher review of Kahlenberg Shanker book

Book shows a tenacious fighter, warts and all

by Michael Hirsch

Sep 20, 2007 3:40 PM

UFT President Randi Weingarten discusses the Albert Shanker biography with author Richard Kahlenberg.

Nobody’s as big as their myth, but Al Shanker comes close. The son of impoverished Jewish working-class parents, themselves immigrants from Tsarist Russia, Shanker came on the 1950s scene at a time when teachers in New York City had no power, and fully half were at-will employees serving at the whim of a principal and paid less than car washers.

A lifelong democrat, economic liberal and widely acknowledged as a brilliant tactician, Shanker — who presided over both the UFT and the AFT throughout much of the 1960s through the 1990s — believed that public education and unions were essential in maintaining democracy at home and abroad and in growing a middle class. He also believed unions were necessary checks and balances on corporate and government power, even as he saw democratic government, as he wrote in 1982 in his weekly New York Times column, “Where We Stand,” as “the indispensable instrument of human progress.”

Successful people are fortunate to be known for one big thing; Shanker is known for at least three: one of the founders of the modern teacher union movement, an “education reformer” and a cogent exponent of what author Richard Kahlenberg calls a “tough” and unapologetic liberalism. All Shanker’s strengths and weaknesses as UFT President Randi Weingarten attested at a recent UFT book-signing party for Kahlenberg, [see p.4] are portrayed in Kahlenberg’s “Tough Liberal: Albert Shanker and the Battles Over Schools, Unions, Race, and Democracy,” (Columbia U. Press) a finely tuned, must-read biography of a singular union leader.

Shanker was a defender of public schools who sought not only to protect teachers’ livelihoods but to build a good school system and defeat parasitic private initiatives that could have eliminated the common school. Kahlenberg calls the late union leader “arguably the single individual most responsible for preserving public education in the United States during the last quarter of the 20th century. It’s a fair portrayal.

Shanker came into his own at a time when some thought professionalism and unionism didn’t mix, when strikes by public employees were not only illegal but career-ending, and when teachers in New York were scattered over 106 teacher organizations, including two other unions. He and others soon led the UFT — a merger of the old Teachers Guild with the newly formed Community for Action Through Unity — through two strikes for collective bargaining in 1960 and a first contract in 1962 and through divisive fights over community control of schools in 1967 and 1968 that had nasty racial and religious overtones.

In the 1980s, Shanker became an education reformer and advocate of national education standards. A fierce critic of vouchers, he pioneered the idea of teacher-led charter schools as an alternative, though not as for-profit entities capable of sucking public money away from public education. He saw them instead as centers of learning in which teachers had room enough and time — with small classes, adequate resources, professional development opportunities, mentoring — to be their best in innovative settings.

As president of the AFT from 1974 until his death in 1997, Shanker presided over the AFT’s shift toward political involvement, making the union a first-rate player on the national level. His Times column, running as a paid ad, was widely read.

Kahlenberg succeeds in explaining just how much the country has changed in the last 40 years and what Shanker and his fellow UFTers did to make that happen. When Dr. Martin Luther King Jr. needed help organizing the civil rights movement, Shanker and the UFT were there; they donated station wagons and wrote a check for $10,000. They gave King the union’s John Dewey Award.

Shanker, tough liberal that he was, also took his civil rights crusade on the road, marching from Selma to Montgomery at a time when the Klan, the county sheriff or the governor of Alabama would just as soon shoot a New York Jew as a Southern black.

Kahlenberg also has an excellent description of the battle over school decentralization in Brooklyn’s impoverished Ocean Hill-Brownsville section. There, Shanker, a longtime and valued supporter of desegregation and backer in 1966 of the controversial independent Civilian Police Review Board, which would have investigated allegations of police misconduct, was unfairly branded a racist for fighting the firings of teachers discharged simply because they were white. He supported affirmative action as an aggressive outreach and recruitment program, but not as the system of racial preferences and quotas it later often became.

Shanker insisted that due process and a union contract were sacrosanct but he also led the fight to increase the number of minority teachers by both organizing paraprofessionals and negotiating a career ladder for them to become classroom teachers. Civil rights veteran Bayard Rustin called the successful organizing of the city’s mostly black and Hispanic (and notoriously low-paid) paraprofessionals “the most effective affirmative action effort in the nation.”

Too hard on Beame

The chapters on New York City’s near default in 1975, in which union pension funds were invested in city bonds that kept the city fiscally afloat, accurately reflect the pressures on city workers, though Kahlenberg goes too hard on Mayor Abe Beame, a former public school teacher and union rep who understood poverty and joblessness, and too easy on the city bankers for laying off teachers and other city workers during the fiscal crisis.

The section on the early education standards movement is also superb, as is his depiction of Shanker’s focus on school safety, where removing chronically disruptive children from the classroom — something he insisted had to be done so that other children were not prevented from learning — also meant offering them first-rate alternative educational settings.

If there’s a weakness to the book, it’s Kahlenberg’s blurring the lines between biographer and advocate. Lilies don’t need gilding. Shanker and other liberal “hawks” weren’t alone in respecting trade union rights and soberly assessing the totalitarian aspects at the heart of international communism. But respecting democracy and rejecting totalitarianism didn’t have to equal supporting the American military policy in the Vietnam War, backing the defense buildup under Ronald Reagan or arming the fascist yet-anti-communist Contras in Nicaragua. Plenty of critics of unilateral U.S. intervention around the world were good trade unionists, too.

Representing Shanker’s essential view that independent unions are necessary worldwide is one thing, as Kahlenberg does well, especially in his section on the AFT’s backing for Poland’s independent national trade union, Solidarity, and in its support for teachers unions in developing countries. But caricaturing the views of former Shanker allies such as socialist leaders Norman Thomas and Michael Harrington — who actively supported the UFT in its earlier fight with racial separatists in Brooklyn, but who then broke with him over the Vietnam War — as insufficiently tough on left-wing dictatorships is not. Right or wrong, Shanker was free to believe, for example, that George McGovern’s campaign slogan, “Come Home, America,” was “a left-wing version of traditional right-wing isolationism,” but not for Kahlenberg to uncritically accept the description of George McGovern as anti-labor. (He wasn’t; he had a 93 percent AFL-CIO approval rating.)

According to the book, Shanker believed that McGovern supporters were “an elitist upper-middle-class movement” that sought to take over the party from its traditional base of working-class and poor voters. If so, he missed union stalwarts, such as UFT Vice Presidents George Altomare and John Soldini, who were pro-labor and pro-McGovern even as they were critics of U.S. militarism in Vietnam.

Excessive blame on ‘New Left’

If the book has a flaw, then, it’s an overload of blame placed on the “New Left,” or the “New Politics” or “McGovernites” for splitting the New Deal/liberal/labor coalition, causing the Nixon landslide in 1972. Shanker was free to believe the demise of labor, the country’s swing to the right, the 1980 election of Ronald Reagan and the rebirth of the Republican Party were due to the excesses of the Left rather than the race-baiting of the Right and the irreconcilability of the guns and butter politics that dominated Cold-War liberalism. Kahlenberg, as biographer, however, needn’t be an uncritical booster for the idea.

One last caveat: Kahlenberg makes Shanker appear like “super Al,” who did it alone. In fact, he had lots of help. There was minimally a core of 100 dedicated veteran teachers who assisted first UFT President Charles Cogen and organizer and later AFT President David Selden. Altomare calls Cogen the real George Washington of the UFT, with Shanker as Thomas Jefferson and Selden a founding father, too.

UFT veterans remember Shanker repeatedly acknowledging that without Selden, there would be no UFT, something Shanker also said publicly at the 1974 AFT convention after defeating Selden in an acrimonious contest. Shanker was clearly singular, but like the Roeblings — father, son and daughter in-law, builders of the Brooklyn Bridge — he didn’t do it alone.

If there’s a fitting coda to the Shanker story, it was given by teacher Rhoda Cohen. She told The New York Times at a Shanker commemoration in Washington, D.C., in 1997: “He made teachers go from being people who took orders, who had very little impact on their careers, and who felt threatened by administrative authority, to being people who were respected and gained self-respect.”

That’s no myth.

Neoliberalism, Teacher Unionism, and the Future of Public Education

by Lois Weiner

from New Politics: http://www.wpunj.edu/newpol/issue38/weiner38.htm

WITH OVERWHELMING SUPPORT from both Democrats and Republicans, the Bush administration rewrote the Elementary and Secondary Education Act (ESEA) in 2001, drastically changing public education. One of the key initiatives of the Johnson-era "war on poverty," ESEA has been the main source of federal aid to schools serving children in poverty. Employing the rhetoric of "equity," the legislative package called "No Child Left Behind" (NCLB), has made federal aid dependent on schools' accepting new regulations on a host of school policies, from teacher qualifications, to instructional content and methods permissible for reading instruction, to the privatization of school services, like tutoring. However, the mandates that have received the most attention require testing in grades 3-8 and the reporting of disaggregated test scores for minority groups who have traditionally been "left behind" by schools, as well as by students identified as requiring special education. Schools that fail to deliver high test scores for all groups are publicly identified as failing and are subject to a host of punitive measures. Although there is much else in the package that affects all public schools that accept ESEA funds, testing and score reporting are NCLB's elements that are most hotly debated, in part because they affect ALL schools, everywhere, and not just those that are assumed to be "failing," (e.g. city schools with high concentrations of poor, minority children).

The rhetorical premise of NCLB is that the federal government will finally hold public schools throughout the nation accountable for their failure to educate poor and working class Hispanic and African American students. In this article I explain how NCLB's purported aim of increasing educational opportunity masks its key purpose: to create a privatized system of public education that has a narrow, vocationalized curriculum enforced through use of standardized tests. I analyze the origins of support for some of NCLB's key premises and explain why the most prominent liberal criticism of NCLB, the underfunding of its provisions, is dangerously misleading, for both strategic and ideological reasons. Finally, I suggest how we might develop a progressive program and movement for school improvement in the U.S., one connected to a revitalized teacher union and labor movement.


Reasons For NCLB's Bipartisan Backing

ONE ASPECT OF NCLB mostly ignored by its opponents is that it both perpetuates and significantly deepens policies begun under Bush senior and continued by the Democrats and Clinton. Yet, the origins of NCLB in educational reforms begun a decade earlier have been well documented. Writing in the Educational Researcher in November 1996, Gary Natriello noted that the bipartisan National Education Summit diverted attention away from many pressing problems in the US economy and its schools in a policy statement presenting high academic standards as a panacea. Describing the marketization of education in North Carolina in Anthropology and Education Quarterly in 2002, researchers identified intensified race and class stratification that resulted from policies implemented in the Clinton administration. Clinton pressed hard for Bush's National Goals 2000 and its emphasis on national standards enforced through standardized testing, and looked to his corporate allies for direction in setting education policy.

NCLB sharply divided the weakened traditional labor-liberal coalition that generally works together to win increases in school funding. The Council of Chief State School Officers, the Council of Great City Schools, and one teachers union, the American Federation of Teachers (AFT), which represents teachers in most cities, supported the rationale that holding schools to "high standards" enforced through yearly standardized tests, with severe penalties for poor performance would force schools to shape up. The National Education Association (NEA) led the opposition to NCLB, arguing that its punitive sanctions, the absence of significant new funding, and the testing mandates were dangerous and destructive to public schools. The NEA is much larger than the AFT, and though it frequently cooperates with organized labor, it is not affiliated with the AFL-CIO. In its opposition to NCLB the NEA was joined by the American Association of School Administrators (AASA), which represents some 14,000 superintendents and local administrators, major civil rights organizations including the NAACP, as well as most progressive advocacy groups.

NCLB's rhetoric and its provisions that require reporting disaggregated test scores are enormously seductive to parents and low-income communities whose children attend poorly funded, poorly functioning schools. Schools in predominately Hispanic and African American neighborhoods are often incapable of providing children with more than the rudiments of literacy and numeracy -- if that. Often these schools cannot recruit and retain sufficient numbers of teachers to staff classrooms. City and rural schools that enroll large concentrations of recent immigrants are frequently so underfunded and overwhelmed by the sheer numbers of students they must educate that bathrooms and closets are pressed into use as classrooms. Even in better-funded school districts in which African American and Hispanic youth are a demographic minority, they are frequently tracked into classes that offer a diet of low-level materials and poor instruction, robbed of the opportunity to take college preparatory work. African American boys are placed into special education in numbers vastly disproportionate to their presence in the school population. Once students are labeled as having "special needs" they are rarely given the help they need to move into regular programs, although this is the presumed rationale for identifying their problem and grouping them together. For many years schools and school districts' test scores, graduation rates, and other statistical indicators commonly used to measure achievement, have been made public. However, in many states, New York for example, reports of test scores did not breakdown the achievement for different groups of children. A school would report the demographics of its student body and the overall passing rate on standardized tests, but it did not previously have to sort out, disaggregate, the data so that correlations between achievement and demographics could be made. For this reason, inequality of achievement was often masked. Given school practices and conditions that allow millions of minority children to be undereducated, NCLB's requirement for disaggregated test reports and its "get tough" stance to punish schools that fail to help minority youth pass standardized tests are attractive to many parents, most especially those who feel powerlessness to make institutions that are publicly funded serve their children adequately.

Note too that NCLB's passage follows on the failure of the civil rights movement's reforms to equalize educational opportunity. A full analysis of what occurred and why for the past thirty years of school reform would take me far beyond analysis of NCLB, but it is important to understand that NCLB's stated goal to "leave no child behind" would have far less popular resonance if schools presently served poor children of color reasonably well. NCLB's hijacking of the rhetoric of progressive educational reform would not be possible had progressive intentions to improve schooling been actualized, and so a brief explanation of what went wrong is needed. Essentially, a radical vision of improved schooling for all children was lost in a Faustian bargain negotiated by legislators and bureaucrats, one embodied in the legislation creating ESEA. Relatively small infusions of public funds were given to schools and targeted at specific students, those presumed to need extra help, based on their family income, or in the case of bilingual education, their native language. The funding's efficacy was measured by standardized tests, given at the beginning and end of each school year to students enrolled in classes that had materials and teachers paid for by ESEA monies. These "compensatory" programs ushered in the first widespread use of standardized test scores to measure teaching and learning, initiating their acceptance as valid measures of whether public funds on education were being well-spent. The "compensatory" model assumed that poor, minority children were not achieving because they - and their families -- were deficient. It ignored, indeed contradicted, evidence of racism's destructive and systemic influences on how children are taught and what they are expected to know, as well as the bureaucratic organization of schooling. Historically, public education in this country has coped with demands to equalize educational outcomes by blaming lack of achievement on students' individual problems, labeling their deficiencies, and then grouping them in separate programs that "meet their needs." Our present policies for classifying students as having various sorts of educational disabilities differ primarily in nomenclature from those developed at the turn of the nineteenth century, when working class students disinterested in school would be labeled "anemic" or "phlegmatic" and shunted into separate classes or schools.

NCLB definitively breaks this pattern by presuming that if children are not succeeding in school, responsibility rests with the school -- and not the children. But in so doing it destroys the structure and organization of a publicly-funded and presumably publicly-controlled system of education begun more than a century ago. NCLB closely resembles the blueprint developed in ultra-right wing think tanks to replace locally controlled school systems funded by the states with a collection of privatized services governed only by the market. What NCLB adds to the original "free market" framework is the demand for standardized curricula and testing, (which I explain at length later), and the Christian Right's press for "faith-based" interventions in public services. NCLB's "free market" underpinning pretends that schools can compensate for the array of savage economic and social problems that undercut children's school success, problems created and abetted by government policies. In this mad reasoning, public funding for low-cost housing is reduced or eliminated because the "market" is best at regulating housing costs and availability. When the market's failure to provide adequate housing is evident in soaring rates of homelessness, schools are told that children's homelessness and its attendant social and logistical problems are no excuse for homeless children's failing scores on standardized tests. If there is sufficient political furor because of the obvious inability of schools to cope with this new crisis, the government creates a discrete, token allocation for educational services for homeless children. Often the money can't be used well, or perhaps at all, because the amount provided is so small relative to the enormity of the problems the school must overcome to provide meaningful assistance. Just tracking the whereabouts of children who move from one shelter to another, let alone providing them with appropriate services, is beyond the capacity of most urban school systems, which must interact with a number of similarly bureaucratic, under-resourced, and dysfunctional agencies.

NCLB draws on and encourages the powerful political mythology touted consistently in the media that schooling is the most effective way to overcome social inequality. This notion persists despite the overwhelming evidence that our educational system reproduces existing social relations a great deal more efficiently than it disrupts them. Again, a full discussion of this subject takes me too far from my focus on NCLB, but I suggest that a program to advance educational opportunity has to be understood as part of a larger project of attacking inequality with other social policies, including an end to de facto school segregation. To argue that schools have a limited capacity to ameliorate economic and social inequality is not to diminish the moral or political importance of the struggle to improve education. Any progressive movement deserving of the name will demand that public schools provide all students with an education that will allow them to be well-rounded, productive citizens, which includes the ability to compete for whatever well-paying jobs exist. Improving schools that serve poor and working class youth can make a difference in the lives of some children, and for that reason alone, progressive school reform deserves our attention. Moreover, struggling to improve schools for all children has a critical political significance because it demands that American society make good on its democratic ideals, its pledge of equality. While being clear that improved schooling is a moral and political imperative, we need to state its limitations as a policy vehicle for making the society more equitable. As the authors of Choosing Equality (Temple Univ. Press, 1986) note, education can challenge the tyranny of the labor market -- but not eliminate it. Especially as neoliberal policies tighten their grip on governments and capitalism's assault on the living conditions of working people intensifies, schooling becomes as an ever weaker lever for improving the economic well-being of individuals even while it remains a critical arena for political struggle.

The heart of any agenda for progressive social change, which includes improving education, must address what historian David Hogan terms "the silent compulsion of economic relations," the nexus of racial segregation in schools and housing, combined with dependence on local property taxes for school funding. Segregation in housing has become the pretext for abandoning the challenge of racially integrating schools, and school segregation has seriously weakened the forces challenging funding inequities. Some African American activists and researchers advocate dropping the demand for integrating schools, arguing that the society has turned its back on its commitments to educate African American children, who would be better served in segregated schools staffed by African American teachers. Although the despair that underlies desertion of the goal of integration is understandable, the hopelessness fuels an erroneous romanticization of segregated schooling and ignores the reality that racially segregated schools and school systems are more isolated politically for being racially segregated and, thus, more vulnerable in funding battles in state legislatures. The urgency of making segregated schools better is undeniable, but so is the necessity of mounting a political and legal challenge both to the de facto segregation of schools and the use of local property taxes for schooling. Activists who lived through the bussing battles of the 1970s, even those who have read about them, do not want to take up an issue that can incite vicious racism, but as racism underlies much of the opposition to funding schools serving poor, minority students adequately, it must be confronted. Unfortunately, even Ralph Nader's school reform plank (votenader.org), skirts this issue. While it observes that nationally school segregation has increased since the landmark decision in Brown vs. Board of Education, the program does not call for desegregation but rather only for control of education to be left in the hands of the states with new investment in education. The federal government is identified as having a "critical supporting role" to ensure that all children, irrespective of family income or race are "provided with rich learning environments and equal educational opportunities." The platform rejects NCLB's focus on high frequency, high-stakes, standardized testing as detrimental to children's intellectual and psychological well-being, noting that it "is unfair to poorer children from devastating backgrounds." There is much that is important in the statement on school reform on the Nader/Camejo website, for instance its rejection of vouchers and corporate influences on curricula. Still, the absence of explicit attention to connections between racial segregation in schools and housing, and state dependence on local property taxes for school funding is disappointing. Without making the case that segregation, school funding, and school quality are inextricably connected to one another, the argument against NCLB advanced by progressives with few or no roots in minority communities is far less persuasive.

While NCLB's passage partly results from the Right's heightened political presence generally, its allure is also attributable to public confusion about defending a system of public education that seems to be unreformable. The tune played by both Democrats and Republicans that Americans must scale back their expectations about governmental responsibility for concerns now portrayed as individual and personal, like housing and health care, signals that American society cannot fulfill its promise of providing equal educational opportunity. And as Nader points out, NCLB's passage is also a dismaying indication of the degree of popular disorientation about the role of education in a democracy and the contradiction of having this essential civic function privatized.


NCLB and Capitalism's Global Agenda for Education

THE DEMOCRATIC AND REPUBLICAN PARTIES' CONSENSUS about NCLB's main provisions is explained in part by the generally submissive stance of the Democratic Party to Republican initiatives. However, bipartisan endorsement of a legislative package that contains such disparate, and for liberals, politically repugnant regulations, deserves a closer look. After all, NCLB contains much that contradicts basic premises of liberal capitalism in the past fifty years, including the evaporation of separation of church and state (NCLB allows religious organizations to provide after-school services and requires that classes in sex education consist of exhortations for abstinence). And yet, the Democratic Party embraced NCLB wholeheartedly, with Bush singling out Ted Kennedy for praise for Kennedy's assistance with its passage.

According to the Constitution, education is a responsibility of the states, and in theory states could refuse to comply with NCLB by refusing ESEA funds. Despite a few threats to do so, no state has yet turned its back on ESEA funds because schools in revenue-poor districts, which also have students who are the most expensive to educate, would be financially devastated. The state government would be obliged to craft a rescue. As is obvious from the protracted legal battles in many states to equalize school funding, there is little political will on the state level to give low- wealth/high-need school districts the funding they need and deserve.

Why then were liberals and moderates in both parties so willing to support a legislative package with these (and other) equally regressive provisions? The glue that held together the bipartisan endorsement of NCLB is the shared ideological support for neoliberalism's program for the global capitalist economy, a global transformation in education's character and role.1 NCLB enacts the program for education that neoliberal economists and governments pursue internationally. In both industrialized nations and the developing world, neoliberal reforms are promoted as rationalizing and equalizing delivery of social services. Towards this end, the World Bank demands curricular and structural change in education when it provides loans. The "wish list" is seen in the draft report of "World Development Report 2004: Making Services Work for Poor People," (WDR 2004), which describes education's purpose solely in preparing workers for jobs in a global economy: Reformed educational systems will allow transnational capitalism to move jobs whenever and wherever it wishes, that is, to the country with the working conditions and salaries that are worst for workers and best for profits. (Like all the documents from the World Bank that I analyze, it is on the World Bank website: draft and final version.)

The draft was later modified in negotiations with governments and non-governmental organizations, but the original version is a declaration of war on every aspect of the social contract, especially provision of pubic education and the existence of independent teachers unions. Public education remains the largest realm of public expenditures that is highly unionized and not yet privatized, and the draft report identifies unions, especially teachers unions, as one of the greatest threats to global prosperity. The draft argues that unions have "captured governments," holding poor people hostage to demands for more pay. The report combines a savage attack on teachers and teacher unions, including a suggestion that teachers should be fired wholesale when they strike or otherwise resist demands for reduced pay, with a call to privatize services, greatly reduce public funding, devolve control of schools to neighborhoods, and increase user fees. The World Bank has implemented many elements of the draft report by making loans and aid contingent on "restructuring," that is, destroying publicly-funded, publicly controlled educational systems. The results, including reduced literacy rates, have been devastating, as University of Buenos Aires Professor Adriana Puiggros describes in her report contrasting the reality of implementation in Argentina with the World Bank's rhetoric of equality.

A key element of the program is limiting access to higher education through the imposition of higher tuition and reduced government support to institutions and individual students. Limiting access to higher education means that lower education is charged only with preparing students for work, for jobs requiring basic skills, jobs that multinationals aim to move from one country to another. Schools that train most workers for jobs requiring limited literacy and numeracy, which WDR 2004 explains is all we can realistically expect for poor people in poor countries, do not require teachers who are themselves well-educated or skilled as teachers. In fact, teachers who have a significant amount of education are a liability because they are costly to employ; teacher salaries are the largest expense of any school system. Minimally educated workers require only teachers who are themselves minimally educated, and so teacher education is eliminated or deskilled in the neoliberal program.

Most of NCLB's elements for reorganizing education in the U.S. are straight out of the draft report for WDR 2004. Charter schools (and the Bush administration's not-yet-realized plan for vouchers to be used in private schools) fragment oversight and control; testing requirements and increasingly punitive measures for low test scores pressure schools to limit what is taught so that the tests become the curriculum; privatization of school services, like tutoring and professional development for teachers tied to raising test scores, undercuts union influence and membership.

NCLB's attack on teacher education deserves more than the cursory attention I can provide in this article, but an element generally accepted by liberals as an improvement needs to scrutinized in light of neoliberalism's program internationally. NCLB's definition of a "highly qualified" teacher actually deskills teaching because it assumes that all one needs to teach well is content knowledge in selected disciplines in the liberal arts. There is no question that teachers are more successful when they have deep knowledge of the subjects they teach, but school conditions as well as students' desire and preparedness to engage in intellectually-demanding study, factors closely related to social, economic, and political supports outside the school, also influence the sort of preparation teachers require.2 Defining a "highly qualified teacher" as one who has knowledge of the content to be taught parallels the neoliberal stance that teaching can be defined as the transmission of content and that schools have no social or political responsibilities beyond providing an education that is de facto vocational training. Toward this end, NCLB eliminates psychology and sociology as acceptable majors for middle school teachers, a measure that has the effect of making these majors less attractive to all prospective elementary teachers, who will want to acquire teaching certifications that enable them to teach both lower and upper grades. In kindergarten through fifth grade, teachers generally work in "self-contained" classrooms, meaning they must teach ALL subjects, including art (if it is still offered), math, social studies, science, reading, and writing, so a major in just one discipline cannot possibly prepare them to teach every subject. Seen in this light, ALL of the disciplines that now make an elementary teacher "highly qualified" are also problematic. In several states teachers can become "highly qualified" by presenting a B.A. and a passing score for an online exam of teaching which Chester Finn developed with a 35 million dollar grant from the Bush administration.

The hysterically anti-union politics of the draft report also explain the remark by Rod Paige, Secretary of the Department of Education, that the NEA is a "terrorist organization." Although his remark was dismissed as a bizarre joke, it echoes the tone of the draft report. The President of the AFT local in Houston with whom Paige had collaborated before coming to Washington was almost alone in defending Paige publicly, commenting to the Washington Post that Paige was really quite a wonderful fellow, his joke was harmless, and that the NEA wasn't even a real union, let alone a terrorist organization. (I was curious as to whether she had been quoted accurately, and so I contacted her by email for a clarification. Sadly, she was.)

The Bush administration is quite open about the explicit linkage between a deskilled teaching force and a narrow curriculum, a fact that is, tellingly, not publicized by Democratic supporters of the legislation, even or especially those who want only to fund it better. Grover Whitehurst, an undersecretary in the Department of Education agency responsible for education research, (which is now called the Institute of Education Sciences, despite its blind fealty to the doctrines of market capitalism and Christian fundamentalism) explained in a meeting with educational researchers that public investment in research about teacher education is unnecessary because the government is required to provide only a basic education that will prepare students for entry-level jobs. Therefore government funds are better spent creating materials for teaching basic skills that teachers with little or no expertise in teaching can use. This is precisely the strategy promoted in WDR 2004, which lauds programs that briefly train fifteen year old peasant girls, who then teach literacy skills in rural villages.

One way to limit access is charging fees and tuitions to attend school, in both lower and higher education. We see the former strategy in underdeveloped countries, where families must often pay for schooling that was once available for free. In fact, a World Bank policy prohibited provision of free education as a requirement for loans, until a movement by liberals in the U.S. Congress, informed and inspired by global justice activists, challenged this measure. Access to learning is also limited by limiting what is learned. Larry Kuehn, research director of the British Columbia Teachers Federation, has traced this process and begins the trail in Washington in 1987, in the Reagan administration, when the U.S. promoted development of "education indicators" to guide curricula and testing at the Organization for Economic Cooperation and Development (OECD), an organization of the 29 most industrialized countries and some rapidly industrializing nations, like Korea and Mexico. In these early discussions, the OECD planned how to develop uniform curricula with "culture-free" materials, appropriate for the new "information economy." Kuehn's work illuminates not only the anti-intellectual and anti-humanistic assumptions of these curricula, but also how existing expectations about what students should learn had to be "downscaled."

"The National Assessment of Educational Progress (NAEP), a federal agency that monitors academic achievement, works with the OECD. In the U.S. the NAEP has traditionally assessed students' achievements in three sorts of reading: "reading for literary experience," "reading to be informed," and "reading to perform a task." However, the OECD determined that only one ability, "reading to perform a task," as measured by reading a computer manual would be used in international assessments of student learning. The ability to read for literary experience was rejected as being too difficult to assess because of cross-cultural differences. The decision to limit the reading assessment to "reading to perform a task" and the example of reading a computer manual illustrate transnational capitalism's push to redefine education as vocational training."


Teachers Unions

AS PUIGGROS NOTES in her description of education's restructuring in Argentina throughout Latin America, resistance has been led by teachers unions. In organizing this struggle, teacher union activists have paid a hefty price: firings, beatings, even assassination. While both the AFT and NEA have offered statements of support to these heroic unionists, the public pronouncements and letter- writing campaigns are undercut and contradicted by political allegiances and ideological beliefs that reinforce much of the neoliberal program. The two unions differ in important ways that I analyze below, but the starting point for understanding their response to the neoliberal assault is that they see the world in a U.S.-centric view. Or more specifically, their vision of the world is refracted through the eyes of U.S. capitalism, which dominates the World Bank. The NEA's faulty vision results from ideological backwardness, a failure it can indulge because unlike the unionists in the countries receiving the World Bank "largesse," teachers in the U.S. have been relatively protected from the program the U.S. enforces on the rest of the world. In contrast, the AFT leadership has a perfectly clear view of U.S. capitalism's goals in the the neoliberal project and is eager to be junior partner in their pursuit.

Although Albert Shanker, AFT's longtime chief, died in 1997, his organizational stranglehold on the union, his political compact with social conservatives, and his leadership of the segment of the AFL-CIO that has collaborated with the U.S. government in subverting popular movements throughout the globe, were continued by his co-thinker and replacement, Sandra Feldman, who recently resigned the AFT presidency due to poor health. (Readers can find a fuller discussion of Shanker's politics in the obituary of him Paul Buhle wrote in New Politics, or the one I wrote in Contemporary Education, Summer 1998. ) The similarities between Shanker's vision for school reform, which because of his iron-clad control of the union were de facto those of the organization, and the neoliberal program manifested in NCLB are apparent in his article, published posthumously, in the Forum for Applied Research and Public Policy (Fall 1997).

If we ignore the article's curmudgeonly asides and focus on its main argument, Shanker's agreement with the major portion of the neoliberal educational program is apparent. First, Shanker contends that U.S. schools are far worse than those in OECD nations because we offer too much access to higher education, or as he formulates the problem, we have an insufficient amount of academic "tracking." We don't start early enough to put students into programs that prepare them for their vocational destinies, so he advocates putting all students into vocational tracks sometime between grades 5 and 9. In their earlier grades, they should have a curriculum based on E.D. Hirsch's project for "cultural literacy." Although he maintains that in these tracks students must all be held to "high standards," his use of Hirsch's curriculum signifies that instead of engaging first-hand with primary sources, reading, appreciating, and perhaps creating literature, students will memorize facts about the "great" (white men) of history, the arts, and science. He bemoans the absence of a system of high-stakes tests with really harsh penalties for failure, the absence of mandatory national curriculum standards, and the presence of far too much tolerance for student misconduct. Shanker assails the laxity of the pre-NCLB curriculum standards, which were additionally problematic for being left to the states to execute.

Shanker adds that some standards can be too "vague -for example, ‘Learn to appreciate literature.'" Note how Shanker's breezy dismissal of the standard about appreciating literature echoes the OECD's rejection of international assessment in "reading for literary experience." Although Shanker used his weekly column in the New York Times, paid for by the membership, to ridicule the national standards developed by professional organizations of teachers of the arts, rejecting them as grandiose and unrealistic, his own children attended school in a suburban district with excellent arts programs -- and no E.D. Hirsch curricula. Union members had not formally endorsed many of the positions Shanker adopted, for instance rejection of the standards in the arts, and recent surveys of teachers, in cities, suburbs, and rural schools find even less support now than there was at the time Shanker advocated many of his positions about standards and testing. Yet because of the AFT's bureaucratic deformation, of which the indictments for graft in the Miami and Washington, D.C. locals are shamefully graphic illustrations, the opposition to the AFT's vocal, unwavering support for testing and "high standards" scarcely registers at the national level. Most of the biggest locals are so bureaucratic that rank and file challenges to the leadership must be about fundamental practices of democracy, in order for classroom teachers' voices on issues of educational policy to be heard.

The NEA generally can be counted on to adopt liberal positions on the important political issues of the day, although its positions do not necessarily represent those of its members because its organizational structure is also bureaucratic -- but in a different way from the AFT. The AFT is a federation of locals so the state organizations have small staffs and little power. The AFT constitution contains no term limits for its president who has little direct control of local functions. Shanker masterfully exploited the post of AFT President to promote himself and to trumpet his political views on a wide-range of opinions. He did so by using his domination of the massive New York City local to leverage control of the state and national organizations, ensuring that his political views received a formal stamp of approval from the union's executive council while never being debated at the local level. Shanker ruled the national staff with an ideological iron fist, employing only people who agreed with him -- or were fired.

In contrast, power in the NEA resides with the state organizations. Presidents of the national organization are usually career teachers who have been active in the state affiliates. They are limited to two terms, a fact that encourages staff control of operations and policy. In the AFT, dues remain in the locals so that they hire their own organizers directly. In the NEA, dues go to the state affiliate, which hires organizers, who are then assigned to work for locals as need arises. Thus NEA‘s organizational structure puts the staff in the political saddle, and the politics of its staff resemble the progressive ideas of staffers in other public employee unions in the U.S., like AFSCME and SEIU. While the NEA is better positioned than the AFT to lead a struggle in this country for progressive school reform, it is hampered by its own bureaucratic structure and its roots as a professional organization controlled by school administrators: It moved to become a collective bargaining agent only after the AFT's stunning successes in organizing city teachers into unions in the 1960s and 70s forced it to do so.

As with other left-leaning public employee unions, the NEA is willing to be openly critical of the use of U.S. military and political force to safeguard capitalism in a way that the AFT is not. Perhaps in part because of its roots as a professional organization, the NEA lacks the ideological sophistication of other progressive unions in the U.S. and of its counterparts in Europe that are connected to social democratic parties. The NEA is clearly trying to make ideological sense of the global attack against teacher unionism and public education, searching unsuccessfully for a vocabulary -- and lever -- for resistance. The chief ideological impediment to developing a resistance is acceptance of TINA, the notion that "There is no alternative," (TINA) to the program of international capital today: neoliberalism. The NEA''s failure to name the problem has kept it from actively linking with progressive unions elsewhere in the world, a development that would encourage formation of the broad, popular movement needed to derail NCLB in this country and the neoliberal agenda for education throughout the world.

NEA and AFT are by far the biggest member organizations in the Educational International (EI), the international confederation of teacher unions, which works with other international organizations of unions, like the Trade Union Advisory Committee to the OECD. The EI seems to "agree to disagree," that is, not take a position or action on issues on which its most powerful members, the AFT and NEA, dissent -- either with one another or with the other delegates -- especially those from developing countries who are feeling the brunt of the neoliberal policies formulated and pressed by the U.S. The EI's evasion of critical issues of war and peace, like the Israeli-Palestinian crisis and the war in Iraq, is possible primarily because it is comprised of national union leaders. Then General Secretary Fred van Leeuwen remarked at its Third World Congress in 2001:

"One of the strengths of the Education International is that we are a genuine membership based organization. Some 80% of our members are involved in policy development and decision making processes. An impressive figure. But this percentage is made up of no more than approximately 2,000 individuals...who speak for EI's 24 million members. Most classroom teachers in the North have never heard of EI, and that is a bit worrisome. We run the risk of becoming a club of union leaders and their international secretaries. Don't misinterpret my words. Those 2,000 EI activists are our life and blood. But we must, I believe, find ways to open our gates to your members and enable them, where possible, to take part in our work. Teachers are world citizens by nature; they are among the most active members of organizations like Amnesty, Greenpeace and other NGOs. Why not find ways to get them involved in their own organization?"

The AFT flexes its muscle by influencing the EI's functioning informally, through private discussions with the general secretary of the organization, rather than in open debate at its international conferences and congresses. The NEA has traditionally been reluctant to express any opinion related to American foreign policy. Fortunately, the AFT has lost many of its contacts with other member organizations and it continues to be regarded by the social democratic teacher unions in Europe with suspicion, and rightly so because of its well-documented involvement with U.S. military and political repression of democratic, anti-capitalist struggles. (Kim Scipes' May 2002 posting on the AFL-CIO involvement in Venezuela, on the Z-net message board posting offers background on the AFT's involvement on the wrong side of popular struggles against dictatorships.)

EI minutes and official statements (posted at its website), reveal an organization that is struggling to make sense of the attack on public education and unions. It has been slow to mobilize beyond the stage of working with other international labor organizations in issuing public appeals and organizing letter-writing campaigns when teacher unionists are brutalized. Its efforts in this regard are admirable, for instance the campaign to free Taye Woldesmiate, President of the Ethiopian Teacher Association, who has spent 6 years in prison, and its publicity about Colombian teachers being killed and exiled for union activity. However, the advocacy on behalf of individual unionists is undercut by the unwillingness to name the real enemy, the U.S.-backed economic and political neoliberal agenda. To the extent the EI focuses on isolated outrages rather than identifying these abuses as manifestations of capitalism's current disregard for human needs that interfere with its appetite for unlimited profits, the EI campaigns allow the AFT to cover its trail of complicity with the U.S. government's subversion of popular movements by printing a blurb in its newspaper about individual militants who need support. Without advocacy about individual abuses being linked to efforts to build a broad, militant international social movement that challenges capitalism's demands for privatization, defunding, and fragmentation of educational services, the NEA too can more easily continue to deny the implications of U.S. control over policies at the World Bank.

In the last year especially, the EI has begun to mobilize in promising ways. It joined in the Global Campaign for Education, a broad alliance of NGOs, child rights activists and teachers' organizations active in more than 150 countries, to forcefully challenge the draft report's analysis and conclusions. Unlike the tepid, polite statement issued by TUAC defending the importance of teachers unions and labor unions in general, the Global Campaign for Education tapped the vitality and language of the global justice movement. The EI has brought teacher unionism into a coalition with the defenders of the oppressed rather than the oppressors, a stance that is continued with its participation in "Global Action Week 2005," a continuation of the work of the Global Campaign for Education. EI now has an advocacy team which collaborates with the Public Services International in producing the "Tradeducation News," with updates about global resistance to the inclusion of education as a commodity to be traded in the world treaties being pressed by the U.S.

In comparing the draft and final version of WDR 2004 the successes of the international coalition EI helped to forge are clear. The vitriolic attack on teacher unions was diminished to a mild criticism for them not be too self-interested. The glowing examples of teachers being fired for striking were removed. The original focus on the unions as enemies of poor people was replaced with arguments that sound like they are taken from (conservative) political science textbooks about the "long-route" and "short-route" to governmental accountability. And in July 2004, a senior vice-president of the World Bank was invited to address the EI Congress in Porto Alegre, Brazil. He extolled the role of teachers in economic development , noting the vital nature of partnership with teachers unions and with the EI. He commented that when the top officials from Education International met with World Bank President Wolfensohn in December [about the draft report that attacked teachers and teacher unions], they had "an open, frank dialogue about how best to support teachers."

I learned about the meeting with Wolfensohn and EI officials at a panel I chaired at a meeting of educational researchers in April 2004, one in which Mary Hatwood Futrell, the immediate past president of the EI and a past president of NEA, spoke. She was joined by Larry Kuehn, whose research on globalization on behalf of the British Columbia Teachers Federation is the closest substitute we have for the advocacy research the U.S. teachers unions should be doing and Hugo Aboites, a Mexican sociologist who works with Mexican teacher union activists in an alliance opposing the government-controlled unions. As Kuehn described the WDR 2004 draft report assailing teacher unions as enemies of global prosperity, I took a liberty as chair and asked Kuehn to pause so that we could hear from both Mary Futrell and Hugo Aboites on the issue. Mary Futrell described the dismay of EI officials when they saw the report; how they called Wolfensohn, immediately; how Wolfensohn denied knowledge of the report and said its viewpoint had not been officially sanctioned. I asked Futrell how she understood Wolfensohn's explanation and she fell silent, unable to answer. I then asked Hugo Aboites the same question, and he said he did not know of this particular report, but he was familiar with the policies. Teacher unionists in Mexico are experiencing horrible attacks on their jobs, their unions, and their bodies when they resist, all under the watchful eye of the government -- and the World Bank.

As Fred van Leeuwen noted, teachers in the North have so far avoided learning about neoliberalism's global assault on education. With NCLB, they and we are now being subjected, albeit in a protected version, to the neoliberal program wreaking devastation elsewhere. When teacher union activists who opposed U.S. suppression of popular resistance to capitalist dictatorships in the 1980s tried to make their case, the job was difficult because even then the unions were bureaucratic. But in addition they struggled against the distance most U.S. teachers feel from the world. Today our situation is changed. On Sept. 11 the illusion that physical distance protects us was shattered. With NCLB another self-deception has been challenged, the notion that teacher unions can deliver the "bottom line" of maintaining teachers' wages, benefits, and jobs without embracing a view of their purpose that makes them allies with social movements that challenge the status quo. Yet, still missing in the work of teacher unions, their leaders and their ranks, is an understanding that to defend public education in this country, teachers and their unions must help develop an international response to neoliberalism, one that puts justice and equity at the forefront of the union's program for education, one that develops alliances that span national borders.

The political work needed to awaken teachers and teacher unionists in this country to their global responsibility has begun with the formation of an anti-war caucus at the AFT convention in August 2004. Activity like this within the U.S. teacher unions supports teacher unionists outside the U.S., for instance in the EI, to press the case in official organizations to which U.S. unions belong that the enemy of public education is NOT globalization, but capitalist restructuring under a neoliberal program.

Effective struggle against the neoliberal policies that are embedded in NCLB requires battling the bipartisan consensus about TINA. Clearly that means creating an electoral vehicle that gives voice to real alternatives. Despite the flaws I have identified with Nader's stance on NCLB, the campaign's clear rejection of the Democratic and Republican Party agreement to reduce education to a system of job training, trashing education's political functions in a democracy, points in the right direction. This path leads to a difficult but undeniable conclusion: NCLB cannot be doctored up. It should not be better funded. It should be replaced with a legislative program that is characterized by "progressive federalism," a concept that was clearly defined in Choosing Equality, over 25 years ago. Such a program would, at the very least, press the federal government to provide the economic and legal supports necessary to promote equality of educational opportunity, for instance by assuming full responsibility for school funding, vigorously pursuing legal interventions to integrate schools, across school districts if necessary, and protecting teachers' and students' civil rights.

We can see the elements of the sort of struggle that's needed to put such a program before the public: in the work of advocacy groups that fought NCLB; in teachers unions' mobilization of community groups and parents to resist World Bank policies in Latin America and elsewhere; in the work of the EI and PSI in their collaboration to develop global campaigns with advocacy and global justice organizations, which reject TINA. With "progressive federalism" we have a progressive program. What we need most immediately is for those who see the harm done by NCLB to recognize its political origins in the neoliberal project -- and combat the project in its entirety. That requires resolve to reject the determination of both political parties to maintain a system of education that leaves children and democracy behind capitalism's race for greater profits at any cost.


Note

# In my identification of the neoliberal agenda, I use the definition of Roberto Unger employed by several educational researchers in Europe investigating global changes in education. Unger defines neoliberalism as an economic program (not just a collectionof disparate politices) with these characteristics: fiscal balance, which is achieved primarily through limits to public spending rather than by increases in moneys received through taxation; heightened integration into the world trading system and its established rules; privatization of services, which includes adoption of Western laws of private property; acceptance of some social safety nets to ameliorate inequality resulting from other aspects of the program. return

# I pursue this topic in Chapter 5 of Preparing teachers for urban schools: Lessons from thirty years of school reform, (Teachers College Press, 1993). return


LOIS WEINER teaches education at New Jersey City University. She researches and writes about urban school reform, teacher education, and teacher unions and is the author of Urban Teaching: The Essentials (1999). Lois Weiner is a member of the NP editorial board.