Kamis, 25 April 2013

Statement From UFT Class Struggle Education Workers

 From Betsy Combier:   In light of my respect for all opinions except those who belittle, defame or libel any person, I am posting the statement below, but the thoughts expressed in this statement are not necessarily mine.

Why We Don't Support Unity, New Action or MORE: Build a Class Struggle Opposition to the Sellout UFT Bureaucracy

By Class Struggle Education Workers/UFT

Daniel De Leon called them "the labor lieutenants of the capitalist class." He was referring to the bureaucrats who sit atop the unions, selling out the workers' interests and bargaining away their rights in hopes of seeking favor with the bosses. If you want to see the labor
bureaucracy at work today, just come on down to 52 Broadway to observe a Delegate Assembly of the United Federation of Teachers. (Sorry, you can't be in the room, you'll have to watch on CCTV from the 19th floor -- so that no groans can be heard from the "peanut gallery" as the UFT tops pat themselves on the back while giving up another hard-won union gain.)

In the face of militant class battles, from the struggle for the eight-hour day by the anarchist Haymarket martyrs in 1886 to the 1912 Lawrence textile strike led by the syndicalist Industrial Workers of the World, the role of the labor bureaucracy of the American Federation of Labor was to undercut and sabotage the struggle. If the employers were
trying to shove a toxic deal down the workers' throats, the "labor fakers," as the Wobblies derisively called them, were there to spoon feed the poison.

So it is today, only squared, because the stranglehold of the bureaucracy is so tight that there are few labor battles to sell out. Usually, the bigwigs of the AFL-CIO give in and give up without a fight. Occasionally they call a strike that they have no strategy to win, in
order to let the ranks blow off steam. When things get really bad, at most they do some grandstanding, like in Wisconsin in 2011, then call it off at the crucial moment in favor of voting for the Democrats, who like the Republicans are assaulting workers' rights -- they 

just want to preserve the unions themselves so they can get campaign donations and
phone-banking at election time.

The name of their game is class collaboration, cutting deals with the bosses, supporting their political parties, joining their "blue ribbon" commissions, etc. But class collaboration didn't build the unions, class struggle did. And it will take hard class struggle to save the
unions from the bipartisan capitalist assault on labor and the working class that has been underway for over three decades. Facing the web of anti-labor laws that hamstring labor, 

the bureaucracy can only be fought by a class-struggle opposition that takes on the partner parties of capital and their state.

So here we are at election time in the United Federation of Teachers.The "Unity Caucus" is running Michael Mulgrew for reelection as UFT president on a platform of more of the same. So is the me-too "New Action" caucus, which once upon a time, long, long ago, was a
semi-opposition that has since been bought off with a few seats on the executive board. Meanwhile, the Movement of Rank-and-file Educators (MORE) is running Julie Cavanagh on a program calling for "more" union democracy, "less top-down bureaucracy" and a laundry list of reforms. Let's look more closely to see where they stand. First up is Unity,
which is not really a political caucus inside the union standing on a series of principles

 -- it's a bureaucratic machine, the instrument of the leadership to keep the UFT ranks in line. And it is a formidable machine. It's truly a sight to behold, 900 hands going up in 
unison at the D.A. to vote against whatever the opposition proposes when most
Unity delegates don't even have a clue what the issue is. No matter, they've got their perks and they know their role: they're cogs in the machine. Advice for would-be bureaucrats: if you're looking to be a cog, Unity is the ticket for you.

Over the last three decades, the UFT and its parent, the American Federation of Teachers, have gone along with just about every attack on teaching and public education. AFT founder Albert Shanker signed on to the Reaganite "A Nation at Risk" report in 1983, allying with business leaders out to destroy teacher union power and milk public schools for profit. Faced with the onslaught of billionaire-financed charter schools, the AFT/UFT leaders announced charters were Shanker's idea. Instead of fighting to defeat them, their response was DYO: they negotiated contracts eliminating key job protections with Green Dot
schools and set up UFT charters.

The 2005 UFT contract was a huge sellout of teachers' rights: in exchange for a raise, it agreed to scrap the seniority transfer system and create an "Open Market" for hiring. This notoriously discriminates against older and higher paid workers, teachers from city schools or anyone not meeting the Ivy League "Teach for America" profile. Soon black and Latino teachers were disappearing from the system.

The UFT tops also backed the now-discredited, Gates-financed "small schools movement" which broke up the comprehensive high schools, and the strong union structures within them. Instead they set up multiple resource-deprived "learning communities" competing for space, installed a whole new layer of highly paid principals, and deprived inner city
kids of art, gym, sports and anything but low-level 3Rs rote learning.

The UFT leadership's concept of "struggle" is going toe-to-toe with the DOE with a million-dollar ad buy on TV. Their idea of fighting the onslaught of privatization, charter schools and gutting of public education is hobbing and nobbing with Democratic legislators (and the
occasional Republican) in the state capitol. But now they have a huge problem facing an anti-union agenda being pushed by a unified capitalist class, from the Business Roundtable and billionaires like Bill Gates and NYC mayor Michael Bloomberg to Democratic president Barack Obama, his schools "czar" Arne Duncan and Democratic governor Andrew Cuomo.

Mulgrew, like his mentor Randi Weingarten (now at the AFT helm in D.C.), has a methodology: split the difference and go along with the rulers' demands, trying to minimize the damage. They may be able to win the odd court suit and play off the differences between the parties in Albany. They may be the object of smear jobs by Fox Television and in the union-hating tabloids. But here we are facing a united ruling-class offensive with the Democrats leading the charge, and in that situation the Unity gang is incapable of putting up even a semblance of opposition. Foot-dragging and influence peddling only go so far.

So today Unity's role is to ram the new teacher evaluations, the Danielson framework, the Common Core "standards" -- all of which the AFT/UFT leadership helped develop -- down the throats of teachers. These teacher evals linked to student test scores scapegoat educators for the increasing poverty and ingrained racism in this racist capitalist society, as well as for failures of public education which are directly linked to the capitalists' attempts to destroy it, and to milk what's left for profits. Bush's No Child Left Behind has become "No Vendor Left Behind" and Obama's Race to the Top has become a race to the bottom,
with teachers and kids in last place.

Mulgrew & Co. claim they have built in all sorts of safeguards into the teacher evals, and the new system will be more "objective" than in the past when everything was up to the whim of the school principal. Nonsense. The system is being set up to go after "bad teachers," as if
that were the problem facing education today. The new "standards" using the oh-so-scientific Danielson "rubric" are rigged to label 7% of all teachers, every year, as "needs improvement" (i.e., failing), which will mean firing thousands of experienced and dedicated teachers nationwide, destroying their careers and their lives. Look at the hundreds axed by
Michelle Rhee in Washington, D.C.

As for the kids, the drop out rates will soar, and those who can stick it out will be fed a diet of rote learning and test prep where all knowledge is reduced to a multiple choice answer, fill in the bubble, and there will be no room to think and write creatively . . . or critically. Which is the point, as the aim of the so called "education reform" movement is to bust the unions and train an obedient workforce to keep U.S. capitalism "competitive."

Politically, the UFT leadership goes back to Al Shanker, a virulent anti-Communist and member of Max Shachtman's Social Democrats U.S.A., which supplied a number of top officials for the Reagan administration. Shanker supported the bombing of Vietnam in the 1960s, the UFT was up to its neck in the AIFLD which aided the 1973 Pinochet coup that smashed unions in Chile, and it funneled CIA dollars to bankroll Polish Solidarnosc, spearheading counterrevolution in East Europe in the '80s. Today the AFT goes after historian Howard Zinn for opposing the wanton atom-bombing of Hiroshima and Nagasaki (see American Teacher, Winter 2013).

And, of course, the UFT/AFT supported Democrat Barack Obama for president even as Obama publicly stressed that he had no differences on education with Republican candidates John McCain in 2008 and Mitt Romney in 2012. They are all teacher-bashers and would-be teacher union-busters, and they must be fought politically.

On New Action: not much to be said. The remnants of a caucus once strong in the high schools, NA was supported by the Communist Party, but after years on the outside it did a turnaround, chucked out the CP supporters, and hooked up with Unity. It supports Mulgrew for president in return for a seat at the UFT Executive Board table. (BTW, teachers may get
crumbs from the bosses' tables, but the e-board serves up a sumptuous spread.) NA's election brochure says: "Vote New Action! Independent, Progressive, Influential." That's a laugh and a half. NA jumps when Unity tells it to, it hasn't done anything progressive in years, and its "influence" is nil. Anyone who's been at an e-board meeting knows
Mulgrew treats New Action like a doormat.

That brings us to the Movement of Rank and File Educators. MORE is modeled on the Caucus of Rank-and-File Educators (CORE) which has led the Chicago Teachers Union (CTU) since 2010. MORE has been put together from a series of opposition and activist groups in and around the UFT, including ICE (Independent Community of Educators), GEM (Grassroots Education Movement), NYCORE (New York Collective of Radical Educators)
and some remnants of TJC (Teachers for a Just Contract). MORE's idea is to build an all-purpose opposition caucus that would unite everyone, and therefore it stands for nothing in particular.

The entire recent activity of MORE is to get elected. With supporters of just about every would-be socialist and even ostensible communist reformist group in NYC, it ties itself into knots out of fear of red-baiting. Actually, we were struck by how MORE put a red-white-and-blue "Your Vote Counts" button on their web page. For any real red, this flag-waving symbolism calls up the images of torture prisons from Abu Ghraib to Guantanamo, of CIA "rendition" of prisoners, of Obama's killer drones, of U.S. imperialism seeking to enforce world domination. Politically MORE is straight liberal, as well as including the stray Republican. Radical it ain't.

MORE is essentially an election vehicle. In the biggest recent labor struggle in New York City involving education workers, the month-long school bus drivers, MORE was essentially MIA (see the CSEW leaflet, "Who Knifed NYC School Bus Drivers in the Back"). (So, too, was the UFT leadership, to no one's surprise.) As noted, it has a grab-bag platform
with planks about "more" of good things (art, music, solidarity, rank and file leadership), and "less" of bad things (overpaid union leaders, backroom deals, charters, high-stakes testing). It talks of "social justice unionism," but it's mainly vague calls for "No inequity,
discrimination and segregation."

MORE doesn't take hard positions. It talks of "no inequity," but how about equality and an end to elite "gifted and talented" programs and schools, and instead improving the quality of schools for all? It objects to criminalizing students but doesn't call for cops out of the
schools (no accident, since some in MORE support cops in the schools). It says it wants "an explicit UFT policy against school closings, the proliferation of charter schools, and forced co-locations...." That's nice, but how does it propose to stop this? No answer. It calls for
"restoring highly qualified veteran ATR teachers to permanent positions before hiring inexperienced lower-salaried teachers," rather than demanding full-time positions for all ATRs. And so on.

On charters, MORE and "Occupy the DOE" when it was around had a number of gimmicks at the mayor's puppet Panel on Educational Policy, with hand-puppets and songs, and mike check and skits, Superman capes at the Waiting for Superman movie where they called themselves the "real reformers." But this kind of theater will not stop the union-busting
assault on public education we are facing today. For that it is necessary to mobilize real power in class struggle, to confront capitalism, the capitalist parties and the capitalist state. MORE does not and will not do that.

There is not a mention in MORE platform of capitalism (only the current euphemism, "corporate"), nothing about the Democratic Party, nothing about the no-strike Taylor Law, much less about defying it. Of course not, because attacking the Democrats would scare off potential voters and striking would be "illegal." (In fact, there is no mention of the
dreaded "s-word" in the MORE platform, nor did MORE supporters raise this when contract demands were discussed at the Delegate Assembly.) At MORE rallies there are chants against Republican Bloomberg, but nothing against the Democrat Obama who is spearheading the war on public education.

MORE, CORE and groups like them may get some votes, may even win here and there, but they cannot lead the class struggle that's needed. Moreover, once in  office, such reform caucuses are no qualitative improvement over the business union bureaucrats who preceded them. Sometimes, as with the deeply corrupt regime of Marilyn Stewart in the Chicago Teachers Union, the reformers led by Karen Lewis can clean things up. But CORE in power has gone along with the anti-union policies of the Democrats just as Stewart did (and Weingarten does in the AFT and Mulgrew in the UFT).

Yes, the CTU led by CORE called a strike, which was heroic. But then when they were facing the threat of a court injunction, they called off the strike and rammed a contract down the throats of the CTU delegates who had earlier rejected it. Then they endorsed Obama. CORE in power in Chicago is as much part of the labor bureaucracy as Unity is in New
York. And neither have a program that can win lasting gains, or even defend existing ones, much less defeat the labor haters in power.

Class Struggle Education Workers stands for a very different program. The CSEW not only opposes corporate education "reform," we say forthrightly that this entire program is not about reforming or improving education it's about union-busting (another word not to be
found in the MORE platform). The CSEW denounces the racist school closings and the "educational colonialism" and apartheid of the charter schools. We call for union action and programs to recruit black, Latino and Asian teachers to stop the DOE's deliberate "whitening" of the teaching force. But MORE doesn't want to touch the question of race, for
fear that it is "divisive."

The CSEW has called to occupy closing schools, not symbolically like the liberal/populist Occupy Wall Street movement but literally, with the support of the entire city labor movement and oppressed populations, to stop the forces who would declare our schools, teachers and students to be failures in order to carry out their wrecking operation. Instead of
calls to modify mayoral control (Unity's position, after having been instrumental in bringing it about) or vague calls to replace it with more local control (MORE), the CSEW calls for teacher-student-parent-worker control of the schools to rip them out of the hands of the Department of Education and its capitalist masters.

Class Struggle Education Workers not only calls to for an end to "Stop and Frisk," we marched in Brooklyn in the face of the police occupation after the murder of Kimani Gray calling for "Cops Out of East Flatbush, Cops Out of the Schools!" During the recent school bus strike, the CSEW was repeatedly present on the picket lines from day one while a CSEW supporter went to the UFT e-board and put forward a motion at the Delegate Assembly (defeated by Unity) to invite a speaker from striking ATU Local 1181 and to organize a solidarity mobilization of all NYC workers unions.

In the past when we put forward motions to occupy closing schools or to prepare for strike action, the Unity gang simply ruled this out of order. The CSEW calls to oust the bureaucrats and break with the Democrats, to build a workers party that fights for a workers government. Yet when a CSEW supporter rose in the UFT D.A. to oppose endorsement of any Democratic or Republican or capitalist candidate, not only did Mulgrew denounce this, there was no support from MORE. The bottom line is that such reform caucuses which don't challenge capitalism cannot prepare the membership for the struggles we face.

We need to build a class-struggle opposition in the UFT and all unions.

For more information contact cs_edworkers@hotmail.com or visit http://edworkersunite.blogspot.com/

Selasa, 23 April 2013

The Common Core Lie

“If you tell a lie big enough and keep repeating it, people will eventually come to believe it. The lie can be maintained only for such time as the State can shield the people from the political, economic and/or military consequences of the lie. It thus becomes vitally important for the State to use all of its powers to repress dissent, for the truth is the mortal enemy of the lie, and thus by extension, the truth is the greatest enemy of the State.”
– Joseph Goebbels, Hitler’s Minister of Propaganda

The State

“The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).” – www.corestandards.org

The Truth

The evidence shows that powerful and influential people and organizations have collaborated to create a global education system that will track our children and move them toward a global perspective that seeks to erase state and individual sovereignty.

The Facts

In 1988, Marc Tucker became the president of the National Center for Education and the Economy (NCEE). He joined up with Hillary Clinton, Mario Cuomo, and Ira Magaziner to get states to move away from local control of their schools and migrate to national standards. (link)
In 1992, Mr. Tucker wrote a letter to Hillary Clinton congratulating her on Bill Clinton’s presidential win. He included in his letter ideas for radical education reform. He stated the goal is “to remold the entire American system” into “a seamless web that literally extends from cradle to grave and is the same systems for everyone,” coordinated by “a system of labor market boards at the local, state and federal levels” where curriculum and “job matching” will be handled by counselors “accessing the integrated computer-based program.” (link)
Tucker’s ambitious plan was implemented in three laws passed by Congress and signed by President Clinton: the Goals 2000 Act, the School-to-Work Act Opportunities Act, and the reauthorized Elementary and Secondary Education Act (ESEA) called “Improving America’s Schools Act of 1994.” (link)
In 2004, Microsoft (Bill Gates) contracted with UNESCO (the United Nations Educational, Scientific and Cultural Organization) to fulfill part of UNESCO’S Millennium Campaign Goals—universal education and education for a global economy. (link) The largest roadblock to creating a universal education system was the United States since each state has its own education standards and systems.
In 2005, Bill Gates funds the New Commission on the Skills of the American Workforce—created by Tucker. States begin adopting its education reform initiative, “Tough Choices or Tough Times.” In 2008, Utah’s Governor Huntsman touted it (see video in link below) and joined with 5 other states (Massachusetts, Delaware, Arizona, New Mexico, and New Hampshire) who adopted it in order to “reinvent their educational systems.” (link)
In 2008, the Gates Foundation, along with two other foundations, created Strong American Schools (a successor to the STAND UP campaign launched in 2006, which was an outgrowth ofUNESCO’s Millennium Campaign Goals for Universal Education). It called for American education standards. (link 1) (link 2)
Also in 2008, the Gates Foundation funds the International Benchmarking Advisory Group report for Common Core Standards on behalf of the National Governors Association, Council of Chief State School Officers, and ACHIEVE, Inc. titled, “Benchmarking for Success: Ensuring U.S. Students Receive a World-Class Education.” This report showed the United Nations is a member of the International Benchmarking Advisory Group for Common Core Standards. (link)
The member of mention is the Organization for Economic Cooperation and Development (OECD) which developed UNESCO’s Millennium Declaration—partnering with the World Bank and the International Monetary Fund. (link) The report states on page 37: “While states must take the lead, the federal government can help. And the federal government can do that best by playing an enabling role grounded in a new vision for the historic state-federal partnership in education.” (link)Gates also funded $2.2 million to the National Governor’s Association to advocate for a common state education system. (link)
In 2009, Marc Tucker wrote a chapter in the book “Change Wars: The Inspiring Future for Educational Change.” One chapter was called International Benchmarking as a Lever for Policy Reform. The book says the UN’s OECD launched the Programme for International Student Assessment in 2000 tomonitor the outcomes of education. (link)
In April, 2009, Gates Foundation members, along with a few dozen others, participated in a Washington conference and produced “Smart Options: Investing the Recovery Funds for Student Success.” These ideas were funded by the 2008 Stimulus (ARRA-American Recovery and Reinvestment Act) and supported Race to the Top. Priority 1: Develop Common American Standards—also called Career-Ready Standards—in most states by January 2012. (link)
Among the requirements states had to agree to in applying for Race to the Top funds (rounds 1 and 2), were adopting yet-unwritten Common Core standards, becoming a member in one of the assessment consortia, and adopting a P-20 longitudinal database to track student information including confidential biometric information. (link) (page 4 defines biometric)
In the summer of 2009, the Council of Chief State School Officers, National Governors Association, and ACHIEVE, Inc. agree to partner on a common core standards project. (link) The Gates Foundation funds this effort starting in 2009, and through 2011, with over $20 million(Pmt 1, Pmt 2, Pmt 3, Pmt 4)
The federal government is barred from creating national standards (G.E.P.A. law and 9th and 10th amendments to the U.S. Constitution) so they allowed this orchestration to happen and committed to funding other elements of the takeover.
In the fall of 2009, the U.S. Dept. of Education signaled it would fund $360M for summative assessments aligned to Common Core Standards and began planning meetings. Two consortia begin competing for this funding: Smarter Balanced Assessment Consortium (SBAC) and Partnership for the Assessment of Readiness for College and Careers (PARCC). States begin adopting Common Core Standards and joined one of the consortia in order to receive No Child Left Behind waivers from the U.S. Department of Education Secretary, Arne Duncan. (link) Since the federal government is funding the assessments, they now had a “stakeholders” right to the data provided by those assessments which would be stored in state longitudinal database systems (SLDS). SLDS would now contain information previously protected by HIPAA due to regulation changes by HHS Secretary Kathleen Sebelius. (link) Thus the federal government would receive access to educational, medical, and biometric data almost in direct fulfillment of Mark Tucker’s desired cradle to grave database.
In October 2009, the Gates Foundation gave the Thomas B. Fordham Institute $1 million to review the Common Core standards. (link) The Fordham group has traditionally reviewed state standards and unremarkably gave Common Core high marks (link). The Common Core Validation Committee did not all give high marks to these new standards.
Also in this time frame, the Gates Foundation donated $1.5 million to Mark Tucker’s NCEE organization. (link)
In December 2009, the Gates Foundation paid the National PTA $1 million to mobilize the PTA for Common Core Standards. (link 1)(link 2)
In June, 2010, the National Governors Association and State Education Chiefs launched Common State Academic Standards. (link)
In April 2011, the SBAC Overview Curriculum and Assessment Conference issued a report stating thatgoverning member states must adopt Common Core by Dec. 31, 2011. (link 1)
In September 2011, Obama Education Secretary Arne Duncan announced “Today, I promise you that [the Department of Education] will be a committed partner in the national effort to build a more environmentally literate and responsible society… We must advance the sustainability movement through education… Education and sustainability are the keys to our economic future-and our ecological future.” (link) Sustainability is a key buzzword for the U.N. Agenda 21 movement which the UNESCO/Gates 2004 contract are ultimately aiming for.
In November 2011, the conservative American Legislative Exchange Council’s (ALEC) education task force developed model legislation calling for the demise of the Common Core Standards, but shelved it after receiving a $376,635 grant from the Gates Foundation. (link)
Bill Gates also speaks at the November G20 Summit in Cannes and issued his report, “Innovation With Impact: Financing 21st Century Development” stating, “My report will address thefinancing needed to achieve maximum progress on the Millennium Development Goals, and to make faster progress on development over the next decade.” (link)
In 2012, states not on Common Core and not meeting the Annual Yearly Progress requirements of NCLB petition congress for relief. Lawmakers working on options were undercut when the Obama White House circumvented Congress to grant waivers from NCLB if states adopted Common Core. (link)
In February 2012, the Utah State Office of Education issued a press release that they had partnered with Choice Solutions to implement the required longitudinal database system as the P-20W to track all students in the state from preschool, through age 20, and into the workforce. (link) This same month the USOE filed its waiver application to get out of No Child Left Behind and stated they would “fully adopt Common Core as written” as one of their commitments. (link pg. 30, 34, 132)
Texas Education Commissioner Robert Scott stated that the common standards movement amounted to a “desire for a federal takeover of public education.”(link) and Governor Rick Perry’s Common Core rejection letter cited a $3 billion implementation, better state standards, and loss of state control over education, as Texas’ reasons for not adopting the standards. (link)
Now, additional states (who originally signed on), including Massachusetts, Iowa, Kansas, South Carolina and Virginia, are expressing concerns about the common standards initiative. (link)
Gov. Nikki Haley just signed a letter supporting legislation in South Carolina to block CCSS implementation stating, “South Carolina shouldn’t relinquish control to a consensus of states any more than the federal government.” (link)
The SBAC calls the standards requirements federal and States must get the U.S. Department of Education’s approval to exit the SBAC. (link)
Larry Shumway, Utah State Superintendent, a member of the CCSSO Board of Directors, a member of the Board of Directors at West Ed which is the project management partner for SBACassessments, recommends Utah retain its relationship as a governing member of the SBAC (thus forcing Utah to use their tests). However, after the Utah legislature took steps to potentially force the state into reconsidering Common Core, the Superintendent wrote Secretary of Education Arne Duncan asserting our state’s rights to use these standards any way we choose. (link) The letter was written to reassure the legislature that this wasn’t a federal takeover. Sec. Duncan affirmed this position in a written letter back to Superintendent Shumway (link). This letter contradicted the mandatory language used in  Duncan’s “Cooperative Agreement” document Utah obligated itself to. That document demands that SBAC and PARCC “foster synchronization” of consortia tests and share data with the Dept. of Education, as data must be given to the Dept. of Education “on an ongoing basis.” (link)
In a March 6, radio interview with Utah talk show host Rod Arquette, Mr. Shumway stated the reason for writing the letter as, “…I’m bothered by things I hear the secretary [Duncan] say in speeches and the President say in speeches where they take credit for these [Common Core] standards. And I’m bothered by the Department of Education making requirements that are associated with these standards.” (link)
Wait a minute, Mr. Shumway…if these are state-led, state-controlled standards, why would there be a need to write to Secretary Duncan, rather than to the National Governors’ Association or CCSSO, groups said to be in control of Common Core? Why would the Dept. of Education be making requirements tied to the common standards?  Why are the standards non-amendable by us, copyrighted by the NGA? (link) And why is the Gates Foundation now funding biometric devices capable of assessing student interest in a lesson? (link)
The list of questions could go on and on, yet there is little doubt that given the evidence, the Common Core Standards Initiative was not initated by any state-led effort of the NGA and CCSSO.  Regardless of who first initiated it, clearly, it was incentivized by the Department of Education.  It was clearly also promoted, funded, and propelled by the Gates Foundation in order to bring about a global education system in accordance with its agreement with UNESCO.
Common Core has been in the works for decades and the various components associated with it were just waiting for the standards to push through in order to activate the network of organizations that would unconstitutionally take over state freedoms over education.
To see where Common Core fits into the scheme of related programs that make up the globalization of education, check out this visual diagram created by ROPE (Restoring Oklahoma Public Education)  Read ROPE’s full document here.



HSLDA Speaks Out Against Common Core
Sandra Stotsky on the ELA Common Core Standards
Arne Duncan Exposes the Real Purpose of Common Core
A Teacher’s Letter
Controlling Education From the Top: Why the Common Core is Bad for America

Claims on Mayoral Governance Don’t Stand Up to Scrutiny

LINK

Contact:

William J. Mathis, (802) 383-0058, wmathis@sover.net
Katrina E. Bulkley, (973) 655-5189, bulkleyk@mail.montclair.edu

URL for this press release: http://tinyurl.com/bwyrk3h
 

BOULDER, CO (April 23, 2013) – A recent Center for American Progress report purports to find that school districts led by city mayors are raising student achievement while improving the districts’ fiscal health. A new review finds some useful information in the report, but says it is too flawed to rely on for policy guidance.
 
The report, Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance, by Kenneth K. Wong and Francis X. Shen, was reviewed for the Think Twice think tank review project by Katrina E. Bulkley, Professor of Educational Leadership at Montclair State University. Her review is published today by the National Education Policy Center, housed at the University of Colorado Boulder School of Education.
 
Bulkley has published broadly on issues related to school governance, including mayoral control, and is the co-editor of Between Public and Private: Politics, Governance, and the New Portfolio Models for Urban School Reform (Harvard Education Press, 2010), a book that examines reform in several of the cities included in the report.
 
In her review, Bulkley finds that the fiscal analyses suffer from inappropriate comparisons and lack reliable and valid evidence supporting the central claim that mayoral control influences the amount or distribution of school resources.
 
The portion of the report examining student achievement highlights positive findings in a few districts, but says little about two other sets of school districts: mayor-led districts that did not see gains and districts where achievement improved without mayoral control.
 
“These issues call into question whether ‘mayoral control’ is appropriately credited with the improvements identified in the report,” Bulkley writes. “The paper does not provide or explain the statistical methods or provide the findings essential to supporting the authors’ claims.”
 
Bulkley says the report does shed some light on the contexts in which school district control has shifted to mayors, as well as the challenges that such shifts can present. Nevertheless, she concludes, the report’s limitations “preclude relying on either the report’s findings or recommendations in making policy decisions.”
Find Katrina Bulkley’s review on the NEPC website at:
http://nepc.colorado.edu/thinktank/review-mayoral-governance
Find Mayoral Governance and Student Achievement: How Mayor-Led Districts are Improving School and Student Performance, by Kenneth K. Wong and Francis X. Shen, on the web at:
http://www.americanprogress.org/wp-content/uploads/2013/03/MayoralControl-6.pdf/.
The Think Twice think tank review project (http://thinktankreview.org) of the National Education Policy Center (NEPC) provides the public, policy makers, and the press with timely, academically sound reviews of selected publications. NEPC is housed at the University of Colorado Boulder School of Education. The Think Twice think tank review project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice.
The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visit http://nepc.colorado.edu/.
This review is also found on the GLC website at http://www.greatlakescenter.org/

Senin, 22 April 2013

Bold Systems' Software Rigged Long Island School District Elections To Pass School Budgets

‘Vet’ out the vote

Dozens of LI school districts use software to ‘rig’ elections

  • Last Updated: 3:57 AM, April 21, 2013
  • Posted: 12:18 AM, April 21, 2013
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Taxpayers in dozens of Long Island school districts have been footing the bill for a computer system that can help rig elections to pass school budgets.
Bold Systems LLC, based in Bellport, LI, sells software that lets school districts track votes in real time on Election Day and identify which parents, district employees and 18-year-old students have not yet voted. The districts, it says, can then generate “call lists” to urge those voters — who are most likely to support a budget increase — to get to the polls.
But under state law, this is illegal “electioneering.”
‘FIXED’: Bold Systems LLC touts its software’s ability to swing an election, which dozens of Long Island school districts have bought into.
‘FIXED’: Bold Systems LLC touts its software’s ability to swing an election, which dozens of Long Island school districts have bought into.
School districts can’t spend money to steer an election. They can urge citizens to vote, but are forbidden to call “a selective list” of cherry-picked voters.
School districts upstate and in Long Island hold yearly elections — the next set for May 21 — in which voters approve or reject proposed budgets.
Districts need more than 50 percent yes votes to pass a budget, or 60 percent if the budget exceeds a state tax-levy cap.
In most districts, elections can be close, with retirees on fixed incomes and homeowners without kids in school more likely to vote down big budget hikes.
Yet many of those budgets have passed in the past few years — including increases of about 7 percent in Sayville and West Islip.
“Nothing empowers you to get out the YES votes you need like the EMS Election Management System from Bold Systems,” the company claims on its Web site.
“If your budget votes are too close to call, EMS can provide the edge you need.”
The company says 110 New York school districts use its software.
The basic system simply computerizes the voter rolls. But the upgrades Bold has sold since 2006 “enable you to compile lists of parents, in-district staff and eligible students.”
Lists can even be segmented into key groups (such as PTA members, families with kids in athletics, or by school) to help get out the votes or conduct registration drives.
Robert Vomastek, Bold Systems’ inventor and former owner, explained: “As each voter signs in, their name is automatically removed from the call list. They can run the call list four or five times during an election.”
Asked why districts would target parents and staff, Vomastek said, “They want a higher turnout from that demographic, obviously.”
A parent who blew the whistle on the system is appalled.
“You don’t need a Ph.D. in political science to understand that this service is an unethical manipulation of the electoral process,” said Noel Feustel, a dad in the Bayport-Blue Point school district.
Through a Freedom of Information Act request, Feustel learned that 35 school districts in eastern Suffolk County have each paid up to $22,700 a year, depending on the number of registered voters, for Bold Systems — and 12 pay $2,600 extra for an upgraded version and add-on features that include categorizing voters.
The districts buy Bold at prices negotiated by Boards of Cooperative Educational Services (BOCES). Goods and services bought through BOCES are partly reimbursed with state taxpayer funds.
A day after The Post called Gary Bixhorn, chief operating officer of Eastern Suffolk BOCES, he ordered Bold to yank its Web site.
Bixhorn also said he would “disable” Bold features that track selected voters because they can be used “in a manner that violates the spirit and letter of the law.”
Several Suffolk district superintendents said they never used the software for prohibited purposes, just to tally votes.
Yet Nassau BOCES, which covers 56 school districts, touts Bold on its Web site, saying “a variety of useful reports can be generated on Election Day, such as up-to-the-minute reporting of who has voted, call lists of parents and staff who have not yet turned out to vote . . . and poll lists on the spot for poll watchers.”
Thomas Rogers, district superintendent of Nassau BOCES, told The Post he will also disable such features.
“These actions are long overdue,” said Bill Milligan, a Bayport-Blue Point school-board trustee. “I was stunned by the vendor’s marketing tactics and by BOCES’ failure to fully vet the product.”