Proud to be a Teacher (Educator?) Ashamed to be CTA?

Proud to be a Teacher(Educator)?

Ashamed to be CTA?

Let me preface with the often used but true statement: I believe in unions, I have walked three picket lines before the age of 25 and CTA is functionally useless. As we stand on the parapet of the crumbling dreams of so many far sighted men and women. This our "Alamo," allegorically speaking,  and all we can hope for from CTA "leadership" is a half-hearted magazine column on issues they should have addressed four years ago. By the way, of course the magazine only goes out to educators. Let me remind President Vogal not all CTA members are teachers. Just the obvious majority.

Excerpts from and opinions on the article

Proud to be a Teacher

By CTA President Dean E. Vogel

Sometimes the challenges we face on a daily basis in our classrooms are so great that it’s hard to remember the rewards of our profession and the reason why we chose to be educators. That’s why it’s been a delight to read thank-you notes from students that our members have shared with us over the past few months. Letters to the “Thank You, Teacher!” project can be read online at www.cta.org/thankyouteacher, and they give us all a moment to pause and remember why we are in it and why we stay.

This month, I received a note from one of my former students, and believe me, it both surprised and deeply touched me. Rachel was a student of mine in kindergarten, and her childhood memories of my class included me playing the guitar, singing during circle time, and enforcing a rule against children playing with their Velcro shoes.

Rachel wrote, “Thank you so much for all that you did. My inner child and outer adult ever appreciate it.”

She concluded her letter by letting me know she is now in her seventh year of teaching and “couldn’t imagine being anything else but an educator.”

I felt the same pride when I went to Washington, D.C., to see Rebecca Mieliwocki, a California middle school teacher and member of the Burbank Teachers Association, honored as National Teacher of the Year during a White House ceremony.

Rebecca related that she had been working in publishing when she realized something was missing. I was struck by her comment: “I took some time to make a list of things I needed and wanted in my ‘perfect’ job: creativity, decision-making control, fun, flexibility, stability, the potential to work with young people. It dawned on me that teaching was the obvious place.”

Rachel’s note and Rebecca’s achievement served as personal reminders to me of why we do it. They are also reminders of why I became involved with my union. It was to make things better for teachers and for our students.

These days it’s hard for a teacher to turn around without feeling like she’s under attack. Many of us would prefer to retreat to our classrooms, mind our own business and just teach our students. We may not be interested in the political drama. But as the Greek statesman Pericles once said, “Just because you don’t take an interest in politics doesn’t mean politics won’t take an interest in you.”

Politics directly impacts almost everything we do in our schools and in our classrooms. And many politicians and corporate power brokers behave as if they know more about the dynamics of teaching and learning than we do. Yet no one knows better than we do what our students need to be successful.

We are facing some crucial issues coming up in the November election that will test that notion. As much as we’d like to shut the door of our classrooms and just teach, we won’t be able to do that without passing a funding initiative that will begin to provide the resources to adequately fund our schools. We won’t be able to do that if our voice is silenced and our ability to participate in politics is taken away. We won’t be able to do that if we don’t elect candidates who will advocate for public education.

In the coming weeks, I know many of us will be preoccupied with year-end activities (and the grim future with no Job, and) little time to do much else than help our students and each other tie things up and move forward. But as we head into summer, I hope you take some time for yourselves to recuperate and recharge. I also hope you take some time to become involved with this campaign season. Read through this issue of the Educator, go to our website, learn about the election issues we face, and step up. For the sake of our students, and for the sake of our profession, we all need to be involved in the election ahead. If not us, who? If not now, when?

Exactly dean when?

when WILL CTA DEVELOP A STRIKE AND DEFENSE FUND? WHEN WILL CTA SHOW SOME TRANSPARENCY WITH ITS INTERNAL OPERATIONS? WHEN WILL CTA STOP TAKING 70% OF OUR LOCAL DUES AND RETURN ALMOST NOTHING? WHEN WILL CTA LAWYERS START REPRESENTING EVERY MEMBER WITHOUT CONSIDERATION FOR THE "COMPROMISE BONUS" THEIR PAID? WHEN WILL CTA START TO EMBRACE DEMOCRATIC PRINCIPALS SO EACH MEMBER HAS A SAY, AT LEAST IN THE ELECTION OF STATE "MANAGERS?" WHEN DEAN, WILL CTA STOP HIDING FROM dissent AND START TO TRY AND UNDERSTAND WHERE IT COMES FROM AND IT'S INTRINSIC VALUE? WHEN WILL CTA START A POLICY OF HONESTY WITH THEIR MEMBERSHIP? WHEN WILL CTA STEP UP AND LEAD US IN THE GOOD FIGHT INSTEAD OF SOFT SELLING EXCUSES AFTER THE FACT? AS THE TIDE OF GREED AND DESPERATE POLITICS IS ALREADY CRESTING, CARRYING OUR BEST AND BRIGHTEST HOPES IN ITS FILTHY WATERS; wHEN DEAN DOES CTA BECOME A REAL UNION?
I, PRAETORIAN (EDUCATOR)

Educator of the Year!

Educator of the Year 2011!  
CTA's Educator of the Year is Often a Great Teacher, but always a non-political, without options, without opinions and whose real qualification for the benign appointment is their ability to talk the Burlingame rhetoric (SIMILAR IN SIGNIFICANCE TO... "DO'N THE HAND-JIVE") with robot like precision. While being undeniably good at their craft, they are in fact, the "person(S) most likely if there were a real vote, to be voted "Miss Congeniality"). Actually, I believe at one time David Sanchez was Miss Congeniality. Five years straight!


So we at Disenfranchised-Educators have taken it upon ourselves to announce our own Educator of the Year. The qualities we will always seek for this entitled position are: that person be not only a good highly qualified educator whether classified, certificated, or administrative; who works hard (not 70 hours a week) and works passionately for students, their parents and and their coworkers. "Educators count too!" And it is mandatory that they have some sense of political awareness. We unreservedly embrace that idea even if theirs is a political position contrary to ours here at Disenfranchised – Educators, we must honor and investigate descention for its true utility. And unwavering foundation in a true democracy.


This year myself, our entire editorial staff (currently rumored to be somewhere in a bar near Juarez, Mexico) and our one reader – Marion where ever he is, have unanimously elected Ms. Maura Larkins of San Diego. She herself works from a blog site for educators. Our editorial staff have, in consultation with reader Marion (who in turn Bankrolled the cause - Yesterday's lunch) take great pleasure in announcing the many payments, many accomplishments and legal victories of this months winner; Maura. Tenacity and unwavering passion for doing the right thing sets her apart. Thank you Maura. "You have more admirers than you'll ever know."


 I Praetorian


Along with the many note worthy legal poundings She has given to the Southern California School Districts' special are those givin to those ignorant enough or so poorly managed that they fell prey to the cheapest choice of legal seaguls; Friedman, Flouckman and Freud. Otherwise known as the  F-UP law partners law firm.


F, F and FU have a Walmart approach toward signing and defending school districts. READ - Spending YOUR TAX DOLLARS. (even better, more than 400 School Districts nearby depend on the  F-UP GROUP who prey on simple minded HR directors and administrators, teasing them in with 200 dollars a billable hour. However, with 400 districts REPRESENTED, they don't even know the names of most of their superintendents. They actually have yet to prove they have 400 employees at all. Including the custodial staffs in two states. Still worse I hear. They keep loosing attorneys ... 


to the prison system and FEW OF THOSE ARE CAREER MOVES.  SO, IAM TOLD.




Tune in next week for Maura's Bio and Opinions on Education in California.


PLUS! Next week


"THE WORST EDUCATOR OF THE YEAR FOR 2011." You might be surprised... A first only at Disenfranchised-Educators. 

WHY WON'T THE ACLU FIGHT FOR FREE SPREECH for EDUCATORS?

FRIDAY, FEBRUARY 24, 2012

Is the ACLU actively supporting the suppression of free speech in schools?

    

Originally Published on the
San Diego Education Report Blog



By Maura Larkins

Why is the San Diego ACLU trying to silence free speech for teachers at the same time that it is protecting free speech for students (protecting free speech for all is one of its major stated purposes.) I understand why school attorneys want to keep the public unaware of what goes on behind closed doors in our schools, but why is ACLU attorney David Loy so interested in helping them?

I have long wondered if the ACLU was doing California Teachers Association little favors by refusing to take free speech cases for teachers. The recently-retired CTA head counsel Beverly Tucker had previously worked for the ACLU.

I got my answer on April 28, 2010 (see email below from David Loy). Yes, I learned, the ACLU definitely tries to silence teachers who don't speak through the union.

I attended the Annual Membership meeting of the San Diego ACLU today, and listened to ACLU attorney David Loy boast about how the ACLU had protected student free speech.

I asked him, "What about free speech for teachers?"

Mr. Loy responded with only one case, Johnson v. Poway, a case in which the ACLU supported a teacher who draped huge banners with religious admonitions across his classroom. The ACLU's victory in the district court was overturned by the U.S. Ninth Circuit Court of Appeal:

"We thus reverse and remand with instructions that the district court vacate its grant of injunctive and declaratory relief, as well as its award of damages, and enter summary judgment in favor of Poway and its officials on all claims. Johnson shall bear all costs. Fed. R. App. P. 39(a)(3)."

Daniel R. Shinoff, Jack M. Sleeth, Jr. (argued), Paul V. Carelli, IV, Stutz Artiano Shinoff & Holtz, APC, San Diego, California, for defendants-appellants Poway Unified School District, et al

David Blair-Loy, ACLU Foundation of San Diego and Imperial Counties, San Diego, California, for Amicus Curiae American Civil Liberties Union of San Diego and Imperial Counties in Support of plaintiff (Johnson)

Apparently California Teachers Association didn't take part in this case.

Neither David Loy nor Kevin Keenan could think of another case in which the ACLU had defended freedom of speech for teachers, but they noted that the ACLU frequently defends the free speech rights of law enforcement officers. Is this perhaps because the police unions don't donate to the ACLU like the teacher unions do?

Even Lori Shellenberger, the San Diego ACLU's "civic engagement" attorney, is vehemently uninterested in free speech for teachers. She spoke at the Annual Membership meeting about the voting rights workshops she held for parents throughout the school district, and giving parents the chance to speak about what they wanted from schools. I told Ms. Shellenberger, "What good are voting rights when parents don't know what is going on in schools? Democracy requires an informed electorate. You want to expand parent participation, but you keep parents ignorant by silencing teachers who know what's going on in schools." Ms. Shellenberger said she wasn't interested in free speech. Her associate Vince Hall specifically told me he wasn't interested in my letter to the ACLU board.

It would seem to me that Shellenberger and Hall are unlikely to improve schools unless they're willing to work toward transparency in schools, to reveal the secret life of schools. They are basically asking parents to stand up and address the powers behind the curtain of secrecy in schools in the manner in which Dorothy, the Tin Man and friends addressed the Wizard of Oz. The ACLU wants to make sure the curtain is not pulled back revealing a charlatan pulling strings.

Interestingly, Mr. Keenan is convinced that the U.S. Supreme Court will overrule the Ninth Circuit. "We always win," said Kevin Keenan. If the ACLU wins in the U.S. Supreme Court, it will not be with the aid of the civil libertarians on the court, I believe. It will be with the aid of those who want the U.S. to be a Christian nation. Mr. Keenan's goal is apparently to win, not to stick to the ACLU's principles. He spends years trying to get the cross taken down from Mount Soledad in San Diego, only to turn around and try to get it erected (figuratively speaking) in a classroom in Poway.

Not so. The ACLU tried to silence my website discussions about Stutz law firm, which represented the school district in this case. The Court of Appeal didn't go along with the ACLU's position, ruling instead thatan injunction completely silencing my discussion of Stutz Artiano Shinoff & Holtz was "exceedingly unconstitutional."

Mr. Keenan bemoaned the fact that the San Diego Zoo has more members that the ACLU does, even when counting all ACLU members in the entire country. The reason might be that the ACLU compromised its principles a bit too often, pushing out ordinary people who demand equal treatment with the good old boys and girls in the ACLU power structure. In fact, Mr. Keenan said to me, "I'm surprised you're still a member." I'm not the one who has a problem with equal treatment for everyone, Mr. Keenan. But I'm curious, how many ordinary people has the ACLU intimidated into giving up their civil rights? They tried to get me to take down my website, but I didn't think much of their exhortations.

Mr. Loy tried to get me to obey an obviously unconstitutional injunction:

from dblairloy@aclusandiego.org
to Maura Larkins
date Wed, Apr 28, 2010 at 9:18 PM
...However, the law does not allow anyone - a government official or a private person - to disobey a court order because they believe it is illegal. Under the law, the proper course is to seek appellate review of an order, and/or a stay of the order,rather than to disobey it. The rule of law in our system depends on compliance with court orders until or unless they are stayed or reversed...
David

Mr. Loy must also have known I was not legally required to de-publish the information about Stutz law firm on my website while the injunction was under appeal. (The mandative aspects of an injunction are staying during that time.) Either Mr. Loy was shockingly ignorant of the law, or he was intentionally deceiving me about the law to protect Stutz law firm when he said, “The rule of law in our system depends on compliance with court orders until or unless they are stayed or reversed...”. Why would he do this? To earn “civility” awards from the Bar Association? As a sort of trade-off of free speech rights, helping Dan Shinoff silence a teacher in exchange for Mr. Shinoff’s agreeing to settle student speech cases? To please donors to the ACLU who care less about education than they do about preserving the power of certain individuals in schools?

The Court of Appeal didn’t agree with Stutz law firm and the ACLU; on August 5, 2011 it ruled that the injunction Mr. Loy wanted me to obey was “exceedingly unconstitutional.” Of course, Mr. Loy knew perfectly well that the injunction was unconstitutional when he insisted that I must obey it.

But here’s the larger question: why did the ACLU board support Mr. Loy’s actions?

JUDGE JAMES STIVEN

I asked this question of ACLU board member Hon. James Stiven. He said, "I'm not getting involved because I'm a part of this organization." Wait a minute. Isn't that exactly why he has an obligation to get involved? He's on the board! He's in charge!

I said, "So if ACLU lawyers do something hostile to civil rights, you wouldn't intervene?"

He said, "I don't know that they have done anything wrong."

I said, "Yes you do. You're a judge."

Here's what they've done wrong:

1) To start with, David Loy aided and abetted a violation of my constitutional rights. I believe he intentionally gave me false legal advice in an effort to silence me.

2) The San Diego ACLU seeks and gets money by false advertising. I have heard ACLU speakers around town repeating what Kevin Keenan said at the 2012 Annual Membership meeting, "We guarantee rights for all people, not just the people we like. We stand up for equal protection of all people."

3) The above tactics have been approved at the highest levels of the San Diego ACLU. The San Diego ACLU Board knows about and tacitly approves the above actions.

 “Teachers are telling us, they have the lowest level of job satisfaction in more than two decades and that a growing number are planning to leave the profession."

Randi Weingarten, President of the American Federation of Teachers.

WASHINGTON— Student Success Is Jeopardized when Teachers, Schools Are Denied Tools and Resources Critical to Teaching and Learning. Further, public opinion has a lasting negative effect on those of us who have chosen the Avocation of Education. According to “The MetLife Survey of the American Teacher: 'Teachers, Parents and the Economy.” “... budget cuts to public schools and the demonization of teachers have taken a toll on teachers’ job satisfaction and that jeopardizes student success."

More often than ever we hear educators as the root of all evil in public education. But this survey tells us what teachers themselves are thinking, and it’s very sobering. “Teachers are telling us they have the lowest level of job satisfaction in more than two decades and that a growing number are planning to leave the profession, according to Weingarten.

“It’s not surprising that the most satisfied teachers are those who have support; they are treated as professionals, are given opportunities for professional growth, teach in communities where parents and educators collaborate to improve teaching and learning, and have job security. Sadly, at a time when we need to recruit and retain talented teachers and prepare kids for the knowledge economy, the teaching profession is becoming less attractive and more difficult.

“We need to pay attention when the teachers most likely to be dissatisfied are those with at-risk students—students who have the most needs but the fewest resources, at school and at home, because of the economic crisis. Teachers consistently say they need the tools, resources and time to improve teaching and learning—the same things that teachers in top-performing countries receive virtually without fail. U.S. teachers are frustrated with unrelenting cuts in budgets, elimination of arts and after-school programs, larger class sizes, and accountability systems that over-rely on student test scores. This should call into question the obsession with cutting funding for public education and health and family services children and parents rely on.

“The report’s silver lining is that there’s more engagement among parents, teachers and community groups to help students succeed.

“This report provides a commonsense road map for what we need to do to build successful schools: respect teachers, engage parents and the community, and, even in tough times, provide the programs and resources necessary to ensure high-quality public schools." 

Some key findings from “The MetLife Survey of the American Teacher: Teachers, Parents and the Economy”:

• Teacher satisfaction has decreased by 15 points since “The MetLife Survey of the American Teacher” measured job satisfaction two years ago, now reaching the lowest level of job satisfaction seen in the survey series in more than two decades.
• This decline in teacher satisfaction is coupled with large increases in the number of teachers who indicate they are likely to leave teaching for another occupation, and in the number who do not feel their jobs are secure.
• Teachers with high job satisfaction are more likely to feel their jobs are secure and say they are treated as professionals by the community. They are also more likely to have adequate opportunities for professional development, time to collaborate with other teachers, more preparation and supports to engage parents effectively, and greater involvement of parents and their schools in coming together to improve the learning and success of students.
• More than three-quarters of teachers have faced budget cuts in their schools in the last year.
• Two-thirds of teachers report that their schools have had layoffs of teachers, parent/community liaisons or other staff in the last year.
• Nearly three in 10 teachers indicate that there have been reductions or eliminations of health or social services in their schools.
• Six in 10 teachers report that the average class size in their schools has increased.
• One-third of teachers also indicate that educational technology and materials have not been kept up to date to meet student needs.
• Students report greater parent engagement in their education compared with students 25 years ago. Two-thirds of today’s students report that they talk about things that happen at school with their parents every day, compared with four in 10 in 1988.
• There also has been a threefold increase in the number of students who report their parents visit their schools at least once a month, up from 16 percent in 1988 to 46 percent today.

What is a board of education? Or at least what is it supposed to be?

School board members make up the largest body of elected officials in the United States. We entrust them to set the policies of our most treasured institutions: our public elementary, middle and high schools. Every district has a board of education, and boards generally meet once or twice every month in meetings that are open to the public. Sort of.

These gatherings range from tame rubber-stamping sessions to intense, provocative discussions with the community where controversial issues are debated and landmark decisions are made.

School boards are nonpartisan at least on paper. In most districts, members serve four-year terms, and terms are staggered so seats don't become open all at once. In general, to run for school board, you have to be at least 18 years old, a citizen of the state, a resident of the district, a registered voter and eligible under the state constitution to be elected to public office. In makes ethical practical sense if members have had previous experience in the education field.

In most cases, a school district employee can't be a board member in that district. This means no teacher, principal, librarian, custodian or anyone else that works in a school in the district can serve on the school board, unless they resign from the employed position.

School districts are complex corporations; they' re often the largest employers in a community and the decisions they make reach far, affecting jobs, resources and most importantly, the education of all children.

What do they do?

Somewhere in between the agendas, public comment sessions and resolutions, school boards make a number of important decisions. School boards establish a vision for the community's schools. They have to set up and maintain an effective, efficient organizational structure for the district that lets the superintendent and administrators manage the schools, teachers teach and students learn.

They are responsible for hiring and evaluating a superintendent, evaluating and adopting policies that affect all schools in the district, serving as a judicial and appeals body when conflicts go unresolved, monitoring and adjusting district finances, and managing the collective bargaining process in the district.

A school board has a symbolic role as well. The behavior it shows off in the meeting room, the rapport among school board members and the relationships that members have with teachers and administrators in the district all add up to the climate of public education in a community. Whether healthy or dysfunctional, a school board has a heavy influence on the spirit that characterizes a community's impression of its school system.

How can I tell if my school board is doing a good job?

By attending a few school board meetings, you'll learn firsthand what school boards do. Call your district office to find out where and when meetings are held. Once you've observed your school board in action, you'll be prepared to ask the following questions:

·   How does the school board make decisions?  Do the members function as predictable, single-issue advocates, or do they approach each decision with an open mind? Do they seem to make strategic choices for the well-being of the district? Strong decision-making requires analysis, the balancing of needs and concerns, and the ability to see the long-term implications of an action.

·    How's the team spirit?  Does the board exhibit a healthy group dynamic, or is it a parade of egos marching single-file? Do members show respect and trust for each other, and for the operating rules of the board?

·    Is the board's authority well defined?  The classic challenges of management don't skip over your board of education. There's a delicate balance between the board's act of choosing a strong chief executive (the superintendent) and letting him or her lead the way and the board's tendency to get involved with many levels of decision-making.

·        


     Does the board understand the community?  One of the most difficult parts of school governance is creating a strong relationship with the public. An effective board knows and respects its community, and encourages the community's trust in its school system.

What should I look for in a school board candidate?

First of all, you should think about the issues that are important to you in your school district. Are you concerned about student transportation, textbook adoption, funding for extracurricular activities, new curriculum standards and/or construction of new school facilities? What's your hot button? You'll want to find out where the candidates stand on issues that are important to you.

You might also look for the following qualities:

·   The ability to work well with a team and support group decisions, along with an understanding that the board sets a climate for the entire district

   
    A desire to work toward a stronger relationship between the district and the public it serves

·       
    A keen eye toward serving the needs of all students, regardless of their     abilities and backgrounds

·       
    A professional, poised demeanor and respectful, respectable behavior    Respect for diverse points of view

    Commitment to the time and energy required each week for meetings, phone calls, conversations, visits to schools, and professional development seminars and workshops

    Knowledge about district policies, guidelines, needs, challenges and strengths. Experience working as an educator should be essential.


    At the heart of it all, members of a district's board of education must believe, unequivocally, in the value of public education. They must be dedicated to serving and teaching all children. They must believe in the democratic process and understand that their role is to act strategically, in line with the interests of the entire school community

2011 marred by test cheating scandals across US

DORIE TURNER, AP Education Writer 

Dec. 27, 2011 9:16 PM ET

ATLANTA (AP) — It was the year of the test cheating scandal.

From Atlanta to Philadelphia and Washington to Los Angeles, officials have accused hundreds of educators of changing answers on tests or giving answers to students. Just last week, state investigators revealed that dozens of educators in 11 schools in Georgia's Dougherty County either cheated or failed to prevent cheating on 2009 standardized tests.

In July, those same investigators accused nearly 180 educators in almost half of Atlanta's 100 schools of cheating dating back to 2001 — which experts have called the largest cheating scandal in U.S. history. At least 20 students have been charged on Long Island with cheating on SAT and ACT college-entrance exams by paying someone to take the test for them.

"It's a year in which cheating became a national scandal, a scandal of national proportions," said Bob Schaeffer, a spokesman for the National Center for Fair & Open Testing, which advocates against high-stakes testing. "The Atlanta case forced policymakers and journalists in other jurisdictions to look to see if there's anything similar going on in their backyards."

Experts say some educators have bowed to the mounting pressure under the federal No Child Left Behind law as schools' benchmarks increase each year toward the ultimate goal of having all children reading and doing math at their grade level by 2014. Teachers in Atlanta reported that administrators created a culture of "fear, intimidation and retaliation" where testing goals had to be met no matter what, according to investigators.

"This problem existed before No Child Left Behind, but NCLB has exacerbated the problem, clearly," said Walter Haney, a retired Boston College education professor and expert on cheating. "I think testing is really important, but the problem has been the misuse of test results without looking behind the test scores to see who and who is not tested."

Federal officials have been saying for more than a year that the law, which is four years overdue for a rewrite, doesn't accurately depict what's happening in schools. While federal lawmakers agree the law needs to be fixed, an overhaul has become mired in the partisan atmosphere in Congress.

At President Obama's invitation, states have begun filing waivers to get relief from the law. Under the 11 waivers already filed, states are asking to use a variety of factors to determine whether they pass muster and to choose how schools will be punished if they don't improve. Among the factors that could be used are college-entrance exam scores or the performance of students on Advanced Placement tests.

At least 39 states, plus Washington, D.C., and Puerto Rico, have said they will file waivers, though it is unclear how many will get approved.

In Pennsylvania, an investigation continues into irregularities found in 2009 state standardized tests in reading and math. The probe began last summer after a routine forensics report flagged "highly improbable" results in 90 schools across the state.

The state education secretary ordered the 50 districts representing the named schools to conduct internal investigations and submit reports to him by Aug. 15., But nearly four months later, the reports are still being analyzed and have not been made public.

Twenty-eight of the flagged schools were in Philadelphia, the state's largest district. District representative Fernando Gallard said the system is talking with the state Department of Education over how to move forward with the cheating investigation.

In Washington, D.C., federal and city officials are investigating possible cheating in more than 100 schools from 2008 to 2010. The unusually high rate of erasures in those schools became known after a USA Today investigation into improbable test gains in more than 300 schools in six states and D.C.

City officials tossed out test results for three classrooms in May because of proven cases of cheating.

A Waterbury, Conn., principal resigned earlier this month over an alleged cheating scheme on the Connecticut Mastery Test. A dozen teachers who were also caught up in the scandal lost 20 days of pay and have to perform 25 hours of free tutoring.

In Los Angeles, teachers at three schools have resigned after being accused of coaching students or changing answers on tests. The test scores at two of those schools have been thrown out.

Schaeffer, who follows cheating scandals closely for years, said he's seen as many cheating stories this year as in the last half-dozen years combined. He said there have been confirmed cases of cheating in 30 states and D.C. in the last three years.

___

Reporters Kathy Matheson in Philadelphia and Brett Zongker in Washington, D.C., contributed to this report.

___

Study Warns of Limited Savings from Closing Schools

Edited by I, Praetorian

·         Printer-Friendly

Closing schools doesn’t save air academic progress. And it says school districts can help generate some acceptance for a downsizing plan by involving the community early and establishing clear reasons for why certain schools must close.

The report, released Oct. 19, was written by the Philadelphia Research Initiative to foreshadow what the 154,000-student Philadelphia district can expect over the next few years as it plans to close a number of schools because of declining enrollments. The district currently has 70,000 empty seats, according to the report. School administrators have not decided which schools to close and how many, but internal school documents published in June by the website Philadelphia Public School Notebook listed 26 schools that could be shut down.

The report looks at school closings in Chicago, Detroit, Kansas City, Mo., Milwaukee, Pittsburgh, and the District of Columbia. Each of those districts has closed at least 20 schools in the past decade, and most of the buildings have been shuttered in the recent past.

For example, Pittsburgh, with around 25,300 students, went through a “right-sizing” effort that closed 22 schools in 2006. The district is now discussing closing seven more schools. The 17,400-student Kansas City district closed 29 schools—nearly half of its school buildings—in 2010.

A Matter of Context

Closing schools does save money, but in districts whose budgets add up to hundreds of millions of dollars or more, the final savings are relatively small, said Larry Eichel, the program director for the Philadelphia Research Initiative, which is a project of the Pew Charitable Trusts. Philadelphia’s current annual budget, for example, is $2.8 billion.

Six Cities Shuttering Buildings

To inform deliberations over plans to close schools in Philadelphia, researchers conducted case studies of recent school closings in six other urban districts.

Chicago
Closure Period: 2001-2009
Number Closed: 44
Buildings in Use: 602

Detroit
Closure Period: 2009-2010
Number Closed: 59
Buildings in Use: 130

Kansas City, Mo.
Closure Period: 2009-2010
Number Closed: 29
Buildings in Use: 29

Milwaukee
Closure Period: 2005-2010
Number Closed: 20
Buildings in Use: 137

Pittsburgh
Closure Period: 2006
Number Closed: 22
Buildings in Use: 64

District of Columbia
Closure Period: 2008
Number Closed: 23
Buildings in Use: 11

*As of 2011.

Source: The Philadelphia Research Initiative

“The savings are under a million dollars per school,” Mr. Eichel said. “That’s real money, but not money that changes anything fundamentally.”

The biggest chunk of district money is spent on teachers, and those staff members typically are still needed, just at different locations.

A district also has to pay for some maintenance on shuttered buildings so they don’t become neighborhood eye sores.

And districts should not expect a windfall from selling their old buildings. Those facilities are undesirable to businesses for some of the same reasons that districts decided to close them: The buildings are often located in areas that are losing population. Also, they tend to be in poor condition, and it may be hard to convert them to other purposes, Mr. Eichel said.

The study found examples of repurposing, however. In Milwaukee, a former middle school was bought last year for $600,000 to be converted into senior housing. In Chicago, several closed schools have been converted to charter schools.

Impact on Learning

In examining the academic performance of students in schools slated to be closed, the report focused on a study by the Consortium on Chicago School Research that looked at students whose schools were closed between 2001 and 2006. That study found that student performance fell at schools that were slated to be shut down and remained low for the rest of the school year. A year later, though, the academic performance of those displaced students had rebounded to preclosure levels.

The Pew report also cites a study led by researchers from the RAND Corp. that examined achievement from students from closed schools in a “midsized urban district in the Northeast.” Though the district was not named, the paper noted that the district closed 22 schools in the 2005-06 school year, which corresponds with Pittsburgh’s experience.

That paper said students in the district whose schools were closed did see a drop in their reading and math scores, but researchers found the effect could be mitigated or eliminated if the students were moved to schools that were higher-performing than the ones they left behind.

The Pew report offers several tools that districts can use to reduce the pain of closing schools. For example, it suggests that outside experts can bring a level of objectivity to the proceedings. Seeking community support early is also essential, the report notes.

It says that the 45,000-student District of Columbia school system committed a misstep by moving too quickly to close schools in the face of a 30 percent decline in enrollment. Under the leadership of then-Chancellor Michelle A. Rhee, the school system announced that closures were coming in September 2007, and the final vote to close 23 schools came, after much controversy, four months later.

Mary Filardo, the executive director of the Washington-based 21st Century School Fund, studies school facilities issues and agrees that the system in Washington moved too quickly to shut down schools. Too many school districts distrust the public when it comes to closure decisions, she said.

Taking It to the Public

“The reason you involve the community is not to make [closings] palatable,” she said. “The reason you involve the community is because you want to make better decisions.”

She added that people whose children attend school in such urban areas often “are working-class or low-income. They know about making tough decisions and struggling” and can understand the necessity for some closings.

As District of Columbia school officials learned, making a misstep in school closings can cause political fallout. The community uproar over the closings in Washington was one of the ingredients that led last year to the primary-election defeat of then-Mayor Adrian M. Fenty, who had selected Ms. Rhee, and to the chancellor’s departure.

And after community members in Chicago protested that school- closure decisions were being made in secret, the Illinois legislature passed a law in August that governs how that 409,000-student system can make facilities decisions.

“The political fallout is from not having a trusting relationship with your public,” Ms. Filardo said.

Being Transparent

But involving the public can be a delicate balancing act, said Nancy R. Kodman, the executive director for academic and operations integration for Pittsburgh schools. Just introducing the problem to the community, she said, leads to people saying, “You don’t have any solutions? You don’t have any ideas?” But a full plan is criticized for being drawn up in secret.

“You lessen that by being as transparent as you can,” Ms. Kodman said.

When Pittsburgh closed more than 20 schools, she said, the district talked with the public about what it was hoping to achieve. Academic improvement was put forward as the top goal, and to eliminate some political horse-trading, the closures were considered as a group, in a single up-or-down vote by the school board.

While many urban districts are struggling with how to handle excess space, Ms. Filardo noted that Seattle is dealing with overcrowded classrooms, thanks to unexpected population growth. The Seattle Times reported in October that in one school, a 4th grade class is meeting in a hallway, and many classes are meeting in portables. An infusion of about 1,500 more students than expected is prompting the district to reopen some schools that it had closed, over community objection, in the past few years.