Tag Archives: Teaching

John King’s Bully Pulpit

John King measures just how close he is to losing his job.

John King measures just how close he is to losing his job.

October is national anti-bullying month. A recent study suggests that schools with anti-bullying programs actually might have more incidents of bullying. While this might have something to do with the fact that such schools over report bullying incidents, the study confirms a general sense that anti-bullying programs do not work.

The sloganeering involved in most school anti-bullying campaigns is similar to the anti-drug campaigns popular in schools during the 1980s. Both efforts tend to gloss over complex societal issues in favor of hokey slogans. We knew that the crack plague of the 1980s was not going to end by teaching the next generation to “just say no”. Similarly, we know that teaching our children to recite words like “tolerance” and “respect” is not going to end this problem of “bullying”.

Bullying is not going away. This is because the currency of our school systems, the currency of this thing known as “education reform”, is naked bullying. Look at the parent in Maryland who was roughed up by a police officer for questioning the Common Core State Standards. Look at New York State Education Commissioner John King’s recent performance in front of concerned parents in Poughkeepsie where he first tried to talk over their concerns, then canceled the rest of his speaking tour when he discovered that New York parents do not want to be lectured to like children. For good measure, he accused these parents of being beholden to “special interests”.

John King’s comments actually represent the first stage of bullying. What makes it easy for children to bully another child is the sense that the victim is somehow flawed. The child can be labeled a “wimp” or “whore” or “gay” or “weird” or any number of labels. Once that label catches on with peers, it becomes permissible to then torment and torture the victim. This is how seemingly good people could be led to commit acts of unspeakable cruelty. Their “goodness” is reserved only for the acceptable members of society. Anyone who is out of those bounds is fair game. Dictators have used this strategy to persecute groups they did not like. Democracies use this tactic as well, often with greater success.

King’s labeling of concerned parents as a “special interest” is a favored tactic of education reformers. The reformers burst onto the scene with many labels. They labeled the schools as “failing”. They labeled the children as “stupid” or “violent”. They labeled teachers as “incompetent” and “lazy”. Thanks to a massive PR campaign funded by billions of education reform dollars, these labels stuck. This gave the reformers the public traction they needed to go ahead with their agenda. This agenda involved closing schools, disenfranchising parents, firing teachers and other acts of institutional violence that could be properly labeled as “bullying”.

The Common Core is just the latest incarnation of this bullying. The only difference is that now, after a decade of failed education reforms, it is tougher for the reformers to sell their tropes of “failing” schools and “underprepared” children to parents. They cannot make the labels stick, which means, hopefully, it will become harder to foist their will upon our public schools.

People should not be surprised by the actions of Commissioner King. As the founder of the Uncommon Schools charter network, King instituted the type of draconian discipline policies for which many charters have become notorious. As Pedro Noguera wrote about his visit to UC:

“I’ve visited this school, and I noticed that children are not allowed to talk in the hall, and they get punished for the most minor infraction. And when I talked with John King afterwards, I said, “I’ve never seen a school that serves affluent children where they’re not allowed to talk in the hall.” And he said, “Well, that might be true, but this is the model that works for us, we’ve found that this is the model that our kids need.”

So I asked him, “Are you preparing these kids to be leaders or followers? Because leaders get to talk in the hall. They get to talk over lunch, they get to go to the bathroom, and people can trust them. They don’t need surveillance and police officers in the bathroom.” And he looked at me like I was talking Latin, because his mindset is that these children couldn’t do that.

Unfortunately what is often driving these high-performing schools is the idea that the kids need to be broken. That the kids’ culture needs to be taken away from them and replaced with something else, because they come in with deficits. They come in as damaged goods. And these schools believe that their job is to mold the kids into something else.”

There probably is not any bullying at Uncommon Schools because the administration has a monopoly on the practice. King obviously already wrote the children in his school off as brutes. This made it easy for him to institute an uncommonly brutish discipline code that would have gotten him run out of the wealthier school districts in America. He made it a mission of his chain to bully children into behaving in the proper way. In the end, all bullying is ultimately aimed at getting the victim to conform to some preconceived norm.

This was King’s exact attitude towards the parents in Poughkeepsie. In his mind, the children of these parents were “unprepared” to meet the “challenges of the 21st century” and so need the Common Core to make America competitive. When the parents rebelled, he gave them a label reformers have traditionally reserved for teachers and their unions: “special interests”. This means that anyone who disagrees with John King or the Common Core are merely myopic naysayers who only care about themselves. It is a convenient way for him to justify to himself the imperious manner in which he handled the parents in the audience. It is a convenient way for him to justify all of the reforms he has helped force upon New York State up until now.

It should be recalled that King was the one who designed New York City’s disastrous teacher evaluation system. In that system, King called for teachers to be judged by the test scores of students who are not theirs in subjects they do not teach. We can see in this John King’s disdain for teachers. He has already labeled us as selfish “special interests” in need of the same draconian treatment as the students in Uncommon Schools. His evaluation system is institutionalized bullying.

When teachers get fired because students they never taught fail standardized exams, that is bullying. When students as young as 5 years old have to prepare, then sit, for standardized exams with no other purpose than to rate teachers, that is bullying. When the schools of these children close because they are labeled as “failing” due to these exams, that is bullying. When every public school is forced to abide by ridiculous standards that will serve to suck the joy out of learning, that is bullying. When the charter schools who are the shining stars of the reformer movement are exempt from all of these changes, that is bullying. The reformers have labeled a certain group of people, namely public school teachers, their children and now their parents, as failures in need of corrective action.

If incidents of bullying have increased over the past decade, there can be little wonder why. The way students behave within a school building reflect the environment created for them there by adults. If the school building is located downstream from where education reformers dump their effluvia, as most public school buildings today are, then it can be little wonder why bullying takes place there. If children see people like King and Michelle Rhee deride their teachers as “ineffective” and “special interests”; if they know the state wants to close them down because they are “failing”; if they now see their parents shrugged off and insulted by the State Education Commissioner, then it is the adults from whom the children are taking their cues.

The bullying problem in schools will never end until the way schools are run is fundamentally changed. Instead of autocratic mayors having unquestioned control of urban school districts, we need the type of local and democratic control of school systems for which America used to be known. Instead of putative standards enforced with putative tests, we need the type of school system that has a rich and open curriculum.

Many parent groups, understandably, are calling for John King to lose his job. While I sympathize with that sentiment, we all know that the disappearance of John King will only pave the way for another SEC with the same exact agenda. The only difference would be that Governor Cuomo will choose someone who is a more shrewd political operator. I say: keep John King as SEC. There can be no better poster child for the high-handed and bullyish tactics of the education reform movement. Nobody could do more damage to education reform in New York State than John King himself.

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The DOE’s Future and MORE’s Winning Strategy

coallitionbuildingcycle

I became a tenured teacher in 2003. Between September of 2000 and June of 2003, I would walk into the main office of my school to see my name on the list of probationary teachers. These were the teachers who had yet to receive tenure. Then, at the start of the 2003 school year, my name was off the list. I did not throw myself a party nor did my principal make any type of to-do about it.

However, I think receiving tenure in the New York City Department of Education today is an accomplishment that calls for the throwing of a party, like a Bar Mitzvah or Confirmation. In fact, I cannot remember the last time a teacher with whom I have worked has received tenure. There is an excellent and dedicated teacher at my school who is in her 4th year and, not surprisingly, got her probation extended another year last year.

This is a trend happening all over the city. Teachers are being denied tenure one or two years in a row before they are unceremoniously herded out of the system. How dedicated or effective a teacher is matters not. Principals are obviously under pressure from the DOE to deny tenure as much as possible. Even worse, tenure is not what it used to be, especially with the Race to the Top evaluation system now in place.

Many veteran teachers, myself included, have expressed outrage over the lack of ownership demonstrated by NYC teachers over their profession and their union. The vast majority did not even bother to cast a vote in the most recent union elections.

Yesterday I ran into a former colleague who retired last year. She looked very rested and happy. I saw on her face the joy she must have felt for not having to be evaluated by exam scores or implement a set of ill-conceived standards. My words to her were “you got out at the right time” and she totally agreed.

This is a teacher of the baby boom generation, that massive sector of the American workforce who is starting to collect Social Security and Medicare. Many baby boomers in the DOE must feel as if they are sprinting through a mine field, hoping to make it to retirement safely before a bad evaluation hobbles their chances of a peaceful dotage.

With the exodus of the baby boom generation, as well as the revolving door of Gen Xer and Millennials brought about by the rampant denial of tenure, we should wonder no more as to why teachers in NYC are not taking ownership of their working conditions. The fact of the matter is very few teachers in the system look into the near and distant futures and see themselves working inside of a DOE school building.

So voting in union elections, going to union meetings, attending protests of the Panel for Educational Policy and the rest of the things that activist teachers do must seem like a whole bunch of useless work to young and veteran teachers alike. They cannot be blamed for this. There surely are many young teachers who intended to make education their life’s work, or many older teachers who would have wanted to stay on just a little bit longer, but cannot do so due to the efforts of Pharaoh Bloomberg and his Queen Consort, Dennis Walcott, to turn public school teaching into a temporary gig.

And then there is that other group of younger teachers who are working on their administrative licenses. Generally speaking, they tend to teach non-core or non-academic classes, tend to not be very dedicated to what they do inside of the classroom and tend to not be very good at whatever it is they do inside of the classroom. This is just what I have seen from my experience. I am sure there are plenty of exceptions. This young crop, many of whom are more likely to get tenure if they do not already have it, may not be longed for the DOE either.

With the prospect of a Bill de Blasio mayoralty starting in 2014, many people are expecting big changes to Department of Education headquarters at the Tweed Courthouse. De Blasio has never really been a fan of Tweed. I hear stories everyday through the grapevine of Tweedies and people from the various DOE networks jumping ship to other jobs in anticipation of the de Blasio era. There seems to be a general sense that he is going to clean house once he inhabits Gracie Mansion, which is certainly welcome news to teachers who care about public education. If this is indeed the case, where will these young people with administrative hopes go?

Years ago there was a young teacher at our school who fit the description of the bureaucracy-climber described above. He taught with us for one year before getting an assistant principal’s job somewhere else. He was an AP for around one year before going off to work at Tweed doing God knows what. From what I saw of him, the only skill he mastered was the ability to kiss the right posteriors, and he mastered this better than most anyone I have ever seen. What will become of him and those of his ilk? Will the ass-kissery that is their stock-in-trade be less of an asset (no pun intended) in de Blasio’s DOE?

Chances are, the field of administrative sinecures at the DOE will greatly decrease in the near future. That means these young teachers either have to be really lucky, really connected or really dedicated to making things work as a classroom teacher. Barring these things, they will have to find another profession or another school system.

That means that the next few months and years will be a time of great flux in the DOE. Current and aspiring Tweedies are going to be jumping ship. Principals will be trying to weed out the probationary teachers to whom they have refused tenure. More baby boomers will retire once they get the chance. And, finally, if the recent Daily News and New York Post hit pieces are any indication, Bloomclot is on one last push to get those teachers awaiting termination hearings out of the door.

So who is left in the system that has the most vested interest in improving our students’ learning conditions? First, there are teachers like me, the veteran 30-somethings to whom retirement is a distant prospect. Second, there are the first-year teachers who have come out of traditional teacher education programs (that is to say, not Teach for America), whose prospects for tenure might be better in three years under a de Blasio DOE than they are now in the Bloomclot DOE. Finally, there are the teachers of the Absent Teacher Reserve, the ATRs, who generally are veterans who continue to rotate from school to school without classes of their own.

If MORE wants a shot at winning the next UFT elections, these are the groups to whom they must appeal. These are the people who will most likely hunker down in the DOE for the long haul. If recent history is any guide the younger generation, the ones who elected Obama and de Blasio and started Occupy Wall Street, will be receptive to the “social justice” aspect of MORE’s platform. Social justice, however, must ride the coattails of bread-and-butter union issues and not the other way around.

MORE must paint for teachers a picture of what the teaching profession can look like. Solid workplace protections, small class sizes, a deemphasizing of standardized testing and a respect for the autonomy of educators as professionals, these are the things that will matter in the upcoming union elections. Thanks to a crop of new principals who have imbibed the Bloomclot method of systematic workplace bullying; thanks to the budget cuts that have swelled the size of our classes; thanks to the Race to the Top evaluations that have institutionalized the standardized testing regime; thanks to the prospect of Common Core that takes so much of the joy and creativity out of education, the imprint of over a decade of reformer philosophy will be felt in our schools for some time. MORE must attack each of these things head-on with an alternative vision of what the teaching profession in NYC can be.

Doing these things will paint MORE as a stark and highly desirable contrast to the Unity leadership of our union that has been complicit in this reformer legacy. They can paint the Unity method of caving to the reformers as the stuffy old status quo. Seasoning their rhetoric with the right amount of social justice will set them up to be the next wave of civil rights leaders, much like the reformers started using the language of civil rights over a decade ago to give their destructive policies a pious sheen into which the general public bought. MORE, by properly tailoring their message what promises to be the backbone of our union in the decades to come, can become a legitimate threat to the Unity stranglehold on power.

MORE will take a step towards building this new union coalition tomorrow with the “Win Back Wednesday” rally tomorrow at 4:00 pm outside of UFT headquarters at 52 Broadway. I will be there and hope to see you there as well.

The Argument Against Online Grading

Just say "no".

Just say “no”.

Sue me: I do not use an online grading program.

Engrade, Schedula, Jupiter Grades, every school in New York City has adopted their own program where teachers can post each and every grade to each and every assignment online. It is not free either, for these programs can cost the school over $1,000.

For teachers, the selling point is that they no longer have to hunch over a calculator for hours on end come report card season. All they have to do is press a button and the grades are all calculated for them, according to whatever scoring algorithm the teacher chooses.

For students, they can log on to see their latest scores. It is like checking under your pillow to find some money from the tooth fairy each and every day. An ongoing tally tells them the grade they have in the class so far.

For parents, they can closely monitor the progress their kids are making in their classes. The more involved parents can even download the assignments and/or lessons, assuming the teacher has uploaded them. An email link keeps them in frequent contact with their children’s teachers.

Administrators seem to like the idea of being able to pull up any student’s grade from a central database. From what I hear, most administrators exhort their staffs to use the school’s adopted online grading program. Some schools have even mandated that teachers use it, although I am not sure that is 100% contractual.

And here I am, one of the last teachers in the city to not grade my students online. I am the only teacher in my school who is not online, which leads to some interesting exchanges come parent-teacher night.

One teacher recently referred to my absence from the world of online grading as me “taking a stand”. I do not see it that way. For my part, online grading is not compatible with my teaching philosophy or my philosophy in general. Many teachers swear by it and that is their decision. If a teacher believes online grading helps them do their job better or more efficiently, then I certainly am not one to try to convince them otherwise. Teachers should be free to make these types of decisions based upon their styles and experience.

I understand all of the arguments in favor of online grading. Now I would like to present my arguments against it.

Teachers should make the effort to inform their students of how they are doing in class. But what does this actually mean? Is “how a child is doing” mean a number grade? I told my students on the first day of school this year that I do not want them caring about grades. They are not sitting in my classroom to earn a number. This bit of information caused many a furrowed brow on many teenaged faces. My goal for them is to gain an appreciation for history.

This is a quaint notion, especially in the era of data (!). Kids have this idea that they come to school to earn good grades so they can get a diploma so they can go to college so they can get a good job. These are assumptions that most students, no matter what their background, tend to share. This is all the more reason why they must be reminded of the fact that there is actual knowledge, actual learning, to be done inside of a school building. If on the first day, or even the second or third day, I did the standard thing by giving each student their pass codes to log into their online grade account, I would merely be confirming their deeply held assumptions that school is about numbers. There will be more than enough time for them to fret over numbers throughout their lives, whether in the form of grades, salaries or bills. For the 45 minutes or so they are in my classroom, I want them to worry about history.

At the same time, I do not see why those students who are particularly hung up on their GPAs cannot remain hung up. They get homework every evening that is returned to them graded the very next day. They get exams every two weeks that are returned to them graded, also the very next day. Their projects are graded in a timely fashion, so they have those numbers as well. For class participation, students know whether or not they raise their hands, come on time and complete the little written assignments that are required of them. In short, they have more than enough data (!) to keep track of their own grades. Those students who are grade-driven will know and remember the grades they get throughout the semester, whether those grades are online or not.

Most importantly, there are always students who I do not grade by the strict algorithm required by our department. Every year I teach a class of exclusively English Language Learners. If they were plugged into the same equations as all my other students, as most of the online grading programs demand we do, most of them would surely fail. Instead, I must use a more “holistic” grading method, as teachers like to say. There are students who come to my class speaking and writing very little English and end the year with much more confidence and skill using the language. These students have upside, meaning their English skills will only continue to improve over time. Should I fail these students if I know they would be able to make their way in the next grade, even if they have struggled in my class for most of the year? Not only would this be unfair, it would frustrate them. They would be forced to sit again for a class of which they eventually got the hang. I would be holding them back from applying their new-found English skills in the next, more challenging, stage. Would they continue to improve if they are not continually challenged? For these students, and for students in analogous situations, plugging them into a strict numerical algorithm would be doing them a tremendous disservice.

Teachers are under pressure to bring more technology into the classroom. We are told that kids are using more technology than ever in their personal lives, so we should get with the program and integrate more of it into our practice. The push to record grades online is an extension of that pressure. I see things precisely the opposite way. Since children are spending so much time with technology, they need to have daily reminders that life is not digital. Adults could use this reminder as well, which is an ironic statement coming from someone who keeps an internet blog.

Many parents seem to like how online grading makes keeping track of their children’s schoolwork easier. In an age when the American worker has to put in well over 50 hours at the office to keep their families’ heads above water, it is understandable that many of them like online grading. On parent-teacher night, many parents ask me why I have not posted any grades to the internet. This leads me to summarize to them what has been written above. Most of the parents seem to understand my reasoning. A very bare minority do not and chalk up my rejection of online grading as either laziness or Ludditism. I give them my personal email and school extension and tell them they can contact me at any time they might have a question about their child’s progress.

This always leads me to think about how my mother was able to be so involved in my schooling. She was a single parent who, at times, worked two jobs. After working, cooking and cleaning, she still set aside the time to help me study and do homework. She came to every parent-teacher conference. She came into my school even when there were no parent-teacher conferences. She received every report card and knew all of my grades, which was never a good thing for me as a solid 65 student. She interacted with me and my teachers constantly. The truth is, I would have never pulled even a 65 if it was not for my mother. If she had access to my grades online, how much less would she interact with me and my teachers? How much more would she be inclined to see my schooling as nothing more than a pile of data rather than a daily interaction between me, my teachers and my peers?

While it is tempting to have the freedom to throw away my calculator at report card time in favor of a computer program that tallies the numbers of all of my students with one click of the mouse, I kind of like punching in those numbers and seeing what comes out. A student comes out with a grade of 59? What if they tried their hardest for that grade? What about that unit when they were asking all of those questions about the Enlightenment or the Civil War, went out of their way to watch a documentary about it and then came to class the next day to tell me what they learned? Should I fail this student just because they did not surpass some arbitrary cutoff point? What if this was the first time they ever started to care about something that happened in history? With online grading, those students are locked into whatever number the program says.

This is not to say that I grade students with fuzzy math. I keep meticulous records (on paper of course), add up every single number and adhere to our department’s grading policy. Students are informed as to how their grades are calculated. In fact, as I told one parent who disapproved of me not posting grades online on parent-teacher night, I spend more time than most other teachers going over with my students how their grades are calculated. I walk them through a hypothetical student with hypothetical grades and show them exactly how I calculate during report card season. They get a handout describing in both words and in diagrams what it means for their grades to be “cumulative”. In my mind, there is more transparency in this type of grading than in online grading since, unlike a computer program, I walk them through exactly how the sausage is made.

And then, after I do all of this, I tell them that this is not the point of coming to school. These are merely numbers. Education is what goes on in class all day. It is how they are affected by history. It is how history shapes their lives.  How many online grading programs were used by Socrates? Did Plato respect him because he promptly posted his grades to the internet?

Administrators can twist my arm to go online all they want. They have their reasons for wanting teachers to post their grades to the internet. None of those reasons have anything to do with education and everything to do with the bureaucratic exercise of covering one’s behind. Administrators want to be able to say that their schools constantly inform parents. Granted, some administrators might think that going with online grading is “pedagogically” the best thing to do. If that is the case, they should share their reasoning with their staffs who should, in turn, be free to accept or reject that reasoning. However, in Bloomberg’s Department of Education, it is all about informing parents.

But informing is a one-way street. Informing means explaining to someone a policy decision after it has already been made. Instead of informing, schools should be eliciting. Instead of posting grades and sending home letters, schools should be asking parents what they need. Instead of telling parents what has already been done, schools should be working with parents in designing what needs to be done in the future. Granted, these things are not mutually exclusive. A school can both inform and elicit. Yet, instead of spending a cool grand on an online grading program, imagine a school spending that money on organizing a “parents’ night” or several “parents’ nights”? Instead of mandating that teachers hunch over a keyboard to punch in numbers, imagine schools that would encourage teachers to take a day out of the semester to knock on doors of the parents they do not get to meet on conference night. Instead of more digital interaction, how much face-to-face interaction can a school purchase with a thousand bucks?

Subconsciously, this is probably another reason I have an aversion to online grading. It has the foul stench of Bloomberg all over it. Not only does it conjure up images of Joel Klein-like characters profiting off the backs of school districts by hawking superfluous and/or useless technological wares, it is just another way to inform. One thing the reformers have done well is drive a wedge between teachers and parents, as well as between parents and parents. They have sought to atomize the “stakeholders” of the education system into its constituent parts so that it is more difficult to unite against their harebrained “reforms”. Bloomberg himself has accomplished this by making it easier for schools to inform than to elicit.

Contrary to what we are being told, education is not all about the data (!) I will remind myself and my students of this every chance I get.

How New York City Can Rid Themselves of the Race to the Top Evaluations

There is no crime against wishful thinking, although it might not be part of Danielson's rubric.

There is no crime against wishful thinking, although it might not be part of Danielson’s rubric.

Teachers at my school keep asking me: “What is the union going to do about this new evaluation system?”

My response is: “Nothing. Absolutely nothing.”

This new evaluation system is brought to you by our union. It was Michael Mulgrew, president of our beloved UFT, who accompanied Andrew Cuomo to Washington, D.C. when New York State was applying for Race to the Top.

It was Michael Mulgrew, as well as NYSUT president Richard Ianuzzi, who negotiated the framework that mandated 40% of our evaluations be based on standardized test scores. We were assured by UFT leadership, including Leo Casey, that collective bargaining would cushion the blow of this framework at the local level.

When collective bargaining broke down earlier this year over Mulgrew and Pharaoh Bloomberg’s inability to agree on a “sunset clause”, it was Mulgrew who signaled his willingness to abide by any system that State Education Commissioner John King saw fit to foist upon us.

Every step of the way, Mulgrew and Unity leadership were there telling us how great this new system would be. They told us it will be “objective”, thereby preventing abuse by administrators. They said it would give us valuable feedback about our teaching practices.

The bottom line is: our union has been complicit in this evaluation system. They have cast their lot in with this evaluation system. How likely will they be to do a complete 180 and say “sorry, our mistake”?

Not bloody likely at all.

Some teachers in New York City have been heartened by the prospect of a new mayor, one who promises to be more sympathetic to public workers. While all signs point to a Bill de Blasio mayoralty, which would be a major improvement after 12 years of Pharaoh, do not fool yourself into thinking that this new system is going away.

There are two reasons why I say this. First, the evaluation framework is state law, something over which New York City mayors have no say. Second, our union will not fight to get rid of this framework since they helped give birth to it.

Some teachers envision Mulgrew and de Blasio sitting down at contract negotiations next year, exchanging laughs and slapping each other on the back. They envision retro pay, a cost of living increase and an end to this evaluation system. While the former two things might happen (indeed, they might be the only things to come out of negotiations), the latter will not happen.

Michael Mulgrew will never push de Blasio to do away with the system he helped conceive.

If we want a chance to do away with this system, there is only one way to go about it: fight.

The rank and file of the union has to band together and move the Unity leadership of the UFT to change things, at least the things about this system that can be changed at the local level. We can start by signing the petition being passed around by MORE.

This, unfortunately, will not be enough. Even if we push the UFT to fight against this system, it is still state law. That means a bigger grassroots effort will be necessary.

We can start with administrators. Many administrators throughout the city are not happy with the new evaluation regime. Not only does it give them more work, those who are veteran educators generally feel demeaned by the deskilling of their job implied by the so-called “Danielson” rubric. Grassroots teachers must make common cause with administrators, even if it means holding our noses in some cases.

While we engage administrators, we also must engage parents. This will be much more difficult. Many of our parents are disengaged. Some of our parents want more testing. Most importantly, many of our most savvy and vocal parents send their children to charter schools, where this new evaluation system does not affect them. We can at least make common cause with sympathetic parent organizations, like Leonie Haimson’s Class Size Matters and the feisty Change the Stakes group.

Even if we pull all of these things off, an unlikely scenario under the best of circumstances, it still will not get the state law repealed. The reformy money wields too much influence in Albany and Cuomo is too infatuated with his self-image as a dyed-in-the-wool education reformer and a “lobbyist for children.”

So why do all of this?

Recall earlier in the year when Mulgrew and Pharaoh Bloomberg reached their impasse over the sunset clause. It looked like NYC would not have a new evaluation system after all. That is when John King stepped in and threatened to withhold Race to the Top money, as well as Title I money.

Grassroots pressure from teachers, administrators and parents will not work on the Albany crowd but it might just work on Mayor Bill de Blasio. As a public school parent, he might come to oppose all the new testing mandated by this evaluation system. Even if his son, who attends my alma mater at Brooklyn Tech, would be shielded from these tests, he might sympathize with other parents whose children come home from school with testing anxiety. With enough public pressure, he might be the one to pull NYC out of this system.

Predictably, King will huff and puff about withholding funds. Let him huff and puff. Those Race to the Top funds are only enough to pay for new testing anyway, so he can keep it. When he threatens to cut off Title I money, let him be sued by the union and every major civil rights organization with a chapter in the State of New York. Not only will he eventually be forced to fork over that Title I cash, he will ruin his own and Cuomo’s reputation to boot.

As far as I can see, this is the only formula for totally getting rid of this evaluation system. If it seems far-fetched, that is only because it is. The moral of the story is that these evaluations are here to stay until our union or our political landscape change radically.

Class Size Matters

classsize

 

Like most teachers, the sizes of my classes have progressively increased over the past few years. This year is no exception, save for one of my classes that has 22 students. As we complete the first month of the school year, the differences between this class and my larger classes are instructive as to why “class size matters“.

The class is a 9th grade Global History class that meets towards the end of the day. Anyone who has ever taught freshmen when the clock is close to 3:00 pm knows the challenges involved. It is basically the same set of challenges for any class that meets towards the end of the day, only double. After 6 hours inside of a school building, kids start exhibiting symptoms of school fatigue: fidgetyness, boredom, irritability and intractability.

Yet, this particular freshmen class exhibits none of those symptoms. All of them are motivated and attentive in their own way. By the end of the period, most if not all of the students have raised their hands and contributed to the daily discussion. The few students who straggle with the “do now” assignment I am able to quickly get on task by quietly going over to them for individual attention. Most importantly, it easy for me to get know each one of their personalities. I know them better than I know the students in my other classes.

Contrast this class to the one I teach during the preceding period. This is an 11th grade U.S. History class with 32 students. They are a good group that I enjoy teaching. As 11th graders, they are able to pick up on subtle humor and we generally have a few laughs by the time the class is over. Yet, I cannot say that I know many of them as individuals. Just like the freshmen class, there are a few stragglers during the “do now” assignment. However, I cannot get to all of them because the class is just so large. There are a few students who have not participated all year. The quieter students tend to slip through the cracks while the ones who are bold during class discussions soak up most of the attention. To be sure, there are many students who excel at class discussion, so I am able to get a fairly decent spread of participants on a daily basis. Still, I have never been able to get to everybody yet, even though I know I will by the end of the year.

The difference between the percentage of students who participate in my freshman class compared to the junior class is not merely due to differences in numbers. The smaller class size in the freshmen class makes the students feel comfortable. There is a smaller audience for them to reach. They do not have to worry as much about saying something that others might think “silly”. Furthermore, they seem to feel more comfortable with me as a teacher. Even a student who sits in the “last” row (Yes, I seat kids in rows. Charlotte Danielson will probably have my head for this.) still only sits towards the middle of the room. In the 11th grade class, a student who sits in the last row sits all the way in the back, far away from me until I make my rounds throughout the room, which I do often. The smaller class size enables me to have a better rapport with my students.

If I was one of those yelling teachers, or someone who got ticked off easily, my 11th grade class probably would have driven me over the edge in week one. This is not because they are bad kids, because they are not. This is because when you have a room of 32 teenagers, it is inevitable that some of them are going to talk, or try to sneak a text message, or fall asleep or whatever else teenagers do. I am sure things go on during that period that escape my notice. When I do notice things in that class, I only have time to stop it by saying “stop it” or throwing a glare. To be sure, no truly bad or disruptive behaviors have taken place but a teacher still has to deal with a student who talks too much to his/her neighbors or does not want to do work.

With my smaller class, I can be much more inventive with my discipline. Since I have come to know them over the past three weeks, I can understand why each student does what they do. Instead of just telling a student to “knock it off”, I can try to work a normally disruptive behavior into the lesson or buy the time to go over to the student and deal with the issue personally. At this point, I know that none of the students in that class would be disruptive for the sake of derailing the lesson or showing me up. Whatever they do is an extension of their natural personalities, which is to say they do not do things simply out of pure malice. Of course, I know this is the case for all of my students in all of my classes. But the smaller class size allows me to understand from whence certain behaviors arise. In my larger classes, I just assume that malice is not a motivating factor for disruptive behavior. That does not necessarily tell me what the motivation is.

After 14 years as a teacher, I have no doubt that I will eventually figure all of my students out. The fact that I am able to do this faster with a smaller class means I am able to build a better rapport with them earlier in the year. Every teacher knows that the beginning of the year is vital, for it forges the channels over which the rest of the year will flow. I can already foresee that I will be able to be more creative, take more risks and teach more in the long run to my small freshmen class than to my larger classes.

This anecdotal evidence should be enough to give the lie to reformers like Bill Gates and Pharaoh Bloomberg who assume class size does not matter. What I mentioned here are merely the in-class benefits of smaller class sizes. It does not even speak to the other out-of-class benefits, like being able to spend more time on grading each child’s assignment, which would enable me to provide more individualized guidance. I am an effective teacher whether there are 22 or 32 students in my room, but there is no doubt that I am more effective with 22. Any veteran teacher worth their salt would say the same.

It also should give the lie to the KIPP and Success Academy philosophy of school discipline. Even with a classroom of 32 students, I never felt the need to force them to sit up straight or keep their eyes focused on me or keep their lips sealed until they are spoken to. With a class of 22, which is closer to the class sizes that exist at Kipp and Success Academy, there should be even less of a need to do this. If a high school teacher cannot keep the attention and focus of a class that size with kindness and understanding, then that person should not be teaching. How much damage are these charter schools doing to kids with their draconian discipline codes? How many kids are learning to hate learning in these places?

Only three weeks into the school year and already we can see that class size matters.

What Does Reign of Error Mean?

reign-of-error2

 

Diane Ravitch has always been my go-to person for matters of American schooling.

Back in 2004, I was 25 years old and starting my fourth year as a history teacher. It was the year I decided to branch out and create a philosophy elective at my school. I wanted to enable my philosophy students to deconstruct the world around them. Since they had already spent a good portion of their lives sitting in American schools, I figured I would be derelict in my duties if I did not help them deconstruct the American school system.

Yet, I knew next to nothing about the history and structure of American schooling. It was an embarrassing knowledge deficit for a history teacher to have. Before I could break down the school system with my students, I would have to break it down for myself. This meant a spate of independent research for me. It was at this point when I first read Diane Ravitch’s work.

Left Back: A Century of Failed School Reforms was an honest, direct and well-researched survey of the American school system. Diane’s simple yet informative prose led me to read The Language Police and The Great School Wars as well in order to prepare for my unit on American schooling. Reading these books early on in my career, when I was thirsting for a deeper understanding of the institution in which I worked, meant that Diane Ravitch would have a major impact on my teaching style and educational outlook.

Yet, I was still largely unaware of this phenomenon known as “education reform” and Diane Ravitch’s role in it. I was also unaware of the fact that I was teaching in a system that was considered one of the hubs of this education reform:  Bloomberg’s Department of Education. What I did know was that Diane was appointed by two different presidents from two different parties to the Department of Education. In my mind, this not only made her even more of an authority on American education but also signaled to me that she must have a great deal of integrity. She did not carry water for any party’s agenda.

This was all back in 2004, before Diane had totally broken from this education reform movement. Even in her reformer days, Diane Ravitch was honest about her beliefs, persuasive in her arguments and informed about what goes in America’s schools. It was the education reformer Diane Ravitch who had such a deep impact on my career when I was a fourth-year teacher. She helped me construct the meaning and context of American schooling.

So one can imagine my excitement years later when I finally matured enough to understand the lay of the current educational landscape and Diane’s role within it. What disturbed me was not how she had changed her mind about education reform, but how so many people criticized her for it, as if it was a sign of opportunism or dishonesty. Being familiar with Diane’s work beforehand, I knew that neither of those accusations were true. It is the mark of intellectual integrity to change one’s mind about an issue after reviewing new evidence, especially if one does so publicly so millions of people know about it. I could not wrap my mind around those people who seemed to believe that “integrity” meant sticking to an idea no matter how wrong or destructive it is.

Now that I am in my 14th year of teaching and about to start my 35th year of life, I understand things a little bit more clearly now.

Reign of Error demonstrates, in typical Ravitchean fashion, how people are able to cling to ideas long after facts have passed them by. Many people much more able than myself have already written reviews of Diane’s latest book. What I hope to do instead is to locate this book in the context of the history of American schooling. What does Reign of Error mean as an historical event?

Critics of Reign of Error have already been trying to answer this question, even before they have bothered to read it. Most notably, Arne Duncan supporter Peter Cunningham wrote a hit piece this past summer in which he expressed sanctimonious outrage over a quote in the New York Times where Diane Ravitch questioned the Common Core’s focus on college readiness:

“We’re using a very inappropriate standard that’s way too high… I think there are a lot of kids who are being told that if they don’t go to college that it will ruin their life… But maybe they don’t need to go to college.”

The obsession in America’s schools with getting kids into college has always been questioned by Ravitch, even in her reformer days. Yet, it is only now that reformers like Cunningham see fit to try to twist her point into something that it is not:

“When Dr. Ravitch says, ‘But maybe they don’t need to go to college,’ who exactly is she referring to? It’s certainly not rich white kids. It’s definitely not the children of middle class parents, who view college for the kids as one of the core pillars of the American Dream. That leaves low-income and minority children. It includes the children of immigrants who come here with an 8th grade education and desperately want their kids to do better than them — the kind of parents you meet at a graduation who speak little English and can’t stop crying for joy.”

Notice how, in typical Waiting for Superman fashion, he invokes the imagery of teary-eyed minority families to push his own agenda. If Cunningham would have read Ravitch’s book, he would know that she calls for America to invest more heavily in the schools of those teary-eyed minorities. Not only does this mean smaller class sizes and more materials, it also means vocational training. These things are of course expensive but, as Diane points out in her book, we somehow have the political and financial will to pour money into testing companies and for-profit online schools thanks in large part to Cunningham’s hero, Arne Duncan.

Vocational training is good enough for countries with stronger education systems. It was good enough for Americans 60 years ago. Many of our grandparents, including the grandparents of reformers like Peter Cunningham, could go to high school to learn a trade, then go out into the world and support themselves and their families by plying that trade. This was because we invested not only in education but in our economy and our workers. We provided more options for our young people than just retail and fast-food work. We had strong unions to ensure a measure of job and salary security. These are all things for which Ravitch passionately calls in Reign of Error.

Cunningham’s faux outrage is the stock-in-trade of the reformer movement. As Ravitch discusses in Reign of Error, reformers set themselves up as new age civil rights heroes fighting for the dispossessed and disenfranchised. Yet, their solutions involve pouring billions of public dollars into private pockets and breaking unions. Our anemic economy and impotent political leadership has led to the greatest rates of childhood poverty and infant mortality in the western world. Reformers like Cunningham are completely silent on these matters. In fact, their enthusiasm for union busting only ensures more childhood poverty and infant mortality. They want to tinker around with schools, pretend as if they are the new millennium’s version of Martin Luther King and then do and say absolutely nothing to improve the material conditions of the teary-eyed minority children they are so fond of invoking.

Another reformer who has criticized Diane Ravitch is the financier and human spambot Whitney Tilson. Tilson starts by citing the hit piece written by Peter Cunningham. He goes on to cite a Teach for America alum by the name of Grant Newman, who expresses the same sanctimonious outrage as Cunningham regarding Diane’s comments about college :

“Her line of thinking perfectly demonstrates the out-of-touch mentality of anti-reformers, who because of privilege (race, class, educational opportunity, health, etc) can make statements that demean the capabilities of all students without any retribution or questioning. Dr. Ravitch’s notion that ‘they don’t need college’ speaks volumes about what she will never understand–teachers CAN and ARE capable of dramatically impacting the lives of their students.

The sad irony however is that the students Dr. Ravitch writes off as possibly not having the potential to reach college are exactly the students who need that opportunity for any chance at upward mobility. Rich kids from Scarsdale can do fine in life through connections and experiences that grant them solid jobs and clear options.

My students in Bushwick, Brooklyn have little chance of reaching the same success as that peer from Scarsdale unless they get the most extraordinary education to somehow level the playing field. While she consistently says she is a supporter of teachers and students, it is clear that she actually doesn’t think either group can do much and instead should settle for maintaining the current state of affairs.”

Notice, once again, how the reformers invoke the image of minority children, this time from Bushwick, Brooklyn. In Reign of Error, Diane explains how the students in Scarsdale have experienced teachers. Yet, here are these children in Bushwick, Brooklyn who have a teacher who was trained for 5 weeks over the summer. In fact, Whitney Tilson says that Newman “taught for 4 years at Achievement First in Brooklyn”, meaning that he probably no longer teaches there or anywhere else. This makes Newman’s final paragraph about “my students in Bushwick, Brooklyn” misleading to say the least. He should have said “my former students”. Accuracy like that would only confirm Ravitch’s observations about TFA that she makes in Reign of Error. Not only are TFA teachers poorly trained compared to their more experienced counterparts, not to mention fellow rookies who went through an accredited teacher’s college, there is no evidence they do any better than any other teacher, and some evidence to suggest they do worse. What TFAers like Newman excel at, on the other hand, is using the schools of these poor minority children in Bushwick as springboards to other, more remunerative, employment. Newman is now either selling bonds on Wall Street or running a school somewhere in which he continues to push inexperienced teachers on the children of poor people.

One thing Whitney Tilson and Grant Newman are not doing right now is helping to ameliorate the poverty and suffering of children in Bushwick or anywhere else in America. If teachers do have as much of an impact on the lives of students as Newman suggests, then TFA and the rest of the reformers would have ended poverty a long time ago. As Ravitch mentions, the reformers are the status quo. TFA has been around for 20 years and yet inequality has just gotten worse. Could it be that wunderkins like Grant Newman are not as great as they think? Or could it be that the Wendy Kopps of the world are merely selling snake oil?

Tilson ends his post against Diane Ravitch by citing this “balanced” review of Reign of Error in the Atlantic written by a charter school teacher. Some of the criticisms the author has with Reign of Error are in the following passage:

“Ravitch presents Reign of Error as an overture to dialogue with opponents, but her subtitle suggests otherwise: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. Her tour of the research is littered with bumper-sticker slogans—she indicts, for example, the “Walmartization of American education”—likely to put off the unconverted. The book reads like a campaign manual against “corporate reformers.” The first half challenges the claims of their movement; the second offers Ravitch’s alternative agenda. Her prescriptions include universal pre-K, smaller class sizes, better teacher training, and more measures to reduce poverty and school segregation.

These are worthy goals—and not one of them is necessarily incompatible with many reformers’ own aims. Yet Ravitch doesn’t address competing priorities or painful trade-offs. Further reducing class size in better-off suburban districts, for example, may leave less money for more urgently needed early-childhood programs in poorer communities.”

While seemingly “balanced”, the author betrays his own biases with phrases like the book “is littered with bumper-sticker slogans… likely to put off the unconverted.” My reading of Reign of Error did not uncover any bumper-sticker slogans. The one example he gives of such a slogan, the “Walmartization of American Education”, is not a slogan at all and certainly does not make for a good bumper sticker. How such a phrase is likely to put off the unconverted the author never explains.

The trade-offs the author mentions in the last paragraph are not trade-offs at all. How might reducing class size in one district leave less money for another district? Again, the author never explains his thinking behind this. Reign of Error is more than just a call for greater investment in our public schools. It is a call for greater investment in our communities. Ravitch shows that poverty and scholastic achievement are heavily linked. It is a statistical fact that the reformers themselves have failed to disprove, either through alternative statistics or through examples of their reforms in action. As Ravitch points out many times, a charter company or private organization has yet to take over an entire impoverished school district and show the rest of us how their reforms can overcome poverty.

So, if poverty is the greatest predictor of achievement in school, does it not stand to reason that ameliorating poverty would help boost achievement? This is one of the central arguments of Reign of Error. While reducing poverty is not necessarily at odds with what the reformers want, it is something on which they have been silent. What is worse, their insistence that poverty is merely an “excuse” downplays the impact poverty has on learning. In short, the reformer agenda acts as a smokescreen for the very real and very structural problems that exist in our economy.

The author goes on to try to quote Ravitch’s earlier writings to shed light on Reign of Error and demonstrates he has misunderstood both:

“Ravitch the counterrevolutionary may be right that the reformers’ cause is primed for derailment. But Ravitch the historian once foretold what typically follows a contentious drive for school improvement: ‘It was usually replaced,’ she observed in 2003, ‘by a movement called back to basics, or ‘essentialism,’ which didn’t herald new progress but rather ‘a backlash against failed fads.’ Ravitch herself is the ‘essentialist’ now, urging that we go back not to basics but to a past when issues of equity and adequate funding dominated debates about education. At a time of growing income inequality, this correction is overdue.

But let’s not get too nostalgic about those old debates. There’s a reason the younger Ravitch was impatient decades ago to discover new choices for families in America’s worst-off districts. I hope I’m not alone in searching her new book for traces of the writer who, as recently as 2010, could still see beyond a politicized landscape to understand what draws many hard-pressed parents to charters. They’re not set on this curriculum or that pedagogy, as some reformers suggest. They’re looking, as Ravitch appreciated, for academic ‘havens’—which is what parents at the inner-city school where I teach, once nominally parochial and now a charter, often tell me. They want a place where their children can join peers already driven to achieve in school—a search with another bleak trade-off. The departure of these students leaves other peers, without parents resourceful enough to find better alternatives, stranded in schools that become all the harder to improve.”

Ravitch’s analysis that waves of school reforms are usually followed by waves of “back to basics” referred to pedagogical fads. It is one of the driving themes of Left Back. Throughout the book, she never explained whether she preferred one wave to another. To Ravitch, that was just the ebb and flow of American schooling.

Yet, Reign of Error does not discuss pedagogical fads. The reforms to which she refers in Reign of Error are fundamental disruptions to the way schools are governed and how they are funded. In Left Back, the reformers she mentions usually meant well but either misunderstood how children learned, how teachers would receive their recommendations, or both. In Reign of Error, some reformers mean well while others are out to ruthlessly push their agendas in order to benefit themselves. In Left Back, the worst the reformers ever did to public schooling was foist on it some fuzzy-headed curriculum. In Reign of Error, the reformers are destroying the public school as an institution.

Diane Ravitch is not a “counterrevolutionary”, as the author states. A counterrevolutionary implies that one is an old mossback bent on bringing back the status quo ante bellum. Diane Ravitch is nothing of the sort. Reign of Error is revolutionary. It is revolutionary in the sense that she calls for the amelioration of poverty and inequality. It is revolutionary in that she wants society to make a serious investment in the schools of the disadvantaged. It is revolutionary in the sense that she calls for the children and parents of the poor to get adequate medical and prenatal care. It is revolutionary in the sense she calls for the elevation of the teaching profession. To call Diane Ravitch a “back-to-basics” counterrevolutionary is to imply that America has already done these things at some previous point in our history.

The author says that Ravitch has “politicized” the education debate. This assumes that the debate was not already “politicized” by the reformers themselves. This assumes that a discussion about education policy or practice can at all be separated from politics. Education is political. The education system is a reflection of the political, social and economic priorities of the nation. This is a point Diane Ravitch argues with great eloquence in Reign of Error.

Ironically, the author of the review quoted above confirms Ravitch’s point about charter schools skimming the best public school students. He says parents send their children to charters because they want them to sit in classrooms with other motivated students.  This is because charters, by and large, do not want to teach students with special cognitive or emotional needs. They do not want to educate children who come from other countries and are still learning English. They find inventive ways to bar or expel these types of students, something public schools cannot do.

Public schools cannot do these things because public schools are public, in that they belong to all of the people. Charters take the students who are easiest to educate, siphon money away from public schools and then dump a whole bunch of private money in on top of it. Despite these advantages, there is no evidence that charter schools outperform public schools. Therefore, what kind of education are the children of these parents who are fleeing public schools actually getting? With inexperienced teachers, militaristic discipline codes and an obsession with test prep, charter school children on the whole are not getting educated much at all.

What Diane Ravitch has accomplished in Reign of Error is a distillation of everything that is wrong with what has been dubbed education reform. All of the facts and arguments are laid out in plain language backed up with compelling evidence, or “data”, as the reformers love to say. She has hoist the reformers with their own petard by measuring their failures with the same yardstick with which they have been measuring public schools: test scores. In 100 or 200 years, Reign of Error will be an invaluable primary source about this episode in America’s educational history. She has rolled up into one convenient book the spirit of our educational times. This is why the criticisms of Reign of Error that have been proffered impotently melt away when one starts analyzing them. Their view is to push a narrow agenda now. Ravitch obviously wrote this book with one eye on the long view of things, both the history of the past and the history of now that has yet to be written.

Just like Diane Ravitch helped me construct my view of American schooling almost 10 years ago, she has helped deconstruct what education reform is about. Moreover, she has pointed the way towards how to reconstruct our public schools.

Lord Bankenstein Addresses Education Nation

Lord Bankenstein has written a stirring speech for Education Nation.

Lord Bankenstein has written a stirring speech for Education Nation.

Goldman-Sachs CEO Lloyd Blankfein will be a panelist at the upcoming Education Nation event on NBC. In an amazing scoop, the team here at Assailed Teacher (which consists of me and my cat) have uncovered the speech Mr. Blankfein intends to give for this occasion. It is reprinted in its entirety below:

Jesus was a teacher. He chased the money-changers out of the temple in Jerusalem. Instead of making money, he wanted people to focus on doing good works to help poor people. Some people used to say that teachers were doing “God’s work”, maybe because they had taken up the same profession as Jesus.  Some people also used to say that banking was a sin called “usury”, maybe because Jesus had chased the usurers out of the temple.

But times have changed. Where is Jesus now? Crucified. Where are the bankers now? We run the world. What better evidence can there be that God favors us bankers? This is why I shifted the paradigm in 2009 by saying us bankers are doing God’s work. Two thousand and nine years after Jesus’ birth, the world finally came to see that he was wrong.

The money changers are still here. The meek have not inherited the earth. We have inherited the meek, as well as their money. All of this has happened without so much as a lightning bolt striking any of us dead. Me, Vikram Pandit, John Thain, Jamie Dimon, all of us are still here and still swimming in vaults of gold like Scrooge McDuck.

There is but one sliver of meekdom left for us to inherit: education. By inheriting education we would inherit the legacy of Jesus himself. Us money-changers will then have the last laugh, again.

You see, Jesus had it all backwards. He exhorted people to uplift the least among us. The beggars, the aesthetes, the prostitutes and the unwashed are all worthy of the same respect as the wealthy, the noble, the patrician and the royal. He invented a God that would reward those who lived their lives by these guidelines and punish those who did not. There was something about a camel passing through the eye of a needle or whatever. And where are we today? The least among us are as least as ever while the money-changers are passing quite easily through the eyes of solid gold needles.

For over 100 years, this country has been trying to lift up the least among us through public education. There once was a belief that all children, including the children of beggars, aesthetes, prostitutes and the unwashed, were worthy of true learning. Even worse, people believed that these children were capable of true learning. Worst of all, these children might use what they learned to create better lives for themselves. Educators once fancied themselves fishers of men, and even women.

100 years of fishing has gotten us nowhere. Our education system was created in a period of history when the money-changers dominated the meek. In 2013, the money-changers still dominate the meek. The kingdom of heaven on earth has not come to pass, despite our best efforts to heed the advice of Jesus. God in heaven has not sent down a plague of locusts upon the heads of the money-changers. Our yearly harvests are as bountiful as ever.

So it is time that this country scrap the protagonist of the New Testament in favor of the money-changers. It is time we recognize that it is not God’s will for the meek to inherit the earth. Over 2000 years of history has showed us that the wheat always separates from the chaff. We are the wheat. They are the chaff. If we are to have a system of schooling, it must recognize this reality once and for all.

I am glad to say that this reality is already recognized by many of us here today. Wendy Kopp was one of the first to understand that the wheat must teach the chaff. They must teach the chaff not in order to uplift them, but in order to prepare them for their roles as chaff. Over the past two decades, her minions of Pharisees nationwide have displaced those educators who foolishly believed they were doing God’s work. These were the educators who spent their lives in a classroom, sending a message to the community that their children were worthy of dedication. But Kopp’s minions have shown us the way. They recognize that one does not need any skill or preparation to instruct chaff in how to be chaff. They recognize that they are too good to be around chaff for more than a few years. They recognize that one of the best ways to teach chaff their true value is to leave them after two years. Any longer than that and they might start to identify with, or even believe in, the chaff they instruct. What is worse, they might start learning how to actually teach, how to be fishers of men and women, which would puff up the chests of the chaff and make them believe they are actually wheat. This would be the worst kind of wheat, the kind that is not even wheat: puffed wheat.

Also with us today is Eva Moskowitz, a woman who has given us the template for how the education of the masses should look. She deserves nothing less than our total approbation. There are many poor children in New York City. However, a portion of those poor children come from families who actually believe in them. They have good manners, a good vocabulary and might even be hard-working. Eva takes the poor children from these families and teaches them what they need to know. They need to know how to sit up straight. They need to know how to march silently. They need to know how to look like they are giving their undivided attention to the Kopp acolyte who stands in front of the room. They need to know how to jump to every command of Kopp’s acolytes. If they do not jump fast or enthusiastically enough, they will be penalized. This is exactly what these types of children need. If these children were to go to a regular public school taught by one of these fisher of men and women, they might actually learn something about the world around them. What good would that be for them? It would only succeed in giving them ideas too big for their stations. And, you guessed it, their station is to be chaff. I do not need the person who shines my socks to know why the Confederacy fired on Fort Sumter. I only need them to know that I require my socks shined now, before I meet with the Secretary of the Treasury. This is what Eva Moskowitz is doing for us. She is taking the best of the chaff and preparing them to jump to our every whim without a thought. If every one of these kinds of children spent a solid 13 years in one of Eva’s schools, every money-changer in America would have an able, willing and supplicant sock-shiner. Who can argue with that?

Another one of my heroes is here today as well: Ms. Michelle Rhee. Michelle showed us that we cannot separate the chaff of tomorrow from the wheat of tomorrow without thoroughly subjugating the teachers of the chaff. Michelle took over a typical urban school system where teachers had tenure and a measure of autonomy. This means they walked into their classrooms every morning as if they were the cock of the walk. Morning after morning, year after year, these tenured “professionals” sent the message to their students that there were jobs out there in which people can be happy, fulfilled and useful. Teachers like this tend to have an enthusiasm for their careers and for life in general. In turn, these traits might rub off on their students. Enthusiasm is a dangerous quality for the chaff of tomorrow to have. It gives them a false impression that their destiny is in their hands. Michelle came in on her, I mean with her, broom not to sweep up the bad teachers but to beat all teachers in the head with the bristles as one would do to a mouse in the kitchen. By tying each teacher’s career to the test scores of their students, she made them dread coming into work every morning. Instead of learning about the world, D.C.’s students would learn how to fill in bubbles with a #2 pencil. Above all else, teachers knew that the fate of their careers hinged on value added models over which they had absolutely no control. The Sword of Damocles was not hanging over their heads. It was swinging wildly at their heads. Whether or not one lost their head was a completely random affair. The fear that teachers had of not being in control over their own destinies inevitably spilled over to the kids. It taught them the implicit lesson that their destiny was not theirs. Their destiny is ours. We are the ones who swing the sword. They can duck all they want, it still will not ensure they keep their heads. Look at all of the schools she closed. Look at all of the children who were shuffled around. Look at the hyper-segregation that took place. Children learned that they are in a world where things are done to them by us. They have no choice. No free will. Ideals of goodness, fairness, stability and justice are not only antiquated, they never existed in the first place for them. Michelle was just preparing them for the roles they will play on the earth that we, the money-lenders, have inherited.

This is where Goldman-Sachs comes in. Despite the fact that it is God’s will that the money-lenders keep a firm boot on everyone else’s throat, that type of imagery does not play well in this very image-oriented society. Even the pretentions of Kopp, Moskowitz and Rhee of being some new-age group of civil rights leaders who want to help the disadvantaged rings hollow when one looks in detail at what they are actually doing. The only thing that saves them is a little Goldman-Sachs.

You see, throughout the 2000s we posted record profits and gave out record bonuses, mostly to me. We did this even though we were making rotten deals that would end up sinking the entire financial sector, and then the rest of the economy. We purchased mortgages from lenders, bundled them up and then sold them as assets. We could not sell these “assets” fast enough, so we pressured the lenders to make more and more loans. To fulfill our demand, they lowered the standards for who got mortgages. They started giving mortgages to people they knew could not afford them. Why wouldn’t they? We were buying those mortgages outright from them, so there was no risk to them. Since so many of our former or current employees also worked for rating agencies like Moody’s, it was nothing for us to get these assets backed by bad mortgages rated “Triple A”. Everyone thought it was a safe bet because of it. Everyone, that is, except for us. Deep down inside we knew we were selling garbage, so we hedged our bets by convincing insurance giants like AIG to insure these crappy assets. That way, if we were holding the bag when these assets tanked, we would not lose anything because AIG would rescue us. In effect, we were betting against the assets we were selling and laughing all the way to Scrooge McDuck’s vault. All the networks, especially CNBC, were crowing about how well we were doing and how I, along with every other money-lender, were geniuses. And when this whole house of cards finally got blown over, two presidents in a row from two different parties bailed our asses out.

Wendy Kopp, Eva Moskowitz, Michelle Rhee and the rest of you in this room today watched us and learned from us. Deep down inside you all know that you are selling poison. But you have all done bang-up jobs of skewing the numbers. We posted record profits on crap assets in the same way you post high test scores with garbage education. You fudge your numbers, skim your students and cheat on exams so you can show that you outperform public schools. The general public, all of whom are chaff who do not like to think, sees a graph with a rising line and considers all of you education geniuses. Much like nobody questioned whether or not rising stock prices and absurd executive bonuses actually reflected the underlying value of our companies, nobody questions if rising test scores actually reflects better education. They do not even stop to consider if the test scores are really rising at all. Just like us, you education reformers have your own echo chamber. You have think tanks and media outlets who will repeat everything you say without question. Organizations like Democrats for Education Reform are to you what Moody’s is to us: an incestuous group who rubber stamps everything you peddle to the public. NBC and Oprah and John Stossel are to you what CNBC is to us: a mouthpiece extolling how great everything you do is. These interlocking entities create the public perception you want. Just like we had the country and the government eating out of our hands as we were leading them off of an economic cliff, you have led people to believe you are modern-day Horace Manns and Martin Luther Kings when, in reality, you are just like me: a Pharisee.

Yes, we are all Pharisees. We all occupy a God-given place at the very tip of the societal pyramid. We have lickspittles at every level of government and media ready and willing to shine our socks. But you are the ones who are truly doing God’s work. By siphoning off education to the money-lenders, you are ensuring that the generation in school now and the generations to come will also be lickspittles. You are helping etch in eternity what God has obviously always intended: to keep us, the money-changers, in the temple. Even more than Pharisees, you are also Romans. For just like the Romans crucified Jesus the teacher for the sake of keeping the money-changers in the temple, you are hammering the nails into the flesh of everyone in this country who has chosen teaching as their life’s profession. You do this so the elite will remain elite; so the money-changers can remain in the temple.

We are well on our way to truly completing God’s work. Do not let this cup pass you by. It will not be too much longer until we realize the true kingdom of heaven here on earth. It will not be too long before all of us inherit the meek.