Sunday, June 12, 2005

Board member says meddling pushed him out --

from Juneau Empire, Web posted June 12, 2005, by MATT VOLZ - The Associated Press

In my state of Alaska our right wing republican administration appears to be right in line the with the national administration, that is, out to permanently damage public education. This past legislative session saw them do what Bush and company have not yet been able to do, take away retirement programs from teachers, police and fire personnel and state workers and replace them with a defined benefits package. We knew that was happening but now this. And all this is buried inside of the newspaper that serves the state capital.

A state Public Employees Retirement Board member has resigned, accusing the Murkowski administration of manipulating and interfering with the board and its duties.

The resignation of Pat Wellington, a 27-year board member, will have little effect because the board's final meeting was canceled at the request of Gov. Frank Murkowski.

In a May 31 letter to Chairman George Sullivan, Wellington said Administration Commissioner Ray Matiashowski and Retirements and Benefits Director Melanie Millhorn "have interfered with the board's duties, responsibilities and its members' professional integrity."

Most of Wellington's allegations focus on the administration's assistance with legislation to change the public employees and teachers retirement systems from a traditional pension plan - called a defined benefit plan - to a defined contribution plan with 401(k)-type investment accounts.

The bill, Senate Bill 141, passed the Legislature after a protracted political battle that forced a special session last month. The measure was pushed by the governor and Senate Republicans who said it was a structural fix to the systems and a first step to solving the systems' $5.7 billion shortfall.

This supposed shortfall has yet to have been proven and even if it's true this bill does not fix the problem. Sound familiar?

The bill includes consolidating the three oversight boards - the teachers, public employees and Alaska State Pension Investment boards - into one. The new board goes into existence Oct. 1.

Now this is new to me and I believe it is going to be a shock for all state workers.

"Throughout the process of getting SB 141 passed, Mrs. Millhorn has allegedly spent defined benefit trust funds in support of passage, provided misinformation to the Legislature regarding the operation of the PERS, TERS and ASPIB Boards, and as a result has been successful in getting all three boards eliminated," Wellington wrote.

The emphasis is mine. I can not believe that this is happening and likewise I cannot believe that this is not headline news!

"Through Commissioner Matiashowski and Mrs. Millhorn's efforts, the approximately 65,000 ... active and retired public employees now have no elected members on the new Alaska Retirement Management Board," the letter reads.

Reached Friday at his Utopia, Texas, home, Wellington contended administration officials were evasive or lied when he asked about their involvement in preparing Senate Bill 141 and pushing for a defined contribution system.

Matiashowski and Millhorn both denied the allegations.

Wellington also said he believed the governor requested the final board meeting be canceled because Murkowski did not want a public review of an attorney general memorandum whether retirement trust funds were spent on Senate Bill 141.

At least they admit it. "Murkowski did not want public review..." So this is what we have: A small state with many rural villages off the road system. The weather sucks. It's very dark and very cold most of the year in most places. The cost of living is very high. Rural schools are consistently underfunded. Teachers have always been hard to recruit. We used to be the best paid teachers in the country but that is not near true anymore and we are losing more ground all the time. Then, our administration continues to do things to make it harder to recruit good people.

Sounds to me like this administration does not care one iota about public education. And that sounds familiar to me.



Friday, June 10, 2005

The Near Impossibility of Testing for Teacher Quality --

This is an article that I have been thinking about writing about for a little while now. It is by David Berliner, Regents' Professor, Arizona State University and is published in the May/June issue of The Journal of Teacher Education. Like so much of what I write about it came from Susan O'hanian. It is quite long and scholarly and has a lot to say but I find the conclusion most interesting:

Because "quality" eludes us it is not surprising that a close examination of current tests of teacher quality reveals that they are simply inadequate. Under the usual constraints of time and money, the testing of teacher quality may be nearly impossible to do satisfactorily. What is abundantly clear to me is that political spectacle has taken precedence over the public’s genuine concerns about quality in teaching. As a result, many teachers are being forced to take tests that do not assess the constructs on which they claim to be based. This demeans and cheapens the teaching profession. It leads, paradoxically, to the possibility that inadequate and inappropriate testing for teacher quality may lower the quality of those who choose to enter the profession. Public education is not well served by bad tests of teacher quality. We should either pursue a genuine program to assess teacher quality or stop the charade
.

And it's not the only charade that needs to stop.

Wednesday, June 08, 2005

See Anna Read --

While I seem to be overwhelmed with the end of school and gearing up to put a new roof on my house Joe Thomas over at ShutUpAndTeach.org has continued to be hard at work getting the word out. This article by Anna Quindlen of Newsweek nails what is wrong with the test, test, test attitude of NCLB and it's standardista supporters.

If test results were deconstructed to reveal that phonics, say, was a weak point in a classroom, there might be curricular value, but most of the time the tests are merely scored up or down for the sake of the system—and the press conferences. Teachers are under so much pressure to teach to the test that they are sometimes forced to move on hastily and concentrate on the narrow and tedious, to skip over the interesting side issues or questions that make for dynamic learning.

And what does this metastasizing testing, for every subject, at every level, at every time of the year, do to kids? It has to mean that students absorb the message that learning is a joyless succession of hoops through which they must jump, rather than a way of understanding and mastering the world.

There's more on this page too. Check it out.

Friday, June 03, 2005

When tests drive curriculum, no one masters anything --

May 31, 2005 by Teri Moblo, Detroit Free Press

...according to education researcher Dr. David Berliner of Arizona State University, "Learning subject matter in depth is no longer the goal of schools. Future generations are being trained to beat the system as opposed to learning." As the co-author of a study recently released by the Great Lakes Center for Education Research and Practice, Berliner found that curriculum taught in many schools is being narrowed to only that which is found on the high-stakes tests...

Good teaching, which leads to in-depth learning, takes time and energy coupled with the ability to use a variety of methods in order to reach all students. In today's schools, adequate time to teach and learn is a highly prized commodity that is almost impossible to obtain.

High-stakes tests require that students learn a lot of things, but they do not require anything to be learned in depth. These tests do not measure whether or not students can apply or actually use what they have learned. They do not measure whether that which is learned is valuable, meaningful, or even relevant to the world they will have to enter upon leaving school. And they do not measure whether a child is prepared to be a productive member of today's highly competitive work force.

In fact, the very validity of these tests, upon which major decisions are made about students, their teachers and their schools have been called into question. Two weeks ago, it was reported that because Michigan students scored so poorly on the writing portion of the MEAP test all of the scores would be adjusted because the test was too hard. It doesn't matter whether or not the students who were tested actually mastered the art of writing as long as their scores are high enough to meet the requirements of the No Child Left Behind law.

Additionally, the study released by the Great Lakes Center found that state-reported test results around the country are untrustworthy because they have been corrupted by such things as cheating, teaching to the test and score-reporting errors.

Consider the many companies that now offer students help preparing for high school exit and college entrance exams. If students are really mastering what they learn in school, why would such companies be in demand? If students had the time and opportunity to really understand the concepts taught in school and could meaningfully apply them, the only things necessary for success on such tests should be a good night's sleep and a No.2 pencil.

The goal of No Child Left Behind is laudable -- to guarantee a good education for every child that will ultimately result in maintaining our ability to successfully compete in a global economy. The reality of the law is that it guarantees the perpetuation of a system which encourages breadth over depth, supports quick results over time-consuming process, and rewards mere proficiency over true mastery.

When international test data comparisons are broken down, our students compare very favorably to those in other countries on the first few general questions on any topic. It is only when they get to the later questions, those that test deeper knowledge of a subject, that our students start to fall behind.

Therein lies the problem. A curriculum that is a mile wide and an inch deep makes our students jacks of all trades and, unfortunately, masters of none.