A Comprehensive Field Guide to Aliens

That people believe all sorts of weird things without any hard evidence is so obvious as to barely merit saying.  What never fails to astound me, however, is how complex some of these beliefs are.

Witness the website that a loyal reader of Skeptophilia was kind enough to send me, which gives information about all of the different alien races that are currently visiting Earth.  Me, I thought there were only a couple -- the bug-eyed gray guys featured on various historical documentaries (for example, The X Files and Close Encounters of the Third Kind), and the shapeshifting reptilian dudes called the Annunaki that are the favorites of conspiracy theorists.  These last have supposedly infiltrated world governments, and many prominent human leaders have been replaced by heartless, cold-blooded scaly extraterrestrials, bent on world domination.  Apparently the trained eye can still recognize which are the real humans, and which are the Annunaki replacements.  Personally, I'm suspicious about Arne Duncan.  Doesn't he look a little like someone who has only recently learned the rule, "when you smile, raise your lips and expose your teeth," and still can't quite manage to make it look authentic?

[image courtesy of the Wikimedia Commona]

In any case, imagine my surprise when I learned that the bug-eyed gray aliens and the Annunaki are only two of a whole petting zoo's worth of different alien species.  And I'm not talking about your typical Star Trek type alien, who looks like a guy speaking in a fake Russian accent while wearing a rubber alien nose.  I'm talking some serious non-humans here.

For example, consider the Arcturians.  These guys are only three feet tall, but are super-powerful, telekinetic aliens with turquoise skin, enormous almond-shaped eyes that are entirely glossy black, and only three fingers per hand.  Visiting Earth is rough for the Arcturians because "Earth's vibrational energy is harmful to their fifth-dimensional frequency."  Whatever the fuck that means.  But that's apparently why you see so few of them around.

Then, there are the Dracos, who hail from, amazingly enough, the constellation Draco.  Even more coincidentally, they look kind of like dragons.  While I was reading this, I started talking to my computer.  "You... you can't be... from a CONSTELLATION!" I yelled, waking up my IQ-challenged hound, Lena, who gave me a head-tilt to communicate the one coherent thought she is capable of, namely, "Derp?"  "A constellation is a random assemblage of stars!  And Draco only looks vaguely like a dragon if you see it from this vantage point!  From somewhere else in space, it would look ENTIRELY DIFFERENT!"  Then I had to go get a cup of coffee and calm down for a while, and give Lena time for her lone functioning brain cell to go back to sleep.  So perhaps we should just move on.

Then there are the Els, or Anakim, which is a race of giant red-haired humanoids, who "ran the Garden of Eden" and built the pyramids.   And when I say "giant," I do mean seriously height-enhanced.  Some of them, this website claims, were 250 feet tall.  The description of the history of the Els on this website runs to several pages, and I won't even attempt to summarize it, except to mention that it involves Scotland, the Jews, the Templars, the Merovingians, L. Ron Hubbard, the Masons, J. R. R. Tolkien, the Three Wise Men, and clams.  It's worth reading.  I recommend doing it while drinking single-malt scotch, which would have the effect of making it a lot funnier if not substantially more sensible.

Then we have the Ikels, which are like little hairy humans with cloven feet.  The Ciakars, or Mothmen, one of whom was featured in the historical documentary Godzilla vs. Mothra.  The Pleaidians.  The Hyadeans.  The Cetians.  The Orions.  The Lyrans.   The Weasel-People of Wahoonie-3.

Okay, I made the last one up.  But really... it's no weirder than their actual claims.  The people who wrote this website obviously believe it all; it has none of the hallmarks of a spoof.  It's full of links to pages describing how various malevolent aliens are plotting to take over Earth, with intricate details of which alien races are in league with which, who might tentatively be on our side, which ones have already established bases on Earth, and so on.  You have to wonder if the people responsible for this are simply paranoid and delusional -- which, as a mental illness, I can have some sympathy for -- or if they are making the whole thing up to see how many people they can bamboozle.  (Speaking of L. Ron Hubbard...)

Sad to say, I've known people who actually believed in alien conspiracies, so the idea of someone falling for this nonsense is not as outlandish as it may seem.  And as I've commented before, once you've accepted that there's a Big Scary Evil Conspiracy, everything afterwards is seen through that lens.  My attempts to convince the alien believers that what they were claiming was complete horse waste were met with very little success.  In fact, afterwards, I sort of sensed that they acted a little suspicious of me -- as if my arguing with them just proved that I was in alliance with the aliens.

Or maybe... that I am an alien.  My AP Biology students are certainly suspicious in this regard, given that the summer reading assignment this year had to do with the possibility of life on other planets.  More than one of them speculated that I'd given the assignment only because I had a lot of knowledge base to work from, being an extraterrestrial myself.

I wonder which kind I am?   I don't want to be a little turquoise guy, and the reptilians are becoming a little passé, frankly.  Maybe I could be a Horlock, which are sort of like the Men in Black.  I look good in black.  Besides, they can disappear at will, and alter people's memories, which seem like pretty damn cool superpowers to have.

A visit to the PARCC

The PARCC (Partnership for Assessment of Readiness for College and Careers) test scores are coming in, and it ain't pretty.

PARCC is part of the whole Common Core, Test-Students-Till-They-Drop system that upper level educational administration seems so fond of lately.  I'll admit that the basic idea -- to provide all children with a common set of educational standards, and assess them all the same way -- sounds good.  Few could argue with a drive to raise standards, improve literacy, increase deep understanding of math.  In fact, part of its mission statement is, "PARCC helps ensure that all students, regardless of income, family background or geography, have equal access to a world-class education that will prepare them for success after high school in college and/or careers...  set(s) consistent expectations in English and mathematics for every student, and... provides a valid and reliable evaluation of each student’s progress toward them."

Sounds awesome, doesn't it?

But for an educational movement that comes out of a drive for equity and accountability, the implementation of these high-flying goals has been haphazard, and the assessments themselves are riddled with flaws.  The roll-out of new standards was rushed, leaving many teachers without adequate training and materials to deliver a completely new curriculum, and the end-of-year exams have been poorly aligned with curriculum expectations and, in some cases, at difficulty levels that are completely grade-level inappropriate.

This hasn't stopped the anti-public-school movement from treating those scores as if they were actually reliable.  The PARCC data for the state of Illinois were just released last week, and showed a considerable drop in average scores from previous assessments, prompting claims of incompetence against teachers and local administrators, withering criticisms of unions for protecting inadequate faculty members, and calls for defunding public schools and replacing them with charter schools and voucher systems.  It also prompted one Illinois teacher to write a concise list of the flaws in PARCC exams, which include the following:

• giving children exams on computers in schools that don't have functional computer labs for kids to practice on
• requiring all students to type their answers, thus adding "typing speed" as an unspoken parameter for success on the test
• vague standards that are assessed by highly specific exam questions, leaving teachers uncertain about the depth to which they are supposed to address concepts
• a "formative evaluation" on 75% of the standards, given 3/4 of the way through the school year -- but no information about which 75% of the standards would be tested
• no scores released on the formative evaluation until after the school year ended and students had taken the final ("summative") assessment, leaving one wondering who the scores were supposed to be "formative" for

And need I add that the scores on these flawed exams are being used not only to evaluate children, but to evaluate teachers, administrators, schools, and entire districts?

[image courtesy of the Wikimedia Commons]

You know who stands to gain here?  Pearson Education, who holds the extremely lucrative contract for designing all the exams, pre-tests, practice tests, review materials, and curriculum guides.  States are spending millions of taxpayer dollars to purchase a framework for assessment that, to put it bluntly, does not work, and then using that framework as a weapon with which to destroy public schools.

It's not just the teachers who are beginning to realize this.  Some institutions are recognizing the inherent flaws in the design and administration of standardized tests -- and are rebelling against the stranglehold they have over the educational system.  Hampshire College, in Amherst, Massachusetts, chose last year to stop accepting SAT and ACT scores from applicants; its president, Jonathan Lash, stated outright that "standardized test scores do not predict... student success" and that "multiple-choice tests don't reveal much about a student."

US News & World Report, which each year releases its rankings of US colleges and universities, retaliated by deleting Hampshire from its rankings.  Lash reacted with a shoulder shrug: "We surveyed our students and learned not one of them had considered rankings when choosing to apply to colleges," Lash said.  "Instead they most cared about a college’s mission... At college fairs and information sessions, we don’t spend time answering high school families’ questions about our ranking and test score 'cut-offs.'  Instead we have conversations about the things that matter: What does our unique academic program look like, and what qualities does a student need to be successful at it?"

Lash said that the experiment thus far has been an unqualified success:

Without the scores, every other detail of the student’s application became more vivid. Their academic record over four years, letters of recommendation, essays, in-person interviews, and the optional creative supplements gave us a more complete portrait than we had seen before. Applicants gave more attention to their applications, including the optional components, putting us in a much better position to predict their likelihood of success here.

I have some hope that these sorts of decisions are indicators of a coming sea change in our attitudes towards paper-and-pencil exams.  But we have a long way to go.  PARCC and the Common Core aren't going anywhere soon; Pearson Education, and people like Secretary of Education Arne Duncan (who famously stated that the only people critical of Common Core exams were "white suburban moms who are upset because they have discovered that their kids aren't as brilliant as they thought") are still pushing flawed assessments down our throats, along with all of the other outcomes -- loss of diversity in curriculum, loss of teacher autonomy in curriculum design and implementation, and a drastic increase in anxiety over testing in the children themselves.

So the fight's not over, not by a longshot.  I can guarantee that the failing scores on PARCC assessments in Illinois are not going to lead any of the powers-that-be to come to the conclusion that it's the assessment itself that is at fault.  They have too much at stake, both philosophically and financially, to reverse course that easily.  

So the power is in the hands of the parents, which is why it is so critical that the opt-out movement not lose its momentum.

I'll end with a repeated call for action: opt your children right the hell out of all of the state-mandated standardized grade-level exams -- at least the ones that have no impact on your child's passing a course (which, honestly, is most of them).  Keep them home.  Give Pearson no data to work with.  State departments of education have made unilateral bad decisions about how to assess your children, and it's time to take the control of education back to the local level -- where it should be.

Time to vote with your feet.

Rules, ethics, and opting out

In the last few days, I've been prepping for the start of another school year.  My 29th, which boggles my mind a little.  And although I wouldn't turn down another three months of vacation, there's a part of me that's enjoying getting my classroom cleaned and ready, going through lessons and support materials, and wondering who's going to be in my classes this year and what joys and challenges they will bring along with them.

And as New York State teachers head toward the on-ramp, our Commissioner of Education is already beginning to polish up her own rhetoric in support of the Common Core and standardized exams, and against the opt-out movement.

This will be Commissioner MaryEllen Elia's first full school year in New York.  She comes to us from Florida, replacing Commissioner John King, who brilliantly illustrated the Peter Principle when he was promoted to the position of senior advisor to federal Secretary of Education Arne Duncan.  King, a toe-the-line demagogue who wouldn't hear any criticism of the haphazard fashion in which the Common Core and its attendant exams were rolled out in New York, is now in the position of seeing to it that the entire nation goes the same way.

Elia, unfortunately, seems cut from the same mold.

Three days ago she launched a campaign to fight the opt-out movement, which last year saw over 1.1 million participants across the state.  But instead of admitting that if the parents of over a million children are objecting to a policy, it might be time to reconsider it, she doubled down on her own stance -- and implied that the parents in the opt-out movement were simply uninformed.

"As you get more people involved in the process, you have more people understanding what’s going on and why you have assessments," Elia said.  "There are a lot of people that don’t know what the Common Core is...  We’re trying to pull together a tool kit, if you will, to support superintendents in how we can communicate in a much more effective way to people across the state.  I want the superintendents to understand the reflections and law that they can use as an information piece when they talk to people in their community … It’s important for them to be able to say, ‘Listen, it’s the law.’"

The problem is, it's not the law.  There is no law that mandates that students take tests, standardized or otherwise.  Republican Assemblyman Jim Tedisco, a vocal opponent of the standardized test movement, made this abundantly clear last year.  "They [NYSED and school districts] should be providing parents with the truths and the facts and their rights," Tedisco said in an interview.  "And their rights are yes, they can opt out of something they haven’t opted into. They can refuse something for their kids they’ve never opted into."

[image courtesy of the Wikimedia Commons]

As far as the parents who choose opt-out being uninformed, Elia may have stirred up a hornet's nest.  Jessica McNair, co-founder of the advocacy group Opt Out CNY, said, "I think she has a lot to learn about the parents in New York State.  We’re not going to back down until we see tests that are developmentally appropriate, and tests that are decoupled from the teacher evaluations."

But for the teachers who are participating in the pushback, Elia had even harsher words.  Such behavior, she said, was unethical.

"I think opt-out is something that is not reasonable," she said, at a meeting of Educators4Excellence.  "I am absolutely shocked if, and I don’t know that this happened, but if any educators supported and encouraged opt-outs, I think it’s unethical."  She has even hinted that teachers who recommend opting out to students or parents could be charged with insubordination.

It's unethical to follow the deepest core value of education -- to do what's best for children?  I have been unequivocal in my support for the opt-out movement; at this point, it's the only leverage parents and educators have against an upper administration that has a long history of being blind and deaf to the concerns of the rank-and-filers who spend nine months of every year on the front lines, and who know best the needs of their students.  They have chosen instead to take away the rights of the local districts to oversee their own assessments and teacher evaluations, and ceded that power to corporations like Pearson Education, who have over and over demonstrated that they are incapable of providing metrics that mean anything.

As Carol Corbett Burris, former principal of South Side High School in Rockville Centre School District and winner of the 2010 New York State Educator of the Year Award, put it:

(T)here comes a time when rules must be broken — when adults, after exhausting all remedies, must be willing to break ranks and not comply.  That time is now.  The promise of a public school system, however imperfectly realized, is at risk of being destroyed.  The future of our children is hanging from testing’s high stakes.  The time to opt out is now.

In other words, if Ms. Elia believes that such actions are unethical, then we as educators should welcome that label as a badge of honor.

If that makes us insubordinate, so be it.

And to Ms. Elia, I can only give a warning.  If you think that by demeaning teachers and parents as unethical and uninformed you can break our resolve, you have a lot to learn.  You think 1.1 million non-compliant children is a lot?

If you don't back down with the rhetoric, and look at how the system itself is failing children, you haven't seen anything yet.

A conspiracy of engineered failure

Robert Heinlein said, "Never attribute to conspiracy what is adequately explained by stupidity."  I think this is a pretty good rule of thumb.  It's not that conspiracies don't exist; it's more that humans aren't very good at them (e.g. Watergate), and we're much more likely to be acting from venial motives -- greed, duplicity, desire for power -- than we are to be engaging in some kind of deep and sinister plot.

That said, I'm beginning to wonder if the implementation of the Common Core isn't some kind of conspiracy.

Let's start with the fact that the Chief Operating Officer of the South Carolina Department of Education, Elizabeth Carpentier, is threatening parents who allow their children to opt out of state tests with thirty days in jail.

State Superintendent of Education Molly Spearman, asked about Carpentier's statements, declined to comment other than saying that there is "no statutory provision for parents to opt their children out of testing."

[image courtesy of the Wikimedia Commons]

Arne Duncan, Secretary of Education, has been making some veiled threats of his own.  "It’s just part of most kids’ education growing up,” he said, regarding the implementation of the Common Core standardized exams.  "Sometimes the adults make a big deal and that creates some trauma for the kids...  We think most states will do [meet their targets for participation].  If states don’t do that, then we have an obligation to step in."

So the implication is that everything is just hunky-dory with the Common Core curriculum and the tests, and the only parents that will opt out are overprotective mommies and daddies who can't stand to see their kids work hard.

Oh, and those mommies and daddies might have to go to jail if they allow their kids to opt out.

So we have threats coming from the powers-that-be, but there's a flipside to this.  If the curriculum and the tests were fair measures of student achievement or teacher competence, the opt-out movement might have less of a basis for their argument.  But the implementation of these exams, and their content, has been riddled with problems.  Psychologist Dr. Charlene Williams writes:

The 6th grade ELA practice performance task for the Smarter Balance was completely inappropriate for 11-12 year olds, requiring them to toggle between several screens (on small Ipad screens), and choose multiple pieces of evidence to evaluate, select, paraphrase, compare and contrast, as well as write a multiparagraph essay. Never mind that while practicing, toggling back to the articles caused the students’ written work on the essay to be erased (lost).

Williams goes on to challenge the exams' validity on every level:

1) There is no proven Construct Validity (does your test measure what you think it measures). 

2) Cut scores are determined by an unknown (arbitrary) process - labeling children as proficient or failing appears to not be based on any scientific process.  It is not scientific to arbitrarily decide what levels of your test scores actually mean in the real world.  Scientific measurement requires cross-validation with external measures that provide evidence for your claims (like grades, or independent in-depth measures of children’s educational achievement in a a smaller sample with highly experienced evaluators). 

3) Computer adaptive tests - there have been many concerns raised about how item difficulty has been decided. Children continue to progress on these tests if they continue to get a certain number the most recent answers correct. Educational measurement specialists (true academically trained professionals) and parents and children have observed that very often items following very difficult questions are significantly easier. This raises concerns that children’s scores are artificially deflated by unscientifically determined item difficulty determinations. 

4) Inter-rater reliability - No checks exist to independently determine whether the scoring administered by these testing companies has truly reliable and valid measurements of children’s answers... The assessments are not verifiable, because they are not permitted to be subject to independent scientific evaluation.

This last point is especially troubling.  Anything we get to hear about the exam content has to be "leaked," because the people who see the exams are prohibited from discussing them.  This mandate comes not from state Departments of Education, but from Pearson Education, the corporation who designs the tests.  Educator Elizabeth Phillips, in an op-ed piece for The New York Times, writes:

I’d like to tell you what was wrong with the tests my students took last week, but I can’t. Pearson’s $32 million contract with New York State to design the exams prohibits the state from making the tests public and imposes a gag order on educators who administer them.  So teachers watched hundreds of thousands of children in grades 3 to 8 sit for between 70 and 180 minutes per day for three days taking a state English Language Arts exam that does a poor job of testing reading comprehension, and yet we’re not allowed to point out what the problems were.

But some educators care more about their students than they do about threats of repercussions by a rich corporation who is pulling the strings of upper-level administration in every state in the United States... and those educators have uncovered some frightening facts.  For example, a teacher who (understandably) wants to remain anonymous performed a reading-level analysis on a passage from the 4th grade ELA assessment, and found that it had a lexile score of 1140 -- corresponding to appropriateness for the average reading ability of an 8th grader.

The skew between the difficulty level of the exam material, and the grade for which it was targeted, prompted New York educator Stephanie Santagada to write a letter to Governor Andrew Cuomo using vocabulary culled directly from the 4th, 6th, and 8th grade reading assessments:

There is a man in Albany, who I surmise, by his clamorous paroxysms, has an extreme aversion to educators.  He sees teachers as curs, or likens them to mangy dogs.  Methinks he suffers from a rare form of psychopathology in which he absconds with our dignity by enacting laws counterintuitive to the orthodoxy of educational leadership.  We have given him sufferance for far too long.  He’s currently taking a circuitous path to DC, but he will no doubt soon find himself in litigious waters.  The time has come to bowdlerize his posits, send him many furlongs away, and maroon him there, maybe Cuba?

So yeah, I'm beginning to think there's more here than simple incompetence.  The people in charge are not stupid, and one thing these people excel at is number crunching.  I flatly refuse to believe that the inclusion of a passage that is four grade levels too hard in the ELA assessment was a simple blunder.  Which leads us into into some scary territory, because that implies that the other problems may not be accidents, either.

But why would Federal and State Departments of Education, with the collusion of a lot of elected officials like our own aforementioned governor, do this?  Cuomo himself tipped their hand earlier this year, when he said that he wanted to change the teacher evaluation system -- because too many teachers were achieving high scores by the previous metric.

So the reason for all this, I believe, is that the powers-that-be are deliberately setting students up to fail, in order to show up public education itself as a failure -- in an effort to destroy the entire edifice. Replacing it, more than likely, with a network of charter schools that are run by privately-chosen (i.e. not elected) boards, and which will have a vested interest in buying in to programs, curricula, and assessments created by for-profit corporations like Pearson.

The whole thing, I think, boils down to money, and who is lining whose pockets.  So in the end, it does turn out to be venial motives -- greed and political power.

I could be wrong.  It might be that what we're looking at is the educational equivalent of the Keystone Kops, running around frantically and bonking into walls and falling over.  That's certainly what it looked like at first.  But now, with the time we've had to smooth over problems, develop exams, streamline administration, we shouldn't be seeing these kind of mistakes.  Giving so many tests might still be a mistake, of course; but the fact that the exams themselves are so deeply, fundamentally, and obviously flawed, coupled with the gag order against discussing them, has the hallmark of deliberate downward manipulation of the scores.

Which means that it is even more important for parents to defy the threats, and opt their children out, and for educators to come forward with the content and administration problems of the exams themselves.

Public education itself might be at stake.

Standardized incompetence

Why is it that the people trying to "fix the education system" seem hell-bent on making it worse?

It's a mysterious phenomenon.  There is now a mountain of evidence that (for example) standardized test scores are unreliable measures of both student progress and teacher competence, and yet we are increasingly using exactly those metrics for gauging both.  In my home state of New York, 20% of my "final grade" as a teacher is mandated to come from high-stakes standardized tests (in my case, the Living Environment Regents Exam, which may be the most poorly-constructed exam I've ever seen).

So given that we've had incontrovertible evidence that it's a bad idea to put the futures of our students and the careers of our teachers in the hands of the corporations who are paid big bucks to write ineffective standardized tests, what do you think would make sense, as a next step?

1. Reduce the emphasis on those tests, and go with measures devised to assess growth, creativity, and critical thinking.
2. Make the standardized test scores have an even higher impact by giving them more weight in end-year assessments for both students and teachers.

If you went for option #2, all I can say is, you understand the system of educational oversight all too well.  This latest idiotic idea was proposed by New York Chancellor of Schools Merryl Tisch, who wants test scores to trump everything else, including the evaluations of teachers done by competent school administrators.

In Tisch's own words, she proposes to:

... (e)liminate the locally selected measures subcomponent, established through local collective bargaining. The data reveal that the locally-negotiated process for assigning points and setting targets in this subcomponent do not differentiate performance in terms of the composite ratings that teachers and principals receive. Instead, assign 40 percentage points to student growth on State assessments and other comparable measures of student growth – including performance-based assessments.

And what is her rationale for proposing this?  It is, she says, because too many teachers were rated as competent by the previous metric.  The number rated "ineffective," Tisch said, was simply too low.  In other words: if the metric says that most teachers are doing their jobs, then the metric has to be inaccurate.

She also proposes monetary incentives for "high-performing teachers" and "teachers taking leadership roles," thus pitting one teacher against another in terms of who gets the highest-performing classes.

Let me take my own situation as an example.  This year, I am teaching only one section of Regents Biology (which I steadfastly refuse to call "Living Environment," largely because the last "paradigm shift" we had in New York State was called "Raising the Bar," and they "raised the bar" in my course by renaming it, which was considered raising the bar because "Living Environment" has more letters than "Biology" does).  In our school, primarily because of staffing and financial issues, we have gone to a model of dealing with special-needs students called "co-teaching."  Co-teaching allows the district to put virtually all of the "classified" (i.e. special education) students together in one class, and then to assign a special education co-teacher to be in the classroom with the subject-area teacher.

This year, I got the "co-taught" class.  Half of my 24 students are "classified."  In this class, I have students who read on the fifth grade level.  I have students who have behavioral disabilities.  I have an autistic child who shuts down whenever things get stressful, which averages four days out of five.  I have ten students who have yet to pass a single quiz this year, despite extra help from myself and the co-teacher, and "modifications" (i.e., quizzes that have been adjusted to be easier to pass).

This is one of the classes on which I will be evaluated this year.  What do you think my chance of being rated "effective" is going to be?  If there was a monetary incentive this year, I'd be unwise to make advanced plans for spending it.

Don't get me wrong.  I love the kids in that class.  They are, by and large, sweet, cooperative, funny, and earnest.  My co-teacher is a wonderful educator, and we have a great working relationship.  But to call the two of us incompetent because we can't get this group of kids to pass the state assessment is to ignore the reality that we cannot treat teachers like factory workers, and kids like widgets that have to be made to a particular specification.

The ironic piece of all of this is how completely obvious this is to anyone who has spent any time in a public school, and how mysterious it all seems to the people in charge.  Merryl Tisch, for example, has in her career spent only seven years teaching children -- and these were years spent in wealthy private schools.  I would humbly suggest that perhaps, wild idea though it may be, we should have the people in charge of public education be individuals who have devoted their lives to teaching children, of all sorts of backgrounds, in public schools.

I would also humbly suggest that Ms. Tisch doesn't know what the hell she's doing.  Nor did our former Commissioner, John King, who oversaw both the APPR (Annual Professional Performance Review) and Common Core implementation disasters that have taken place in New York over the last couple of years.  But since in government, you can't screw something up badly enough to stop you from getting promoted, King is now going to work as a top assistant to U. S. Education Secretary Arne Duncan.

How have we gotten here, to treating teachers like untrustworthy assembly-line workers, and children like little cookie-cutter images?  It doesn't take being a teacher to see how absurd the latter is; anyone who has children of their own knows that they develop at different rates, excel at different things, have different problems, different stumbling blocks.  The idea that anyone could take a random group of tenth graders (for example), and get them to the same place at the same time, is moronic.

And the idea that if the kids aren't all at the same place at the same time by the end of the year, it's the teacher's fault, is somewhere beyond moronic, in that ethereal realm that there really isn't a word in the English language to describe.

I think the answer about how we got here is twofold.  First, people want a uniform product.  That 1950s-mentality, construction-line model is sunk deep into the American psyche.  And if we can't achieve it, we naturally look around for scapegoats.  Teachers are convenient in that regard, aren't they?

The second reason, though, is more pernicious, and it is, to state it bluntly, the almighty dollar.  It's financially expedient to blame the teachers, turn everything into numbers, and act as if those numbers mean something real.  By doing so, you (1) pretend that the problem is fixable without actually changing anything substantive; (2) frustrate the absolute hell out of experienced teachers, who then get out of the profession, saving districts money; (3) avoid considering solutions that might truly work, like reducing class sizes, creating classrooms with differentiated instruction to better meet the needs of children with different abilities and challenges, and allowing schools to beef up programs that encourage creativity, such as music and art.

Nope.  That's not the way, say policy wonks like Tisch.  Test the little buggers to a fare-thee-well, because that somehow will tell you what is really going on, both with the kids and with the teachers who are trying their best to teach them, despite larger classes, less funding, and more absurd busy-work from state agencies.  Reduce funding via state taxes, and simultaneously put a cap on local levies, thus forcing school boards into the Hobson's choice of cutting virtually the only thing they have control over, which is staffing.  (And guess what goes first?  The aforementioned "non-core" subjects like art and music.)

But the wonks keep rising to the top, and the teachers keep saying this sort of thing, and keep getting ignored.  To pay attention to us would be to admit that we're on the wrong course, and have been on the wrong course for some time.  Which would mean that our educational leaders have achieved a score of...

... ineffective.  And we can't have that, right?

Of course, right.

Putting the brakes on the Common Core

If you want to get a near-violent response from 98% of current public school students, about 75% of teachers, and unknown (but probably large) percentage of parents, administrators, and various other folks associated with education, all you have to do is utter two words:

Common Core.

It's a funny thing, really.  On the surface, it seems like such a good idea -- creating a set of uniform standards, high ones, that establish what students at every level should know and should be able to do.  Of course, there's the immediate knee-jerk reaction from both the Right and the Left -- Right-Wingers resent the intrusion by the federal government into what rightfully should be state or local decision-making, and Left-Wingers hate the infringement that the new mandates will have on the freedom of teachers to teach as they see fit and as their students might need.

What I've found, though, is that lots of people from all sides, and (sadly) many of the people who comment the most loudly on the Common Core, are ignorant about what it really is -- and ignorant, too, about what deeper, more subtle problems this movement engenders.  So maybe it's time for some facts, before we get to the opinions (but don't worry, those'll come sooner or later).

The English and math standards -- the ones currently driving the changes we're seeing K-12 in 46 of the 50 states -- can be viewed here (links to the English and math overviews, which contain additional links to the complete standards).  And even a careful reading will probably leave you little room for disagreement with any of what the standards, in their most general framing, say.  As most of my readers know, I've been a vocal critic of current trends in public education, and have not hesitated to speak my mind on the subject -- but it's hard to see how could you argue against statements like the following, from the English standards:

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

Likewise, the math standards seem equally commendable:

The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

Aubrey Neihaus, a specialist in teacher professional development, has some gentle but firm words for the naysayers on her website, I Support the Common Core:

One thing that  frustrates me the most when I’m reading the mainstream media’s handling of the Common Core is conflation. Too often, well-intentioned journalists publish pieces that never explain that the “Common Core” is a set of learning standards (see the rest of the title of the document: “State Standards”). This inaccuracy (and perhaps ignorance) leads to a conflation of learning standards, curriculum, instruction, and assessment. Sometimes, teacher evaluation systems and data collection are also thrown in for good measure. We’ve all seen it, haven’t we? An article professing to be about the “Common Core” when it’s really about another element of education. 

But therein lies the problem, doesn't it?  As a veteran teacher -- 27 years in the classroom, and counting -- I have seen over and over again that you cannot unhook the standards from the curriculum, from the instructional methods, from the assessments, from how the data are used.  So however noble-minded Ms. Neihaus's wish is, that we evaluate the Common Core based on the standards alone and not on how they are being implemented, that is a fallacious approach (and may be impossible in practice).

Let me give you an example from my own classroom.  In my AP Biology classes, we are currently studying statistical genetics.  I teach this topic as a process -- typical problems involve calculating the likelihood of a trait showing up in the offspring, given a particular type of gene and certain information about the parents.  This decision (the standards for the topic) drives the instruction (how I present it), the assessment (how I design the problem sets and tests to see if the students have met the standards) and even the data (how I weight and score those assignments and tests).  If my standards were different -- if, for example, I valued the students learning large numbers of terms, and memorizing examples of each genetic inheritance pattern, every single part of instruction would be different because of that decision.

So you can't tease apart the standards from the other pieces of the puzzle, and something has got to drive the decision-making.  And the unfortunate bottom line is that in this case the assessments are the driver -- because the data they generate are being used not only to evaluate students, but to evaluate teachers, administrators, schools, and entire school districts.

Diane Ravitch, whose stance on education I greatly admire, has said that she cannot support the Common Core because it is foisting an untested schema of education on schools by fiat, with the Race to the Top money as a carrot (although it bears mention that my school district's share of the RTTT money was about $50,000 -- one year's salary for a first-year teacher, counting insurance and other benefits).  Much as I often agree with Ravitch, I think she doesn't go nearly far enough.  However the standards themselves sound good, the Common Core's implementation has been chaotic, with toxic effects on students, staff, and parents.  And lest you think that my including the parents is unjustified, a friend of mine with two daughters just last week sent a letter to her younger child's principal saying that she is calling halt to the time the girl spends on Common Core homework a night.  An hour after dinner, every night, just for the math homework, is excessive...

... especially if you're in third grade.

The National Center for Fair and Open Testing has summarized the reasons for their opposition to the Common Core standards, but by far the most damning is that the greater rigor in the standards has translated into unrealistic and poorly-constructed tests:

In New York, teachers witnessed students brought to tears (Hernandez & Baker, 2013), faced with confusing instructions and unfamiliar material on Common Core tests.  New York tests gave fifth graders questions written at an 8th grade level (Ravitch, 2013).  New York and Kentucky showed dramatic drops in proficiency and wider achievement gaps.  Poor results hammer students’ self-confidence and disengage them from learning. They also bolster misperceptions about public school failure, place urban schools in the cross hairs and lend ammunition to privatization schemes.  If a child struggles to clear the high bar at five feet, she will not become a "world class" jumper because someone raised the bar to six feet and yelled "jump higher," or if her “poor” performance is used to punish her coach.

The sad truth is that the powers-that-be have sold out the public education system to corporations like Pearson, Educational Testing Service, and CTB/McGraw-Hill, who have a long history of poor-quality products, scoring errors, and general incompetence.  The corporate test-designers are now making the decisions regarding what gets taught, and how -- and the teachers and their students get dragged along behind, with as much decision-making power as a leaf in a windstorm.

Lest you think that I'm overstating my case, here, I recall vividly the last time I went through a sea change like this one -- when then New York State Commissioner of Education Richard Mills launched his ill-conceived "Raise the Bar" revamping of the Regents Exams, the high school exit exams required for graduation.  One of the changes in my subject was that there were now four labs that were mandated -- labs that had to be performed, by every student studying biology across New York State.  The four "state labs" are uniformly poorly written, and one of them has glaring factual errors, a problem I brought to the attention of the science specialist at the New York State Department of Education.

This initiated an increasingly hostile exchange of emails, with her defending the labs and claiming that in any case I had missed the deadline for commenting on them, and my stating that I didn't care about deadlines but that I wasn't going to teach my students something that was scientifically wrong.  I enlisted the help of Dr. Rita Calvo, professor of Human Genetics at Cornell University, who was entirely in support of my position.  All of our efforts were fruitless.  Finally I became angry enough that I said to the science specialist, "Do I understand correctly that the bottom line here is that you are telling me that I have to do this lab, mistakes and all, for no pedagogically sound reason, but simply because you're in charge and you say so?"

And she wrote back one line:  "You got it."

This spirit of top-down micromanagement, and disdain for the opinions and experience of the rank-and-file teacher, is still in evidence today.  Just last week, Secretary of Education Arne Duncan created a firestorm when he responded to criticism of the Common Core with a dismissive, and rather insulting, claim:

It’s fascinating to me that some of the pushback is coming from, sort of, white suburban moms who — all of a sudden — their child isn’t as brilliant as they thought they were and their school isn’t quite as good as they thought they were, and that’s pretty scary.  You’ve bet your house and where you live and everything on, ‘My child’s going to be prepared.’ That can be a punch in the gut.

The implication, of course, is that the only reason you could criticize the Common Core is if your own kid showed a drop in scores -- and the only reason for that is that your kid isn't as smart as you thought (s)he was.  Seriously, Mr. Duncan?  There couldn't be another reason that scores drop, such as that the test questions are poorly written, like the idiotic "talking pineapple question" on the 2012 New York State eighth-grade reading assessment?  There couldn't be another reason to criticize the standards, like the research of Tom Loveless, which found that the rigor of the standards has little effect on student achievement?

Loveless notes that there are three main arguments for having all public schools teach the same subjects at the same level of rigor and complexity. First, students will learn more if their learning targets are set higher. Second, students will learn more if the passing grade for state tests are set higher. Third, students will learn more if lesson plans and textbooks are all made more complex and rigorous through required high standards...

(N)one of those arguments holds enough validity to risk all that money and effort...  states with weak content standards, as judged by the American Federation of Teachers and the Thomas B. Fordham Foundation (not ideological bedfellows), had about the same average scores on the National Assessment of Educational Progress tests as states with strong standards.

Schools will undoubtedly weather this chaos, as will teachers -- with the exception of the increasing number of teachers who, tired of the frustration and the atmosphere of distrust, are finding other jobs or retiring if they can.  But I fear for the students -- because, after all, we only get one shot at them.  They move through the system and out, and with luck, into careers and college and productive adult life, still with their curiosity and love for learning and enthusiasm intact.  The test-and-data driven model we are currently using is already showing signs of crushing those delicate mental constructs, of turning kids into anxious, think-inside-the-box exam bubblers who worry more about why they got an 84 instead of an 85 on the test than they do if they actually can apply what they learned -- or (amazing thought!) enjoyed learning it.

I can only hope that enough of us are getting angry about the whole thing that maybe, maybe we can stop the whole thing in its tracks.  Not throw it out, necessarily; as I said, the standards alone aren't necessarily bad.  But for crying out loud, let's see what's happening with implementation before we simply plunge on ahead.  Let's remember that all of us -- teachers, administrators, parents, and members of the state and federal departments of education -- are supposed to be on the same side.

The side of the children.