A few months ago I had a meeting with Lane Grigsby about my candidacy for BESE.
For those of you who don’t know, Grigsby is one of the chief funders of the education reform movement in Louisiana. Investigative journalist Lee Zurik did a multi-segment story on corruption in Louisiana politics called Louisiana Purchased, and he discovered that Grigsby, owner of Cajun Industries and one of the chief supporters of LABI (the pro-privatization business lobby) was one of the most prolific funders of political candidates in Louisiana and was able to bypass many of the individual spending limits by having family members, PACs he formed, and as many as 17 companies he owned or controlled donate the maximum allowable amount to candidates he was supporting.
I wasn’t seeking funding. I was seeking some understanding of why he was getting involved in education and why he held the stands and beliefs he did. (Grigsby apparently didn’t know who I was which is why he agreed to meet with me. I knew I was diametrically opposed to him on almost every issue.)
While we disagreed on almost everything in our meeting, Lane brought up a very important point that I was overlooking.
“Besides kicking out John White, what are you actually going to do to improve education in Louisiana?”
My focus had been on fighting the BESE board, LDOE, and returning ownership of the public education system to the people of Louisiana. I hadn’t really considered what I would do if I was placed in a position where I could actually work to improve things!
For the past two months I have been doing much less talking and writing and much more listening and analyzing. This is probably not going to win me more votes, but getting elected is not really the most important thing, is it? Improving our education system and the outcomes of our children and thus the future of our people and our state is a much more important long-term goal.
Win or lose the upcoming election, I believe I’ve already accomplished my short-term mission of showing how ordinary people can get involved with their government to try and make things better.
But let’s get back to the whole improving education part.
Despite all the “reforms” Louisiana has undertaken over the past decade our outcomes really haven’t improved all the much, now have they?
10 years ago Louisiana was in a 5 way tie for 44th place (out of 52 States + DC + territories) on the NAEP exam for 4th grade Mathematics. (NAEP is a long term national test used for comparing states to each other and to themselves longitudinally.
For a snapshot of what this lack of growth looks like over time, refer to the chart below. Notice how the gap between Louisiana and the rest of the country has only widened under the current administration and their misguided policies.
In 2013, Louisiana was just 2 tenths of one point (out of 500), ahead of Mississippi. We’ve actually lost a lot of ground compared to other states, despite the continuous claims of success issued by Lousiana’s state Education Board, Governor Jindal – now finishing up the 8th year of his term consecutive terms and running for President, and the Louisiana Department of Education – which both implemented the reforms and then internally evaluated itself on them. When the 2015 NAEP scores are released I expect Louisiana will have finally accomplished the unthinkable, allowing Mississippi to pass us up and thereby becoming the lowest academically performing state in the nation. That will be quite a first.
All of this lack of progress was achieved despite numerous reformers we were promised would work, and are continuously told are working – based on internal metrics the LDOE manipulates every year internally to collect kudos for their achievement and to buy more time for their allies in the private sector that many top executives at LDOE have previously worked for, or hope to work for someday.
Over the past decade we were told:
- Charter schools will solve everything with market driven incentives!
- Charter have some anecdotal success, but many perform much worse than the public schools the replace.
- More than 10% of our students are enrolled in charter schools.
- Either the presence of charter schools are driving down the performance of traditional schools
- Or charter schools are performing so poorly they are offsetting the gains of traditional schools.
- The “best” charter schools by test scores, are usually simply the best at keeping the wealthiest students and most involved families engaged. This is why Charter Schools USA and National Heritage Academies build new schools in brand new secluded and pricy subdivisions like and refuse to provide busing.
- Lafayette illustrates another facet of charter behavior: the bait and switch. Charters are advertised as a way to help out or replace struggling schools. Lafayette Parish, one of the top school districts in the state, had some schools in poorer areas that were not performing well.
- “However, the shiny new schools were built about as far away from the poorest communities as they could be. Charter Schools USA opened up two charters in new housing developments named Sugar Pond Mills and Couret Farms, which sell new shotgun-style houses on small lots of land for as much as half a million dollars each.
- These schools are theoretically open to the entire state, but do not provide transportation. They also require many hours of “service” from parents. Service time increases per child enrolled. Charter schools offer enrollment to all children on paper, but in the real world they do whatever they can to keep out the riffraff.”
- See more at: http://www.progressive.org/news/2014/12/187950/behind-charter-facade#sthash.NAqRGD4V.dpuf
- This results in less diversity in our public schools, fewer schools with motivated or engaged parents and students. No doubt this will help some, but help all? Over the long term this has caused our state’s performance to stagnate or even decline. We already have some elite schools like Benjamin Franklin and Baton Rouge High. This trend is likely to create a few more of those elite schools, and many, many, more subpar schools that are recycled through new charter operators every few years.
- Common Core’s high standards will push kids to try harder! “We’ve been too easy on those pipsqueaks up to now, but with more rigor and higher expectations comes unprecedented success! If we just “believe” in our children, they will do better.
- To drive home this message the Louisiana Department of Education even changed its homepage and signature to this motto, “Louisiana Believes.”
- Honestly, does anyone really think the only thing that has been holding us back all these years is simply a lack of believing?
- We had the second or third highest standards in the nation prior to Common Core was adopted in 2010, and we ranked second from last in achievement. Massachusetts had the highest standards and they ranked first in achievement.
- There is very little correlation between standards and achievement any more than there is a significant correlation between charter schools, vouchers, choice, and achievement.
- There is, however, a strong correlation between achievement and poverty.
- Our poorest schools have our lowest School Performance Scores and our schools with the fewest poor children have our highest SPS scores.
- This is generally the same situation across the nation and as a result the community schools of the poorest children are the ones inordinately impacted by school takeovers and privatization – with no discernable positive impact in performance for the community as a whole.
- Unions and their bloodsucking ways are the monkeys on the backs of our children and impediment to performance because they protect so many bad, lazy teachers.
- Having inordinately powerful unions does not appear to be an important factor in terms of student achievement.
- However strong unions are a significant impediment to privatization which is why charter groups and their supporters like Stand for Children, and temp teacher providers like Teach For America advocate for policies that weaken unions and grant them greater market access.)
- Louisiana has relatively weak unions; Massachusetts has some of the strongest, if not the strongest, and is also one of the highest achieving states.
- You might even make the case that stronger unions build better outcomes for students.
- I won’t do that because I think it is not the most significant factor, not something Louisiana would accept culturally, and not an outcome one can influence directly very easily or very quickly.
- All Louisiana needs is some real “accountability.” If we hold lazy teachers and crappy schools accountable they will know we mean business and work harder. If they don’t we’ll take em over and the next guy will work harder.
- We’ve increased testing and “Accountability” impacts for schools and school districts steadily over the last 15 years.
- Whether you believe it or not, every Superintendent of Education manipulates the outcomes of these results (although White is the most egregious) to show they are doing a good job.
- The scoring should be handled outside of LDOE by an independent auditor no matter who is in charge to prevent political interference on the outcomes – if we’re serious about these scores being meaningful.
- We live in the technology age but somehow we haven’t inserted data ports directly into children’s brains to upload everything they need to succeed. Before we do that, let’s give them all laptops and see if that does anything.
- Giving laptops to every child helps Apple and Dell meet their sales quotas, but we aren’t boosting our scores or outcomes dramatically with these devices.
- Often these devices become a distraction, toy, or massive headache for IT departments to maintain and replace.
- Universal laptops or ipads are not a one-time cost, but a massive permanent cost.
- Having more recruits from elite universities become teachers will fundamentally transform the teaching profession into a more professional and respected calling.
- All too often these temporary teachers from glorified staffing agencies like Teach For America, City Year, and The New Teacher Project are ill prepared with 5 week training courses on how to teach.
- Their presence has had the exact opposite effect. Teaching has become less respected because people are led to believe anyone can become a teacher with a 5 week training course.
- The vast majority of these recruits are gone in 5 years, most after the first 2 years. This leads to greater instability and turmoil in districts already experiencing turmoil.
- The temporary presence of students from elite universities hasn’t really improved teaching overall, but it has led to a dramatic increase in education startups and new crop of education leaders.
- TFA Leaders like John White and Kevin Hoffman primarily hire likeminded TFA recruits and drive off local talent and experienced personnel.
- While these folks are usually very smart and committed, they are not better than the experienced teachers they displace or drive off
- Even if we wanted to replace every teacher with TFA, The New Teacher Project, or City Year recruits the supply cannot outstrip the demand. This is leading us to become dependent on an outside constant influx of new teachers and leading to shortages of experienced teachers and talent within our state.
Will collecting zillions of points of bio-metric data be the silver bullet we were waiting for?
Will providing data to third party vendors (and hackers) help our children learn faster?
If these ideas were the panacea we were looking for it certainly would be convenient for a lot of folks; primarily the ones selling these ideas or products.
The truth is, to overcome the impacts of our entrenched generational poverty will require a lot of work from a lot of folks and a lot less “believing” and hoping and standard raising. If a kid can’t reach the monkey bars, moving them two feet higher won’t help. If kids can’t read, giving them even harder books and more tests to show they can’t read, won’t make them read more proficiently. What I found helps my kids is when an adult (or child) lifts them up to where they can reach those monkey bars and feel comfortable hanging from them.
Kids want to achieve, but most don’t want to be overly frustrated or reminded of their failures, or how other kids are far ahead of them, constantly.
Our schools have been plagued for many years by poverty, apathy, and acceptance. In many parts of the state we have allowed our schools and systems to fall into disarray.
Our more affluent parents have abandoned the schools and they have taken their resources and parental involvement with them. Out of these ashes we’ve had some outstanding new school districts form with the backing of their communities, like Central and Zachary. (Obviously Baker is still a problem.)
However the solution is not having the state/RSD come in and take control from the locals or chartering the school to a company based out of New York or Michigan. Rather than simply punishing low performance or problems, and completely pushing the locals out of the way, we need to work with these folks and help guide support them. This is what the LDOE used to do when our scores were going up – serving in an advisory and support capacity. This is what we need to do resume our climb from the performance dungeon the education reform movement has commissioned us to – while they drained our coffers dry.
In New Orleans we have many local communities seeking to have their schools returned to them, like the perpetual failure John McDonogh.
Rather than ignore and disregard these folks the state needs to embrace them and their efforts.
We won’t have successful community schools without the community. We have mobilized communities in many parts of the state. This BESE and LDOE ignores them, mocks them and alienates them.
Many public school parents of means are taking their kids out of public schools to homeschool them.
Those are not victories, but tragic losses we must reverse now, before it’s too late!
Some of you folks on BESE and the House and Senate Education Committees might consider the people showing up to BESE meetings and Education hearings and giving you guys a hard time are the problem, but that is exactly backwards! They are exactly the folks you want on your side. They have energy and passion and care about their school systems, their children, and their neighbors children. You won’t be able to fix the schools from the outside if you don’t include the parents and community members on the inside. The few token parents Stand For Children busses in for meetings (and buys lunch for) don’t really count.
BESE members Chas Roemer and Jim Garvey doodle on their cell phones when parents are speaking to them about their troubles and problems. They ignore criticism and different points of view and evidence that is contrary to their pre-determined stands. BESE members Holly Boffy and Kira Orange Jones rarely speak and represent the CCSSO and TFA respectively as their full time jobs so they owe their allegiance not to our state or people, but to their employers.
Many of the folks driving education reform have serious conflicts of interest or ulterior motives.
- Charter schools and technology vendors are going to tell you they are the solution.
- Test vendors are going to tell you the only thing that you need is more tests with more details.
- John White is going to tell you he needs more of all these folks because they represent future job opportunities for him.
What we really need doesn’t cost a lot of new money, require fancy new technology, more tests, or more vendors of any type. We simply need to get back to basics and the three Rs as described two hundred years ago by Sir William Curtis.
- Arithmetic (Reckoning)
Most importantly we need students focusing on improving their reading proficiency and composition abilities. We need to redirect funds from programs we don’t need, that haven’t been proven, or that have been proven not to work, to helping students read more, better, and faster. This takes practice and finding subjects that interest them. This takes a time commitment. This does not require every student to proceed/read at the same pace at the same time. Student’s should be helped to improve without regard to test scores, without practice tests or test prep which is excessively boring and not conducive to long term learning or retention.
Our children need to learn to read and to be engaged by the material in interesting ways. We need to eliminate teaching to the test and return to teaching and learning for their own sakes. This will, as a matter of course, improve test scores.
If children can’t read, can they really understand or learn science, history, economics or civics? Many of our behavior problems at higher-grade levels are because kids are bored or disengaged because they can’t follow along – because they can’t read or haven’t learned the earlier material. However when kids have real behavior problems, that are disruptive to the class and school, they need to be removed to allow teachers to teach and other students the opportunity to learn.
Common Core introduced a lot of new “reading” in the math portions, but this is what is giving most children the most trouble. My daughter was required to read and write for her math homework in first grade when she was still just learning to read and write. Reading and writing about math problems is not very interesting to a 6 year old. Common Core (specifically the Tier one Eureka Math LDOE has selected) is trying to address the reading/writing problem in the most frustrating and counter-productive way imaginable to improve children’s reading and writing skills. Changing an existing standard here and there won’t fix that underlying issue. Revising the entire approach to and eliminating unnecessary frustration is a much greater problem than any individual standard. The current standards revision process (that only allows for comment on existing standards) is not likely to address this underlying structural problem.
Common Core does not encourage children to learn on their own, it encourages them to learn only the minimum necessary to pass a test. The PARCC, Smarter Balanced, and ACT exams do not measure the ability to learn, and thus do not measure potential. As a result of the single-minded approach to improving test scores we are depriving students of the ability and joys of learning for its own sake, and our test scores are not improving.
Louisiana, if you really want to fix education, you need to examine the motivations of folks that are pitching their ideas to you and stay focused on your chief goal – fixing education outcomes and preparing children for a lifetime of learning – rather than being tied down by a single solution, candidate, or ally.
There’s not much money to be made with my solution so I doubt many people will want to buy into it. However if you would like support me and my vision you will have a chance to vote for me on October 24th.
If you would like to help in a more direct way my campaign website is listed below.
Thank you for you time.
2015 Candidate for BESE in district 6