Wednesday, August 19, 2015




Dear Colleague,

As most of you are back to work now, we sincerely hope that you had an enjoyable summer and that the always busy start of a new school year has been smooth sailing.

CTEN is again participating in National Employee Freedom Week which began August 16th and runs through August 22nd. NEFW is a national campaign whose purpose is to let employees know that they have the freedom to opt out of their union and become agency-fee payers or religious/conscientious objectors. This year 99 organizations in 42 states are participating. An important objective is to reach the 39.2 percent of those in union households nationwide who are unaware they can opt-out of union membership without losing their job or any other penalty. For more information, please visit the NEFW website – http://employeefreedomweek.com/  For info specific to teachers in California, go to http://www.ctenhome.org/how-to-opt-out-teachers-union-nea-cta-aft-cft.html
 
And talking about employee freedom, CTEN board member Rebecca Friedrichs had an interview on the subject with the Washington Post’s Emma Brown. While the title of piece – “Two teachers explain why they want to take down their union” – is untruthful, the Q&A is worthwhile. (Friedrichs et al v CTA is not about destroying CTA, but rather an attempt to make dues-paying optional) In any event, near the end of the interview, Friedrichs was asked, “What’s the teachers’ lounge like for you these days? How are you treated?” Her response:

When I took this on I thought I would be shunned, but I knew I was doing the right thing and I have been pleasantly surprised that many, many teachers, they won’t say it in public but they take me into a quiet room or they’ll send me a quiet e-mail to my home, and they thank me and they hug me. I’ve had very little pushback.
 
To read the interview with Rebecca and Harlan Elrich, another plaintiff in the case, go here - http://www.washingtonpost.com/news/education/wp/2015/08/11/two-teachers-explain-why-they-want-to-take-down-their-union/
Lest there be any confusion about the Friedrichs case and Bain v CTA, a related lawsuit, CTEN and the Association of American Educators are cosponsoring an informational event on September 27th in Long Beach. There will be a panel discussion featuring a lawyer and plaintiff from each case. Details will be forthcoming.

From our friends at EdSource:

EdSource Today is looking for teachers who have signed up to receive ETS training to become Smarter Balanced test scorers for a story about the tests and how districts are using them. If you have received (or will receive) this training, please contact reporter Theresa Harrington in Northern California at 510-433-0421 ext. 142 or tharrington@edsource or reporter Sarah Tully in Southern California at stully@edsource.org

Have you ever felt that a professional development class you were taking was a waste of time? If you are like me, you have had many such experiences. And now TNTP has come out with a study that looked closely at teacher development in three large school districts and one charter school network. The results are not pretty; TNTP found that despite school systems making a massive and laudable investment in teacher improvement—far larger than most people realize,

  • … most teachers do not appear to improve substantially from year to year….
  • … no evidence that any particular kind or amount of professional development consistently helps teachers improve.
     
  • School systems are failing to help teachers understand how to improve—or even that they have room to improve at all. 

Math teacher and Common Core expert Barry Garelick has in interesting piece posted on the Heartland Institute website. “Pernicious Egalitarianism Shrinks 8th Grade Algebra Programs” delves into the fact that 8th graders will no longer be taking algebra in California due to the Common Core State Standards. Garelick states,

Algebra will now be offered only in high school. Of course, it is a mistake to allow students to take algebra if they are not prepared for it. To succeed in algebra, students must have already achieved mastery of fractions, percentages, decimals, ratios, and negative numbers and be able to solve a variety of word problems. But if a student is qualified to take algebra in 8th grade and would do well in it, why not give the child that opportunity?

Yes, why not? As one who taught algebra to 8th graders for several years, I think this is a serious mistake. To read more of Garelick’s piece, go to http://news.heartland.org/newspaper-article/2015/08/11/pernicious-egalitarianism-shrinks-8th-grade-algebra-programs

The New York Times’ Mokoto Rich recently penned “Teacher Shortages Spur a Nationwide Hiring Scramble (Credentials Optional)” the latest entry in the alleged teacher shortfall. While all the usual suspects repeat the shortage meme as gospel, there really is not much truth to it. As Mike Antonucci writes,

In the years leading up to the recession, reports of teacher shortages were constantly in the news. In response, America added 140,000 teachers to the workforce. The recession hit, and 63,000 of those teachers disappeared – either through direct layoffs, or attrition when veteran teachers retired.

How can there be a teacher shortage when 63,000 recently working teachers are still out there?

To read Antonucci’s response to Rich’s piece go here - http://www.eiaonline.com/intercepts/2015/08/10/shortage-term-memory/  To read what Antonucci has written on the subject over the years, go to http://www.eiaonline.com/intercepts/?s=teacher+shortage  University of Washington Researcher Dan Goldhaber weighs in here - http://blogs.edweek.org/edweek/rick_hess_straight_up/2015/08/research_vs_conventional_wisdom_teacher_attrition.html To read Rich’s piece, go here - http://www.nytimes.com/2015/08/10/us/teacher-shortages-spur-a-nationwide-hiring-scramble-credentials-optional.html

The National Council on Teacher Quality blows up another long-standing myth, that of the “5 year and out” teacher myth.

The Beginning Teacher Longitudinal Study follows the same group of teachers for five years, regardless of where they live—even if they leave a state. The headline finding was that only 17 percent of new teachers leave after the first four years (the gray areas in the graph below).  That's a far cry from the oft-repeated education myth that 50 percent of teachers leave within their first five years.

To read more of the NCTQ report, go to http://www.nctq.org/commentary/tqb/tqb.do?id=11

Former teacher and union leader Doug Tuthill has written an article in which he refutes the anti-choice union talking points and claims that “School choice is good for teachers, too.”

Florida also now has more than 40,000 teachers who do not work for school districts. Nearly 14,000 of them work in charter schools, which surpasses the public school teaching workforce in nine other states. At the nonprofit I lead, we routinely hear stories of teachers who migrate from district schools to private schools. They’re choosing these options for the same reason parents are—because they offer a better fit for their individual needs.


CTEN has three Facebook pages. If you have a Facebook account, we urge you to visit ours and let us know your thoughts. Having a dialogue among teachers is an effective way to spread information and experiences and to share ideas. Our original Facebook page can be found here http://www.facebook.com/home.php?#!/group.php?gid=125866159932&ref=ts  Our second page, which deals with teacher evaluation and transparency, can be accessed here - http://www.facebook.com/home.php?#!/group.php?gid=126900987357825&ref=ts  Our newest page is Teachers for School Choice and can be accessed here - https://www.facebook.com/teachersforchoice?fref=ts

In any event, if you enjoy these letters and find them informative, please pass them along to your colleagues. We know that there are many independent-minded teachers in California who are looking for alternative sources of information. Many thanks, as always, for your interest and support.

Sincerely,
Larry Sand
CTEN President

Wednesday, July 15, 2015



Dear Colleague,

The big news for teachers and other public employees is the Supreme Court’s agreement to hear the Friedrichs v CTA case. This lawsuit, which could make all public employee union dues-paying voluntary, will be decided by June 2016. Needless to say, the unions were not happy with the turn of events, and five of them issued a joint announcement:

We are disappointed that at a time when big corporations and the wealthy few are rewriting the rules in their favor, knocking American families and our entire economy off-balance, the Supreme Court has chosen to take a case that threatens the fundamental promise of America--that if you work hard and play by the rules you should be able to provide for your family and live a decent life.

To read the rest their statement, go here - http://www.seiu.org/2015/06/public-service-workers-on-grant-of-writ-of-certior.php  Beyond that commentary, the unions’ most appealing sounding contention is their free rider argument. They claim that since they are forced to represent all workers, that those who don’t pay their “fair share” are “freeloaders” or “free riders.” The unions would have a point if they were being forced to represent all workers. But the forced representation claim is not true. As teacher union watchdog Mike Antonucci explains,

The very first thing any new union wants is exclusivity. No other unions are allowed to negotiate on behalf of people in the bargaining unit. Unit members cannot hire their own agent, nor can they represent themselves. Making people pay for services they neither asked for nor want is a ‘privilege’ we reserve for government, not for private organizations. Unions are freeloading on those additional dues.


The 2015 National Education Association convention wrapped up earlier this month but the yearly shindig didn’t provide many scintillating moments. NEA Executive Director John Stocks did give a rather interesting 25 minute address in which partisan politics was up front and center. He railed against “white skin privilege,” “institutional racism” and “income inequality.” The class warfare jab was particularly perplexing since Mr. Stocks is clearly a one-percenter himself, making over $500,000 grand in total compensation according to the latest NEA tax filing. To see Stock’s speech or to read the text version, go here - http://ra.nea.org/speech/nea-executive-director-address-delegates-nea-representative-assembly/  Additionally, Jose Lara’s brief speech after receiving NEA’s “Social Justice” award is eye-opening. To watch it, go to http://ra.nea.org/speech/2015-social-justice-activist-award-winner-jose-lara-at-the-2015-representative-assembly/

The subject of teacher pensions has been a staple for some time now. Our friends at the National Council for Teacher Quality have provided us with “Teacher Pensions Mythbusters” in which some of the most common myths around teacher pensions are dispelled. For example, Myth #7 reads, “All teachers prefer a traditional, defined benefit retirement plan.” But as NCTQ points out,

·         A recent nationally representative survey found the vast majority of teachers want a retirement plan that is fair, flexible, and offers stability regardless of its structure.

·         Over 40% of new teachers are career changers who need flexibility in their pensions, so it makes sense that nearly a third would opt out of traditional, defined benefit retirement plans for more flexible options.

·         In fact, a recent case study in Florida found that 30% of teachers entering the system between 2003-04 and 2008-09 selected a defined contribution option over the traditional defined benefit retirement plan.

To read the rest of the document, go here - http://www.nctq.org/dmsStage/PensionMvF_488774

At the end of June, the Friedman Foundation released the results of a poll concerning the progress of K–12 education in the United States. Some of their key findings:
  • One out of six people rank education as the No. 1 issue facing America.
  • Americans give low ratings to the federal government’s performance in K–12 education
  • Very few Americans know how much we spend per pupil on K–12 education. 
  • A significant number of public school parents give low grades to their public schools.
  • Actual enrollment numbers do not reflect American’s school type preferences.
  • About twice as many Americans support school vouchers than oppose them.
To view a brief slide show and learn more about the poll, go to http://www.edchoice.org/Blog/June-2015/Breaking-Down-the--2015-Schooling-in-America-Surve

The school choice bus has hit a bump in the road in Colorado’s Douglas County, where its voucher program was knocked out by the Colorado Supreme Court citing the state’s Blaine Amendment. The court wrote: "... this stark constitutional provision makes one thing clear: A school district may not aid religious schools."

That, the court held, is precisely what the voucher program does. Chief Justice Nancy Rice wrote in the court's opinion that it ‘essentially functions as a recruitment program, teaming with various religious schools’ to seek scholarship candidates.

This would seem to fly in the face of Zelman v. Simmons-Harris, a case decided by SCOTUS in 2002, which maintains that because voucher money goes to the parents, not the religious institution, it in no way breaches the Establishment Clause of the First Amendment. To read more about the Colorado decision, go here - http://www.denverpost.com/news/ci_28401042/colorado-supreme-court-rejects-douglas-county-voucher-program  To learn more about Zelman, go to https://en.wikipedia.org/wiki/Zelman_v._Simmons-Harris

Release time, a practice that allows public employees to conduct union business during working hours without loss of pay, has been getting a lot of press attention of late. These activities include negotiating contracts, lobbying, processing grievances, and attending union meetings and conferences. According to Trey Kovacs, a policy analyst at the Competitive Enterprise Institute, this racket has cost the federal government about $1 billion since 1998. Between 2008 and 2011, the fraud has increased from 2.9 million hours at a cost of $121 million to 3.4 million hours at a cost of $155 million. To learn more, go to http://www.ncpa.org/sub/dpd/index.php?Article_ID=22873  If any of you have release time abuses at your school and are disturbed by it, ask your local school board president how the district deals with this policy. Go to school board meetings and ask questions about the contract wording and ask for verification that that district actually lives up to the contract. Write letters and talk to the media about it, if necessary.

And finally, as you well know, information is frequently used to score political points and make cases for various causes. To that end, CTEN has a “cheat sheet” on our website – with original sources. To see it, go to http://www.ctenhome.org/cheatsheet.html  If you have information that counters what’s there or would like to see something added, please let us know.
Anyone wishing to make a donation to CTEN can do so very simply through a personal check or PayPal - http://www.ctenhome.org/donate.html  As a non-profit, we exist and operate only through the generosity and support of others. Many thanks to CTENers who have already donated and a special shout-out to those of you who do so on a regular basis.

In any event, I hope your summer has been going well!

Sincerely,
Larry Sand
CTEN President



Wednesday, June 17, 2015



Dear Colleague,

As we head into summer, the California legislature is still dealing with AB 575 and SB 499, two teacher evaluation bills. They are similar in several ways, including the fact that the evals will be subject to collective bargaining. Interestingly, the unions have not yet taken a position on them. For some background on the two bills, go to http://edsource.org/2015/teacher-evaluation-bills-face-stiff-resistance/78911#.VXhXrZVZu-j For the latest info on the bills go here - http://www.dailynews.com/social-affairs/20150606/state-lawmakers-want-to-change-teacher-evaluations

The mainstream education media have been sounding the alarm bells about a teacher shortage for some time now. But is it real? Not really, says the National Council on Teacher Quality in its May newsletter. It says that while we are deficient in some areas, generally speaking, there is no shortage of teachers. (http://us1.campaign-archive1.com/?u=c9b11da2ceffae94e1dc196f6&id=5d1a94e0e6&e=9dc9a1baf8 )

Actually California has been overproducing teachers in most subject areas for years. Mike Antonucci has reviewed the Census Bureau and National Center for Education Statistics data for California from 2006-2011 and reports that we have a pool of more than 42,000 experienced K-12 teachers who are available for work. He says, “Not only did the teacher workforce shrink by 14 percent in that five-year period, but there are fewer students to educate as well. Statewide, enrollment dropped almost one percent, and 15 of the 20 largest school districts lost students.” For more, go to http://www.eiaonline.com/intercepts/2013/06/06/california-solves-teacher-shortage/
 
Also in its May newsletter, NCTQ asks, “In the race for teacher quality, how much does teachers' race matter?” They answer:

…having race-congruent teachers appears to nudge the needle on student achievement, but what gets overlooked is that other interventions can move it more. Here we compare the effect sizes of teachers of the same race as their students with the effect sizes of a few other interventions, mostly achieved when schools have altered the curriculum.

 
Continuing on the subject of race, there is a new report by two Stanford researchers that accuses white teachers of treating black students different than white ones. While “Race and the Disciplining of Young Students” is a paying download, the following abstract is available for free.

There are large racial disparities in school discipline in the United States, which, for Black students, not only contribute to school failure but also can lay a path toward incarceration. Although the disparities have been well documented, the psychological mechanisms underlying them are unclear. In two experiments, we tested the hypothesis that such disparities are, in part, driven by racial stereotypes that can lead teachers to escalate their negative responses to Black students over the course of multiple interpersonal (e.g., teacher-to-student) encounters. More generally, we argue that race not only can influence how perceivers interpret a specific behavior, but also can enhance perceivers’ detection of behavioral patterns across time. Finally, we discuss the theoretical and practical benefits of employing this novel approach to stereotyping across a range of real-world settings.

To buy the full text of the study, go to http://pss.sagepub.com/content/26/5/617  To read the Fordham Institute’s take on it, go to http://edexcellence.net/articles/two-strikes-race-and-the-disciplining-of-young-students

Worried about your students cheating on exams? You’re not alone. In fact, China is so concerned that it’s getting ready to send in the drones.

Cheating is a common problem in the examination rooms, with students employing a variety of tactics to increase their chances of getting into one of China's best higher education institutions. Chinese authorities have not released figures about how many people are caught cheating every year, but in 2014 Kotaku detailed some of the equipment being used by cheats to try and fool invigilators. One such method involved using pens to send test questions to a remote location, with answers being sent back to the cheats via in-ear receivers.

This is where the drone comes in, reports Edu People. Introduced by the Luoyang Radio Authority, it can search for and identify the location of radio signals, intercepting the cheating students in their tracks. The drone hovers 500 metres above the test site and has a range of around 1km. When it identifies a radio signal, it transmits the location of the signal to tablets used by staff. 

 
The school choice world was rocked this month when Nevada became the first state in the country to embrace universal Educational Savings Accounts. Whereas vouchers give parents the freedom to choose a private school for their children, using some public funding, ESAs – now a reality in five states – are more expansive, typically allowing restricted but multiple uses of the money. Nevada’s version covers tuition at approved private schools, as well as textbooks, tutoring services, tuition for distance learning programs, fees for special instruction if the child has a disability, etc. Money will be dispersed to students’ ESAs on a quarterly basis, and there will be two tiers to the program. As reported by the Friedman Foundation’s Michael Chartier,

For those children with disabilities or students from families with incomes less than 185 percent of the federal poverty level ($44,863 for a family of four), students will receive 100 percent of the statewide average basic support per-pupil, or around $5,700. For families with incomes exceeding 185 percent of the federal poverty level, the funding amount is 90 percent of the statewide average basic support per pupil, or around $5,100.


Has the government gone too far in trying to feed kids breakfast? Mike Antonucci thinks so and drives the point home in “Beating Kids With a Breakfast Club.”

1) School receives federal money to provide breakfast to students who live under the poverty line.
2) Participation is low.
3) School provides breakfast to all students, regardless of parental income, “as a means of protecting low-income students from being ostracized by their peers or feeling embarrassed.”
4) Participation is low because students can’t get to school early enough.
5) School provides mid-morning snack during recess.
6) Participation is low because students prefer to play rather than eat during recess.


We have recently updated our “cheat sheet,” which is available on the CTEN homepage. What do we really spend on education in California? What are teachers’ salaries nationwide? Where does California rank nationally on NAEP scores? We answer these questions and a lot more on this very popular page. To visit it, go to http://www.ctenhome.org/cheatsheet.html

If you are still using a school email to receive these newsletters, please consider sending us your personal email address. More and more school districts are blocking CTEN. In any event, if you enjoy these letters and find them informative, please pass them along to your colleagues and encourage them to join us.

If you would like to see us address certain issues, topics, etc. in these newsletters or on our website –
http://www.ctenhome.org please let us know.

And have a great summer!  

Sincerely,
Larry Sand
CTEN President