The Real Reason Your Child is Being Psychologically Profiled at School

It is all happening so fast – how do we keep up with this “high stakes character assessment” scheme to take our children away from us and hand them over to the gods of the holy dollar?

Many thanks to Emily for keeping up with this madness.

Save Maine Schools

In an article from May in the Wall Street Journal, Dr. Aida Cerundolo warned parents that public schools may be psychologically assessing their children without consent.

“The mental-health information teachers are now obtaining, storing and tracking…is equally as sensitive as that which is collected in a pediatrician’s office,” Cerundolo says.

And she’s right.

Tests like the Devereux Student Strengths Assessment, which ask teachers to rate students on how often a child “carr[ies] himself with confidence” or  “cope[s] well with insults and mean comments” are being used with increasing frequency in public schools across the country, without parental consent or adequate privacy protections.

But where did this sudden interest in assessing children’s “social and emotional” skills come from?  Is it really nothing more than a “noble” endeavor, meant to identify students in need of intervention, as Cerundolo claims?

Or is there more to it?

As with most education fads that…

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Another Brick in the Wall – a 21st Century Howl

We don’t need no ed reformers
We don’t need no tests no more
The lack of knowledge in the classroom
We don’t need no data wall

Hey Reformers
Just go and leave our school

All in all we’re just another
soul searching light

We don’t need no politicians
We don’t need no laws at all
The noose of power is so ugly
We don’t need your voice no more

Hey Politicians
Just get out of our classroom

All in all we’re just another
soul searching light

We don’t need no corporate types
We don’t need their callous cash
Their money buys our very thoughts
Go take your big bucks out the door

Hey Big Business
Just leave our schools alone

All in all we’re just another
soul searching light

All in all we’re just another
soul left in fright

All in all we’re just another
brick in the wall

Based on the classic Pink Floyd –

A Student Hero – Coral Ortiz – “Today is About the Truth”

It has been a while since Poetic Justice featured a student hero but Coral Ortiz deserves the title. As published in The New Haven Independent,  and with Coral’s permission, here is the text of her graduation speech from James Hillhouse High School in New Haven, CT.

Not only does Coral speak with a powerful voice for her fellow classmates, she speaks also for each of my own students, and, I believe for multitudes of students in the United States.

Coral also served on the New Haven Board of Education as well as the State Board of Education.

Speak on Coral – Write on – and we wish you the best of all possible things as you begin the next phase in your education at Yale University.

BRAVO

Here is her speech:

I would like to start by first and foremost thanking God and every person who helped us get where we are today. In particular, thank you to our friends and families who supported us as we worked towards this moment, and who are here supporting us as we graduate. I would like to personally thank my teachers, mentors, counselors and all of my peers and friends. Lastly and most importantly, my family: I could not thank my parents enough for the support they gave me.

I’ve thought a lot about this day; about what I want to say, and what message I want to send. I thought about preparing something different, but as I thought, I decided it was best to share the truth. The truth about what this day actually means. The truth about what we as a class represent.

When we were young, we were taught that we were “one nation under God, indivisible, with liberty and justice for all.” Our country taught us that no matter our income or race, we would all have the same chance to achieve our dreams. We were taught that there would never be a bias against a certain group of people, and that society believes in each and every one of us. These lessons of equality were taught as self-evident. These lessons of equality have and continue to be a lie.

The reality is that despite the fact that we recite the words “one nation under God, indivisible, with liberty and justice for all,” it has been 50 years since the civil rights movement that our country has never been equal. We—a class mostly made up of minority, low income, and first generation students—have had the odds stacked against us, but here we are standing at this graduation with 3 state championships, college acceptances, and one of largest increases in graduation rates in the State, because we didn’t let the inherent inequality stop us from achieving our goals.

I would be lying if I said today is like any other day, because today is not like any other day. Most importantly, Today is not your typical high school graduation; it is more than that. Today is the day when we walk across a stage and take our diplomas, as an act of defiance to those who said we could not. We have had many students, administrators, and teachers come and go. We have had heart break; we have had our nation turn its backs on us, through supporting those who support hate. So, to those that believed my classmates and I were incapable, I have decided to leave a message for you:

To the teacher who said my classmates and I would fail and that the taxpayers wasted resources on our education -– Today, we teach you that you were wrong.

To the counselor who told me students at this school never get into prestigious colleges – we didn’t let your perception of us define who we are.

To the people who assume we are robbing their stores because of the color of our skin – don’t judge a book by its cover.

To the people who told us that only boys were good at math – Girls are more than just pretty faces.

To the people who violated our bodies – no means no.

To the people who questioned our dedication to the things we were involved in – you didn’t see our sleepless nights and three championship trophies.

To the person who believed that our socio-economic status would define us – you do not need to be a millionaire to succeed.

To the lady on the bus who told me my peers and I would go to jail because of the high school we attended – we are still free.

To the politicians and corporations that refuse to address gun violence because it might cost them money- life has no price.

To the people who assume that our names are too ghetto to be qualified – our names have taken us farther than you could have imagined.

To the leaders who thought it was okay to make decisions that forced us to go to classes without textbooks – it is far from okay.

To the person who told us we only got into college because we were minorities – the color of one’s skin does not determine intelligence.

To the people that talked poorly about us in the newspaper – you taught us how to be fearless.

To the people who thought it was okay to experiment with our education – the math of 5 principals in 4 years just doesn’t add up.

To the people who want to privatize education – public education is the reason we succeeded.

To the politicians who choose unqualified people to affect our lives because you feel loyal to your party – you did not take a vow to serve a party. You
took a vow to serve the people.

To the person who believes my classmates and I are dangerous – we are human.

To the people who told me my friends and I are not beautiful – black is beautiful.

To those who believed that my peers and I would drop out – looks like you were wrong.

To everyone who voted for hate – love wins.

I could go on for hours talking about the people who defined us as something other than successful. But today is not solely about the obstacles that were placed in front of us. Today is about the truth. The fact that there were several times people underestimated us and we were able to prove them wrong. We stand here and take our diplomas not only as an act of defiance, but also as an act of gratitude. Thankful for the adults that cared, thankful for the teacher that spent hours educating us, thankful for the parents, family members, counselors, friends, politicians, and mentors that believed we could make it to this moment.

We could not have done this without you because it takes a village to raise a child.  Despite the fact that our education was treated like an experiment, lacked in resources, and was marked by the presence of people who stopped believing we were capable, we did it. In 6 years we were capable of going from a 51 percent graduation rate to a 91 percent graduation rate. Today we acknowledge the fact that our country is not equal and that we have it harder than many other people. We acknowledge that, despite this inequality, we beat the odds. We did it, and now we have the chance to not only reach our own dreams, but also to help others reach theirs.

If we were able to overcome all of these obstacles, then there is nothing that can stop us. No one that can stop us, no dream that we can’t reach, and no adversity that we cannot overcome, because in the end, they said we couldn’t, so we did, and when they say we won’t, we will. Thank you and congratulations to the class of 2017.

 

Alison McDowell – What Silicon Valley Has Planned for Public Education

This is really hard to watch but every teacher, parent, and grandparent needs to watch this through to the end. The truth of what has been going on in public education, what is happening now in public education, and what is planned for the future of public education needs to be understood and shared with the public. If not, our future will be determined by a small group of elitists.

We need a miracle uprising to take down this scheme.

This is  Poetic Justice’s idea of educational transformation:

loveschools

Thanks to Christopher Chase and the Art of Learning Facebook page for the above graphic.

Please visit Alison McDowell’s blog Wrench in the Gears. You can download the slide show from the video. Feel free to use and share.

Share the TRUTH – the TRUTH will set us free.

Who Will Carry This Torch?

I wrote this poem eleven years ago. I return to it today and just want to weep. What are we doing to our children? Who will save them? Who will carry the torch of knowledge for the next generation and for the generation behind us?

 

No one to close the windows
when the rain storm pellets their beds.
No one to lock the doors at night
and keep intruders from walking in.
No one to warm up dinner and
feed their craving little bodies.
No one to scare away the dragons
who star in their dreams at night.

Abandoned.
Forsaken.
Forgotten.
Alone.

The children are
thrown away –
labeled incorrigible –
impossible –
beyond our abilities to help.

The achievement gap widens.
The terrain becomes more barren.
The house falls into further decay.
The green in the landscape
slowly
silently
serenely
melds into
grey.

When will
no child
be left
behind?

Then, I came across this beautiful hand drawing today and it  gave me new hope. This is drawn by a 15 year old girl from the Philippines and brings hope for change. Let it start here in our own country and in our own hearts.

ph_112

Important Research for our Schools – Study Unlocks Why Decrepit Schools Mean Poor Test Scores

Poetic Justice is reblogging a very important article written by Cornell Chronicle writer Susan Kelley about the research findings of Dr. Lorraine Maxwell. Please read and share with other concerned educators, parents, grand parents, and community members.

If we would put financial resources into our classrooms instead of into faulty tests, oppressive teacher evaluation systems, data collection systems, computer learning schemes,  and the privatization of our schools, we would finally see the results we have been searching for the last two decades. We would see happy, joyful children exploring new learning everyday.

Here is the article:

Social scientists have known for several years that kids enrolled in run-down schools miss more classes and have lower test scores than students at well-maintained schools. But they haven’t been able to pin down why.

A Cornell environmental psychologist has an answer.

Lorraine Maxwell’s study of more than 230 New York City public middle schools found that a school’s social climate – from its academic expectations to the level of communication, respect and engagement among its students, teachers and parents – is a major missing link.

Maxwell, an associate professor of design and environmental analysis in the College of Human Ecology, found a chain reaction at work, stemming from poor building conditions. Leaking toilets, smelly cafeterias, broken furniture, classrooms that were too hot or too cold, moldy walls and plaster falling off ceilings made students feel negatively about the school’s norms and expectations. That negative perception of the school’s social climate contributed to high absenteeism. In turn, that contributed to low test scores and poor academic achievement.

“School buildings that are in good condition and attractive may signal to students that someone cares and there’s a positive social climate, which in turn may encourage better attendance,” Maxwell said. “Students cannot learn if they do not come to school.”

Her study, “School Building Condition, Social Climate, Student Attendance and Academic Achievement: A Mediation Model,” appears in the Journal of Environmental Psychology’s June issue.

In an earlier, related study, Maxwell asked a handful of middle-school students what difference they thought a school building makes.

“I will never forget one boy,” Maxwell said. “He said, ‘Well, maybe if the school looked better, kids would want to come to school.’ And that sparked me to think, ‘OK, they notice.’”

Maxwell’s latest study analyzed 2011 data from 236 New York City middle schools with a combined enrollment of 143,788 students. The data included academic performance measures and assessments of physical environments done by independent professionals in architecture, and mechanical and electrical engineering. Maxwell also analyzed surveys on how parents, teachers and students felt about the school’s social climate; that dataset developed by the New York City Department of Education is the largest of its kind in the United States.

Maxwell found that poor building conditions, and the resulting negative perception of the school’s social climate, accounted for 70 percent of the poor academic performance. She controlled for students’ socioeconomic status and ethnic background, and found that while these student attributes are related to test scores, they do not tell the whole story. School building condition is also a major contributing factor, Maxwell said.

“Those other factors are contributing to poor academic performance, but building condition is significantly contributing also. It’s worth it for society to make sure that school buildings are up to par,” she said.

Buildings also have symbolic value, Maxwell said. For example, government buildings in Washington, D.C., and in state capitals are well maintained, with gold-leaf roofs, Greek columns and polished marble stairs meant to inspire awe, she pointed out.

“Those buildings are kept well. Why? They give us a certain impression about what goes on inside and how much society values those activities,” she said “So you can understand why kids might think a school that doesn’t look good inside or outside is giving them a message that perhaps what happens in their school doesn’t matter.”

The study has serious implications for policymakers, Maxwell said. They must understand that school conditions are especially important for kids in minority and low-income communities.

“Those students are already potentially facing more of an uphill battle, and sending more positive messages about how the larger society values them is critical,” she said.

 

 

 

How the NYC Department of Education Bullied and Drove Away an NBCT Pre-K Teacher

I am reblogging this from Diane Ravitch.

This is how bad our schools have become. They are children-unfriendly and teacher-unfriendly.

“I left not because I was in an under represented community and not because many children had challenging issues but rather because the lack of support and understanding about what it means to be a teacher was draining the life out of me.” ~ a NYC pre-K teacher who chooses to remain unnamed.

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Diane Ravitch's blog

This is a letter that I received:

I have been following you for the last 10 years and am in awe of your continued efforts to turn public education in the right direction.

I read your article this morning about a teacher who had had enough.

It could have been my story.

I am a retired NYC Department of Education pre-k teacher in an under represented community. I taught pre-k for 16 consecutive years in the same school. I was fortunate that I was able to introduce many innovative programs to support my students not just in academics but the more important social/emotional piece that schools often neglect.

I brought to my classroom American Sign Language, Yoga, Mindfulness, Cooking and Baking, Caterpillars into Butterflies and as much art and music as I could fit in a day.

My students thrived. Sadly, each year it became more and more difficult to…

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