Re: [arn-l Digest] Vol. 3 No. 438 Messages: 6

[monicalucido@comcast.net]

Hello everyone. I sent this in to many nationwide newspapers as an op-ed piece. I don't know if it will be printed, but I hope it speaks the truth to you all.

                                                           A Call for the Protection of the Innocents



         A war is coming. This battle is currently silent to the general public, and yet it will rage with the intensity of a mass forest fire. Except this inferno will be poised to consume public education, a cornerstone to our democracy. The No Child Left Behind Act (NCLB), with testing as its oppressive tool, has left the door open to those that would abuse the school system: corporate America. Privatizing education would mean billions in tax dollars for them and a nonstop business training ground. The cost for U.S. citizens? Our children.
	The current fear based message by big business is that schools are not being productive enough for their tastes. It is the frightening notice sent by CEO?s such as Bill Gates and Eli Broad that as a nation we are competitively and economically falling behind the rest of the world. Yet in an interview on National Public Radio, Vivek Wadwha from Duke University, addresses a study that was done there that refutes Gates? claims that there are not enough highly skilled engineers to support the high-tech industry. He stated,? We researched exactly what was going on in India and China and the USA. We looked at the graduation rates of all three countries. What we found was that India and China have no real advantage in the quantity or the quality of the graduates they produce. In fact, the USA is far ahead by almost any milestone. We also asked companies why they?re going overseas and the number 1 reason was cost, cost, cost. It?s not about a deficiency in the U.S. worker or shortage over
 here. It?s about the economic benefit that they get in India and China.?
	The report of the New Commission on the Skills of the American Workforce, ?Tough Choices or Tough Times?,  is supported by many CEO?s.  The report suggests that public schools could be overseen by private companies and that students, when reaching tenth grade, will be directionalized using a standardized test to see if they can stay in school, or pushed to move to the private sector to work.  If they pass, they can go to a university. There will be very little choice in the matter. Researcher Dr. Gerald Bracey has stated, ?There is a cottage industry in this country that generates reports devoted to keeping Americans anxious about the future and laying the responsibility for that future on the schools which are never working as they should be.?
	Public schools have been taken over in many parts of the country already,  such as in Oakland and New Orleans. An EdWeek report states that Cristal-Rey schools in Chicago, another Gates supported operation, has already crossed a dangerous line. A proposal to the labor department has 14 to 15 year old students working up to eight hours a day week at banks or law firms contracted with the schools, while still going to class. This scheme would currently violate child labor laws. 
	 The focus of where education is heading is clear: Children are being setup to be trained to enter the work force younger and younger--and at a dear price. The pressures and nonsense thinking of standardized tests are preparing many for thoughtless tasks that fit in perfectly with the corporate mold. If one isn?t taught to think critically, one can?t challenge. If one can?t challenge effectively, then one can be controlled easily. It is about power and the silencing of the innocent. A report from the Alliance for Childhood?s 300 physicians and educators out of Maryland, suggests that children have become more and more violent at younger ages due to, among other things, the ?culture of high-stakes testing, standardization, and scripted ?teaching? that has overtaken so many schools.? 
	 What is good for the health of our children? Is it acceptable for them to be put in a high-stress exam environment  and ?measured? against others--a mirror of the vicious, profiteering, dog-eat-dog corporate world? A child?s heart and humanity cannot be measured, and their creativity should not be ignored.  Think about who really has children?s interests at the center.  Many citizens are asleep, but Paul Revere is riding and he?s screaming,?The corporates are coming! The corporates are coming!?      

Joseph Lucido
Educators and Parents Against Test Abuse
Educator Roundtable
Fresno, CA
 -------------- Original message ----------------------
From: arn-l-owner@interversity.org
> ARN-L Daily Digest 
> Volume 3 : Issue 438 : "text" Format
> 
> Messages in this Issue:
>   200706/43 : Re: Gates wants Child Labor Laws changed for pay-to-graduate 
> schools
>     QCao009
>   200706/44 : Schwarzenegger seeks continued state testing of second graders
>     George Sheridan
>   200706/45 : Maggie
>     GERALD BRACEY
>   200706/46 : Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing Emphasis
>     Monty Neill
>   200706/48 : Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing Emphasis
>     Susan Ohanian
>   200706/47 : Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing
>  Emphasis
>     Kenneth Bernstein
> 
> ----------------------------------------------------------------------
> 
> Date: Tue, 12 Jun 2007 11:21:52 EDT
> From: QCao009@aol.com
> To: arn-l@interversity.org
> Subject: Re: Gates wants Child Labor Laws changed for pay-to-graduate schools
> Message-ID: <c29.16e802ba.33a01410@aol.com>
> 
> Thks, Billee.
>  
> Quan
> 
> 
> 
> ************************************** See what's free at http://www.aol.com.
> 
> ------------------------------
> 
> Date: Tue, 12 Jun 2007 09:13:24 -0700 (GMT-07:00)
> From: George Sheridan <learn@jps.net>
> To: ca-resisters@interversity.org
> Cc: arn-l@interversity.org
> Subject: Schwarzenegger seeks continued state testing of second graders
> Message-ID: 
> <19947894.1181664804794.JavaMail.root@elwamui-royal.atl.sa.earthlink.net>
> 
> Editorial: A test worth keeping
> Grade 2 exams help spot problems early
> 
> Published Tuesday, June 12, 2007
> Story appeared in EDITORIALS section, Page B6
> http://www.sacbee.com/110/story/217078.html
> 
> 
> Gov. Arnold Schwarzenegger and the Legislature are on a collision course over 
> the state's second-grade testing program, which sunsets July 1 unless it is 
> reauthorized. This is the only major education issue still outstanding.
> 
> It's natural to feel an aversion to testing 7-year-olds, but the second-grade 
> test of reading and math is aimed at a real problem. Children who fall behind in 
> the early years can fall hopelessly behind if they don't get prompt attention 
> and support. Parents, teachers and schools need to see how kids are doing at the 
> end of second grade as a baseline for future progress. California has tested 
> second-graders since 1998 and the state has seen the greatest progress in the 
> early years. This effort is working.
> 
> In 2004, then-Sen. Dede Alpert, supported legislation that would have 
> reauthorized the second-grade testing program for five years, through 2011, 
> along with the third grade through 11th-grade testing program. That was watered 
> down to an extension to July of this year. Since then, legislative opposition 
> has grown.
> 
> Gov. Arnold Schwarzenegger included $2.4 million for second-grade testing in his 
> budget. But both houses of the Legislature failed to include it in their budget 
> bills. They should act to do so now.
> 
> The early years of schooling are key to a child's later success. Most reading 
> and math difficulties can be prevented if caught early, but if you wait until 
> third grade to test students too many children already have fallen below grade 
> level and find it increasingly difficult to catch up. Second-grade reading 
> ability is an important marker, one of the most important tests in California's 
> testing system.
> 
> Back in 2004, Alpert recounted the story of a father who received report cards 
> saying that his child was doing very well. Then second-grade test results showed 
> that the child was performing near the bottom in math and below average in 
> reading. The father wanted to know why the school was sending out report cards 
> saying all was well when that clearly was not the case.
> 
> The anecdote illustrates the issues here. We cheat kids if we don't measure what 
> they are learning.
> 
> Testing in second grade is important for parents, and it is important for 
> third-grade teachers. These tests not only show parents and teachers how well an 
> individual second-grader is doing, but also how well schools are doing overall 
> in reaching students early. They are supported by the superintendent of public 
> instruction and progressive education reform groups, such as EdTrust-West and 
> EdVoice.
> 
> Look at it this way: The state tests students near the end of the school year, 
> and results come out in summer. If California stops the second-grade tests, 
> parents, teachers and schools will not know how students are doing until the 
> beginning of fourth grade. That's awfully late in the game to help struggling 
> children catch up.
> 
> Schwarzenegger will have to fight for the second-grade test in Big 5 
> negotiations (which include the governor, Assembly speaker, Senate president 
> pro-tem and the minority party leaders of each house). Testing the ability of 
> second-graders to read and do math is essential to help get early help for kids 
> who are beginning to fall behind.
> 
> ------------------------------
> 
> Date: Tue, 12 Jun 2007 15:07:00 -0400
> From: "GERALD BRACEY" <gbracey1@verizon.net>
> To: <LiteracyForAll@yahoogroups.com>,	<arn-l@interversity.org>
> Subject: Maggie
> Message-ID: <033d01c7ad24$e0b78560$2f01a8c0@yourxhtr8hvc4p>
> 
> Here's a take on Spellings' Washington Post op-ed from Saturday.  Two teeny 
> steps forward one large one backward.  A formatted version is at 
> www.huffingtonpost.com/gerald-bracey.
> 
> Jerry
> 
> ---------------------MARGARET SPELLINGS:  SMALL SIGNS OF PROGRESS, BUT, THEN, 
> THERE
> SHE GOES AGAIN INTO ORWELL?S REALM
> 
> Margaret Spellings and I did not get off to a good start as she assumed the 
> mantle of Secretary of Education.  Her first act as Secretary was to protect 
> American children from?a bunny rabbit.  Buster, by name.  Buster stars in 
> ?Postcards from Buster,? part of a PBS early-learning series.  He visits 
> families of different life-styles.  Before Spellings whacked him, he had visited 
> Mormon, Evangelical and Muslim families.  He had been seen clogging, rodeo 
> barrel racing, monoskiing and grooving to the Arapahoe grass dance.
> 
> In ?Sugartime!? Buster visited two families in Vermont to learn how they make 
> maple syrup and cheese.  The six children he talked to lived in two families 
> where both parents were women.  Uh-oh.  The adults are very much in the 
> background and neither ?lesbian? nor ?gay? is spoken, but Spellings killed the 
> episode and disinvited Buster?s executive producer, Carol Greenwald, from 
> speaking at a conference on children?s television.  And demanded that the money 
> spent on ?Sugartime!? be returned.
> 
> That was then, a time when the Bush administration had the popularity and clout 
> to be as vindictive as it wanted to be, and, brother, did it want to be. This is 
> now, with not only Bush?s popularity at an all-time low but a time when her own 
> department is suffering the Reading First and student loan scandals. But in her 
> op-ed in the Washington Post on June 9, Spellings showed signs that maybe the 
> Bushies are now aware that they don?t create reality after all (in an October 
> 17, 2004 New York Times Magazine article, a Bush staffer actually argued that 
> they did).  The signs are faint and, as usual, Spellings litters the landscape 
> with fractured images and mixed metaphors and other language outrages, but I 
> think the signs are there.
> 
> First, Spellings referred to the ?tough NAEP standards.?  To the best of my 
> knowledge, this is the first time that any administration official has used any 
> modifier in front of ?NAEP standards.?  Let?s hope it?s a first step towards 
> saying ?unrealistically tough NAEP standards? or ?outrageously tough NAEP 
> standards.?  That?s what they are as indicated in my blog ?A test everyone will 
> fail? last month.
> 
> Second, she wrote, ?According to NAEP, more reading progress was made by 
> 9-year-olds from 1999 to 2004 than in the previous 28 years combined.?  In her 
> many, many previous repetitions of this mantra, she had always said ?In the last 
> five years,? implying a more current time frame than 1999-2004.  As I have noted 
> before, NCLB became law only in 2002.  All of the gain could have happened on 
> Clinton?s watch.  We can?t tell?these are NAEP trend data only farmed every so 
> often.  No data were gathered in 2000, 2001, 2002 or 2003.  The implementation 
> of NCLB during the 2002-2003 school year can charitably be described as 
> ?chaotic.?  The 2004 NAEP data were gathered in February.  That means that NCLB 
> only had the fall of 2003 to work its miracles.
> 
> But, after these small signs of candor, Spellings loped off to double-think 
> land.  Her article announced her opposition to national standards.  Her first 
> argument was that ?[National Standards] goes against more than two centuries of 
> American educational tradition.  Under the Constitution, states and localities 
> have the primary leadership role in public education.  They design the 
> curriculum and pay 90 percent of the bills.  Neighborhood schools deserve 
> neighborhood leadership, not dictates from bureaucrats thousands of miles away.?
> 
> It always makes me a bit dizzy when a bureaucrat in Washington rails against 
> bureaucrats in Washington.  And this from an architect of and Chief Flagellator 
> for the largest federal intrusion into this state and local function in the 
> nation?s history.  Takes one?s breath away.  
> 
> She also revealed a new dictate from The Decider: ?The president?s plan to 
> reauthorize the No Child Left Behind Act calls on states to post their scores 
> side-by-side with the NAEP results.?  This is a great way to destroy NAEP.  
> NAEP?s integrity rests largely on the fact that people don?t pay much attention 
> to it.  Attach high-stakes to it and it will lose whatever utility and validity 
> it has.
> 
> Anyone interested in reading more about the Maggie and Buster saga can do so at 
> www.america-tomorrow.com/bracey/EDDRA.  Go to the ?Rotten Apples in Education 
> Awards 2005.?  Spellings received the ?Jimmy Carter Amphibious Killer Rabbit? 
> award.  The U. S. Department of Education has just published its Condition of 
> Education 2007. Perusal of the Rotten Apples over the last three years will give 
> you a good idea of the condition of the U. S. Department of Education.
> 
> 
> 
> 
> ------------------------------
> 
> Date: Tue, 12 Jun 2007 16:59:42 -0400
> From: "Monty Neill" <monty@fairtest.org>
> To: "ARN Main List" <arn-l@interversity.org>,
> 	<arn2-strategy@yahoogroups.com>
> Subject: Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing Emphasis
> Message-ID: <041301c7ad34$99cf41f0$280a010a@Monty>
> 
> As Stan Karp points out in the current Rethinking Schools, Hillary Clinton has 
> also said she would vote for renewing NLCB. The question is, how to hold her to 
> making the kinds of changes that would make her talk here (and similar ones in 
> OH and NH) walk - to say she will not vote for reauth unless and until the 
> federal law has been thoroughly overhauled. Obama, Stan, points out, has not 
> been particularly better, and he too is on the Senate HELP committee, as is Sen 
> Dodd, also running for president. Other candidates, according to the most recent 
> I have heard, also lack specifics on their websites. 
> 
> Stan's article is at http://www.rethinkingschools.org/. 
> 
> Monty 
>   ----- Original Message ----- 
>   From: Bob Schaeffer 
>   To: ARN Main List ; arn2-strategy 
>   Sent: Sunday, June 10, 2007 9:42 AM
>   Subject: [arn2-strategy] Sen. Clinton Questions NCLB Testing Emphasis
> 
> 
>   CLINTON QUESTIONS EMPHASIS ON TESTING 
>   Associated Press -- June 9, 2007
>   by Henry C. Jackson
> 
>   CLINTON QUESTIONS EMPHASIS ON TESTING
> 
>   Democratic presidential candidate Hillary Clinton criticized the No 
>   Child Left Behind education program Saturday, saying its emphasis on 
>   testing puts American students in danger of losing their creative edge.
> 
>   "I think that we are in danger of narrowing the curriculum and leaving 
>   children behind," Clinton said Saturday. "That's the very opposite of 
>   what they said would happen."
> 
>   Clinton voted for No Child Left Behind, President Bush's signature 
>   education policy, in 2001, but has since been a sharp critic. She said 
>   the program's emphasis on testing is diluting resources from other 
>   valuable areas of education.
> 
>   That will be a problem for the country going forward, she said.
> 
>   "Part of the reason America was always in the forefront of the World 
>   Economy is that we're the innovators ... it's because we have creative 
>   learners, we have people who learned to get around obstacles, they 
>   didn't go in a straight line."
> 
>   Clinton spoke at a campaign event in Indianola, where she helped raise 
>   money for state lawmaker Sen. Staci Appel. At the end of the event 
>   Appel, who is serving her first term in the Legislature, said she was 
>   endorsing Clinton's presidential bid.
> 
>   Clinton gave a version of her stump speech before taking a handful of 
>   questions from a crowd of about 300 people.
> 
>   One woman, a college student studying music, asked Clinton what she 
>   would do to ensure there was room for music education in public schools. 
>   Clinton said she was a big supporter of music and other creative venues 
>   in school.
> 
>   "Anyone who's ever heard me sing, knows, I can't sing," she said. "It's 
>   a shame. I always sound great to my ears. ... But I love music, and I 
>   cherish music, and I think back to my own years at school when the music 
>   teachers would come into our classroom."
> 
>   Clinton said music and art can help unlock hidden potential in some 
>   students.
> 
>   "Music and art, and exposure to different set of cultural experiences 
>   can ignite such a creative passion and imagination in some people," she 
>   said. "I worry that No Child Left Behind with its emphasis on tests ... 
>   is going to weed so many kids out."
> 
> 
> 
>   __._,_.___ 
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> ------------------------------
> 
> Date: Tue, 12 Jun 2007 17:10:56 -0400
> From: Susan Ohanian <susano@gmavt.net>
> To: arn2-strategy@yahoogroups.com
> Cc: ARN Main List <arn-l@interversity.org>
> Subject: Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing Emphasis
> Message-ID: <466F0BE0.4030309@gmavt.net>
> 
> BothhHilary and Obama are so tight with corporate interests, I don't see 
> much hope. I admit I didn't vote for Clinton because of their 
> Standardista policy in Arkansas. After all, Bill and Lou Gerstner joined 
> hands to bring home America 2000 for Bush the elder.
> 
> And Center for American Progress wrote Obama's big speech on education. 
> They want to test more rigorously than NCLB currently does.
> http://susanohanian.org/show_atrocities.html?id=4963
> http://susanohanian.org/show_atrocities.html?id=4715
> 
> Susan Ohanian
> 
> Monty Neill wrote:
> >
> > As Stan Karp points out in the current Rethinking Schools, Hillary 
> > Clinton has also said she would vote for renewing NLCB. The question 
> > is, how to hold her to making the kinds of changes that would make her 
> > talk here (and similar ones in OH and NH) walk - to say she will not 
> > vote for reauth unless and until the federal law has been thoroughly 
> > overhauled. Obama, Stan, points out, has not been particularly better, 
> > and he too is on the Senate HELP committee, as is Sen Dodd, also 
> > running for president. Other candidates, according to the most recent 
> > I have heard, also lack specifics on their websites.
> >  
> > Stan's article is at http://www.rethinkingschools.org/ 
> > <http://www.rethinkingschools.org/>.
> >  
> > Monty
> >
> >     ----- Original Message -----
> >     *From:* Bob Schaeffer <mailto:bobschaeffer@earthlink.net>
> >     *To:* ARN Main List <mailto:arn-l@interversity.org> ;
> >     arn2-strategy <mailto:arn2-strategy@yahoogroups.com>
> >     *Sent:* Sunday, June 10, 2007 9:42 AM
> >     *Subject:* [arn2-strategy] Sen. Clinton Questions NCLB Testing
> >     Emphasis
> >
> >     CLINTON QUESTIONS EMPHASIS ON TESTING
> >     Associated Press -- June 9, 2007
> >     by Henry C. Jackson
> >
> >     CLINTON QUESTIONS EMPHASIS ON TESTING
> >
> >     Democratic presidential candidate Hillary Clinton criticized the No
> >     Child Left Behind education program Saturday, saying its emphasis on
> >     testing puts American students in danger of losing their creative
> >     edge.
> >
> >     "I think that we are in danger of narrowing the curriculum and
> >     leaving
> >     children behind," Clinton said Saturday. "That's the very opposite of
> >     what they said would happen."
> >
> >     Clinton voted for No Child Left Behind, President Bush's signature
> >     education policy, in 2001, but has since been a sharp critic. She
> >     said
> >     the program's emphasis on testing is diluting resources from other
> >     valuable areas of education.
> >
> >     That will be a problem for the country going forward, she said.
> >
> >     "Part of the reason America was always in the forefront of the World
> >     Economy is that we're the innovators ... it's because we have
> >     creative
> >     learners, we have people who learned to get around obstacles, they
> >     didn't go in a straight line."
> >
> >     Clinton spoke at a campaign event in Indianola, where she helped
> >     raise
> >     money for state lawmaker Sen. Staci Appel. At the end of the event
> >     Appel, who is serving her first term in the Legislature, said she was
> >     endorsing Clinton's presidential bid.
> >
> >     Clinton gave a version of her stump speech before taking a handful of
> >     questions from a crowd of about 300 people.
> >
> >     One woman, a college student studying music, asked Clinton what she
> >     would do to ensure there was room for music education in public
> >     schools.
> >     Clinton said she was a big supporter of music and other creative
> >     venues
> >     in school.
> >
> >     "Anyone who's ever heard me sing, knows, I can't sing," she said.
> >     "It's
> >     a shame. I always sound great to my ears. ... But I love music, and I
> >     cherish music, and I think back to my own years at school when the
> >     music
> >     teachers would come into our classroom."
> >
> >     Clinton said music and art can help unlock hidden potential in some
> >     students.
> >
> >     "Music and art, and exposure to different set of cultural experiences
> >     can ignite such a creative passion and imagination in some
> >     people," she
> >     said. "I worry that No Child Left Behind with its emphasis on
> >     tests ...
> >     is going to weed so many kids out."
> >
> > __._,_.___
> > Messages in this topic 
> > 
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> 
> ------------------------------
> 
> Date: Tue, 12 Jun 2007 16:58:30 -0400 (GMT-04:00)
> From: Kenneth Bernstein <kber@earthlink.net>
> To: arn-l@interversity.org
> Subject: Re: [arn2-strategy] Sen. Clinton Questions NCLB Testing
>  Emphasis
> Message-ID: 
> <33088480.1181681910936.JavaMail.root@elwamui-mouette.atl.sa.earthlink.net>
> 
> Monty
> 
> you may have to pass this on to other lists.
> 
> Back towards the end of March I did a detailed examination of the webpages of 
> all 8 Dem candidates to see what they had up on education.  It was 
> disappointing, to say the least.
> 
> You can read that diary, and the accompanying comment thread, at 
> http://www.dailykos.com/story/2007/3/25/53932/7703
> 
> The last time I spot-checked, about 3 weeks ago, I had seen no significant 
> changes in any of the websites.
> And from some communication I have had recently both directly and indirectly, I 
> really do not see any of the three top tier really going out on a limb on NCLB 
> or anything else.
> 
> 
> Ken Bernstein aka teacherken
> 
> Kenneth J. Bernstein
> 
> ------------------------------
> 
> End of [arn-l Digest] Vol. 3 No. 438 Messages: 6
> **********