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©2014 Dan Nagle A Public Defense of the Public Schools What you are about to look at is information from “A Public Defense of the Public Schools”. The bells and whistles of the live presentation, such as music, graphics, and expert commentary are absent from this preview sample. DISCLAIMER NO claim is made here that our schools are perfect or cannot be improved. However, there is a widely held belief that our public schools are in a crisis. “A Public Defense of the Public Schools” is a response to this flawed conviction. What follows is solid, reasonable, and documented information in support of our public schools.

Much effort has been made to NOT make this a partisan political issue. However, as you will see, and it’s no secret, the attack on our public schools is for the most part a Republican led charge. However, many believe if teachers, rather than being members of the NEA or the AFT, were aligned with let’s say something like an educators’ branch of the Chamber of Commerce, or perhaps they belonged to a branch of the Business Roundtable (the Teachers’ Roundtable for instance), then they would be trumpeted as heroes by the GOP and the Democratic Party would be attacking them. Regardless, this defense of public schools has NO political goals. Rather, it’s only goal is to show that our public schools and its teachers deserve a better shake than what is occurring now. As a final point of clarification before this defense begins, President Obama’s public school initiatives, as handled by his appointed Secretary of Education, Arne Duncan, often send the message that if we only had better teachers then our public school problems would be solved. Thus, educators are finding little shelter with the Democratic Party.

Some ask: Is a defense of the public schools really necessary?

Barack Obama 44 th President of the United States of America. Barack Obama 44 th President of the United States of America. Our public schools have failed too many. Spoken in the twelfth sentence of his inaugural address, 1-21-09.

talk radio’s “Doctor Laura” Schlessinger Now, if you or I failed at our jobs as badly as teachers in the public school system clearly have failed, not only would we be fired, we wouldn't be talking about lifetime pensions and health care benefits paid for by somebody else. We might be put in jail for fraud for taking money under false pretenses. talk radio’s Rush Limbaugh Our dumb downed school teachers produce dumb downed kids.

NAEP assessments show widespread public school failure. The NAEP (National Assessment of Educational Progress) is nicknamed the “The Nation’s Report Card”.

Cal Thomas syndicated newspaper columnist Cal Thomas syndicated newspaper columnist Public schools are the ghetto of the mind. Our education system surely is a joke. Kathleen Parker syndicated newspaper columnist Kathleen Parker syndicated newspaper columnist

Editorial cartoon

The quality of teachers today has slipped from what it used to be. (spoken on Teacher Appreciation Day, 2005) Bill O’Reilly Fox News I mean some of the teachers… that are there (protesting in Wisconsin) are just useful idiots. They don’t know what’s really going on. Glenn Beck Fox News My problem is when teachers make substantially more than what the private sector workers are making yet they want more. Eric Bolling Fox News

The slayings are part of a chronic problem that goes back to the city’s school system and what I see as the…failure to adequately educate…residents. Warren Riley - New Orleans police superintendent commenting on the eight murders committed in his city in the first six days of 2007.

“Teachers know the kids are going to be in their seats and the taxpayers are just going to be sending in the money no matter how poorly they (teachers) do so they have no incentive to do a good job.” It’s a part-time job. They (public school teachers) are done at 2:30 in the afternoon and they don’t work summers. Keith Ablow Fox News contributor Andrew Napolitano Fox Business News

Bill Gates Microsoft founder and the world’s richest man Our education system, if it were a business, would be bankrupt. Our public schools are failing an entire generation.

80% polled say, “Public schools are not doing enough to properly educate our children.” [ParentsRoom.org] Is a defense of the public schools really necessary? Some ask: 77% of the public polled said our nation’s schools deserve a grade of C or less. [Phi Delta Kappa/Gallup Poll]

Irving Kristol editor – The Public Interest newsletter School systems spend more year after year and have less to show for it. Clarence Page syndicated newspaper columnist Look at the spending on public schools. It goes up and up, and results go down and down and down.

In 2004, Secretary of Education Rod Paige called the largest teachers’ association in America a terrorist group. Editorial cartoon

Our education system is in a crisis and our schools are worse today than they were twenty years ago. Oprah Winfrey Oprah’s special report: American Schools in Crisis (first aired 4/11/06)

CNN presents High Stakes: The Battle to Save Schools The opening line in this TV special: “For decades, America’s schools have failed millions of children.” televised May 8, 2005

These promotional lines are from the Fox News website. Who is really to blame for our broken education system? Fox News exposes the problems with America’s Public Schools. Find out the truth about why schools & children are failing. televised November 23, 2003

Stupid in America How we are cheating our kids John Stossell exposes America’s public schools. televised January 13, 2006

Paul Harvey syndicated radio personality Paul Harvey syndicated radio personality The greatest threat to America is…a public education system that has abandoned the principles on which America was founded.

“Not enough schools deliver the message that hard work will put you on a path of success…” “Close the schools that are not working…Educate the kids or you’re gone.” Abigail Thernstrom, co-author of No Excuses (from an NPR interview – Nov. 25, 2003) a 2003 book

If our children do not have a better education, we are not going to be competitive. Business Roundtable Our schools are broken. They can’t cut it in the competitive global economy. Lou Gerstner/CEO of IBM the business world Lousy schools are producing a lousy work force and that is killing us in the global marketplace. summarization by Gerald Bracey of a common refrain (Report on the Condition of Education)

The mammoth bureaucracy controlling education gives us so little in return. C.J. Carnacchio advocate for privatization of public schools The growth in the administrative sector of public schools drains money from real instruction. published in The Freeman: Ideas on Liberty School central office School districts have become increasingly bloated, more top heavy, less efficient, and more costly to administer. Mark J. Perry The Educational Octopus

“Charter schools out perform public schools.” School voucher, school choice, and charter school advocates

Teachers are not accountable because tenure laws protect them. reported by Associated Press, 2005 It’s impossible to get rid of bad teachers. The Small Newspaper Group, IL 12/6/2005

U.S. students perform poorly on international comparisons of academic achievement. widely reported by surveys, radio, TV, and newspapers

Is a defense of the public schools really necessary? Before this “defense” builds a factual case in support of public schools, let’s first appeal to your common sense. The implication that public schools and public school educators are failures also implies that if things were just done “right” then public schools would be working fine. Or, maybe education is not as simple as black and white and right and wrong. But, maybe it is as simple as: like MOST hardworking Americans, public school educators try to do the best job they can and most of the time their results reflect their efforts. Well, if that argument was too soft for you, then please move on to some “harder” data. So, since there is a “right” way to run the schools, then the more than six million public school educators either: A. Have been shown the “right” way but ignore it. B. Have been shown the “right” way but do not understand it. C. Have never been shown the “right” way.

“A Public Defense of the Public Schools” will now respond to the criticisms lodged against America’s public schools. The Dubious Dozen Claims Made Against America's Public Schools (and 101 responses to them) A Public Defense of the Public Schools

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) #10 More and more money continues to be wasted on education. # 9 Tenure laws protect incompetent teachers. # 7 Schools copout by blaming their failures on social and family problems. # 6 America cannot compete globally because of poorly educated workers. # 5 Public schools abandon too many students. # 4 Public schools ignore the basics in favor of ineffective methods. # 3 Students in other countries outperform U.S. students. # 2 Government reports prove that schools are not succeeding. # 1 America's public schools and its teachers are failing. # 8 The “achievement gap” is proof of school failure. #11 Charter schools are more successful than public schools. #12 The NAEP, “Our Nation’s Report Card”, shows widespread school failure.

THE DEFENSE “Our assessments show widespread public school failure.” The NAEP (National Assessment of Educational Progress), nicknamed “Our Nation’s Report Card. The NAEP (National Assessment of Educational Progress) is a set of federal exams on a variety of subjects given to a sample of students nationwide. NAEP results are widely reported and quoted. The NAEP is considered to be “the report card” for our nation’s schools. However, the NAEP is also considered by some to be a harsh and unfair measure of student proficiency as well as a tool used by politicians to promote an anti-public school agenda. The NAEP is too harsh a judge of student achievement because NAEP proficiency is determined arbitrarily by panels of citizens who tend to exaggerate what young people, if only properly taught, should be able to do. Proficiency on the NAEP, in other words, is not an objective fact, but a subjective judgment. Class and Schools, Richard Rothstein, 2004. For example, The NAEP found recently that only 32% of eighth-graders are proficient in reading and only 29% are proficient in math – seemingly a national calamity. However, most students around the world, when defined by NAEP standards, are not close to proficient either. Thus, how meaningful is it that less than 1/3 rd of American students are proficient when it appears that very few students anywhere are proficient? Class and Schools, Richard Rothstein, 2004. In 1993, shortly after the federal government began reporting NAEP scores in terms of proficiency (rather than norm- referenced), the General Accounting Office of Congress charged that the federal government had adopted this method for a political reason – to send a dire message about school achievement. Class and Schools, Richard Rothstein, 2004. Confirming the General Accounting Office’s conclusions, a National Academy of Education report found that the NAEP’s definitions of achievement were “fundamentally flawed” and “subject to large biases”, and that U.S. students had been condemned as deficient using “unreasonably high” standards. from Class and Schools, Richard Rothstein, 2004. So, today NAEP “report cards” include disclaimers, urging the public not to take proficiency levels too seriously and acknowledging that scientific panels have concluded that NAEP results should be “interpreted with caution”. But ignoring their own warnings, NAEP “report cards” continue to announce scandalously low levels of student “proficiency”. Thus, these NAEP “facts”, not their unscientific basis, become part of our folk wisdom about student performance. Class and Schools, Richard Rothstein, 2004. False claim #12 The NAEP, “Our Nation’s Report Card”, shows widespread school failure. False claim #12: The NAEP, “ Our Nation’s Report Card”, shows widespread school failure. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them)

THE DEFENSE The research supporting charter schools is limited, often overstated, often based on suspect methodology, and largely outside the normal system of academic review. “The Political Economy of School Choice Research”, Education Professor Christopher Lubienski of the University of Illinois, 2008 Using an exceptionally rigorous research approach and meticulously measuring how charter schools perform compared to traditional public schools, it has been shown that: Charter-school students are not outperforming students in public schools. The quality of charter-school education varies widely from school to school. Parent enthusiasm for charter schools starts out strong but fades over time. Charter Schools, Hope or Hype, Jack Buckley & Mark Schneider, 2007 Serious researchers do not cite most pro-charter school studies because they represent a significant departure from the way research has been conducted, scrutinized, and communicated to the public. Proponents of charter schools produce attractive websites, conferences, and publications designed for the media and the policy maker. There’s not really an interest in finding the truth. It’s a matter of promoting a particular agenda. “The Political Economy of School Choice Research”, Education Professor Christopher Lubienski of the University of Illinois, 2008 False claim #11 Charter schools are more successful than public schools. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) In 2008, Columbia University professor Jeffrey R. Henig, found this regarding KIPP charter schools. (KIPP charter schools are often cited as being more successful with inner city students than public schools) : KIPP student turnover appears to be high and "selective." Those leaving tend to be lower-performing students to begin with and to have performed less well while at KIPP. Such attrition, if it were taken into consideration, would reduce the size of gains in reports that compare KIPP 8th graders with their host public schools. (Henig is generally viewed as being pretty fair and balanced on the often-contentious issue of school choice – Schools for Tomorrow, 1/14/2009) In 2008, Columbia University professor Jeffrey R. Henig, found this regarding KIPP charter schools. (KIPP charter schools are often cited as being more successful with inner city students than public schools) : Heavy demands on KIPP teachers promote high turnover and an unrelieved pressure to find and train new people. Extended-day policy at KIPP schools (9.5 hour days, summer and Saturday classes) has attracted a great deal of attention, but hard evidence doesn’t yet link KIPP's longer school day to success. (Henig is generally viewed as being pretty fair and balanced on the often-contentious issue of school choice – Schools for Tomorrow, 1/14/2009) With all things being equal (location, demographics, etc.), in some cases charter schools are more successful than public schools. BUT… …in other cases, with all things being equal (location, demographics, etc.), some public schools are more successful than charter schools. In other words, charter schools DO NOT outperform public schools. Evidence produced in peer reviewed research has consistently and conclusively shown that there is little difference in success rates between charter and public schools. In fact, such research seems to show that public schools actually do a bit better than charter schools (although the evidence is not strong enough to conclusively make this claim). News reports, films, talk shows, etc. focus on successful charter schools while often time making the claim and/or causing many to think that charter schools are better than public schools. The key to the evidence showing little difference between charter schools and public schools is “peer reviewed research”. Such research is conducted and then subjected to analysis by other researchers whose only interest is scientific accuracy, not a pro- charter or pro-public school agenda. Still, some charter school successes are too great to be ignored. Students/families who value education, especially in troubled inner cities, need something like a charter school, where they can be educated beyond the experience of many inner city public schools. However, charters do not solve the problem of the inner city students/families who do not value an education. These are the students/families who do not sign up for charter schools or who are sent back to public schools when they do not live up to a charter school contract, constitution, or agreement. “Charter schools outperform public schools.” School voucher, school choice, and charter school advocates False claim #11: Charter schools are more successful than public schools. Now we are at the heart of the matter. Public schools are compulsory. Students must attend, and unless a major infraction occurs such as a weapon or drug incident, then all students are required to remain in their public school. Frequent tardiness, excessive absences, failure to study or do homework, consistent minor to near major behavior issues, etc. are NOT things that can cause an ejection from a public school. In fact, a public school is required to not only keep such students, but to constantly devote energy, money and manpower towards such students. Now we are at the heart of the matter. Charter schools are not compulsory. Frequent tardiness, excessive absences, failure to study or do homework, consistent minor to near major behavior issues, etc. are things that cause ejections from charter schools whereby such students are returned to the public school where law REQUIRES such students be maintained. Now we are at the heart of the matter. Yes, charter schools should have special rules (or charters) to achieve success. They should not have to keep students who do not want to learn or follow their more rigorous demands. For the most part it’s the reason charters exist – to give kids/families who want to be educated a chance to be educated. In turn, the compulsory public schools should not be left “holding the bag” for student failure. For if the tables were turned and public schools kept only students/families who met the more rigorous academic and behavior requirements, and the charter schools had to keep public school castoffs, then the reverse would be true. Now we are at the heart of the matter. Public schools are compulsory. And, because they are compulsory, all students with all sorts of conditions must be taken in and dealt with. This includes cognitive situations. For example, many autistic students are mainstreamed into regular ed. classrooms and often require one on one fulltime aides just to function. This includes physical situations. For example, a child on a respirator who is mainstreamed into regular ed. classrooms and who requires a full time one on one aid to clean and maintain the respirator. This includes strange but true cases such as a student whose doctor wrote an order requiring the school to provide Lazyboy recliners for such student in every classroom, or a student whose doctor required that all handouts be copied on blue paper. And the list goes on. Charter schools face none of these demands and requirements (and they shouldn’t have to because it’s the lack of such demands that give them the chance to be successful over the public school). Simply put, if all troubled public schools were replaced with charter schools, the exact same question would remain. What do you do with kids who are not there to learn? Of course the compulsory part of American education could just be dropped. Then any student who cannot behave, cannot attend school regularly, cannot do homework and study, etc., would be turned back to the family and/or put out into the street. And, if that were the case, then charter schools would not even be needed. Charter schools serve a purpose and in many cases meet a desperate need. Charter schools should not, however, justify their existence by claiming that public schools are not doing what they are supposed to be doing. On the contrary, it’s because public schools are doing what they are supposed to be doing (attempting to educate ALL) that charter schools exist. Ohio, in 2012, has more than 350 charter schools. The state has five districts, more than any other state, with more than 20% of its students attending charter schools. Compared to Ohio high- poverty public schools, Ohio high-poverty charter schools were graded overall with more Ds or Fs and less As or Bs. (Chicago Tribune: A Cautionary Tale on Charter Schools, 10/24/2012).

THE DEFENSE “School systems spend more year after year and have less to show for it.” Clarence Page – syndicated newspaper columnist School critics claim that over the past few decades, public school funding has skyrocketed (doubled and tripled). In reality, funding to public schools increased 2.5% annually over a 24-year period (inflation adjusted beginning in 1967). Thus, “new” money did come to schools. However, the increase was 61% overall, hardly a doubling or tripling. Of this “new” money to schools, 38% went to special ed. and another 32% went to alternative ed., bilingual ed., vocational ed., increased bussing, and expanded lunch and breakfast programs. The share of school funding received by regular education (whose outcomes are measured by achievement tests, graduation rates, etc.) fell to 59% by 1991. In 1967, regular ed. received 80% of the school funding pie. Since 1975, federal law has required public schools to provide “a free appropriate education” to each child, no matter how seriously handicapped. This mandated specialized testing, staff, transportation, etc., all huge new costs for public schools. The U.S. Supreme Court has ruled that cost cannot be an excuse for failing to design an appropriate special education program for each identified child. Of the “new” money that came to schools (1965- 1990), eight of every one hundred dollars were used to increase teacher salaries by an overall 21%, less than a 1% raise per year. sources for all frames in this series: The American Prospect and Where’s the Money Gone? Rothstein. “Look at the spending on public schools. It goes up and up, and results go down and down and down.” Irving Kristol – editor of the Public Interest newsletter False claim #10 More and more money continues to be wasted on education. False claim #10: More and more money continues to be wasted on education. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them)

THE DEFENSE “School districts have become increasingly bloated, more top heavy, less efficient, and more costly to administer.” Mark J. Perry - The Educational Octopus “The growth in the administrative sector of public schools drains money from real instruction.” published in The Freeman: Ideas on Liberty SCHOOL Central office administrative staff represent less than 1% of a school district’s total staff. Adding principals and asst. principals brings the total up to only 2.4%. National Center for Educational Statistics Over the past decade, central office administrators have been reduced compared to the number of teachers. 1993 - One central office administrator for every 32.4 teachers 2003 - One central office administrator for every 33.1 teachers Educational Research Service The ratio of employees to managers/administrators is higher in K-12 public education (12.8 to 1), than in any other business or industry studied. In manufacturing, the ratio is 5.8 to 1. In the communications industry it is 3.6 to 1. In public administration the ratio is 3.3 to 1. U.S. Bureau of Labor Statistics, Educational Research Service False claim #10: More and more money continues to be wasted on education. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #10 More and more money continues to be wasted on education. (continued)

THE DEFENSE “Teachers are not accountable because tenure laws protect them.” reported by Associated Press, 2005 “It’s impossible to get rid of tenured teachers.” The Small Newspaper Group, IL, 12/6/2005 All contracts outline a dismissal process. Teachers should not be held responsible when supervisors fail to do the work needed to dismiss inadequate tenured teachers. Tenure does not protect bad teachers; it protects basic rights, such as the right to “due process”. Even criminals have this right guaranteed. School districts report that rigid screenings are used to hire teachers. This reduces the likelihood for future tenured staff dismissals. Most probationary periods (before tenure is granted) last four years. Many incompetent teachers either resign or are ousted during that period (as school districts report). “Negotiated departures”, a practice used in the private sector to remove incompetent experienced employees, are commonly used to get incompetent tenured teachers to resign. source for this frame and previous four frames: The Pantagraph (AP) 12/6/05 Nearly half (46%) of all new teachers leave the profession in the first five years. In Illinois, 50% of new teachers leave by the end of their third year. Certainly this weeds out much of the incompetence. Chicago Tribune, April 27, 2003 (for first two sentences above) Also, tenure is not something that exists only for teachers. Millions of workers receive protection from unfair dismissal through either union contracts or civil service law. In many districts tenure is not granted to new teachers until a five year probationary period has passed. Incompetent teachers should easily be identified in that time and dismissed. It seems highly illogical that after five years of satisfactory performance a teacher will turn bad just because he or she has earned tenure. Many people do not understand tenure because they hear nothing but the negative propaganda surrounding it. When asked directly by the Zogby Poll if they supported teacher tenure, most respondents replied with a “no”. However, when asked if they supported replacing tenure with a system that would give teachers the right to a fair hearing before a school board could fire them, 84% of respondents said “yes”. (Of course what the respondents said “yes” to was a basic definition of teacher tenure!) False claim #9: Tenure laws protect incompetent teachers. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) Tenure was not established by educators. Tenure is law, created by elected state legislatures and signed by governors who were chosen by a majority of voters. Apparently our government leaders must see something viable in the maintenance of teacher tenure. False claim #9 Tenure laws protect incompetent teachers.

THE DEFENSE “Close the schools that are not working… educate the kids or you’re gone.” Abigail and Stephen Thernstrom co-authors of The NAEP (National Assessment of Educational Progress) reports that over the past five years, scores in reading and math are up 6–13% for minority groups. White scores are up 4–6%. Phi Delta Kappa, April 2005. In 2002, 46% of high school graduates took the SAT, including 35% of minority students. Both are all time highs. AFT publication, 4/2003 From 1972 to 2000, the percent of students going to college went from 49% to 63%. The biggest gains were by blacks. AFT publication, 4/2003 Many more African-American and Hispanic 12 th graders are taking Advancement Placement exams. From 1984–1997 the rate quadrupled for blacks and tripled for Hispanics. National Center for Education Statistics In 1960, 3% of African-Americans had a college degree. By 2002 this had risen to 17%. Wall Street Journal, 6/2/02 The U.S. leads the world in the percentage of technical and non-technical bachelor degrees earned by minorities. New Mexico Middle School Journal, spring 2000 High school completion (diploma and GED) The gap between white and black students 1962 – 27.6% gap 1980 – 10.3% gap 1994 – 6.0% gap 2004 – 5.0% gap The gap has shrunk similarly between whites and Hispanics. Rethinking High School Graduation Rates, Mishel and Roy, Economic Policy Institute *(EPI), April, 2006. *The EPI is an independent, non-profit, non-partisan research institute. Over the past decade, college entrance rates increased by 5% for whites and Hispanics while rates for blacks increased by 12%. “What’s Good About Public Schools”, Jennings/Hamilton, 2004. False claim #8 The “achievement gap” is proof of school failure. False claim #8: The “achievement gap” is proof of school failure. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) Socio-economic class accounts for approximately 50 percent of the variance in SAT test scores. It is estimated that for every additional $10,000 in family income, a person on average gains 30 points on the SAT. Standardized Minds: The High Price of America’s Testing Culture and What We Can Do to Change It. Peter Sacks, (Perseus Publishing, 2000). A more proper reference for the “racial gap” in learning would be the “poverty gap” in learning. This is because whites and blacks who live in poverty experience an achievement gap. It’s only because poverty is so predominate in the African-American community that we get the term “racial gap”. A large percentage of U.S. minorities live in poverty and thousands of studies link poverty to academic achievement. The relationship is every bit as strong as the connection between cigarettes and cancer. Yet, school reform ignores this. It demands equality in achievement, but shows no consideration for the 22% of students in the U.S. who live in poverty. David Berliner, “Our Impoverished View of Educational Reform”, Teachers College Record, August 2005. In a remarkable 2001 study, researchers followed families for three years, taking notes of parents’ incomes and children’s scores. When income went up, so did test scores. In those lucky families, children ended up scoring as well as the students who never were poor! David Berliner, “Our Impoverished View of Educational Reform”, Teachers College Record, August 2005 Ignorance of this link between poverty and school achievement is summed up well by this quote: “Attempting to fix inner-city schools without fixing the city…is like trying to clean the air on one side of a screen door.” Jean Anyon, political economist Still, critics ignore the real problem of poverty and continue the rhetoric by saying, “It’s the public schools’ obligation to educate everyone, and little is being done to accomplish that.” Of course conventional opinion is that schools contribute mightily to the achievement gap, but evidence indicates that schools already do a great deal to combat it. Class and Schools, Richard Rothstein, 2004 1 When it comes to its poor children (this usually means minority children), the U.S has a remarkable status. No other wealthy nation in the world has a greater percentage of children in poverty except for Mexico, whose per capita income is $8,900, barely even qualifying it as a wealthy nation. 2 In the U.S., per capita income is $34,586. 1 neatoday, Feb. 2006 2 U.S. Dept. of Commerce, Bureaus of Economic Analysis, 2005 Countries that outscore America academically also have lower child poverty rates than America. If only American white and wealthier students were a nation, their test scores would be at the top with the likes of Japan (child poverty of 12.2%) and Sweden (child poverty rate of 3%). America’s child poverty rate is 22.4%! UNICEF U.S. Dept. of Commerce, Bureaus of Economic Analysis Although progress can be reported on the poverty driven “achievement gap”, continued successes will be even more difficult because 1 the poverty rate in America has increased each year from 2000–2004. At the end of 2004 there were 13 million U.S. children (under age 18) living in poverty. 1 U.S. Census Bureau report, 2005 (Before entering school) Compared to middle-class kids, lower-class children have… …poorer nutrition. …a much greater exposure to lead. …higher rates of problems with hearing, vision, and oral health. …more obesity, asthma, diabetes, cancer, and heart disease. …less of a chance to receive proper health care. …less foundational experiences on which education can be built. …a much higher mobility rate. …more mothers who consumed alcohol during pregnancy. …more mothers who smoked and did drugs during pregnancy. …more mothers who had poor nutrition during pregnancy. These are reasons, not excuses, as to why poverty stricken students do poorly in school. Class and Schools, Richard Rothstein, 2004 Black 4 th grade math scores today are now higher than white 4 th grade scores in 1978. Thus, if white math achievement had been stagnant, the black-white achievement gap would have been entirely closed. The continued gap is due to substantial improvement in white scores as well. CATO Unbound, Lead Essay by Richard Rothstein, 4-7-2008 The burgeoning homeless student population is taxing strapped school districts…who also must deal with everything from what is a reasonable amount of homework to students’ not getting medication to their being bused long distances to stay in the district – a right protected by law. Chicago Tribune, October 28, 2009 School district officials say there is a record number of public school students now living in motels, campgrounds, shelters, cars, and yes, storage facilities. Chicago Tribune, October 28, 2009 In 2007, nearly 800,000 homeless children were enrolled in public schools – up 17% from the year before. Certainly this number has increased at an even greater rate on the heels of the economic meltdown that began in late 2008. U.S. Department. of Education (first sentence above)

THE DEFENSE A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #7 Schools copout by blaming their failures on social and family problems. False claim #7: Schools copout by blaming their failures on social and family problems. “Quit blaming school failures on social problems.” John Immerwahr/researcher for watchdog group Public Agenda, 1995 “The public is not questioning the value of public education, only its performance.” Jean Johnson vice president of watchdog group Public Agenda and coauthor of the survey report: First Things First: What Americans Expect from the Public Schools Time magazine reported on 2/13/05, that by age 18, children have spent only 13% of their waking hours in a classroom. Logic seems to say then that wherever students are for the other 87% of their waking hours might have an effect on their achievement. In 1983, “A Nation at Risk” report riled the country with misrepresented claims of falling school achievement scores. The worst slip was SAT verbal averages which, from 1967 to the early 1980’s, had dropped 11% (largely due to demographic changes in the test takers, not school failure – more will come later on this topic). What follows are some other changes that occurred in America during those same years. You be the judge as to whether or not these changes, along with the demographic changes in test takers, may have dropped SAT scores. What changed in our society from the 1960’s into the 1980’s besides school test scores? Out of wedlock births rose by 133% (1960 – 1987). Smock, Pamela J. “Gender and the Short-Run Economic Consequences of Marital Disruption” Social Forces v. 73, n., p. 243 What changed in our society from the 1960’s into the 1980’s besides school test scores? The divorce rate doubled (100% rise from 1970 – 1990). Arendell, Terry J., “Women and the Economics of Divorce in the Contemporary United States” What changed in our society from the 1960’s into the 1980’s besides school test scores? Households with both parents working rose by 133% (1960’s – 1990’s). New America Foundation – Work and Family Program What changed in our society from the 1960’s into the 1980’s besides school test scores? The rate of working mothers with children under age six rose by 116% (1970 – 1995). How Americans Can Buy American, Roger Simmermaker What changed in our society from the 1960’s into the 1980’s besides school test scores? Time that parents spent with their children was down 40%. Charles Handy, The Hungry Spirit [New York: Broadway], p. 17 What changed in our society from the 1960’s into the 1980’s besides school test scores? The incarceration rate increased over 600% (1969 – 1999). Milton Eisenhower Foundation report, MacNeil-Lehrer Productions What changed in our society from the 1960’s into the 1980’s besides school test scores? Prison building increased by 700% (1969 – 1999). Milton Eisenhower Foundation report, MacNeil-Lehrer Productions What changed in our society from the 1960’s into the 1980’s besides school test scores? Television viewing by kids increased by over 50% (at a time when TV viewing was already very high). Resources, #2, May/June, 1990 What changed in our society from the 1960’s into the 1980’s besides school test scores? The childhood obesity rate was up 350% (1963 – 2001). U.S. Surgeon General and the U.S. Human Services Dept., 2001 It’s now the rule, rather than the exception, that parents side with their children and threaten to escalate even the most minor disagreements. Dave Turner (Executive Director of the Illinois’ Principals Association) Chicago Tribune, April 27, 2003 “Parent management” is a bigger struggle for teachers than classroom discipline and standardized testing. Met Life Survey of the American Teacher (TIME magazine 2/13/2005) Problems with parents is one of the main reasons why 40% to 50% of new teachers leave the profession in their first five years. Met Life Survey of the American Teacher (TIME magazine 2/13/2005) When the public becomes convinced that student failure is solely the fault of the schools, then a climate develops that leads to the following situations.

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #7: Schools copout by blaming their failures on social and family problems. “Quit blaming school failures on social problems.” John Immerwahr/researcher for watchdog group Public Agenda, 1995 “The public is not questioning the value of public education, only its performance.” Jean Johnson vice president of watchdog group Public Agenda and coauthor of the survey report: First Things First: What Americans Expect from the Public Schools (1995) Just to drive home the point, here are more facts about society and the home environment in which many children live. Firearm possession in America increased by 120%. (1969 – 1999) (Milton Eisenhower Foundation report, MacNeil-Lehrer Productions) A child views 8,000 murders on TV before finishing grade school. (A.C. Nielsen Co.) 2,888 out of 3,000 studies show that TV violence is a causal factor in real-life mayhem. ( Dr. John Nelson, of the American Medical Association) On the average, one hour of prime time TV contains 1.6 references to sexual intercourse, 1.2 references to prostitution and rape, 4.7 sexual innuendos, and one suggestive gesture. (Youth Worker Update, quoted in Signs of the Times, June, 1993, p. 6.) Many American children cannot escape being sexualized at a young age. Sex is topic No. 1 (amongst students) in middle school these days. (Pearlstein, Linda. Not Much Just Chillin. 2003) In addition to heavy TV viewing, children now play computer & video games an average of one hour per day. (a 2003 report by The National Academy of Science) Please note this was reported before cell phone usage became firmly entrenched in our youth. 95% of teenage boys and 67% of teenage girls regularly play video games – including the best selling Grand Theft Auto, where players gain points by murdering cops and beating prostitutes to death with bats. (Results from an April, 2003 study by Jupiter Research appearing in the Sept. 2003, USA Today.) 25% of American kids, ages 5 – 10, develop high blood pressure or high cholesterol from diet and inactivity. (American Heart Association) The number of children with adult type diabetes doubled in a 25- year period. (National Institutes for Health, 4/14/02) Based on what you have just read it’s no surprise that the next frame holds some truth about the classroom situation across America.

Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shores. Send these, the homeless, tempest tossed, to me; I lift my lamp beside the golden door. Give me your hyper, your rude, Your yawning masses yearning to use their cell phones, The wretched refuse of your shopping malls. Send these, the joystick bound, couch potatoes to me; I lift my lamp beside the classroom door! Immigration to America Education in

Actually, social ills and family problems lead to an interesting relationship.

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The Doctor/Patient Relationship Teacher/Student Doctor/TeacherPatient/Student

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Every year, many people who have neglected their health, show up at the doctor. children been schools., The Patient/Student Relationship

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In their past few years, these patients led lives which made them unfit to live healthily. students learn first five had readily. The Patient/Student Relationship

These patients consume too much food and drink, and arrive in the examining room unable to sustain an adequate lifestyle. students class- pop culture, TV academic. The Patient/Student Relationship

This is proven by these patients’ hypertension, low energy levels, poor cholesterol scores, and bad hearts. students’ interest sexuality, behavior. test The Patient/Student Relationship

In addition, these patients lead a sedentary lifestyle at home. students have dysfunctional The Patient/Student Relationship

Health care treats these patients using good advice and various medications. Schools teach methods interventions. students The Patient/Student Relationship

Commonly, these patients fail to change their bad habits so they go on to another doctor. students and grade. The Patient/Student Relationship

The new doctor tries more sound advice and further prescriptions, but to no avail. teacher instruction adaptations, The Patient/Student Relationship

Sometimes, after much testing, a recommendation is made that these patients go to a specialist. students ed. The Patient/Student Relationship

After several years of doctoring, many patients do not meet the standards necessary for a quality life, and their health suffers on. schooling, students in educators Illinois,yet for it. The Patient/Student Relationship

Yes, the health care sector does its best for patients, and receives societal respect and esteem for its expert efforts and attempts. education students, but disrespect scorn, but… The Patient/Student Relationship

…ultimately, patients’ histories, and what they do outside the doctors’ care, are neither the fault nor the liability of the doctors. students’ afterdismissal bell, schools. The Patient/Student Relationship

THE DEFENSE “Lousy schools are producing a lousy work force and that is killing us in the global marketplace.” summarization by public school proponent Gerald Bracey of a common refrain (Report on the Condition of Education) U.S. workers lead the industrialized world in: hours worked per week days worked per year overtime worked per year productivity per hour worked The vast majority of U.S. workers were educated in America’s public schools. False claim #6 America cannot compete globally because of poorly educated workers. Claim #6: America cannot compete globally because of poorly educated workers. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) Our schools are not allowing us to compete? The U.S. is the world’s biggest economy with an expected 2010 GDP of 13.2 trillion dollars. “ U.S. remains world’s No. 1 economy”, Morton Kondracke, columnist, Newspaper Enterprise Association, 1/4/2010 Every year in the past decade, American workers have increased manufacturing productivity by four percent. CBS News, 12/6/2006 If lousy schools are producing a lousy workforce then what about these quotes spoken during the economic crisis of 2008? President Barack Obama (February 9, 2009) : "I believe the United States has the most productive work force…so we can compete against anybody.” President George W. Bush (October 17, 2008) : “America’s the home of the most talented, enterprising and creative workers in the world.” Presidential candidate John McCain (September 15, 2008) : "No one can match an American worker. Our workers have always been the strength of our economy, and they remain strong today." Our schools are not allowing us to compete? 1 In manufacturing, U.S. workers are first in the world. In 2005, they produced $1.79 trillion worth of goods, nearly double that of second place Japan ($990 billion). 2 Update to above: in 2010 the U.S. still leads the world in manufacturing with China 2nd and Japan 3rd. 1 CBS News, 12/6/2006 2“ U.S. remains world’s No. 1 economy”, Morton Kondracke, columnist, Newspaper Enterprise Association, 1/4/2010 Our schools are not allowing us to compete? The World Economic Forum ranks the U.S. as the planet’s most competitive and innovative economy. “ U.S. remains world’s No. 1 economy”, Morton Kondracke, columnist, Newspaper Enterprise Association, 1/4/2010

THE DEFENSE “The Commission on the Skills of the American Work Force” reports that only about 15% of the employers of this country report difficulty finding workers with appropriate occupational skills. "The Myth of Public School Failure”, Richard Rothstein “Public school graduates lack the basic skills necessary for the workplace.” common refrain heard from business world America Over 80% of American employers are satisfied with new hires’ education and only 5% expect future increases in skill requirements (from “The Commission on the Skills of the American Work Force” ) "The Myth of Public School Failure”, Richard Rothstein Contrary to the statement above, this is how the corporate world responded to surveys… Companies claim that academic skills are among the least important considerations in a job candidate. Journal of Educational Research Businesses spend less than 10% of their training dollars on entry level workers, and even less on basic skills training. Educational Research Service Companies report that they are primarily looking for employees who possess punctuality, the ability to follow directions, and honesty. Journal of Educational Research Businesses spend little time and money on remedial training because they hire candidates who already have the required basic skills. Educational Research Service Claim #6: America cannot compete globally because of poorly educated workers. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #6 America cannot compete globally because of poorly educated workers. (continued) A 2003 survey of 400 firms found the most important qualities sought in college graduates were (in this order): Communication skills Interpersonal skills Motivation and initiative A strong work ethic Teamwork skills These employers cared about cognitive skills as they sought candidates with a “B” average. But once that cutoff was met, grade point averages were unimportant in comparison to the non-cognitive skills required. Class and Schools, Richard Rothstein, 2004 In 2001, the National Association of Manufacturers surveyed executives of 600 firms about skills shortages they encountered in applicants for production jobs. 69% of applicants were rejected because of employability skills (timeliness and work ethic). Only 21% of applicants were rejected due to poor math skills. Only 34% of applicants were rejected due to poor reading and writing skills. Class and Schools, Richard Rothstein, 2004 In 2001, the National Association of Manufacturers surveyed executives of 600 firms about skills shortages they encountered in applicants for professional jobs. 16% of applicants were rejected because of employability skills (timeliness and work ethic). Only 4% of applicants were rejected due to poor math skills. Only 6% of applicants were rejected due to poor reading and writing skills. Class and Schools, Richard Rothstein, 2004 A 1994 survey by the Census Bureau of over 3,000 manufacturing and non-manufacturing firms asked employers what factors they considered important for non-supervisory jobs: MOST IMPORTANT An applicants attitude LEAST IMPORTANT Grades, test scores, years of schooling Class and Schools, Richard Rothstein, 2004

THE DEFENSE “Our schools are broken. They can’t cut it in the competitive global economy.” Lou Gerstner, then CEO of IBM (from a NY Times op-ed essay titled “Our Schools Are Failing: Do We Care?”) Three months before this remark by Mr. Gerstner, the U.S. economy was declared #1 in the world by the NY Times (The U.S. News and World Report and the Washington Post made similar claims). Susan Ohanian.org, 4/1/2003 Also, when Mr. Gerstner wrote this essay, IBM’s stock was skyrocketing and the U.S. economy was in the second year of a boom that would last for six more years into early 2000. Susan Ohanian.org, 4/1/2003 Mr. Gerstner never did issue a retraction, offer an apology, or give credit to schools. However, he did bash education with another NY Times and Washington Post essay in 2001. pdkintl.org 4/2003 Claim #6: America cannot compete globally because of poorly educated workers. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #6 America cannot compete globally because of poorly educated workers. (continued)

THE DEFENSE “The only way that the United States is going to replace jobs that have been sent overseas is through education.” consensus of an education symposium sponsored by the Business Roundtable, 3/23/04 Globalization is expanding and money is the driving force. Software engineers in India receive 10% to 25% of the wages that American workers receive. Bank of America, Procter & Gamble, Cardinal Health, Burlington Northern and Santa Fe Railway, Lehman Brothers, AT&T Wireless and BellSouth all outsource IT projects to other countries thereby cutting costs by as much as 50%. Institute of Electrical and Electronic Engineers, May 2003 newsletter Cost cutting, not lack of educated Americans, produces this kind of forecast: 1 Forrester Research indicates that the IT sector will lead the exodus of jobs from America, which will total 3.3 million jobs and $136 billion in wages transferred to countries like India, Russia, China, and the Philippines by 2015. 1 San Francisco Business Times (11/18/02) Claim #6: America cannot compete globally because of poorly educated workers. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) The American labor force seemed perfectly smart enough to perform the 22 million new jobs created in the booming economy of the late 1990’s. But now, with the loss of 3 million manufacturing jobs over the last few years, and the accelerated pace of outsourcing to cheap overseas markets, many in Congress are talking about re-educating the dumb American worker. Lou Dobbs financial commentator summary of remarks made on 3/17/2006 In large part, outsourcing, with its cost saving goal, has caused 1 the unemployment rate for U.S. computer scientists and systems analysts to reach an all-time high of 5.2 percent in 2003. The joblessness rate for electrical and electronics engineers rose by 47.6 percent in 2003 to a record 6.2 percent, compared to 4.2 percent in 2002. 1 Information Technology Association of America (ITAA) study, 2004 As a result of outsourcing high tech jobs to foreign workers, U.S. students are abandoning studies in computer sciences (19% drop in 2003). Computer Research Association, reported 3/25/04 (unless otherwise noted) False claim #6 America cannot compete globally because of poorly educated workers. (continued)

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #5 Public schools abandon too many students. False claim #5: Public schools abandon too many students. Since public schools are leaving so many students behind they must make sure that by 2014 every single student is performing at average or above average levels in core subjects. paraphrased language from “No Child Left Behind” (Congress, 2001) THE DEFENSE A Congressional law cannot overrule a natural law. “Normal distribution” (a bell curve) demands that below average performance must exist. A legislative act will not change Mother Nature.

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) Bell Shaped Curve (normal distribution) below average above average average Bush Shaped Curve (abnormal distribution) average above well above average average False claim #5: Public schools abandon too many students. Since public schools are leaving so many students behind they must make sure that by 2014 every single student is performing at average or above average levels in core subjects. paraphrased language from “No Child Left Behind” (Congress, 2001)

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) Thousands of studies link poverty to academic achievement. The relationship is every bit as strong as the connection between cigarettes and cancer. Yet, NCLB ignores this. It demands equality in achievement, but shows no consideration for the 22% of students in the U.S. who live in poverty. And, with poverty so closely tied to proper health care, shouldn’t NCLB have included this? By 2014, all kids will have access to average or above average health care. After all, 9.3 million American children lack proper health care because they have no health insurance. The Children’s Defense Fund The federal government has a “Blue Ribbon” designation for schools that show outstanding achievement among diverse groups. It is a prestigious award given to only a few schools. Oddly, in 2002, the USA Today reported that in over half the states studied, some federal “Blue Ribbon” schools found themselves labeled as “failing” under the new federal “No Child Left Behind” act. The federal government has since scaled back its “Blue Ribbon” program. “No Child Left Behind” passed Congress with huge bipartisan support (87-10 vote in the Senate, and 381-41 in the House). However, in 2005, the AP reported that all 50 state legislatures, in an unusual bipartisan display, issued a scathing rebuke of “No Child Left Behind”, calling it, “A coercive and unconstitutional act that sets an unreachable goal.” By 2014, any school that does not eliminate all student failure, will face closure. By 2014, any lending institution that does not eliminate all personal bankruptcies, will face closure. (Underlined words are borrowed directly from “No Child Left Behind”.) Thus, with achievement so closely tied to poverty, shouldn’t NCLB have included this? By 2014, all family incomes will be average or above average. After all, the 13,000 richest families in the U.S. have almost as much income as the poorest 20 million families. Reported by economist Paul Krugman in the NY Times Magazine. By 2014, any school that does not eliminate all student failure, will be subject to privatization. By 2014, any police department that does not eliminate all crime, will be subject to privatization. (Underlined words are borrowed directly from “No Child Left Behind”.) By 2014, any school that does not eliminate all student failure, will incur sanctions. By 2014, any doctor or hospital that does not eliminate all sickness, will incur sanctions. (Underlined words are borrowed directly from “No Child Left Behind”.) Since the demands of NCLB are impossible to meet, eventually every school will experience the punitive measures of NCLB. How would other societal institutions fair under the same type of requirements and consequences? Let’s see. In addition, school districts with above average resources generally have the highest achievement. Thus, if NCLB wanted equality so badly, then shouldn’t this have been included? By 2014, all per pupil spending in the U.S. will be average or above average. After all, in some states, the spending gap between rich and poor school districts is as large as $20,000 per pupil, per year! 1 In Illinois, a Lake County school spends $24,000 per child, per year, while a Tazewell County school spends $4500 per child, per year. 1 The Advocate, summer 2006 False claim #5: Public schools abandon too many students. Since public schools are leaving so many students behind they must make sure that by 2014 every single student is performing at average or above average levels in core subjects. paraphrased language from “No Child Left Behind” (Congress, 2001)

The following quote exemplifies the consequences of the NCLB transfer provision and of the under funding of NCLB so far. NCLB: Students may transfer from failing schools to successful ones. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) NYC The first year under NCLB, 300,000 students were eligible to transfer in New York City schools. 8,000 of those students requested a transfer. We have had more fighting in one month than we did all last year. Class sizes rose from the low 20’s to over 30, and there is no extra resources. It’s destroyed morale. reported by school principal, Michael Winerip, whose school received an influx of transfer students (10/1/2003) False claim #5: Public schools abandon too many students. Since public schools are leaving so many students behind they must make sure that by 2014 every single student is performing at average or above average levels in core subjects. paraphrased language from “No Child Left Behind” (Congress, 2001)

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) U.S. public schools already give 33 million standardized tests and, under NCLB, that will increase by 33% to over 44 million tests by the end of this school year. As a result, the problems with scoring tests and developing good tests are likely to get worse before they get better. Rethinking Schools, Spring 2006 The Education Sector, a Washington D.C. research group, reports that since 2000, 35% of state testing offices reported a "significant error" by testing contractors in scoring state tests. Rethinking Schools, Spring 2006 In addition to problems with scoring tests, there is much concern for the quality of the tests that are being so rapidly developed and implemented. Rethinking Schools, Spring 2006 NCLB determines success or failure solely with achievement testing, but shockingly, researcher Walt Haney of Boston College notes that there is more supervision over the pet industry and the food we feed our dogs than there is for the quality of standardized tests we make for our kids. Rethinking Schools, Spring 2006 False claim #5: Public schools abandon too many students. Since public schools are leaving so many students behind they must make sure that by 2014 every single student is performing at average or above average levels in core subjects. paraphrased language from “No Child Left Behind” (Congress, 2001) WARNING! To bolster NCLB, the Department of Education has pointed to certain National Assessment of Educational Progress (NAEP) results that show improved student achievement in reading and math from 2000 to 2005. (“No Child Left Behind is Working”, Department of Education, 2006.) These "improvements" are misleading. NCLB didn't even take effect until 2003. Score increases between 2000 and 2003 (pre-NCLB) were roughly the same as the increases between 2003 and 2005 (post NCLB place) Also, the subgroups used to report these "improvements" were ”cherry-picked” since other subgroup scores remained flat or actually fell. (Perlstein, Linda. Tested. Henry Holt and Co., 2007.) UPDATE The Obama administration has laid out a blueprint for sweeping changes to No Child Left Behind. A bipartisan group of senior lawmakers and administration officials hope to produce a new bill by August 2010. Items in this plan include a continuance of the heavy reliance on standardized test scores, an expansion of charter schools, increased focus on merit pay, promotion of school vouchers, retention of AYP and the pass/fail standard for schools, and the creation of a system where schools will “compete” against one another to get federal funding. UPDATE Leaders of the nation’s largest teachers’ unions reacted this way to the Obama plan: Randi Weingarten, president of the AFT, said, “From everything that we’ve seen, this blueprint places 100 percent of the responsibility on teachers and gives them zero percent of the authority.” “We are disappointed,” said Dennis Van Roekel, president of the NEA. ”…Our members are frustrated by the disconnect between what they need each day to support their students and schools and the federal policies that hold up struggling students as products to be tested."

THE DEFENSE False claim #4 Public schools ignore the basics in favor of ineffective methods. Reading, writing, and math are still thoroughly taught in the public schools. Even the harsh measurements of The National Assessment of Educational Progress (NAEP) report that test scores in these basic areas are up significantly in the past five to ten years. NAEP, June, July, November, 2003 Educators will acknowledge that they have used methods which are ineffective. At the same time however, it should also be acknowledged that the one-sided negative look at schools has led to teaching methods that do not work. After all, when the overall success of public schools is ignored, then the productive teaching methods that brought this success are often ignored too. Also, if schools are going to be hammered on because they have ignored the basics, then what about the critics of public schools? Are they not also ignoring some basics themselves? “Whatever happened to the 3 Rs – readin’, ritin’, and ‘rithmetic? Schools need to return to the basics.” a common claim made by school watchdog groups and the media A basic reality The United States of America has… one of the highest standards of living, the most elaborate infrastructure, the strongest national defense, the largest economy (GNP), and the best work force in the world… …not in spite of its public schools… …but (at least in part) because of them!!! False claim #4: Public schools ignore the basics in favor of ineffective methods. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them)

THE DEFENSE Little credible data was found regarding international comparisons of students. Misinterpretations of simplistic data (such as international comparisons of students) cause the public’s perceptions of public schools to be low. The Sandia Report (Perspective on Education in America), U.S. Department of Energy “U.S. students perform poorly on international comparisons of academic achievement.” widely reported in surveys, by newspapers, and on radio & TV Depending on one’s agenda, singular survey results can be selected to support just about any conclusion regarding U.S. students and their international rank. Phi Delta Kappa, 5/05 When multiple surveys, multiple subject matters, and multiple grade levels are used, a more objective and accurate comparison can be made between U.S students and those from other nations. And… …when multiple surveys, multiple subjects, and multiple grade levels are used, U.S. students rank above average internationally. Phi Delta Kappa, 5/05 However, even an “above average” world ranking is unacceptable to many critics of American public schools. To them, anything besides “first in the world” is failing. Yet, the U.S. is not “first in the world” in minimizing poverty, curtailing infant mortality, or in other statistics that are predictors of future educational achievement. Phi Delta Kappa, 5/05 Typically, much larger percentages of U.S. students take international comparison tests. In the first International Assessment of Educational Progress (IAEP), 75% of U.S. students were compared to the top 9% in Germany, the top 13% in the Netherlands, and the top 45% in Sweden. The Manufactured Crisis: Myths, fraud and the attack on America’s public schools, David Berliner The U.S. has by far the most diverse population of any nation to which it is compared academically. For instance, Germany, England, & Japan, are nearly 100% homogeneous. Yet in America, more than 1/3 of students are minorities, 425 different languages are represented, and 10% (5.5 million) are learning English as a second language. Phi Delta Kappa, 5/05 & the U.S. Department of Education, 2003 False claim #3 Students in other countries outperform U.S. students. False claim #3: Students in other countries outperform U.S. students. No other nation attempts to educate all of its children to the extent that America does – not Japan, where only a tiny minority of students attend university, not Germany, where students are rigorously separated at an early age into career tracks, not Korea, where the population is virtually homogeneous. Americans expect every child to have a solid K-12 education and access to a post-secondary education if he or she so chooses. Q & A, 2005 A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them)

THE DEFENSE Guess which was the only line selected by the commission to go into “A Nation at Risk” report. Were you right? By the way, all the Science scores had recovered by 1982, but “A Nation at Risk”, issued in 1983, did not mention that - and to think that nationwide school reform was prompted by this report. Age 9 1969, 1973, 1977 Math Scores inched up or remained stable. Age 13 1969, 1973, 1977 Math Scores inched up or remained stable. Age 17 1969, 1973, 1977 Math Scores inched up or remained stable. Age 9 1969, 1973, 1977 Reading Scores inched up or remained stable. Age 13 1969, 1973, 1977 Reading Scores inched up or remained stable. Age 17 1969, 1973, 1977 Reading Scores inched up or remained stable. Age 9 1969, 1973, 1977 Science Scores declined slightly. Age 13 1969, 1973, 1977 Science Scores declined slightly. Age 17 1969, 1973, 1977 Science Scores declined steadily. Age 17 1969, 1973, 1977 Science Scores declined steadily. IT WAS THIS ONE! “A Nation at Risk”, by far the most well known government report on education, was overwhelmingly critical of public schools. Following its release, nationwide school reform occurred. This report triggered the now twenty five + year attack on our public schools. “A Nation at Risk” is the reason “A Public Defense of the Public Schools” even exists. “A Nation at Risk”, however, was a flawed and politically motivated report. “A Nation at Risk” selectively used information to support the preconceived belief that public schools were failing. What follows is a pool of achievement test scores that was available to the “A Nation at Risk” committee. The commission’s goal was not to objectively examine American education, but to document the terrible things that had been heard about schools. a summary from the memoirs of T.H. Bell, the Secretary of Education who headed the “A Nation at Risk” commission (as reported by Gerald Bracey) “A Nation at Risk” did not completely explain its claims. For instance, the report said, “SAT scores demonstrate a virtually unbroken decline from 1963 to 1980.” That claim was true, however, the report left out the fact that demographics of SAT testers had changed dramatically. Students with lower high school class rankings were taking the test in vastly larger numbers. Thus, the dip in SAT scores actually reflected a public school success. It would have been very suspicious if SAT averages had not declined. Apparently “A Nation at Risk” fabricated some data because when pressed for explanations, the commission could not back up some of its claims. Here are some examples of unsubstantiated claims: “Average tested achievement of students graduating from college is also lower.” “High achievement test scores will make the American economy competitive on an international level.” “Over half the population of gifted students do not match their tested ability with comparable achievement.” “A Nation at Risk” may be the most known governmental school study, but the least known governmental school study could very well be the “Sandia Report”. The “Sandia Report”, released in 1993, ten years after “A Nation at Risk”, cast a favorable light on public schools. The following series of screens will provide an unusual but enlightening look at this “Sandia Report”. False claim #2 Government reports prove that schools are not succeeding. “For the first time in the history of our country, the educational skills of one generation will not surpass, will not equal, will not even approach, those of their parents.” “A Nation at Risk” report, U.S. Department of Education False claim #2: Government reports prove that schools are not succeeding. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them)

T h e Roswell Incident (1947) vs. T h e SANDIA Report (1993) To better comprehend the following comparison of the two different events listed above it is important to know what the two events were. The Roswell Incident, as claimed by “UFO-ologists”, is the discovery and concealment by the U.S. military of a crashed UFO and its occupants in New Mexico. The Sandia Report, as the previous screen explained, was a somewhat positive report on schools. A comparison of two such disparate events may seem unusual, but it will make sense so please click your mouse…

Several years ago, in a New Mexico desert… …an unexpected incident occurred at a scientific facility. The public was not prepared for such a happening so the government covered it up. Now, if you’re expecting to hear of an alleged UFO that crashed......or a supposed alien autopsy......then you’re watching the wrong presentation! But if you want to know about a real report, buried by our government, that was favorable to schools, then keep watching. T h e Roswell Incident (1947) vs. T h e SANDIA Report (1993)

A UFO and its alien occupants supposedly crashed in New Mexico and the government allegedly concealed it. A somewhat positive report about America’s schools was done in New Mexico. The government suppressed it. Roswell Meets Sandia A UFO and its alien occupants supposedly crashed in New Mexico and the government allegedly concealed it. The Sandia Report was… …prompted by the end of the Cold War. …requested by the government (Dept. of Energy). …conducted by engineers at the Sandia National Laboratories in New Mexico (the lab made plutonium triggers for hydrogen bombs). …done by engineers who knew how to do scientific research. …a thorough report on America's schools. …prompted by the end of the Cold War. …requested by the government (Dept. of Energy). …conducted by engineers at the Sandia National Laboratories in New Mexico (the lab made plutonium triggers for hydrogen bombs). …done by engineers who knew how to do scientific research. …a thorough report on America's schools.

U.S. public schools have their problems, but there is NO system wide crisis. Misinterpretations of simplistic data such as SAT averages, international comparisons, graduation rates, dropout rates, etc. cause public perception of schools to be low. (many of these misinterpretations are addressed by the presentation that you are now watching) The American family is changing. Single parent families and two parents working are examples of these changes, and they are real, persistent, and accelerating. Society is increasingly asking schools to become involved in meeting students’ non-academic needs. The status of educators is low both inside and outside the education profession. There is a preoccupation with linking overall public school performance to global economic competitiveness. Students earning technical bachelors degrees is up significantly over the past twenty years. (one of Sandia’s main calls was to measure this) 35% of all K-12 money goes to educating the 10% of students who are in special education. Over the past twenty years, expenditures for ‘regular’ K-12 education have been modest. Little credible data was found regarding international comparisons of students, as was the case with other areas investigated. Claims that U.S. public education is in a “system wide crisis” are an impediment to educational improvement. Findings from the Sandia Report summary from the Sandia Report published in the Journal of Education Research, May 1993

1 “The Sandia Report is dead wrong.” 2 “The Department of Energy will not permit publication of the study as presently drafted.” Both quotes are from James Watkins, U.S. Secretary of Energy whose department had asked for the report. 1 The Albuquerque Journal. 2 "The Myth of Public School Failure“, Richard Rothstein The Department of Energy complained that Sandia was biased because “data shown are consistently supportive of a picture of U.S. education in a positive light.”. "The Myth of Public School Failure“, Richard Rothstein “You bury this (Sandia Report) or I’ll bury you.” David Kearns, Deputy Secretary of Education and former CEO of Xerox Reported by Gerald Bracey in Phi Delta Kappan, April 2003. The Sandia engineers who compiled the report were forbidden to leave New Mexico to discuss it. Reported by Gerald Bracey in Phi Delta Kappan, April 2003. “It ( the Sandia Report ) was definitely and deliberately suppressed.” Retired Sandia vice president Lee Bray, supervisor of the engineers who produced the Sandia Report. Reported by Gerald Bracey in Phi Delta Kappan, April 2003. The Sandia Report was suppressed because its expert quantitative findings flew in the face of of the ‘crisis rhetoric’ which then permeated the discussion of educational reform in the U.S. New Mexico Middle School Journal, Spring 2000. Suppression of the Sandia Report Completed in 1990, the Sandia Report, officially titled “Perspective on Education in America”, was not publicly released until 1993 when a new Washington D.C. administration took power. It was greeted with little fanfare.

A Tale of Two Cities Unbiased with no predetermined outcome by the researchers The report’s commissioner admitted, “I wanted to dramatize the constant complaints about education and its effectiveness.” A Nation at Risk 1983 The Sandia Report 1990 It was the best of reports It was the worst of reports 78 pgs. of graphs, charts, and tables 78 pages of text to explain the graphs, charts, and tables A politically steered group that commissioned forty papers to lay out ‘the crisis’. Not one of the papers came from someone who actually was working in a school. Conducted by engineers at the Sandia National Laboratories, NM, who understood the nature of research 39 pgs. of text, a few bulleted lists, no charts, graphs, or tables 29 pgs. of appendixes that were mostly lists of people interviewed, meeting dates, and institutions making informational contributions

False claim #1: America's public schools and its teachers are failing. “Public schools are the ghetto of the mind.” Cal Thomas - syndicated newspaper columnist “Our education system surely is a joke.” Kathleen Parker - syndicated newspaper columnist THE DEFENSE The public school curriculum is tougher today than 25 years ago. National Center for Education Statistics study, revised, 1998 This core curriculum consists of four years of English and three years each of science, social studies and math. National Center for Education Statistics study, revised, 1998 50% of students take a core curriculum at the ACT college entrance level. National Center for Education Statistics study, revised, 1998 30% more students take advanced English and foreign language, 15% more take advanced math, and 29% more take advanced physics than in 1982. “U.S. education report faults progress of students as flat,” Washington Times, 6/1/01 The percentage of college bound seniors taking pre-calculus rose from 33% in 1992 to 45% in 2002. “SAT Math Gains…Reflect High School Curricula,” Education Daily, 8/28/02 In 1950, nearly half of U.S. students did not complete high school. Today, nearly 90% finish (with GED and community colleges). Paul Houston, Executive Director, AASA, 11/4/98 The United States has the highest college graduation rate of any of its international rivals. National Center for Education Statistics study, revised, 1998 A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #1 America's public schools and its teachers are failing.

False claim #1: America's public schools and its teachers are failing. THE DEFENSE Bill Gates and his wife, Melinda, have set up a foundation in part to “save” America’s schools. However, before “saving” schools, they are attacking them in what some say is an effort to justify their hero ambitions… …after all, if the intentions of Bill Gates, the “$51 billion dollar man”, were sincere, then maybe he would consider this: In Illinois, the Education Funding Advisory Board recommended in 2005 that, to make up for the huge inequities in per pupil spending between wealthy and poor school districts, the average per pupil spending should be raised from $5,164 to $6,405. In Illinois this would cost $2.2 billion... …and, since school funding inequities exist nationwide, if Illinois, a large state, needs to $2.2 billion to help disadvantaged learners, then it would be fair to say that $50 billion would be needed across the country to help end school funding inequities… …so, would Mr. Gates be willing to donate $50 billion of his fortune for this noble cause? He and his wife would still have $1 billion left for themselves, which would allow the Gates approximately $40 million per year to live on for the remaining years of their lives (based on average life spans)… …or, would he grant free operating systems for all public school computers? After all, Bill Gate’s company, Microsoft, costs public schools millions of dollars in upgrade expenses every time it comes out with a new operating system (Windows 1.0, Windows, 2.0, Windows 3.0, Windows 3.1, Windows 95, Windows 98, Windows CE, Windows NT, Windows Me, Windows 2000, Windows XP, Windows Vista, and now Windows 7. …or, as Gandhi said, “We need to be the change we want to see in the world.” So, still being relatively young, why don’t Mr. and Mrs. Gates become certified teachers, go to an inner city school, and then show everyone first hand just how to “save” our schools. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #1 America's public schools and its teachers are failing. (continued) “Our education system, if it were a business, would be bankrupt.” Bill Gates “Our public schools are failing an entire generation.” Bill Gates

False claim #1 America's public schools and its teachers are failing. (continued) “78% of the those polled said our nation’s schools deserve a grade of C or less.” Phi Delta Kappa/Gallup Poll, 2006 False claim #1: America's public schools and its teachers are failing. THE DEFENSE A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) So which is it? Opinion polls have exposed a completely illogical situation. Individually (locally) our schools are doing pretty well, but collectively (nationally) they are doing poorly. Collectively, both situations cannot be true. Logic will not allow it. Are people correct in saying that their local schools are OK, or are they correct in saying that the nation’s schools are failing? “56% of the those polled said their local schools deserve a grade of A or B (only 13% gave a D or F). ” Phi Delta Kappa/Gallup Poll, 2006 Local control of schools exists because it is believed that communities know their own schools well. Thus, since communities know best, then opinion polls indicating school success at the local level must be accurate, while polls reporting national school failure are mistaken.

THE DEFENSE “Our dumb downed school teachers produce dumb downed kids.” “Doctor” Laura Schlessinger - radio personality “The quality of teachers today has slipped from what it used to be. ” (paraphrased remark) Bill O’Reilly – television host Public school teachers are better educated than private and parochial school teachers in America. Also, today’s public school educators are better educated than their predecessors. Virtually 100% have a bachelors degree (compared to 84% of public school teachers in 1961). The percentage of teachers with masters degrees has doubled since 1961. Over half of public school teachers (56%) hold a masters degree or diploma based on six years of college study. Today’s public school educators have more experience than their predecessors. More than one-third (38%) have been educators for two decades or more, and half have been educators for fifteen years or longer. Sources for this frame and the previous five frames: The National Center for Education Statistics, 1999 and Status of the American Public School Teacher, 2000-2001 Teachers are dedicated professionals who spend an average of $589 a year of their own money for classroom needs, up from $448 in 1999 (a first year teacher averages $701). Teachers work an average of 49.3 hours a week, 13 hrs. more than the avg. contract requires. American public school teachers are paid the lowest wages in the industrialized world. sources for this frame and the previous two frames: Status of the American Public School Teacher, 1995-96 and National School Supply and Equipment Association survey, 2003. False claim #1: America's public schools and its teachers are failing. A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) False claim #1 America's public schools and its teachers are failing. (continued)

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) A special 20/20 presentation of Stupid in America How we are cheating our kids John Stossell exposes America’s public schools. (first aired 1/13/06) “Who is really to blame for our broken education system?” Fox News special The Education Crisis in America (first aired 11/23/03) False claim #1: America's public schools and its teachers are failing. False claim #1 America's public schools and its teachers are failing. (continued) Record numbers of students now take the SAT and ACT, and one third are minorities (for the SAT). The College Board and ACT, 2004 School Supply and Equipment Association survey, 2003. Since 2000, there has been a 9% increase in graduating seniors attaining high scores (above 650) on the Verbal SAT. Since 1994, high Math SAT scores have increased by 30%. “What’s Good About Public Schools", Jennings /Hamilton, 2004 The proportion of high SAT scorers (above 650) has increased 65% since the SAT was first normed in 1941. Gerald Bracey, Phi Delta Kappan, 76, 115-127, 1994 In 1993, 35% of students took Advanced Placement (AP) courses. By 2003, this had risen to 55%. “What’s Good About Public Schools”, Jennings/Hamilton, 2004

False claim #1 America's public schools and its teachers are failing. (continued) False claim #1: America's public schools and its teachers are failing. THE DEFENSE From 1977–2004, test scores are up for all tested age groups in all tested areas (science, math, and reading). National Assessment of Educational Progress (NAEP), 2004 The NAEP is regarded as the“report card” for our nation’s schools. SAT scores are at their highest level in three decades, and ACT scores, for 2004, are a shade under their 1999 record highs. The College Board and ACT, 2004 In 1984, 50 of every 1,000 students took Advanced Placement (AP) exams. By 2003, this had soared to 450 per 1,000 students, a 450% increase! “What’s Good About Public Schools”, Jennings/Hamilton, 2004 A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) “For decades, America’s schools have failed millions of children.” CNN special High Stakes: The Battle to Save America’s Schools (first aired 5/8/05) Oprah’s special report: American Schools in Crisis Our education system is in a crisis and our schools are worse today than they were twenty years ago. (first aired 4/11/06) ACT scores for 2006 were at their highest levels in 15 years. The College Board and ACT, 2006 In 2006, the ACT composite had its largest increase in two decades (20.9 to 21.1). The College Board and ACT, 2006

A Public Defense of the Public Schools The “Dubious Dozen” Claims Made against America’s Public Schools (and 101 responses to them) #10 More and more money continues to be wasted on education. # 9 Tenure laws protect incompetent teachers. # 7 Schools copout by blaming their failures on social and family problems. # 6 America cannot compete globally because of poorly educated workers. # 5 Public schools abandon too many students. # 4 Public schools ignore the basics in favor of ineffective methods. # 3 Students in other countries outperform U.S. students. # 2 Government reports prove that schools are not succeeding. # 1 America's public schools and its teachers are failing. # 8 The “achievement gap” is proof of school failure. #11 Charter schools are more successful than public schools. #12 The NAEP, “Our Nation’s Report Card”, shows widespread school failure.

R.I.P. R.I.P.SchoolAttacks Hardly. MY AGENDA! Did this presentation put to rest the attack on our schools? It’s likely the attack on our schools will never end. There are just too many groups with too many agendas and these agendas are best served by condemning schools.

A Public Defense of the Public Schools So, whose agendas are served by attacking schools? CONSERVATIVES How can right-wingers get their school choice and vouchers unless they hammer away at public schools? LIBERALS How can left-wingers get more resources for their special interest programs unless they portray schools as lacking? HOME SCHOOLERS How can this group get political favors, tax breaks, and considerations unless it complains about public schools not meeting their needs? POLITICIANS How would these folks get re-elected if they said to the voters, “We think public schools are doing fine, so if you are having individual problems, then maybe you could do a better job at home?” THE MEDIA Since when did good news get big ratings? It’s proven over and over how reports of failure and potential doom grab audiences much more than success stories. RELIGION How will parochial and other religious schools attract more students and government aid unless they demonize the public schools? BIG BUSINESS When the business cycle turns downward, why should this group blame its own lack of foresight and planning when it can just say, “Business is bad because schools are not sending us a good enough product.” THE PUBLIC We are in an era where personal accountability is vanishing. Malpractice suits and bankruptcies are at record highs. Smokers blame tobacco companies for illnesses. The obese threaten to sue fast food joints. Spilled hot coffee makes millionaires out of people. So, why should it be any different when it comes to school failure? “Don’t blame us (parents/society, etc.) when our way of life favors TV, video games, and cell phones over education. And, when our kids disrupt class, refuse to do homework, and fail achievement tests, it’s the school’s fault, not ours.” AGENDAS Thus, while individuals and groups vilify schools in order to get their agendas served, be sure that the most important agenda, the students, is being served very well by public school educators.

A Public Defense of the Public Schools So, even though the attack on public schools may never end, now that you’re better informed what can you do ? Be responsive. Write a letter to the editor responding to negative articles or editorials about schools. Call in to radio or TV shows when the topic of education is being discussed. Speak up in conversations when public schools are the subject. and most importantly… Be satisfied. If you’re an educator, always strive to improve, but know that in those strivings you already are doing a great job. If you’re not an educator, then realize that our nation’s schools have been, are, and will continue to be in good hands.

A debt of gratitude is acknowledged to these friends of public education. Gerald Bracey independent researcher and writer Forrest “Frosty” Troy editor of the Oklahoma Observer newspaper Susan Ohanian author, free lance writer, and former teacher David Berliner professor of education at Arizona State University Their spirit, work, and dedication are reflected in this presentation. Stan Karp high school teacher and editor of Rethinking Schools Richard Rothstein research associate at the Economic Policy Institute

available at Center on Education Policy (online PDF format) available at the NEA (online bookstore) The most provocative questions asked of education professionals today and how to answer them. A free downloadable publication with up to date positive statistics regarding public schools. BOOK Two sources for positive news about U.S. public schools Center on Education Policy BOOKLET

available at retail and online bookstores available at retail and online bookstores A thorough look at the achievement gap in a way that does not incriminate schools. Required reading for anyone who has the urge to complain about American education. BOOK Two more sources for positive news about U.S. public schools BOOK

THE END To bring this presentation to your school or group email Dan Nagle at macnagle@aol.com A Public Defense of the Public Schools The Dubious Dozen Claims Made Against America's Public Schools (and 101 responses to them) ©2014 Dan Nagle

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©2014 Dan Nagle Start the presentation (The easiest way is to press F5 on your keyboard). Or go to “Slide Show” at the top of the screen and select “View.

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