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The National Governors Association is one organization driving the process of drafting national standards in English and Mathematics.  If one goes to this page of their website, one can read ab out the initiative, being done in association with the Council of Chief State School Officers and several other organizations, iAchieve, Inc, ACT and the College Board  They brag on the process, and present the list of people drafting the standards.  Below the fold I will offer several snips about the initiative to set the stage.  Then I will list all the members of the work groups drafting the standards.  Yes, there will be feedback from professional organizations, but they are not included in the drafting.   I will also list the members of the two ongoing feedback groups.   You tell me what you think is missing.

First, about the process:  

"This initiative is a significant and historic opportunity for states to collectively accelerate and drive education reform so that all children graduate from high school ready for college, work and success in the global economy," said Dane Linn, director of the NGA Center's Education Division. "These standards will be research and evidence-based, internationally benchmarked, aligned with college and work expectations and include rigorous content and skills."

Also this:

The Work Group's deliberations will be confidential throughout the process. States and national education organizations will have an opportunity to review and provide evidence-based feedback on the draft documents throughout the process.  Final decisions regarding the common core standards document will be made by the Standards Development Work Group. The Feedback Group will play an advisory role, not a decision-making role in the process.

Now the membership of the two work groups:  

The members of the mathematics Work Group are:

Sara Clough, Director, Elementary and Secondary School Programs, Development, Education Division, ACT, Inc.
Phil Daro, Senior Fellow, America's Choice
Susan K. Eddins, Educational Consultant, Illinois Mathematics and Science Academy (Retired)
Kaye Forgione, Senior Associate and Team Leader for Mathematics, Achieve
John Kraman, Associate Director, Research, Achieve
Marci Ladd, Mathematics Consultant, The College Board & Senior Manager and Mathematics Content Lead, Academic Benchmarks
William McCallum, University Distinguished Professor and Head, Department of Mathematics, The University of Arizona &Mathematics Consultant, Achieve
Sherri Miller, Assistant Vice President, Educational Planning and Assessment System (EPAS) Development, Education Division, ACT, Inc.
Ken Mullen, Senior Program Development Associate—Mathematics, Elementary and Secondary School Programs, Development, Education Division, ACT, Inc.
Robin O'Callaghan, Senior Director, Mathematics, Research and Development, The College Board
Andrew Schwartz, Assessment Manager, Research and Development, The College Board
Laura McGiffert Slover, Vice President, Content and Policy Research, Achieve
Douglas Sovde, Senior Associate, Mathematics, Achieve
Natasha Vasavada, Senior Director, Standards and Curriculum Alignment Services, Research and Development, The College Board
Jason Zimba, Faculty Member, Physics, Mathematics, and the Center for the Advancement of Public Action, Bennington College and Cofounder, Student Achievement Partners
Members of the English-language Arts Work Group are:

Sara Clough, Director, Elementary and Secondary School Programs, Development, Education Division, ACT, Inc.
David Coleman, Founder, Student Achievement Partners
Sally Hampton, Senior Fellow for Literacy, America's Choice
Joel Harris, Director, English Language Arts Curriculum and Standards, Research and Development, The College Board
Beth Hart, Senior Assessment Specialist, Research and Development, The College Board
John Kraman, Associate Director, Research, Achieve
Laura McGiffert Slover, Vice President, Content and Policy Research, Achieve
Nina Metzner, Senior Test Development Associate—Language Arts, Elementary and Secondary School Programs, Development, Education Division, ACT, Inc.
Sherri Miller, Assistant Vice President, Educational Planning and Assessment System (EPAS) Development, Education Division, ACT, Inc.
Sandy Murphy, Professor Emeritus, University of California – Davis
Jim Patterson, Senior Program Development Associate—Language Arts, Elementary and Secondary School Programs, Development, Education Division, ACT, Inc.
Sue Pimentel, Co-Founder, StandardsWork; English Language Arts Consultant, Achieve
Natasha Vasavada, Senior Director, Standards and Curriculum Alignment Services, Research and Development, The College Board
Martha Vockley, Principal and Founder, VockleyLang, LLC

Yes, there are also the feedback groups, but as the website note (and I hae adding some bolding for emphasisis):

The role of this Feedback Group is to provide information backed by research to inform the standards development process by offering expert input on draft documents. Final decisions regarding the common core standards document will be made by the Standards Development Work Group. The Feedback Group will play an advisory role, not a decision-making role in the process.

So, the membership of the feedback groups:  

Members of the mathematics Feedback Group are:

George Andrews, The Pennsylvania State University, Evan Pugh Professor of Mathematics
Hyman Bass, University of Michigan, Samuel Eilenberg Distinguished University Professor of Mathematics & Mathematics Education
David Bressoud, Macalester College, DeWitt Wallace Professor of Mathematics & President, Mathematical Association of America
John Dossey, Illinois State University, Distinguished University Professor of Mathematics Emeritus
Scott Eddins, Tennessee Department of Education, Mathematics Coordinator & President, Association of State Supervisors of Mathematics (ASSM)
Brian Gong, The National Center for the Improvement of Educational Assessment, Executive Director
Kenji Hakuta, Stanford University, Professor of Education
Roger Howe, Yale University, Professor of Mathematics
Henry S. Kepner, Jr., University of Wisconsin-Milwaukee, Professor, Curriculum & Instruction and Mathematical Sciences
Suzanne Lane, University of Pittsburgh, Professor in the Research Methodology Program, School of Education
Robert Linn, University of Colorado, Distinguished Professor Emeritus, and Co-Director of the National Center for Research on Evaluation, Standards and Student Testing (CRESST)
Jim Milgram, Stanford University, Professor of Mathematics, Emeritus, Department of Mathematics
Fabio Milner, School of Mathematical and Statistical Sciences, Arizona State University, Director, Mathematics for Science, Technology, Engineering, and Mathematics (STEM) Education
Roxy Peck, California Polytechnic State University, San Luis Obispo, Associate Dean, College of Science and Mathematics and Professor of Statistics
Nora Ramirez, TODOS: Mathematics for ALL, President
William Schmidt, Michigan State University, College of Education, University Distinguished Professor
Uri Treisman, University of Texas, Professor of Mathematics and Public Affairs & Executive Director, Charles A. Dana Center
Vern Williams, Mathematics Teacher, HW Longfellow Middle School, Fairfax County, Virginia Public Schools
W. Stephen Wilson, Johns Hopkins University, Professor of Mathematics
Members of the English-language Arts Feedback Group are:

Peter Afflerbach, University of Maryland, Professor
Arthur Applebee, University at Albany, State University of New York (SUNY) Distinguished Professor & Chair, Department of Educational Theory & Practice, School of Education
Mark Bauerlein, Emory University, Professor of English
Mary Bozik, University of Northern Iowa, Professor, Communication Studies
Don Deshler, University of Kansas, Williamson Family Distinguished Professor of Special Education & Director, Center for Research on Learning
Checker Finn, Fordham Institute Senior Fellow, Hoover Institution, Stanford University & President, Thomas B. Fordham Institute
Brian Gong, The National Center for the Improvement of Educational Assessment, Executive Director
Kenji Hakuta, Stanford University, Professor of Education
Carol Jago, University of California – Los Angeles, National Council of Teachers of English (NCTE) President-elect, California Reading and Literature Project
Jeanneine Jones, University of North Carolina – Charlotte, Professor
Michael Kamil, Stanford University, Professor, School of Education
Suzanne Lane, University of Pittsburgh, Professor in the Research Methodology Program, School of Education
Carol Lee, Northwestern University, Professor of Education and Social Policy
Robert Linn, University of Colorado, Distinguished Professor Emeritus, and Co-Director of the National Center for Research on Evaluation, Standards and Student Testing (CRESST)
Dolores Perin, Columbia University, Associate Professor of Psychology and Education
Tim Shanahan, University of Illinois at Chicago, Professor, Urban Education
Catherine Snow, Harvard Graduate School of Education, Patricia Albjerg Graham Professor
Doranna Tindle, Friendship Public Charter Schools, Instructional Performance Coach

If you have not yet gotten it, go back and look at both sets of lists and find those currently involved in K-12 education, even in the feedback groups.

Now imagine that you were going to draft medical standards without any practicing doctors.  

For what it is worth, some states have when drafting their own standards included the voices of current classroom educators or at least district level content supervisors in the process.  Here the national organizations of professionals who teach the subjects are not even included in the current feedback groups.

Combine this with some of what is coming out of the mouths of both Sec. Arne Duncan and President Barack Obama and recognize the following:  once we get national standards, national test will be sure to follow.

And why is it so important to have voices from testing organizations like ACT and ETS and not to have the voices of teachers and content area supervisors is beyond me.  If the argument is that ACt and ETS are in tune with the requirements of Colleges and Universities, then why are increasingly such colleges and universities going SAT optional?  

I have not been writing much about education in recent weeks because what is in the news is so discouraging.  Perhaps I might be considered lucky because I teach social studies, which so far is not part of this process.  You would be wrong.  We have already seen the impact of not testing history and social studies under NCLB - that it is squeezed out to have more time to improve performance on tests.  And increasingly test scores are driving everything, to wit, Duncan and Obama pounding on states like California that do not link the performance of students on such tests to the evaluation of their teachers, even though such tests have not been designed for such use and the various professional organizations such at National Council for Measurement in Education and the American Educational Research Association are on record that tests can not be used to draw valid inferences about what students have learned and how schools and/or teachers how performed.  Not the same instruments, not and get meaningful information.  Even if the emphasis on such tests does not lead to the distortion of driving everything towards what is being tested.  

I am about to leave for summer school, where today we will being administering on the computer the state tests.  Our students are in a special program because they have failed one or more state tests at least twice and are in jeopardy of not graduating from high school.  We have been shepherding them through an alternative validation process of doing projects in lieu of tests.  But we require them to sit for all four state tests, taking them on the computer, even though in the three weeks we have had them we have done little direct preparation or review for the tests.  Get 'em through, hope that perhaps they will score somewhat higher on one or more of the four, since the state looks only at the highest score in each content area.  Perhaps they have spent all their time doing Bio and English but we will still also test them in algebra and Government.

I wish I could feel better about this.  We are losing sight of the individual students before us and driving things by gross numbers which may not even accurately measure what they purport to do.   And our solution is in some ways to do even more of the same.

Go figure.

And no, I do not feel any peace about this.

Originally posted to teacherken on Mon Jul 27, 2009 at 03:26 AM PDT.

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Comment Preferences

  •  Also, far too many committees (8+ / 0-)

    A committee has been defined as a body with more than two heads, but no brain.  :-)

    A camel has been called "A horse, designed by committee".

    At work, someone has hung a poster.  There is a picture of a bunch of hands, overlapping; above, it says MEETINGS and below it says "None of us is as dumb as all of us"

    (I still disagree with you about national standards, but, while I think we should have them, I think they should be good ones).

  •  Barack Obama sucks on Education. (11+ / 0-)

    I am sorry to say that.
    It is the plain truth.

    These performance based pay concepts, alternative schools and high stakes testing policies are just plain wrong. They promote bad public school outcomes.

    I think Obama is a great President. In general, I strongly support him. He is probably the best combination of electable / popular and progressive that we can get.

    He absolutely sucks on this issue.

    •  it seems to me (6+ / 0-)

      that a lot of the problem rests with expectations of students. ie, parents dont value education enough, and so students dont learn, because parents arent really encouraging them to do so. also there is way too much focus on extra curricular activities ( why does america waste millions on high school football stadiums for instance) when the focus needs to be on math,science, history, civics, english, foreign languages, etc. students here in europe have MUCH more homework at all levels than students in america, and the expectations here of students are much much higher.  another problem is americas basically anti intellectual attitudes. brittany spears is considered far cooler than college professors, etc. there needs to be a societal change in attitudes for things to really get better. and I agree Obama has NOT been the leader on this issue to this point.

      Welcome to the empire. now run away if you can... life is not a dress rehearsal

      by johnfire on Mon Jul 27, 2009 at 03:59:56 AM PDT

      [ Parent ]

      •  Extracurricular activities (2+ / 0-)
        Recommended by:
        Orinoco, fiddler crabby

        Extracurricular activities are an important part of the American educational experience and give students outlets other than just homework.

        I really think the emphasis on extracurricular activities is what gives America whatever competitive edge it has in the world. I don't think we want to follow other countries with a single national test that determines passing or failing for the year, school on Saturdays or so much homework other activities are eliminated, or the pressure of getting into a good pre-college program or high school.  The scores on national standard tests would determine where you go and what level of education you have access to after the 10th or 8th grade, locking you into what immediate options are available to you for college or vocational training.

        And yes, Americans have come out with some exceptional and innovative things recently such as Amazon.com, eBay, Google, Twitter, Facebook, etc., despite the "deficiencies" in our educational system.

        •  it might be what you think, but what I SEE here (0+ / 0-)

          is that a high school graduate in germany has a better understanding of the world than most college grads in the US. I also see that german enginneering blows doors off anything in the US ( i was a design engineer at intel btw. there is a reason that people value bmws, mercedes, products from seimens etc)
          im just sayin this is what i see with my eyes....

          Welcome to the empire. now run away if you can... life is not a dress rehearsal

          by johnfire on Sun Aug 02, 2009 at 10:13:08 AM PDT

          [ Parent ]

    •  Tis true (2+ / 0-)
      Recommended by:
      Orinoco, fiddler crabby

      and I don't think he's so hot on healthcare either, but he's miles better than the alternative.

    •  Agreed (2+ / 0-)
      Recommended by:
      Orinoco, fiddler crabby

      I agree with you. Although I DO think we should develop a good way to do performance-based pay, I don't think we're actually heading in that direction. The rest of his policies are awful.

      Every district in the country is salivating, trying to figure out how to get the money supposedly coming next year.

      "A clown is like aspirin, only he works twice as fast" - Groucho Marx

      by Morpheus on Mon Jul 27, 2009 at 07:23:40 AM PDT

      [ Parent ]

      •  The only reasonable way (0+ / 0-)

        is to create some kind of teaching career ladder. Do we offer cops performance based pay? No. Pay is based on longevity, a proxy for experience. What cops and soldiers have is different ranks, which, in the long run, recognize superior performance with promotions to higher pay grades.

        Currently, teachers are fungible. Schools try to hire excellent teachers, but at the end of the day, they get what they get. Some will be excellent, some will be mediocre, most will be average.

        In order to be promoted to a higher paying job at a school, a teacher has to stop teaching and become an administrator of some sort.

        There is no teaching career ladder. A teacher, who remains a teacher, does the same job at the end of a career as at the beginning. Hopefully, with more experience and some decent on the job training (vanishingly rare) they'll be doing a better job at the end of their career, but there are no guarantees.

        Yet, every school has classes that are hard to teach, and classes that are easy to teach. Put a teacher in a room full of students that have been failing for the past three or four years, and that teacher has his work cut out for him. Hand pick bright students for a fun elective class, and you've put together a teacher's dream class.

        Could this be a basis for performance pay? Rate the classes on order of difficulty, and then pay a teacher more to teach that class -- and only give those classes and the additional pay to teachers who have demonstrated their skills in less demanding classes. Not only would this give superior teachers more money, it would also give the most difficult to teach students superior teachers. A win-win situation.

        "The problems of incompetent, corrupt, corporatist government is incompetence, corruption and corporatism, not government." Jerome a Paris

        by Orinoco on Mon Jul 27, 2009 at 08:20:21 AM PDT

        [ Parent ]

  •  I will volunteer my mom. (7+ / 0-)

    She teaches in an elementary school in Wisconsin.

    I'm pretty sure she'd help free of charge. She just wants her kids to succeed.

    Abolish gun control, marriage, and helmet laws. -7.00, -3.79

    by KVoimakas on Mon Jul 27, 2009 at 03:55:51 AM PDT

  •  Both the left and the right attack teachers (14+ / 0-)

    You see it on these boards as well. Conservatives think the public schools are evil, liberals think the schools are too backward for their kids ( now don't go off on me; I don't mean everyone ) You've got people like Clark Howard, a major radio consumer advocate, openly referring to our "Soviet style " schools andhow wrong it is not to have "choice." You'd think people are forced to go to a public school; they are not. They can homeschool their kids or choose any private school they want. But why should the taxpayer foot the bill, anymore than he should for those who wish to hire their private security guards  in lieu of using the local police? And of course pronouncements are made, in all ignorance, by both sides ( but usually the left ) that no teacher training is necessary because schools of education teach nothing useful and only idiots with low SAT scores go into teaching anyway. That being the case, there's no reason to invite them to any policy decisions about the schools since they aren't smart enough to understand policy and are only interested in their union and maintaining their outrageous pensions, salaries and benefits ( you can read this almost daily in NJ papers and hear it on the radio on the state's only statewide station ). People think they know all about schools since they were once students, what one teacher hass referred to as the equivalent of considering oneself an expert on medicine because one has had the flu. Well after 20 years I've had it. They can talk all they want, but they will miss the public schools when they are gone. I wonder how many slcik commentators out there work in delapidated buildings filled with asbestos? Yeah, right.

  •  (pats self on back) (10+ / 0-)

    picked it up right away. Buncha corporate drones deciding what I must do in my classroom, about which they know squat.

    The only newscaster on Fox that you can trust is Kent Brockman.

    by Van Buren on Mon Jul 27, 2009 at 04:49:15 AM PDT

  •  So much in this (6+ / 0-)

    but the lack of practicing teachers at the table setting the direction for education is and has been a huge problem. Almost everyone thinks they are an expert on education. They went to school, saw the process first-hand, and drew their conclusions. Some of them may be valid and useful, but to exclude the voice and those actively engaged in the process is not a good thing. I have fought and continue to fight to include the teacher perspective in education planning at all levels. Unfortunately, our systems are heirarchies and the practitioners do not ocuppy a place very far up in the structure, and thus are excluded. How could the people actually doing the work everyday, possibly know anything about it? Furthernore, could we trust them not to just look out for themselves? As a career teacher and teacher leader. These attitudes exist. It keeps us from making real progress educationally.

    I would like to comment as well on how social studies and other subject are being seen as not as important because they are not at the heart of the testing craze. It is absolutedly true. We are narrowing and cheapening the curriculum by the focus upon high stakes testing on core disciplines. Even those disciplines our damaged by the narrowing of focus to anticipated test content. Given the percentage of Americans who back Sarah Palin... don't you think civic education might be kind of important?

    If we don't change, we don't grow. If we don't grow, we aren't really living. - Gail Sheehy

    by itisuptous on Mon Jul 27, 2009 at 05:45:44 AM PDT

  •  I thought I went through too much BS as a student (6+ / 0-)

    Today's students have FAR MORE BS to plow through than we ever did.  In my grade school and high school years, the world didn't revolve around standardized test scores.  I'm not surprised that when the world revolves around standardized test scores, everything else gets neglected.

    Teachers have always complained about students who ask "Will this be on the test?"  I've been guilty of such thinking myself.  I feel sorry for the college professors out there, because they will only get MORE of this attitude from students simply because the system has fully indoctrinated them with such thinking.

    Don't call him McCain, McBush, or McSame. His name is McNicotine! He has a tobacco lobbyist for a senior adviser. How is that pro-life?

    by jhsu on Mon Jul 27, 2009 at 05:51:28 AM PDT

  •  While I absolutely agree --more teachers (2+ / 0-)
    Recommended by:
    Orinoco, fiddler crabby

    ..I like having the ACT and other professional testers there as well.

    Teachers would bring a good perspective, to include thinking about how the standards would actually appear to their students.

    However, there is a lot of science to putting together a standards test which has to do with how to write pertinent, valid questions, and how to test for unintended consequences. Those people are the 'technicians,' not the content determiners.

    (Disclosure: I did a summer internship at ETS about 15 years ago; they don't sell tests, they sell scores, and therefore they go to great lengths to ensure those have psychometric validity.)

    Twitter revolution in a nutshell: Anne Frank's diary. Live. Multiplied by millions.

    by merrily1000 on Mon Jul 27, 2009 at 06:04:20 AM PDT

  •  We need to change - You can't tell me what to do! (6+ / 0-)

    Whenever this kind of discussion comes up, I am somewhat torn. My problem is that I have been an education reformer for my whole life. Even as a student, I was critical of the system and planned someday to make it better. For thirty-three years I was a classroom teacher. During that time I worked as teacher leader within the system on curriculum... and slightly outside the system with my teacher union and political action groups. For the last six years of my teaching  career, I served as president of 3000 member teacher union local. So much needs to be improved and can be improved as we attempt to provide students with the skills and learning attitudes to be successful in life. Having said that, I think attacks on public education are mostly off-base and connected to some ideological or special interest group, so I find myself defending the very system of which I am very critical much of the time. Ken’s piece focusing upon the lack of teacher perspective in educational policy and planning goes far in bridging the dichotomous feelings I have about educational reform. While we are very far from putting into practice all that is known about how people learn, have only scratched the surface of educational applications of technology...., the current approach to educational change driven by powerful interests to exclusion of the teacher perspective may actually be doing damage to the system.
    I have trouble saying we are just fine in education, but I cannot buy into much what is currently being pushed as positive educational change. Someday, I will write a diary addressing in some detail what I see as the appropriate approach to educational reform and change.

    If we don't change, we don't grow. If we don't grow, we aren't really living. - Gail Sheehy

    by itisuptous on Mon Jul 27, 2009 at 06:12:26 AM PDT

  •  teacherken, thanks for the diary, but (4+ / 0-)

    I don't hear a clear critique of having national standards in the first place.

    Standards are a set of priorities. These should be decided by local communities, not at the federal level. There are many sets of standards by teacher groups, such as the NCTE and NCTM, as well as the standards developed by each state, etc. Making a national set of standards--which, as you point out, will be tied to high-stakes testing--is an utter waste of time and will lead to more communities losing faith in their schools, more teacher turnover and more students dropping-out. These standards water down what is most important--students being apprenticed by passionate teachers teaching what they are deeply knowledgeable about.

  •  It's sad (2+ / 0-)
    Recommended by:
    Orinoco, fiddler crabby

    that education, like medicine, has already become so dehumanized and the "cure" for the resulting problems is seen as making it even more dehumanized and algorithm-driven.

    Critical thinking, the arts, open discussions, and exposure to the thinking styles of various individual teachers were so helpful to students in the past, when available.

    What is the common theme of this trend in both education and medicine? Pervasive mistrust of individual human judgment and grasping for an "objective" computer-based substitute (which we conveniently forget is also devised by fallible human beings)? Pervasive diffusion of responsibility by referring key decisions to uninvolved but heavily credentialed committees? Intolerance of diversity,  taking a new form as racism (we hope) starts to fade in the rearview mirror? Or just more ways of saving money by substituting machines for people?

    Is it our intention here to educate young human beings and future participating citizens for a variety of roles, or just to pre-program some pieces of bio-hardware?

    Perhaps inevitably, in the computer age, as Marshall McLuhan famously quoted William Blake, "We become what we behold." Or as McLuhan put it himself, "We shape our tools and our tools shape us."

    Must our minds come more and more to resemble computers--in which there is only A or B, yes or no, right or wrong, day or night, no shades of gray, no judgement calls, no outside of the box, and above all no exceptions to a rule? Do we have any choice?

    Possibly the worst thing about an algorithm-driven education system is the pervasive meta-message it gives to the impressionable young--that there is one right way to approach life, problems, and other people, and that rigidity is a virtue.

    This is not the way to foster the flexibility, inventiveness and ability to see different sides of a situation that advanced this country in so many ways, and that the coming generation is going to need every bit as much, or more.

  •  I am a pre-school teacher (9+ / 0-)

    And those standardize tests have trickled down to my classroom.

    No longer are the days when children discovered their world through play. Curriculum has changed now to prepare the child for kindergaerten-which is a rush job to teach letters and numbers by the rote method. "Here is what it is, doesn't matter if it doesn't make sense."

    Gone will be curiosity, wonder and desire to learn.

    So sad.

    Growing old is inevitable...Growing up is purely optional

    by grannycarol on Mon Jul 27, 2009 at 06:32:06 AM PDT

    •  This is a typical (and bad) American idea: (0+ / 0-)

      Push the curriculum downward.

      It's also based on a complete lack of understanding of the differences in learning (and in brain development) of adults, teens, older children, vs. young children.  

      It hurts the children most who really need to be learning in the way their bodies and brains are developing.  Instead, however, we have 4 year olds doing seat-work, being pushed to read before they are able (if they are reading early, fine. That doesn't mean all kids should be forced to try reading before first grade). I've seen the fall out in kids being highly anxious, and feeling like failures at the age of 5, because the haven't met expectation.

      Like TK, I'm quite distressed at the absence of early childhood and elementary teachers from this group.
      Like mathforbarack, I am not happy with Obama's education policy. It is not much different from Bush's. And Arne Duncan is not an educator, he's a politician who happened to run the Chicago Schools.
      With Charters firmly established and assumed to be better than regular public schools (in contrast to the comparatve data), the future will be pushed toward vouchers, as it has been in D.C.

      I fear the outcome.

  •  Ok, now I'm writing (7+ / 0-)

    ...a letter to the president and I hope other teachers on this site start writing, as well.  The gist of the letter will be that I am completely accountable to my students and their families.  To look at my students, it's hard to tell who is living with a grandma because their parent is in jail, who is living in a foster home for lots of ugly reasons, who didn't get any dinner last night...the problems are too many and too hard to describe.  
    Who are these committee members accountable to, I've got to wonder?  Who are they representing?  And, of course, where are the actual teachers in this discussion.  I think we've been told to sit down and shut up.  I will not.
    Thanks Ken.  This post makes me furious at Pres. Obama and Mr. Duncan - I cannot for any reason guess why they think this is the way we should educate our children.  

    Think what you are doing today. -Fred Rogers

    by JanL on Mon Jul 27, 2009 at 06:55:48 AM PDT

  •  sadly, this is the case (4+ / 0-)

    with almost all state "standards".   Even when classroom teachers are included they are often bowled over by higher ed academics and "experts"

  •  NCTM Standards and NCTE Standards... (1+ / 0-)
    Recommended by:
    Kidspeak

    These "national standards" they are trying to come up with actually already exist...

    Sigh... wonder how much money is being spent on this?

    Our country can survive war, disease, and poverty... what it cannot do without is justice.

    by mommyof3 on Mon Jul 27, 2009 at 08:35:23 PM PDT

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