Showing posts with label Guy Brandenburg. Show all posts
Showing posts with label Guy Brandenburg. Show all posts

Jan 28, 2010

More, Slander, Lies And Spin From Michelle Rhee

As told by Guy Brandenburg, retired DCPS teacher. I couldn't have said it any better. Check out Guy's blog when you get a chance @ http://gfbrandenburg.wordpress.com/

More slander, lies, and spin from Michelle Rhee

by Guy Brandenburg

"After strongly implying that the reason that she fired 266 teachers was that they were sexual perverts, sadists towards children, and never came to work, Rhee has once again put a “spin” on her comments. As you have probably read elsewhere, Rhee told a “Fast Company” reporter, “I got rid of teachers who had hit children, who had had sex with children, who had missed 78 days of school. Why wouldn’t we take those things into consideration?”

In a letter to the City Council Rhee has backtracked somewhat, saying that there was exactly ONE teacher out of the 266 who had been charged with sexual misconduct; but that teacher’s case has not been brought to a conclusion one way or the other. She also said that there were a total of SIX teachers who had at one time or another served suspensions for corporal punishment. Out of two hundred and sixty-six. And TWO who were accused of having had absences without leave. Let’s see: 1 + 6 + 2 = 9, I think. (Did I get that right?) And 9 out of 266 is a little more than 3 percent.

(Keep in mind that teachers can be, and often ARE, accused of corporal punishment or sexual misconduct without any basis in fact. I have seen it happen at my school. Also keep in mind that apparently neither the sexual misconduct case, nor the abuse of leave cases, had been brought to a conclusion. I don’t know any of the facts in any of the cases, and I don’t presume anything, one way or another.)

It is really shameful of Rhee to tar all of the staff that she illegitimately fired with such a nasty brush. But it’s so typical of her; like Ronald Reagan, she is utterly convinced of the rightfulness of her cause, and she seldom lets facts get in the way of her just-so stories.

By one account, in the same letter, Rhee apparently peddled the big lie that she can never fire anybody for misconduct like the cases she alleges, because of the big bad old union contract. That is a flat-out lie. What having the union does is much like the promise behind the Bill of Rights and the theory behind American jurisprudence: accusations need to be substantiated, one is presumed innocent until proven guilty, and anybody charged needs to be accorded due process in one way or another. Can a teacher or other school staff member get fired for actual, proven sexual misconduct with a student, or for a gross instance of proven corporal punishment? Absolutely! In fact, I can’t think of an easier way for a teacher to lose his/her job.

What Rhee is really complaining about is that she doesn’t think that teachers or other school staff know anything, are pretty much all evil malingerers, and don’t deserve any rights whatsoever. Unless they have clearly hitched their wagon to hers. (I bet you get the allusion!)

There used to be a word for people who believe that workers inherently have no rights to collective bargaining, nor to due process when accused of anything. This sort of person also believes that the true Leaders are better than anybody else, and deserve to be followed no matter what. Their present-day counterparts pull out all the stops to stop any attempt at union organizing in any US factory; believe that anybody accused of ‘terrorism’ should be tortured and held indefinitely without any charges, a trial, or the right to confront their accusers. Their educational counterparts – in my opinion – would like to boil down the educational process to little more than getting a certain number of answers right on multiple-choice tests in only two subjects, and believe that teachers are not to be trusted to come up with interesting or inspiring lesson plans.

Back in the 20th century, such people were quite proud to call themselves Fascists. Although they label themselves differently today, I don’t see a whole lot of difference. And I don’t think we need to stand for it."

Posted by The Washington Teacher, featuring GF Bradenburg

Dec 14, 2009

A Math Teacher Weighs In on DC's NAEP Scores

I have reprinted this article which appeared on Guy Brandenburg's blog. Guy is a retired DCPS math teacher. I think you will find his account on NAEP worth reading. I encourage you to check out Guy's blog for more discussion on this subject at your leisure. Visit: http://gfbrandenburg.wordpress.com/

Increased scores in math in DCPS on NAEP by Guy Brandenburg

"A recent report from NAEP shows that the scores of DCPS students in math are no longer at the bottom for all states and urban school districts. At the 4th grade, in math,  our kids are now significantly ahead of Cleveland, and essentially tied with Chicago and Los Angeles. This doesn’t terribly surprise me. After all, the problems that I see in inner-city Washington (my home town) are not that different from what I see in other big American cities that I have visited and they are not going to be fixed by wholesale firing of veteran teachers.

Here is a table that I made from the graphs in the report. The yellow line is scores for the last 6 years in the entire nation in 4th grade math; the salmon-colored line is for all big cities; and the green line is for us here in DC – just regular DCPS students, not charter schools. (Although, if you look deeper, there is virtually no difference between the scores for the charter schools and the regular public schools. Even the NAEP admits that scores that are only 1 or 2 points apart are not “significantly different”.)

As usual, the press, especially the Washington Post, are eager to give all of the credit to Chancellor Rhee. That is a joke. As you can see in the following graph, which I made from publicly available data on national and DC averages, the trend in DC 4th grade math NAEP scores has been upward for quite some time – since the mid-1990’s, when Michelle Rhee was still trying to get her own act together teaching in Baltimore in a for-profit school that failed.

Note that this is from the publicly available data, so I am unable to separate out the charter schools. And note also how high the scores are for white DC fourth graders. In fact, theirs are the highest for any such subgroup in the entire nation. Looking even closer, we see that Rhee can take credit (if she wants) for the fact that 4th-grade White DCPS students gained twice as much under her watch as 4th-grade Black students!

On the other hand, nobody really knows what these numbers really mean. Do they mean that our students are doing better than 17 years ago? I don’t know. However, in my own experience over 30 years of teaching, incoming 7th graders seem to know a heck of a lot more math now than they did in 1978, which was back in the days of “Back to Basics”.

The entire NAEP is so long that no single student could ever possibly take the whole thing; instead, the students who do take it only take about a morning’s worth of it. By no means do all 4th and 8th graders take the NAEP, either. There is some formula for deciding which classrooms in which schools will be asked to take either part of the English NAEP or part of the Math NAEP. Many teachers of math and English may go their entire career without ever administering it to their own classes, especially if they teach neither 4th or 8th grade."

The latest report from NAEP concerning cities is at:

http://nationsreportcard.gov/math_2009/

Posted by The Washington Teacher featuring Candi Peterson, blogger in residence. Discussion of NAEP scores courtesy of Guy Brandenburg

Aug 23, 2009

DCPS Elementary Schools Outperform Charter School Counterparts

Guy Brandenburg, a retired DCPS math teacher analyzed the DC-CAS scores raw data and released the press release below on August 18. Guy reported that DC public elementary schools outperformed their charter school counterparts while the situation was almost exactly reversed at the secondary level with charter schools taking the lead. I did want to share portions of Guy's analysis with my readers. If you are desirous of reading the document in its entirety, please send me an email c/o saveourcounselors@gmail.com or leave a post on my blog with your email address.

REGULAR DCPS ELEMENTARY SCHOOLS OUT-PERFORM THEIR CHARTER SCHOOL COUNTERPARTS:
Situation Almost Exactly Reversed at the Secondary Level


"The results from last year’s DC-CAS flatly contradict the media-spread ‘wisdom’ that public charter schools always do better than regular urban public schools. In fact, regular DC public elementary schools out-performed the charter schools on the 2009 DC-CAS in 11 out of 14 categories. Strangely, at the secondary level, the results were almost exactly the opposite: in 12 out of 14 categories, the secondary charter school students scored higher.

These results come from a mathematically simple, but tedious, calculation of the averages of the percentages of students in the various subgroups who were deemed 'proficient' based on their scores on last spring's version of the DC-CAS (Comprehensive Assessment System) exam, which is taken by all DC public and charter school students in grades 3, 4, 5, 6, 7, 8, and 10 under the No Child Left Behind act, or NCLB. The computations were done by this writer by cutting and pasting the data into several Excel spreadsheets, separating the regular and charter schools, and taking averages of the averages provided for each group given in the data on-line.

On the elementary level, the regular public school students outscored the charter school students in the following eleven categories:

In both math and reading, the entire schools in question (about 48% versus 38% in math, and 48% to 45% in reading): in both math and reading, among the economically disadvantaged (meaning, those eligible to receive free or reduced-price lunches), by about 43% to 37% for math, and 43% to 42% in reading; in reading only, among the educationally disabled (also known as special education students) by a score of 32% to 26%; in both math and reading among LEP-NEP students (that is, students with limited or no proficiency in the English language), by scores of 55% to 48% in math, and 47% to 43% in reading; in both math and reading among black students, by scores of 46% to 37% in math, and 47% to 45% in reading; and in both math and reading among white students, by scores of 93% to 85% in math, and 92% to 91% in reading.

The only three categories where elementary charter school students did better were these:

In math only, among special education students, by a score of 29% to 28%; and in both math and reading among Hispanic students, by scores of 56% to 53% in math, and 49% to 47% in reading.

On the secondary level, the situation was almost exactly reversed......"

Posted by The Washington Teacher, press release courtesy of Guy Brandenburg