Monday, September 14, 2020

Bobson Wong, HS teacher, on why before reopening schools, NYC needs time and resources to get it right.


Bobson Wong is a math teacher at a NYC public high school and author of "The Math Teacher's Toolbox."   Here is what he wrote after I asked him how he would design a school reopening plan for NYC.  If others would like to offer their school reopening ideas to this blog, please send them to info@classsizematters.org. - LH

"I would focus on improving remote learning for everyone. School buildings should be thought of as places where students can come to do their work if they're unable or unwilling to work from home. They'd receive a place to work, technology and Internet access if necessary, and help in using it. If necessary, they could receive in-person help with content from teachers (think of it as tutoring). 

Teachers could rotate providing support. Most students and staff could then stay home, where we could focus on improving the remote learning experience for everyone. Thinking of school buildings as support centers would also enable schools to occasionally bring small groups of students into the building for specific reasons (e.g. invite seniors in so guidance counselors could help them with college applications, or inviting students in crisis to receive emotional support). 

Thinking of school buildings as support centers is also compatible with other ideas, such as organizing outdoor learning experiences. They are not mutually exclusive. Focusing on providing support for remote learning is the simplest plan right now, given the limited resources that schools have available. Most of the hybrid schedules I've seen have left everyone - students, parents, and school staff - confused and exhausted. 

Some people argue that children, especially younger ones, don't transmit the virus and can return to schools safely. That may be true. We could have spent the last six months coming up with a workable plan in which younger students could have been invited back to school buildings. 

We could have pressured legislators to increase resources to schools so that we could provide adequate academic and social-emotional and support for everyone. Unfortunately, we've squandered the last six months doing nothing. 

The city has mismanaged the reopening of school buildings. Every teacher I know, myself included, quickly recognized the many gaps and flaws in the city's plans. We know how to organize complicated tasks, but to my knowledge K-12 educators were not part of the planning process, so our expertise has been wasted. 

Instead, as is often the case, teachers are left filling in the gaps. In this environment, pushing to reopen school buildings right now is simply irresponsible. The city needs time and resources to get it right. Until then, we should focus on improving remote learning, not on tweaking a flawed plan."

Wednesday, September 9, 2020

Reopening schools amid funding cuts & how to minimize the harm of remote learning

On this week's "Talk out of School" I interviewed Jasmine Gripper, Executive Director of the Alliance for Quality Education, about Governor Cuomo’s damaging and inequitable budget cuts to public schools. 

Then Josh Golin, Executive Director of Campaign for Commercial Free Childhood, explained why schools need to minimize screen time and the use of ed tech apps and should protect student privacy during remote learning. He also explained how parents can advocate for this.  Resources below.

You can also subscribe to our weekly podcast and listen to past shows here.

More resources here:

Alliance for Quality Education report: Set Up to Fail: How Cuomo’s School Cuts Target New York’s Black & Brown Students 
For more information on AQE’s planned 9/12/20 actions on school funding, contact  Maria@aqeny.org  

News on Albany school cuts  and Schenectady layoffs 

Campaign for Commercial Free Childhood’s statement urging schools to minimize screen time and ed tech 

Also: CCFC petition on this issue and an article on the subject.

Parent Toolkit for Student Privacy from CCFC and the Parent Coalition for Student Privacy 


 

Thursday, September 3, 2020

Talk out of School podcast with Jamaal Bowman and Randi Levine

Check out our latest "Talk out of School" podcast with former principal Jamaal Bowman about his landslide primary win in NY's District16 and what he intends to do for our public schools when he gets to Congress.

Then we spoke to Randi Levine, Policy Director of Advocates for Children, about what she thinks of the city's just-released school reopening plan  and whether it does enough for the more than 200,000 students with special needs and the 114,000 students who are homeless.  More information below.

 

More resources:



Thoughts on school reopening from Gladys Sotomayor, a teacher who has worked in the system for 21 years

From an email that Gladys sent to the NYC Ed list; reprinted with her permission.

I am a NYC teacher serving the school system in the Absent teacher reserve and a teacher for 21 years. But enough about me.

I have waited a long while to chime into the debate especially when there are teachers who are in a wide range of teaching conditions out there publicly or privately raising concerns. You know race, age, working from pre k to 12 rich poor, nabes, varying degrees of COVID-19 infection rates/ hospitalizations and more. Not to mention we are entering the labor day weekend where many of us are on vacation and families may engage in risk behaviors. I can pray that there will not be a spike in infections but I doubt it.

Yesterday I ran into a parent who lives in a primarily immigrant community telling him that students will return to school on September 21. His smile dropped and I could sense his heart sank I explained that it was a good thing because we can plan, be trained and see the "lay of the land" to ensure your children and  school community are safe.I said to myself, well the union was for once negotiated a stay of reopening using a "threat of a strike" . Well at least for now.  He said, ok I am calling my wife. He has elementary age school children.

I am happy if some schools were able to get what parents and the school communitypetitioned from the get go (meaning fall start) through the SLT process and their advocacy. This is not the case for all school communities. 

In person teaching as we knew it will not return.And yet, the nation as well as the world are watching what we all do to reopen and some hoping we fall on our face.The underfunded segregated largest school system in the nation is now fully exposed. Much of the debate and commentary is about what ifs and why nots and where is the money in the budget etc etc etc. We know the answers to these questions, little to nothing. The HERO act is  floundering in Congress. State and city tax revenue are at an all time low, well we are told that we are in trouble. 

Many of my colleagues are retiring or quitting and we face a huge staffing problem and this is citywide. For the first time,I am receiving so many offers to interview for positions. Thank God I am assigned to the school I served last semester. I am staying.

It was "nice" that the UFT took a position to strike. I said to myself wow really? I sort of thought well it would be a powerful negotiating tool and it worked. As for me I was not in favor of a strike this time around only because I serve in a working class and working poor communities in a time of a nationwide and world pandemic. This is my second "rodeo" when it comes to living in our city who became the epicenter of a worldwide pandemic. The suffering is immense.

I am glad that the unions were able to reach to an agreement for now!  I plan to return to in building work as scheduled and work the problems that are presented in uncharted terrain and waters. And will voice concerns when solutions are not presented or collectively reached. 

Sincerely,

Gladys M Sotomayor, MPA and NYC Teacher 



Tuesday, September 1, 2020

Update: a deal to delay the reopening of NYC schools and a new plan to provide regular Covid testing to students and staff

Today, the Mayor, the Chancellor and the unions – the UFT, CSA and DC37—announced a deal that would move back the first day of school to Wednesday, September 16. All students will begin remote instruction on that day. In-person learning in schools will begin the week of Monday Sept. 21 for blended learning students who have opted in. Teachers will report to buildings on September 8 as originally scheduled and will have six days to receive training, coordinate, collaborate and prepare. (Here's the link to the video if you want to watch the press conference - it starts about 25 minutes in.)

Among the health and safety measures announced today is that between 10-20% of all students and staff will be tested every month at every school by mobile testing units– a huge undertaking. Along with the promise of centrally-provided PPE, mandatory mask wearing, social distancing and improved classroom ventilation, the testing protocol led UFT President Michael Mulgrew to describe the plan “as the most aggressive policies and greatest safeguards of any school system in the USA.” The state and city positivity rate last week has been hovering around one percent for weeks, among the lowest in the nation. Last week, it was an extremely low 0.6% -0.7%. 

Before today’s announcement, uncertainty and chaos reigned supreme. The UFT was threatening a strike, and the CSA, the school administrator/principal union, was strongly pushing for a delay to ensure more time to prepare. Many principals spoke out publicly about the need for this delay, along with several CECs, teacher and parent groups. 

Last week the DOE released two new guidance documents, one entitled Blended Learning and Fully Remote Teaching and Learning and another called Preparing for the 2020-2021 School Year: FAQs for Blended and Remote Learning. These documents made it clear that schools would have to staff three different positions for each grade and/or subject; a “ Blended Learning On-Site Teacher” to work with students who opted for in-person instruction, a “Blended Learning Remote Teacher” to work with these students on the days that they are home, and yet another “Fully Remote Teacher” in charge of teaching students who opted for 100% online instruction. At the same time, the DOE suggested that would be a new staff position called a “Virtual Content Specialist” to develop online instructional materials and keep all three teachers on track. 

Principals responded with understandable frustration about the difficulty in staffing all three positions, especially given the hiring freeze. CSA president, Mark Cannizaro, warned of a “massive staff shortage”. Small schools simply don’t have enough classroom teachers to teach three sets of students concurrently, no less create a new position of content specialists, and have no funds to hire more. DOE has said they may hire more teachers or reassign administrators to teach classes in schools that need extra staffing, but so far has not done so. 

For larger schools, it’s possible they may have enough classroom teachers per grade and/or subject to teach three classes at a time, but how when in-person classes are limited to 10-12 students each? Indeed the FAQ from DOE now reveals that for Blended Learning Remote Teachers, the contractual class size limits will be allowed to double. In Kindergarten, that could mean 40 kids at a time. For grades 1-12, that could mean up to 64-68 students per online class. Here’s the relevant passage from the FAQ document (click to enlarge0:   

 

Instead, there really needs to be small classes to help students forge a stronger connection with their teachers, and to make up for learning loss & emotional trauma they suffered over the past year. Allowing class sizes to double in size ignores how difficult it is to keep students engaged when they are online. Some educators believe they need even smaller classes to be able to reach their students effectively and provide enough feedback when they’re relating to them through a computer screen rather then in a physical classroom. 

Be aware that for even blended learning students, remote instruction will be the main way they are provided with instruction and support in the coming months – as many will be able to attend school only one to two days a week, and even then, will not necessarily be interacting with their classroom teachers, but someone else on staff to “check in.” In fact, at the Mayor’s press conference last week, Linda Chen, Chief Academic Officer of DOE said that students will be encouraged to bring their devices to school to “maximize in-person learning.” What? 

Making the staffing situation even more difficult, many teachers are reportedly deciding to retire this year, or request child care leaves, and/ or are asking for health waivers so as not to have to teach in-person this year. Adding fuel to the fire, the Chancellor has appointed three highly paid educrats at Tweed– calling them “pandemic exceptions” to the hiring freeze. (I’m quoted in this same article about how unacceptable it is to further expand the bureaucracy, given the potential class size increases – calling it a “recipe for disaster.”) 

At the same time, the mayor has warned he may have to lay off 22,000 city workers, in response to looming budget cuts and sharp city revenue declines, unless the Legislature allows him to borrow more. All this has been made far worse by the Senate’s refusal to provide funding to schools to help them afford the extra staffing and safety precautions necessary. 

Governor Cuomo has been particularly egregious, first making inequitable cuts to NYC schools via his “pandemic adjustment,” and now withholding an additional 20% chunk of state aid. He remains stubbornly opposed to any revenue measures that would restore school aid by raising taxes on the ultra-wealthy or multi-million dollar pied-a-terre apartments. The pandemic is hard enough.  It would be far better if the federal government and the state were focused on helping our public schools respond to the myriad threats they face, rather than working against them.



Tuesday, August 25, 2020

The continuing influence of the Gates Foundation on mainstream media reporting and the NY Times in particular

Reporter Tim Schwab just had a must-read piece in the Columbia Journalism Review about how the Gates Foundation provides grants to news outlets such as NPR, BBC, NBC, Al Jazeera, ProPublica, National Journal, The Guardian, Univision, Medium, the Financial Times, The Atlantic, the Texas Tribune, Gannett, Washington Monthly, Le Monde, the Seattle Times, and many others.  These outlets frequently provide favorable coverage of the Foundation and its grantees, and potential conflicts of interest are too rarely admitted by these outlets. 

He tells a particularly disturbing story about how two freelance journalists, Robert Fortner and Alex Park, investigated Gates' outsize influence on international public health policy in 2017 for the Dutch publication De Correspondent and in the HuffPost.  In both instances, the Foundation contacted their editors to try to steer them away from doing stories on this issue and hinted at a financial support if they did.  As Schwab writes:

During Park and Fortner’s investigation for De Correspondent, the head of Gates’s polio communications team, Rachel Lonsdale, made an unusual offer to the duo’s editor, writing, “We typically like to have a phone conversation with the editor of a publication employing freelancers we are engaging with, both to fully understand how we can help you with the specific project and to form a longer term relationship that could transcend the freelance assignment.”

When asked about this, the Foundation sent the following statement to CJR:

“As with many organizations, the foundation has an in-house media relations team that cultivates relationships with journalists and editors in order to serve as a resource for information gathering and to help facilitate thorough and accurate coverage of our issues.’ ”

One of the media organizations Schwab discusses, Solutions Journalism, has received $7.6 million from the Gates Foundation since 2014 to write articles suggesting practical solutions to social problems and train other reporters to do so as well.  Since then, as Schwab points out, SJ has repeatedly produced stories praising projects and companies that are Foundation grantees and/or have received personal investments from Bill Gates himself.   

Solutions Journalism was founded by David Bornstein and Tina Rosenberg in 2013 and they continue to run the organization and receive six figure salaries as CEO and VP for Innovation respectively. They explain their mission this way:

“Our mission is to spread the practice of solutions journalism: rigorous reporting on responses to social problems. We seek to rebalance the news, so that every day people are exposed to stories that help them understand problems and challenges, and stories that show potential ways to respond.”

Bornstein and Rosenberg also have a regular column in the NY Times called "Fixes", which according to Schwab has run at least 15 favorable stories promoting the work of the Gates Foundation by name, without any mention that the columnists are funded by the Foundation as well. 

I previously wrote about two pieces Tina Rosenberg wrote for the NY Times,  one in May 2013 and again in June 2016, praising Bridge International Academies, a for-profit company based in Cambridge Mass. that operates a controversial chain of private schools in Africa and India.  By most accounts, BIA schools feature shoddy facilities, a scripted curriculum, large classes, uncertified teachers, and tuition that is relatively expensive, especially considering the income levels in the developing countries in which they are located.  And as has been widely noted, Bill Gates has personally invested in this company.

In her 2016 article about BIA, Rosenberg omitted any mention that the UN Special Rapporteur on the Right to Education had recently sent a letter to the Liberian president, stating that its plan to outsource some of its public schools to this for-profit company represented a “gross violation” of its education obligations under the Sustainable Development Goal number four, which holds that by 2030, the nation would “ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.”  The  United Nations Committee on the Rights of the Child had also opposed the expansion of these privately-run schools. 

Nor did Rosenberg mention an event that had been reported in the Washington Post on June 9  and Canadian news on June 11,  just days before:  that when Education International, an NGO, sent Curtis Riep, a Canadian academic, to Uganda to investigate the conditions in BIA schools, Bridge had placed a ‘wanted ad’ in a Ugandan newspaper, falsely accusing Riep of ‘illegally’ impersonating one of its employees.  This caused him to be briefly arrested before all charges were dropped. Subsequently, it was revealed that Bridge also had plans to use the personal data of its students to market products to families, as criticized by the Global Initiative for Economic, Social and Cultural Rights.

Rosenberg also authored a NY Times column in March 2015, praising New Classrooms, a much-hyped company that was spun off from a program in the NYC public schools, where it was called “School of One.”  This blended learning math program has received more than $31 million from the Gates Foundation since 2011, and features students receiving lessons and assessments from a computerized "playlist". Bill Gates has repeatedly praised the value of this program, most recently in April 2016 in a speech in which he called New Classrooms a model that “represents the future not only of math, but a number of subjects.”

While Rosenberg quoted from the sole favorable study that supported this program, a December 2014 research study by Doug Ready of Columbia, she left out this disclaimer in the study:

“It is important to stress again that these findings cannot be attributed to TTO [Teach to One, another name for the program] without the use of experimental or quasi-experimental designs. In other words, we cannot state definitively that TTO caused the above-average achievement gains noted above.” 

Just months later,  a more authoritative 2015 study was released– a randomized experimental evaluation by Jonah Rockoff of Columbia, that concluded that “School of One had no statistically significant effects on student achievement—positive or negative–relative to traditional math instruction.”  In 2019,  a three-year federally-funded evaluation of the program’s implementation in Elizabeth NJ schools, entitled “Final Impact Results from the i3 Implementation of Teach to One: Math was released, also showing null results.  Unsurprisingly, neither of these studies have been featured in any follow-up piece in the NY Times or by Rosenberg in her column, which after all, focuses on “solutions” no matter how unreliable they may turn out to be.

Rosenberg also wrote not one but two columns praising “Flipped Classrooms,” which has also been one of Bill Gates’ favorite concepts – in which students watch video lessons at home such as those from the Khan Academy and then do their homework in class.  The Gates Foundation has given millions to flipped classrooms and to the Khan Academy, despite little research to back up this method of instruction.  

Since I wrote my blog on these Rosenberg’s columns, I noted that Bornstein has written two other pieces for the NY Times, one in 2012 and another in 2018, praising an ed tech software program called PowerMyLearning, which has received more than $11 million from the Gates Foundation since 2011.

Asked by Schwab if he could provide examples of any SJ critical reporting about Gates or the projects they support, David Bornstein responded, “Most of the stories that we fund are stories that look at efforts to solve problems, so they tend to be not as critical as traditional journalism."

Hmm.  If someone is  really interested in producing rigorous reporting on potential solutions to important public problems, wouldn't they want to cast an objective, analytic eye on whether these ideas really work? If not, aren't their columns really PR in disguise?

But perhaps the most troubling aspect of the “Fixes” columns in the NY Times is that they rarely mention that many the programs they promote are funded by Gates -- and in none of their columns do they reveal that the authors themselves work for an organization that is dependent on Gates Foundation support. This glaring conflict of interest and lack of disclosure appears to violate both the NY Times ethical standards, as I pointed out in my blog, and the standards of Solutions Journalism itself.  

The Times standards include this statement: 

 "…it is essential that we preserve a professional detachment, free of any whiff of bias... Scrupulous practice requires that periodically we step back and take a hard look at whether we have drifted too close to sources we deal with regularly... Staff members may not accept employment or compensation of any sort from individuals or organizations who figure or are likely to figure in coverage they provide, edit, package or supervise… In some cases, disclosure is enough. But if The Times considers the problem serious, the staff member may have to withdraw from certain coverage.”

These rules also pertain to reporters who are not formally on staff: “Our contracts with freelance contributors require them to avoid conflicts of interest, real or apparent."

The lack of disclosure also appears to violate the standards of Solutions Journalism itself. Here is the relevant passage on their webpage entitled Ethics:

“The Solutions Journalism Network is a nonpartisan organization committed to transparency and editorial independence. We do not support or advocate for any particular idea, model, organization, or agenda…. SJN’s grant recipients, whether newsrooms or individual journalists, should adhere to the highest standards of conduct as set forth in by bodies such as the Society of Professional Journalists…We require that our grant recipients remain completely transparent about any potential conflicts of interest that could arise in the context of reporting on an issue of interest to a Solutions Journalism Network funder.” 

In his CJR article, Tim Schwab asked Tina Rosenberg about these apparent, ongoing conflicts of interest in which she and Bornstein promote the work of Gates Foundation and its grantees.  She responded this way:  

“We do disclose our relationship with SJN in every column, and SJN’s funders are listed on our website. But you are correct that when we write about projects that get Gates funding, we should specifically say that SJN receives Gates funding as well....Our policy going forward with the NY Times will be clearer and will ensure disclosures.”  

Yet her response ignores that in many of her columns, there is no mention of her connection to Solutions Journalism, so that even the most interested reader would not be able to make that inference. Only beginning in May 2016 did the NY Times even identify her as a co-founder of SJ.  Moreover, after I raised these same concerns about the lack of disclosure of conflicts of interest on this blog over three years ago, I followed up by emailing the NYT ombudsperson twice, in August and October 2016, without any response. 

Even more troubling is how Rosenberg and Bornstein argue that there is no reason to disclose any potential conflict of interest in her columns praising Bridge International, since Bill Gates did not donate to these schools through his foundation, but directly via his personal wealth:

“The writers argue that SJN’s ties are to the Gates Foundation, not to Bill Gates himself, so no disclosure is needed. “This is a significant distinction,” Rosenberg and Bornstein stated in an email.”

This claim represents an astonishing lapse of judgement. So, reporters can continue to praise the “solutions” provided by for-profit companies that Bill Gates has personally investments in, while getting their salaries partly subsidized by his Foundation, without any responsibility to admit to this potential conflict of interest? Meanwhile, his Foundation continues to provide Gates with a hefty tax deduction, helping him to accumulate even more wealth, which then he can invest in other, for-profit companies.  Without transparency, this lack of disclosure could be seen as a kind of money laundering. 

In any case, the NY Times does not seem eager to do its part to provide the minimal amount of candor required.  As Schwab writes:

Months after Bornstein and Rosenberg say they asked their editors to add financial disclosures to their columns, those pieces remain uncorrected. Marc Charney, a senior editor at the Times, said he wasn’t sure if or when the paper would add the disclosures, citing technical difficulties and other newsroom priorities. 

Technical difficulties?  Seems like a substantial, ongoing ethical failure to me.