Ceresta dpe 13_b

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Presentation about Opt Out delivered on April 28, 2013 at Defending Public Education Cradle to College Conference

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Ceresta dpe 13_b

  1. 1. UNITED OPT OUT NATIONALCeresta Smith, NBCTUnited Opt Out Administrator
  2. 2. Be The Wrench The MachineUnited Opt Out Administrators “The machine that is corporate reform needsto have a wrench thrown into it. It must be brought to a screeching halt.”Smith, Ceresta “My greatest concern is the implementations of DoEd policieshave many accepting fiction as true fact. High stakes test scores do not indicatethat students have learned deeply, claimed ownership to knowledge andlearning, obtained the ability to work with others, or developed the ability tothink creatively. Nor do they really reflect the quality of a school or a teacher.They suggest trends in regards to cultural practices, social class, and the abilityto learn test taking strategies. And to a certain extent they reveal aptitude basedon assimilation and cultural bias. The Department of Education promotesthese misnomers. The student who scores high on a single math test is going toreceive more respect and validation than the young man who scores poorly ona single math test but is able to create a practical and stunning fashion designusing recycled materials. Consequently, we are wounding instead ofempowering students, teachers, and the overall academic culture. All of usneed validation, not a fictitious grade stamped on our school, a misleadingnumber stamped into our consciousness, or a bonus check for a randomnumber with which we may or may not have had something to do.”
  3. 3. Parental RightsParental rights, especially in the area of education, are broadly protected by United StatesSupreme Court decisions. The U.S. Supreme Court has repeatedly held that parents have thefundamental right to direct the upbringing and education of their children. The 14thAmendmentprovides for equal protection.In Pierce v. Society of Sisters, 268 U.S. 510, 535 (1925), the U.S. Supreme Court declared that,“The child is not the mere creature of the State: those who nurture him and direct his destinyhave the right, coupled with the high duty, to recognize and prepare him for additionalobligations.”In recognition of both the right and responsibility of parents to control their children’seducation, the U.S. Supreme Court has further stated, “It is cardinal with us that the custody,care, and nurture of the child reside first in the parents, whose primary function and freedominclude preparation for obligations the State can neither supply nor hinder.” Prince v.Massachusetts, 321 U.S. 158, 166 (1944);The U.S. Supreme Court has also recognized that the right of parents to raise their children freefrom unreasonable state interferences is one of the unwritten liberties protected by the dueprocess clause of the Fourteenth Amendment to the U.S. Constitution and criticized astate legislature for trying to interfere “with the power of parents to control the education of theirown.” Meyer v. Nebraska, 262 U.S. 390, 401 (1923).Fourteenth Amendments Equal Protection Clause: “If a law discriminates between one groupof people and another, the government must have a rational basis for doing so. A law thatdiscriminates on the basis of a suspect classification -- that is, it makes a distinction based on race,gender, or another trait that has historically resulted in discriminatory treatment -- isconstitutional only if there is a very compelling reason for the distinction.”
  4. 4. Ways To Opt Out1. Opt your child out of taking state standardizedassessments that are used to fulfill the requirementsof NCLB.2. Become involved with or donate money toestablished organizations that are involved in directactions against state standardized assessments.3. Demand a copy of your child’s completedassessment.
  5. 5. Get and Stay Informed“Even within the same school, lower-achieving students often are taught by less-experienced teachers, as well as by teacherswho received their degrees from less-competitive colleges, according to a new study by researchers from the StanfordGraduate School of Education and the World Bank. The study, using data from one of the nations largest school districts,also shows that student class assignments vary within schools by a teachers gender and race.In a paper published in this months issue of Sociology of Education, the researchers present the results of a comprehensiveanalysis of teacher assignments in the nations fourth-largest school district, Miami-Dade County Public Schools. Theirfindings identify trends that may contribute to teacher turnover and achievement gaps nationwide.”http://news.stanford.edu/pr/2013/pr-school-teacher-assignment-042313.htmlhttp://www.asanet.org/journals/soe/Apr13SOEFeature.pdf“Critics of the contemporary reform regime argue that these initiatives, though seemingly sensible in their original framing,are motivated by interests other than educational improvement and are causing genuine harm to American students andpublic schools. Here are some of the criticisms: the reforms have self-interest and profit motives, not educationalimprovement, as their basis; corporate interests are reaping huge benefits from these reform initiatives andspending millions of dollars lobbying to keep those benefits flowing; three big foundations (Gates, Broad, and WaltonFamily) are funding much of the backing for the corporate reforms and arespending billions to market and sell reforms that dont work; ancillary goals of these reforms are to bust teacher unions,disempower educators, and reduce spending on public schools; standardized testing is enormously expensive in terms both ofpublic expenditures and the diversion of instruction time to test prep; over a third of charter schools deliver"significantly worse" results for students than the traditional public schools from which they were diverted; and, finally, thatthese reforms have produced few benefits and have actually caused harm, especially to kids in disadvantaged areas andcommunities of color. (On that last overall point, see this scathing new report from the Economic Policy Institute.)”http://www.theatlantic.com/national/archive/2013/04/the-coming-revolution-in-public-education/275163/http://www.epi.org/files/2013/bba-rhetoric-trumps-reality.pdf
  6. 6. Get and Stay Informed“Even within the same school, lower-achieving students often are taught by less-experienced teachers, as well as by teacherswho received their degrees from less-competitive colleges, according to a new study by researchers from the StanfordGraduate School of Education and the World Bank. The study, using data from one of the nations largest school districts,also shows that student class assignments vary within schools by a teachers gender and race.In a paper published in this months issue of Sociology of Education, the researchers present the results of a comprehensiveanalysis of teacher assignments in the nations fourth-largest school district, Miami-Dade County Public Schools. Theirfindings identify trends that may contribute to teacher turnover and achievement gaps nationwide.”http://news.stanford.edu/pr/2013/pr-school-teacher-assignment-042313.htmlhttp://www.asanet.org/journals/soe/Apr13SOEFeature.pdf“Critics of the contemporary reform regime argue that these initiatives, though seemingly sensible in their original framing,are motivated by interests other than educational improvement and are causing genuine harm to American students andpublic schools. Here are some of the criticisms: the reforms have self-interest and profit motives, not educationalimprovement, as their basis; corporate interests are reaping huge benefits from these reform initiatives andspending millions of dollars lobbying to keep those benefits flowing; three big foundations (Gates, Broad, and WaltonFamily) are funding much of the backing for the corporate reforms and arespending billions to market and sell reforms that dont work; ancillary goals of these reforms are to bust teacher unions,disempower educators, and reduce spending on public schools; standardized testing is enormously expensive in terms both ofpublic expenditures and the diversion of instruction time to test prep; over a third of charter schools deliver"significantly worse" results for students than the traditional public schools from which they were diverted; and, finally, thatthese reforms have produced few benefits and have actually caused harm, especially to kids in disadvantaged areas andcommunities of color. (On that last overall point, see this scathing new report from the Economic Policy Institute.)”http://www.theatlantic.com/national/archive/2013/04/the-coming-revolution-in-public-education/275163/http://www.epi.org/files/2013/bba-rhetoric-trumps-reality.pdf
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