[April 2016] At last week’s #asugsv Summit, the annual bacchanal where dilettantes, amateurs, libertarians, billionaires, and Silicon Valley mercenaries gather to plot the destruction of public education in plain view, Dr. Condoleeza Rice of 9/11 and Iraqi war infamy shared her expertise on “reforming” public education. Like many simpletons and profiteers, Dr. Rice seeks salvation in dystopian technology and reportedly demonstrated a level of understanding of educational technology similar to her imaginary “mushroom cloud” in Baghdad.
“Technology is neutral,” Rice observed. “It’s how it is applied that matters.” Technology can be used to support a world in which a child’s zip code or color or gender or age doesn’t shape their future—just their commitment to getting an education, she said. (Edsurge – Heard & Overheard at the ASU+GSV Summit. April 19, 2016.)
No. You are profoundly wrong Dr. Rice!
In fact I detailed how wrong you are three years ago. Perhaps you didn’t read my daily brief entitled, “Technology is Not Neutral!” You may read it below…
Larry Ferlazzo invited me to share a vision of computers in education for inclusion in his Classroom Q&A Feature in Education Week. The text of that article is below.
You may also enjoy two articles I published in 2008:
Technology is Not Neutral
Educational computing requires a clear and consistent stance
© 2013 Gary S. Stager, Ph.D.
There are three competing visions of educational computing. Each bestows agency on an actor in the educational enterprise. We can use classroom computers to benefit the system, the teacher or the student. Data collection, drill-and-practice test-prep, computerized assessment or monitoring Common Core compliance are examples of the computer benefitting the system. “Interactive” white boards, presenting information or managing whole-class simulations are examples of computing for the teacher. In this scenario, the teacher is the actor, the classroom a theatre, the students the audience and the computer is a prop.
The third vision is a progressive one. The personal computer is used to amplify human potential. It is an intellectual laboratory and vehicle for self-expression that allows each child to not only learn what we’ve always taught, perhaps with greater efficacy, efficiency or comprehension. The computer makes it possible for students to learn and do in ways unimaginable just a few years ago. This vision of computing democratizes educational opportunity and supports what Papert and Turkle call epistemological pluralism. The learner is at the center of the educational experience and learns in their own way.
Too many educators make the mistake of assuming a false equivalence between “technology” and its use. Technology is not neutral. It is always designed to influence behavior. Sure, you might point to an anecdote in which a clever teacher figures out a way to use a white board in a learner-centered fashion or a teacher finds the diagnostic data collected by the management system useful. These are the exception to the rule.
While flexible high-quality hardware is critical, educational computing is about software because software determines what you can do and what you do determines what you can learn. In my opinion the lowest ROI comes from granting agency to the system and the most from empowering each learner. You might think of the a continuum that runs from drill/testing at the bottom; through information access, productivity, simulation and modeling; with the computer as a computational material for knowledge construction representing not only the greatest ROI, but the most potential benefit for the learner.
Piaget reminds us ,“To understand is to invent,” while our mutual colleague Seymour Papert said, “If you can use technology to make things, you can make more interesting things and you can learn a lot more by making them.”
Some people view the computer as a way of increasing efficiency. Heck, there are schools with fancy-sounding names popping-up where you put 200 kids in a room with computer terminals and an armed security guard. The computer quizzes kids endlessly on prior knowledge and generates a tsunami of data for the system. This may be cheap and efficient, but it does little to empower the learner or take advantage of the computer’s potential as the protean device for knowledge construction.
School concoctions like information literacy, digital citizenship or making PowerPoint presentations represent at best a form of “Computer Appreciation.” The Conservative UK Government just abandoned their national ICT curriculum on the basis of it being “harmful and dull” and is calling for computer science to be taught K-12. I could not agree more.
My work with children, teachers and computers over the past thirty years has been focused on increasing opportunity and replacing “quick and easy” with deep and meaningful experiences. When I began working with schools where every student had a laptop in 1990, project-based learning was supercharged and Dewey’s theories were realized in ways he had only imagined. The computer was a radical instrument for school reform, not a way of enforcing the top-down status quo.
Now, kindergarteners could build, program and choreograph their own robot ballerinas by utilizing mathematical concepts and engineering principles never before accessible to young children. Kids express themselves through filmmaking, animation, music composition and collaborations with peers or experts across the globe. 5th graders write computer programs to represent fractions in a variety of ways while understanding not only fractions, but also a host of other mathematics and computer science concepts used in service of that understanding. An incarcerated 17 year-old dropout saddled with a host of learning disabilities is able to use computer programming and robotics to create “gopher-cam,” an intelligent vehicle for exploring beneath the earth, or launch his own probe into space for aerial reconnaissance. Little boys and girls can now make and program wearable computers with circuitry sewn with conductive thread while 10th grade English students can bring Lady Macbeth to life by composing a symphony. Soon, you be able to email and print a bicycle. Computing as a verb is the game-changer.
Used well, the computer extends the breadth, depth and complexity of potential projects. This in turn affords kids with the opportunity to, in the words of David Perkins, “play the whole game.” Thanks to the computer, children today have the opportunity to be mathematicians, novelists, engineers, composers, geneticists, composers, filmmakers, etc… But, only if our vision of computing is sufficiently imaginative.
1) Kids need real computers capable of programming, video editing, music composition and controlling external peripherals, such as probes or robotics. Since the lifespan of school computers is long, they need to do all of the things adults expect today and support ingenuity for years to come.
2) Look for ways to use computers to provide experiences not addressed by the curriculum. Writing, communicating and looking stuff up are obvious uses that require little instruction and few resources.
3) Every student deserves computer science experiences during their K-12 education. Educators would be wise to consider programming environments designed to support learning and progressive education such as MicroWorlds EX and Scratch.
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In addition to being a veteran teacher educator, popular speaker, journalist, author, and publisher, Gary is co-author of the bestselling book called the “bible of the maker movement in schools”, Invent To Learn — Making, Tinkering, and Engineering in the Classroom. He also leads the Constructing Modern Knowledge summer institute and is Publisher at CMK Press.
My pal Will Richardson asked me to respond to news that the Florida legislature (ground zero for destructive education policies) has passed a bill allowing high school students to substitute “coding” courses for foreign language requirements. (see Florida Senate approves making coding a foreign language)
If you are a toddler learning English as a second language between binge watching seasons of Glitter Force, it’s easy to see how “coding” in a programming language and literacy in a foreign language are equivalent.
For adult legislators entrusted with governance, this policy means two things:
- They have no idea what computer coding is.
- When policy makers say that students should “understand” technology or refer to technology as a “basic skill,” they reveal a profound ignorance of computer science and have reduced a powerful intellectual pursuit to the level of a bicycle safety assembly or “don’t copy that floppy” poster.
- They are finally willing to admit that they don’t give a rat’s ass about teaching foreign language.
- This may also be a tacit recognition that high school foreign language instruction is mostly torturous and unsuccessful.
When Will tweeted me about the news, a fellow twitterit asked, “Why music can’t satisfy foreign language requirements?” While, there is no greater advocate for music education than myself, this newfound willingness to substitute one discipline for a completely unrelated required course is an admission that all course requirements should be abolished. There is so little consensus on what matters. And that may be a very good thing.
- President Obama Discovers Coding – Yippee!
- Code.org – Oy Veh
- Education’s Most Dangerous Idea: Curriculum
- The Secret Key to Girls and Computer Science
Unlike most media outlets, The Huffington Post actually pretends to take an interest in education. However, I continue to believe that their Education section was created to be an advertising platform for the truly awful film, “Waiting for Superman,” remembered as the Howard the Duck of education documentaries by the three other schmucks and I who paid to see it.
Regardless of their motives, The Huffington Post, is a frequent mouthpiece for the charter school movement and unofficial stenographer for corporations trying to make a quick buck off the misery of teachers and students.
The Huffington Post recently featured an article, “The Most Popular Books For Students Right Now,” authored by their Education Editor Rebecca Klein. I clicked on the headline with interest, because I’m a fan of books and reading (I know a truly radical view for an educator). What I found was quite disappointing.
Aside from the fact that six books were the favorite across twelve grade levels, the books fell into two obvious camps; books kids like and books they were required to read by a teacher.
Nonetheless, data is data and Web users like lists.
What I do not like is when basic tenets of journalism, like “follow the money,” are ignored in order to mislead readers. The source for the “independent reading habits of nearly 10 million readers“ is Renaissance Learning, described by The Huffington Post as “an educational software company that helps teachers track the independent reading practices of nearly 10 million students.”
That’s like saying ISIS is a magazine publisher Donald Trump, owner of an ice cream parlor. While factually true, this is what Sarah Palin might call putting lipstick on a pig.
Renaissance Learning is a wildly profitable company that sells Accelerated Reader, a major prophylactic device for children who might otherwise enjoy reading. The product is purchased by dystopian bean counters who view small children as cogs in a Dickensian system of education where nothing matters more than data or achievement.
Their product creates online multiple-choice tests that schools pay for in order to quantify each child’s “independent” reading. If the school doesn’t own the test for a particular book a kid reads, they receive no credit. Kids routinely dumb down their reading in order to score better on the quizzes. Accelerated Reader rewards compliance and speed by turning reading into a blood sport in which winners will be rewarded and their classroom combatants, punished.
Ironically, I wrote about Accelerated Reader in The Huffington Post back in 2012. (Read Mission Accomplished)
When you look at the “favorite” book list featured in The Huffington Post, please consider that kids read The Giver and The Crucible because they are standard parts of the curriculum. This tells us nothing about what kids at grades 7, 8, or 11 actually like to read. Seeing Green Eggs and Ham as the first grade winner should make you sad. Can you imagine taking a comprehension test on this classic??? How vulgar!
The Grade 2 favorite is also likely assigned by teachers, Click, Clack, Moo: Cows That Type. The mind reels when I try to imagine the test measuring comprehension of the comic book/graphic novel, named favorite book by 3rd, 4th, 5th, AND 6th graders, “Diary of a Wimpy Kid: The Long Haul. First of all, we should be alarmed that this simple book tops the charts for four years, but don’t forget that kids will be tested by a computer on their comprehension of this delightful comic book.
“Nothing forced can ever be beautiful.” – Xenophone
An Australian federal court just ruled for teachers in amazing fashion that should impact educational practice everywhere on earth. The court ruled that materials and tools teachers need to do their job should be paid for by their employer and not by the teachers.
Nearly a decade after my colleagues and I introduced 1:1 laptop computing to a few hundred thousand of Australian students for the purposes of project-based learning, programming across the curriculum, shifting agency from teachers to students, collaboration, and creative expression, the government of the State of Victoria discovered laptops and set forth a number of “transformative” and “revolutionary” notions of how they could use the most powerful technological tool of all-time, the personal laptop, as a way of teachers doing chores. There was no educational vision whatsoever behind the “Notebooks for Teachers and Principals Program” and subsequently as the “eduSTAR.NTP Program.”
What the state department of education did was urge teachers to purchase laptops through automatic salary education schemes of between $8 and $34 Australian dollars per month (approximately $6 – $26). More than 40,000 teachers and principals participated. Who wouldn’t want a top-of-the-line MacBook Pro for $26/month?
Teachers then had to do clerical work, report grades, attendance, etc… via the laptops. After about $20 million (AU) was taken from teachers this way and tens of thousands of educators got laptops, the Australian Education Union filed suit claiming that since the laptops were required by the job educators perform, their employer should pay for such hardware.
Imagine that? Teachers should have ample supplies and technology required to do their job provided for them like any other employee.
The Australian Federal Court sided with the education union and has ordered the State to refund the money educators paid for their laptops, PLUS INTEREST!
Check out just a few of the Education Union’s press release:
“We are pleased that the Federal Court found teachers should not have to spend their own wage to purchase items that are essential for their work. This is a win for our members and sets an important precedent.”
“Laptop computers are essential for teachers and principals. It is unreasonable for them to pay for resources that are a necessary part of their job,” says Meredith Peace, AEU Victorian president.”
“Teachers need computers to write school reports, respond to parent emails, develop and co-ordinate curriculum, and collaborate with colleagues. They do not sit in offices at desks, they teach in classrooms – so they need laptop computers.
“The AEU pursued this matter through the Federal Court because teachers and principals deserve the tools and resources that are essential to their jobs to be provided by their employer. To attract and retain teachers, we must provide standard professional tools.”
“We argued that even if the deductions were deemed to be authorised, they were predominantly for the benefit of the Department, rather than the teachers themselves.”
The union also asserted that teachers were being asked to purchase laptops in schools where students were provided them by the school/state.
“It is unreasonable to expect teachers and principals to pay for accessing their work computers. Students themselves in many schools have laptops under the one-to-one laptop program. Teachers are expected to engage their students in learning through digital devices and teach them the ICT skills they need to be successful learners in an increasingly digitised world, so they need a laptop,” says Peace.
A few questions?
- When will American educators sue for the supplies, tools, and technology they purchase in service of their employer?
- What are the implications for your school’s technology implementation?
- When a teacher (or student) DOES purchase her own computer, should a school be able to restrict its use?
Congratulations to the Australian educators who spoke truth to power and won!
I’m of several minds on this decision, however for the following reasons…
Clearly teachers should use computers and if it’s a work tool, the court’s decision is correct.
I remain a staunch advocate for every child having 24/7 use of a fully-featured personal laptop computer. However, the Victoria laptop rollout was a vision-free clusters#ck in which none of the intellectual or creative potential of computing had anything whatsoever to do with the real or intended use of the laptops.
This is going to immediately cause problems for schools embracing laptops, even if the merits of this case are unrelated. This is because morons set education policy and anything associated with “laptop” is likely to now be viewed as toxic.
Two years ago, Dr. Leah Buechley delivered a stunning address at Stanford University’s 2013 FabLearn Conference. In her speech, Dr. Buechley challenged MakerEd.org’s slogan, “Every Child a Maker,” in light of the lack of diversity displayed by a commercial entity often associated with its activities, Maker Media. (Note: The non-profit advocacy group, MakerEd.org and the company, Maker Media, share a founder and similar names, but are indeed separate entities regardless of any confusion in the marketplace.)
Dr. Buechley shared stunning statistics on the lack of diversity represented on the cover of Make Magazine (the flagship of the enterprise), the lack of editorial diversity in Make, and the cost of the most popular kits sold by MakerShed, the retail arm of Maker Media.
I highly recommend that you take some time to watch Dr. Buechley’s Stanford Talk.
These are not the words of a cranky critic. Leah Buechley is one of the mother’s of the maker movement (small m). She urged those with enormous capital, influence, and connections to take their mission of “Every Child a Maker” more seriously. A change in behavior needed to accompany this rhetoric in order to truly make the world a better place. Maker Media and its subsidiaries have gained access to The White House, departments of education, and policy-making discussions. With such access comes great responsibility. Every educator and parent has seen the pain inflicted on public education by corporations and other rich white men who view the public schools as their personal plaything.
Earlier this week, I wrote the article, Criminalizing Show & Tell, to tell the outrageous tale of a 9th grade young man who was arrested, cuffed, detained, and suspended from school for bringing his invention to class. He hoped his creativity would gain him support in a school culture hostile to his complexion, name and religious beliefs. In my article, I addressed the steps that must be taken to correct this abuse of power, deprivation of rights, and violation of sound education principles.
Since then, Ahmed Mohammed has become the cause célèbre of the Internet. Why, he got tweeted by @potus AND got his very own hashtag, #istandwithAhmed. What Ahmed has NOT received is an apology from the school district that brutalized him or the police force that wrongfully arrested him. In fact, the school district continued their victim-blaming in a letter to parents and the Irving, Texas police chief thinks that his force handled everything perfectly as well.
But hey, he got a #hashtag! Case closed, right?
I don’t think so.
This morning I awoke to this tone-deaf email from Makershed announcing their Stand with Ahmed clock kit sale. Worst of all, only 3 of the 12 clocks are actually on-sale.
If tasteless isn’t your style, how about sweet?
My social media stream is full of postings like this one.
Hooray! Ahmed is getting lots of presents. Who doesn’t like presents?
A few pesky questions remain:
- Who will buy all the plane tickets Ahmed and his parents need to meet the folks wishing to pose for photos with him?
- Will his school punish him for missing class?
Oh, that’s right. He doesn’t have class because:
- Ahmed was suspended for not bringing a bomb to school.
- The intolerant culture of his school is forcing him to change high schools.
Neither social justice or the right to a high-quality public school education free of brutality and intolerance can be exchanged for exciting cash and prizes.
Ahmed’s growing gift bag of goodies will do nothing to cleanse the Irving, Texas schools and community of its toxicity, xenophobia, Islamophobia, or racism. The misbehaving adults will not have their behaviors addressed.
Where does a fourteen year-old boy go to get his childhood back?
Veteran teacher educator, journalist, and speaker Gary S. Stager, Ph.D. is the co-author of Invent to Learn – Making, Tinkering, and Engineering in the Classroom, called “the bible of the maker movement in schools” by the San Jose Mercury News.
S.T.E.M. is every politician’s favorite acronym. The White House held a Maker Faire. Barnes and Noble stores will soon be hosting Mini-Maker Faires and next week’s World Maker Faire NYC expects over 100,000 attendees sharing and celebrating personal ingenuity, engineering, creativity, and invention.
The maker movement is being touted as education reform, a matter of national security, and resurrection of the American manufacturing economy. We are told that we need to prepare kids for S.T.E.M. jobs and help them love math and science.
Against this backdrop, Ahmed (Texan for, “We’re all gonna die!”) Mohamed was detained, suspended, and arrested in handcuffs for bringing his homeade clock to school. He thought his teachers would be impressed by his handiwork or be proud of him. Boy was he wrong. (Read the rest of the story here via Washington Post)
This adolescent reign of terror began when Ahmed showed his clock to his Engineering teacher. That teacher knew it wasn’t a bomb. When the clock beeped during English class, he showed it to the English teacher who confiscated it. She knew that Ahmed had not brought a bomb to school. Nowhere in the story is any threat or violence insinuated, but that didn’t stop the school from calling the cavalry.
During 6th period, Irving’s own Thomas Edison was pulled out of class by the school principal.
“They took me to a room filled with five officers in which they interrogated me and searched through my stuff and took my tablet and my invention,” the teen said. “They were like, ‘So you tried to make a bomb?’ I told them no, I was trying to make a clock. But his questioner responded, “It looks like a movie bomb to me.” (Washington Post)
At this point, the only charges that should have been filed are for racism and stupidity by school officials.
Yet, young “Kill-Whitey Antichrist” was handcuffed, dragged to the Police headquarters, and not allowed to call his parents or seek legal representation. Not wanting to be accused of being fair or rational, the high school suspended the innocent boy tinkerer for three days. That will teach his kind to be good at math!
During questioning, officers repeatedly brought up his last name, Mohamed said. When he tried to call his father, Mohamed said he was told he couldn’t speak to his parents until after the interrogation was over. (Washington Post)
So, let’s just stipulate that this was an act of racism and islamophobia.
How should this have been handled?
Let’s say that Ahmed’s teachers were a-scared. The lad could have been questioned in a civil fashion with his parents present while the Irving, Texas police force investigated the clock. If there had been a more serious threat, say, an actual “ticking time bomb,” the police could have still investigated before the parents left work and arrived at school. Surely, a city the size of Irving has the equipment, manpower, and expertise to examine a suspicious object. DFW, America’s 3rd busiest airport is in Irving, Texas!
Once the clock was determined to be – well, a clock. Ahmed’s school principal should have apologized to the student, given him two Pizza Hut gift certificates, and called an emergency faculty meeting to ensure that nothing this stupid ever happens again.
All systems go!
NBC-DFW reported that a police report released Tuesday cites a “hoax bomb” incident, listing three MacArthur High teachers as complainants against Mohamed. (Washington Post)
According to press accounts, the only system in the school to perform flawlessly was the one in which three “educators” conspired to frame a 14 year-old student within the blink of an eye.
What Should Happen Now?
Now that MacArthur High School Principal Dan Cummings has lost this round of “Are you Smarter than a 5th Grader?”
- The suspension must be lifted and expunged from Ahmed’s record.
- The school district and principal must stop defending their actions.
- The entire administrative team and each of the three teachers involved must apologize to Ahmed publicly at an all-school assembly or perhaps at Friday night’s football game.
- Each school administrator and the three teachers who filed a complain need to write “I will not be a racist clown who hates children” 100 times on a sheet of paper.
- The police officers involved should be suspended without pay.
- If you think someone has a bomb, don’t ask them to hand it to you ala Wile E. Coyote. Run and call the police.
- Diversity and sensitivity training – blah, blah, blah…
Speaking of racism and islamophobia
Can you believe that the Washington Post calls the student “Muslim boy” at the top of their reporting?
And here is just one of the racist tweets you might find online.
Obama will speak out about this boy .. Yet remains silent on cops being killed by thugs and BLM supporter https://t.co/fKa6EHH7uj
— Renegade Cowboy⚓️ (@Rene_gadeCowboy) September 16, 2015
Update 9/16: The Irving School District and Irving Police standby their actions and refuse to admit that they did anything wrong.
Veteran teacher educator, journalist, and speaker Gary S. Stager, Ph.D. is the co-author of Invent to Learn – Making, Tinkering, and Engineering in the Classroom, called “the bible of the maker movement in schools” by the San Jose Mercury News.
Three little words that I have dreaded since 1968. I remain haunted by the hideous nature of my own school experience. Each back-to-school commercial and increasingly premature retail display fills me with dread. As a parent, “Back-to-School Night,” was too often a torturous affair filled with the recitation of gum rules, awful presentations, and assorted violations of the Geneva Convention.
However, I look forward to going back to school tomorrow. This is my second year as the Special Assistant to the Head of School for Innovation at The Willows Community School in Culver City, California.
The Willows is a lovely twenty-one year-old PK-8 progressive independent school filled with truly happy children and terrific educators who know each child. The school is filled with play, the arts, and inquiry. The kids crack me up and my colleagues are genuinely interested in collaboration. Their willingness to learn and try things differently creates a context in which I can do good work on behalf of the kids we serve. I am truly grateful for their generosity of spirit and hospitality. The school is a lovely place for kids to learn because it is a great place for teachers. This also results in virtually zero faculty turnover.
Happy & school need not be contradictory terms.
My responsibilities at The Willows include teacher mentoring, curriculum design, professional development, working with groups of kids, and organizing special events. Much of what I do consists of wandering into classrooms, asking, “Hey, whatcha doing?” and then suggesting, “Why don’t you try this instead?”
On any given day my work might include recommending Australian fiction, integrating Romare Beardon into the curriculum, turning the kindergarten “bee unit” upside down, teaching math or programming to 2nd graders, brainstorming project ideas with teachers, participating in a learning lunch, or organizing a Superheroes of the Maker Movement event. I help out with the school’s extensive “making” opportunities and even enjoy meetings. One rewarding aspect of the job is when I excite a teacher about trying some nutty idea and then sell the administration on supporting that R&D. I adore being an advocate for teachers.
My calendar is plenty full and I do not need to work in a school on a regular basis. Few of my peers on the “circuit” do so. But, I love to teach, particularly to teach teachers, and I cherish having a canvas on which to paint my ideas for making schools more hospitable to the intentions of children. I am not willing to give up on schools because that’s where the kids are.
The Willows has viewed Constructing Modern Knowledge as a critical piece of their extensive professional learning portfolio. Each year, between 6 and 10 Willows educators participate in CMK. This builds community around shared experiences and brings cutting-edge ideas and expertise back to the school. Several young teachers who attended CMK for the first time this past July have been eager to seek my advice on everything from classroom decor to writing prompts to project ideas for the coming school year.
I am enormously grateful to the founding Head of The Willows Lisa Rosenstein for having the flexibility, vision, and sense of humor required to make me part of their team. As a keynote speaker, consultant, teacher educator, author, and clinician, I spend 1/3 – 1/2 of each year on the road. When I’m home, I rush back to The Willows. My travel provides diverse experience, an ability to identify patterns, and experience that I hope benefits our school.
A great part of working at The Willows is I get to be an educational leader, not computer boy. I am unconstrained by the edtech ghetto while getting to use technology the way I always have to amplify human potential and to provide learners with opportunities that would not exist without access to computation. I relish the chance to help fourth grade teachers create a 3D thematic tableau outside of their classroom window and prefer it to the trivia consuming too much of what is know currently as educational technology. That said, The Willows is a leader in the continuous use of constructive, creative, computationally-rich technology from PK -8.
Aside from the children I have the pleasure of hanging out with and the great colleagues I work with, the greatest joy associated with my job at The Willows is sharing an office with my friend, former student, and colleague Amy Dugré, Director of Technology. Amy is a spectacular educator, fine leader, and among the best practicing constructionists working in schools anywhere. I cherish her selflessness, friendship, and support.
Wherever or whatever you teach, here’s to a great new year! Please remember to do the right thing. If you won’t stand between kids and the madness, who will?
Note: You will find no greater advocate for public education than myself. Regrettably, the current political climate makes it impossible for a public school to demonstrate the sort of hiring flexibility that I have experienced at The Willows. What I learn each day, is shared with every school and educator I have the privilege of working with anywhere in the world.
Dr. Gary Stager recently authored Intel’s Guide to Creating and Inventing with Technology in the Classroom. The piece explores the maker movement for educators, policy-makers, and school leaders.
Download a copy here.
Gary was recently interviewed by the National School Boards Association for the June 2015 American School Boards Journal.
As I mentioned in this post, the Long Beach Unified School District is once again threatening to close a terrific school that has rebuilt a community and serves hundreds of children who will be displaced by this destructive, mean-spirited money-grab.
Two years ago, the school faced the same fate – complete with parents not being allowed to speak at public Board meetings and being roughed-up by district security.
A that time , I sent Superintendent Christopher Steinhauser the following questions in a Freedom of Information Act request. The Superintendent and Board Members refused to answer any of my questions.
Since menacing a fine school with community support seems a tradition in Long Beach, I share my two year-old questions below. Feel free to ask any or all of them via email or Twitter.
WOULD YOU BELIEVE THAT THE PUBLIC SCHOOLS SUPERINTENDENT and BOARD MEMBERS PUBLISH NO EMAIL ADDRESSES?
- PLEASE send email messages of support to the Board Secretary at LRodriguez@lbschools.net
- and the Superintendent of Schools, Christopher Steinhauser’s Secretary at firstname.lastname@example.org
- The Superintendent’s Twitter handle is @SuptSteinhauser Feel free to tweet him.
Dear Superintendent Steinhauer:
I am currently writing a number of articles for The Huffington Post and other publications about the New City Public Schools proposed charter revocation You prompt response to the following questions is greatly appreciated.
I know how busy you are, so answering the following questions via email is considerate of your schedule and immune to misquoting.
1) If your recommendation to close the New City Public Schools is realized at the end of August, where will New City Students attend school in September? (please list all possible schools)
2) What is the current enrollment at those schools?
3) What will be the impact on class size and teacher-student ratios
4) How many former New City students in grades 6-8 will be required to attend LBUSD middle schools if K-8 options do not exist?
5) Will LBUSD need to assign additional teaching personnel to schools to accommodate the influx of New City students? Is this budgeted? What are the qualifications of those teachers? Why are they available on such short notice?
5) Please provide the attendance rates over the past three school years for the LBUSD schools likely to enroll former New CIty students.
6) Please provide the vandalism rates over the past three school years for the LBUSD schools likely to enroll former New CIty students.
7) Please provide the incidence of substance abuse over the past three school years for the LBUSD schools likely to enroll former New CIty students.
8) Please provide the crime rates over the past three school years for the LBUSD schools likely to enroll former New CIty students, organized by type of infraction.
9) Please provide the graduation rates for LBUSD students who attended the New City Public Schools prior to 2009.
10) Please indicate the frequency of art instruction at the LBUSD schools likely to enroll former New City students.
11) Please indicate the frequency of music instruction at the LBUSD schools likely to enroll former New City students.
12) How many field trips to LBUSD students enjoy? Please indicate by school likely to enroll former New City students.
13) What is the percentage of bilingual faculty at the LBUSD schools likely to enroll former New City students?
14) What sort of counseling services are being planned to help former New City students deal with the trauma associated with the charter revocation and transition into the LBUSD schools? Is this budgeted for?
15) How long will it take for the LBUSD to evaluate and develop IEPs, where appropriate for the former New City students joining LBUSD?
16) Do students at other LBUSD schools engage in public juried exhibitions as a form of assessment?
17) How does teacher professional development compare between the New City Public Schools and LBUSD schools?
18) How does time and resources for teacher planning and collaboration compare between LBUSD schools and The New City Public Schools?
19) How do playground facilities compare between The New City Public Schools and the LBUSD schools former NCPS students are likely to attend?
20) Will neighborhood schools accommodate all former NCPS students? If not, will transportation be provided by LBUSD?
21) Please indicate how many times since 2022, that you have visited The New City Public Schools? What was the purpose of those visits?
22) In your professional judgement, why are you recommending revocation of the NCPS charter?
23) If you were handed the keys to The New City Public Schools tomorrow, what would you do differently? What would you add? What would you eliminate?
24) Why does it seem that Long Beach is such a hostile jurisdiction for charter schools? Do you think the demand for parental choice will disappear after you revoke all of the school charters?
25) What are the anticipated financial costs or revenue to be realized by the LBUSD if The New City Public Schools are closed?
25) What is your favorite book about learning?
26) What do you most admire about The New City Public Schools?
27) Why do you believe that The New City Public Schools is failing?
28) What is the role of parents in assessing the quality of their children’s education?
29) Do you have metrics to indicate levels of parental involvement across LBUSD schools? If so, will you kindly share that data?
30) Do you think it is appropriate for LBUSD School Board Meetings to be held during business hours in a tiny venue inaccessible to public transportation? How does this help increase community involvement in education?
31) How many school days are dedicated to standardized testing, practice tests or test-preparation in the LBUSD?
32) What were the 2011-2012 costs of standardized testing, practice tests and test-preparation materials in the LBUSD?
33) How many personnel are dedicated to standardized testing, test preparation, data analysis and other assessment-related activities?
34) What were the 2011-2012 personnel costs related to standardized testing, test preparation, data analysis and other assessment-related activities?
35) How many MacArthur Genius Award recipients have worked with LBUSD schools? Please name them.
36) How many colleagues of Jean Piaget have worked with LBUSD schools? Please name them.
37) Please indicate the number of LBUSD K-8 schools with their own farm.
38) What have The New City Public Schools contributed to real estate values, commerce and quality of life in their geographic areas?
39) I read the Superintendent’s goals for the 2011-12 school year at http://www.lbschools.net/Main_Offices/Superintendent/goals_10-11.cfm Presumably, they are intended to hold you accountable to the children, parents and tax-payers of Long Beach. They seem remarkably vague and easy to achieve. Do you think that The New City Public Schools is held to a higher standard of accountability than you are?
40) El Broad is a benefactor of the LBUSD and a proponent of charter schools. How might you explain to him why a city the size of Long Beach has no charter schools?
41) Does it strike you as odd that the LBUSD School Board would invoke to close schools without any public deliberation, dialogue, debate or request for evidence by the School Board?
I am enormously grateful for your help in organizing the data I requested and sharing your professional opinions with me.
Thank you for your service.
Gary S. Stager, Ph.D.