What's Bugging Me Today: Testing Ignorance - RTFM

What's bugging me today is people who interpret standardized test results without understanding what the scores, and the labels attached to those scores, mean.

Even from people I agree with...

THE STATE OF AMERICA'S CHILDREN

Late last year, the Children's Defense Fund issued its 2017 report on the State of America's Children.

The State of America's Children® 2017 Report

This is a very challenging and scary time for America’s children. As new policies threaten to eliminate the safety net that millions rely on to survive, the reality is millions of America’s children today are still suffering from hunger, homelessness and hopelessness. The Children’s Defense Fund’s new report, The State of America’s Children® 2017, provides a comprehensive look at the status of America’s children in 11 areas: child population, child poverty, income and wealth inequality, housing and homelessness, child hunger and nutrition, child health, early childhood, education, child welfare, juvenile justice and gun violence.

Indiana's numbers in those areas are as disturbing as the numbers for the nation as a whole. It's shameful that a nation as wealthy as the United States allows one-fifth of its children to live in poverty. It's horrifying that more children have been killed by guns since Sandy Hook than U.S. soldiers in combat since 9/11. We need to make the children of our nation, and locally, of Indiana, a priority. Our future, literally, depends on it.

You can click either of these links to reach the Children's Defense Fund website to download

• the entire report

• the state summaries

WRONG ABOUT THE NAEP

I agree with the Children's Defense Fund about the state of children in the U.S., but they're wrong about testing. They're not wrong that schools need to improve, but they're wrong about how they interpret the need for improvement based on the National Assessment of Education Progress (NAEP).

The report's section on education begins with this graphic:

The statement that 67% of eighth graders are unable to read at grade level is based on results from the NAEP, the "Nation's Report Card."

The number, 67%, is reported on page 59 of the Children's Defense Fund full report. Below is the table from page 59, cropped to show the national results...

Note that the table purports to display, according to its title, the percentage of eighth graders who were performing below grade level.

You can see that 67% is listed under All Students on the Reading side of the table. Below the table, we're told that the source for this data is the

U.S. Department of Education. 2016. "2015 Mathematics and Reading Assessments Report Card: Summary Data Tables with Additional Detail for Average Scores and Achievement Levels for States and Juristictions."

This is followed by a link to the information

https://www.nationsreportcard.gov/reading_math_2015/#reading/scores?grade=4

If we dig a little deeper, however, we find that the authors have mistakenly equated the term Grade Level with scoring Proficient on the NAEP. This is incorrect. Proficiency, on the NAEP, has nothing to do with "grade level."

Misrepresenting the achievement levels leads to graphics like the one above, and headlines like the one below. Fortunately, the article below also explains that the achievement level, proficient, doesn't equal grade level. I only hope that the Senator read the article.

See also: What Does 'Proficient' on the NAEP Test Really Mean?

PROFICIENT vs BASIC

The NAEP Glossary of Terms defines NAEP's three achievement levels, Basic, Proficient, and Advanced.

Basic is defined as...

...denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed...

Proficient is...

...representing solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter...

In the pamphlet, A Closer Look at NAEP, the National Assessment Governing Board (NAGB, an independent, bipartisan organization that oversees the NAEP) debunks myths about the NAEP.

Myth: The NAEP Proficient level is like being on grade level.

Fact: Proficient on NAEP means competency over challenging subject matter. This is not the same as being “on grade level,” which refers to performance on local curriculum and standards. NAEP is a general assessment of knowledge and skills in a particular subject.

When Diane Ravitch, a former member of the NAGB, discussed this topic in her book Reign of Error, she wrote,

From what I observed as a member of the NAGB who reviewed questions and results over a seven-year period, a student who is "proficient" earns a solid A and not less than a strong B+.

"Basic," as defined by the NAGB, is "partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade." In my view, the student who scores "basic" is probably a B or C student.

This means that the 67% of students who scored below proficient on the NAEP's 8th grade reading test were not honor students, not that they were "below grade level." Students who are "proficient" are high achieving students. Students who are "basic" are average, and students who are "below basic" are the ones who are at risk of failure. 67% of students below "proficient" does not mean that 67% failed the test!

In fact, 76% of eighth graders scored at "Basic" or above on the NAEP nationally. That's still not perfect...and some might argue that it's not even acceptable, but it's much better than the mistaken assumption that "67% of eighth graders score below grade level."

A more serious issue, is that, while 85% of white students scored at Basic or above, the number of black, hispanic, and other minority students scoring Basic or above is much lower. That should be the focus of the Children's Defense Fund's report on Education...

For further reading on this issue see:

• Reports show Indiana school funding lagging

• We read new reports on the state of school funding in America so you don’t have to. Here’s what we learned.

• Report finds most states shortchange high-poverty schools

THE DANGER OF MISUSING WORDS

The Children's Defense Fund is not entirely at fault, however. When the National Assessment Governing Board (NAGB) releases scores and reports, they use the "proficient" level as the default level of discussion which makes education in the U.S. – as measured by the NAEP – sound much worse than it really is.

This is a serious problem and at least one educator, James Harvey, has suggested that NAEP change the wording of the achievement levels to prevent further distortion of our students' achievement levels [emphasis added].


The Problem with "Proficient"

...recommends replacing the terminology NAEP currently applies to its performance levels (Below Basic, Basic, Proficient, and Advanced) with the performance levels employed in international assessments: Low, Intermediate, Advanced, and Superior. This simple change in terminology would go a long way toward reducing the confusion the term proficient has introduced into the national discussion of school performance. And we should educate the public about the flaws embedded in these benchmarks and emphasize to everyone the caution that Congress has always assigned to them. It would also be highly desirable if the views of independent psychometricians and assessment experts guided NAEP's thinking about other technical judgments that could improve NAEP.

In the meantime, the Children's Defense Fund, and everyone else who reports U.S. students' achievement based on NAEP test results, should take the time to learn what Basic, Proficient, and Advanced, actually mean.

In other words, before you try to interpret test scores...

📝✏️📊

2018 Medley #7

Public Education, Testing, 
Arming Teachers, Privatization, Jim Trelease

SUPPORT PUBLIC SCHOOLS

Our Public Schools Are Better Than the NCGA Would Want You to Believe

Here's a good summary of the reasons we shouldn't rely on test scores to compare education in the United States with other countries. Simply put, if the U.S. didn't have one of the highest rates of child poverty among advanced countries, our test scores would be higher because test scores reflect family income.

This isn't news...(see here and here).

• “The U.S. average performance appears to be relatively low partly because we have so many more test takers from the bottom of the social class distribution.”

• “A sampling error in the U.S. administration of the most recent international (PISA) test resulted in students from the most disadvantaged schools being over-represented in the overall U.S. test-taker sample.”

• “Conventional ranking reports based on PISA make no adjustments for social class composition or for sampling errors.”

• “If U.S. adolescents had a social class distribution that was similar to the distribution in countries to which the United States is frequently compared, average reading scores in the United States would be higher than average reading scores in the similar post-industrial countries we examined (France, Germany, and the United Kingdom), and average math scores in the United States would be about the same as average math scores in similar post-industrial countries.”

• “On average, and for almost every social class group, U.S. students do relatively better in reading than in math, compared to students in both the top-scoring and the similar post-industrial countries.”

10 Reasons To Support Public School

Peter Greene reminds us that public schools are expected to be everything for everyone. We aren't always successful, but there are very few places where public schools try to help every child achieve to his or her highest potential.

10) The promise of public education

...Our dream is to provide every single child with the support and knowledge and skills and education that will allow each to pursue the life they dream of, to become more fully themselves, to understand what it means to be human in the world. We do not always live up to that dream, but US public schools have lifted up millions upon millions of students, elevated communities, raised up a country.

TESTING

The Lone Voice of Dissent Against Standardized Testing

For years I felt like the lone voice against the overuse and misuse of standardized testing in my school, and school district...in fact, I started this blog in 2006 because I wanted a place to vent about that very topic. Perhaps other teachers in our district felt the same way, but were afraid to speak out. Most of the teachers in my building just sat quietly while I ranted about wasting all the time with tests that didn't help anyone. No one ever thanked me, but no one ever objected. Our principal would sometimes say, "Now is not the time," or "Just do it." I understand that he was under pressure from the central office, who, in turn were under pressure from the state, to administer tests. Still, it would have been nice to have some support from other educators (perhaps there was, and I just didn't see it). It would have been nice to hear from an administrator, "I agree, but we have no choice." Something would have been better than nothing.

And it's still going on. American teachers and students are being forced to administer and take tests which are being misused...to rank schools, to determine teacher pay, to rank students. It's unprofessional, educational malpractice, and child abuse.

I’ve seen some of these people reduced to tears by administrators unfairly manipulating them based on their students’ test scores.

Yet none of them have the guts to stand up and be counted when the moment comes.

I say again – everyone wants to fight. But no one wants to do the fighting.

They want someone else to do it for them.

Does that make you angry?

It makes me furious.

But if you feel that way, you’ve got to do something about it.

You think teachers are too cowardly? What have YOU done to fight corporate education reform today?

Do Impacts on Test Scores Even Matter? Lessons from Long-Run Outcomes in School Choice Research

Almost every major education reform of the past 20 years at both the state and national level has rested on a common assumption: Standardized test scores are an accurate and appropriate measure of success and failure. It has followed that programs or policies that increase student scores on standardized tests are “good” and programs that fail to do so are “bad.”

TEACHERS DON'T WANT TO CARRY GUNS

Poll: Most U.S. Teachers Want Gun Control, Not Guns To Carry

The last thing on my mind when I was a pre-service teacher was where I would keep my gun to protect my students from killers shooting up schools with assault-style rifles. My goal as a classroom teacher was to help children achieve as much as they could, academically and personally, while they were in my class. My goal as a reading specialist was to help children who were struggling to overcome the obstacles standing in their way.

It's time to change our rules about guns. There's no need for us to be the one country in the world where mass murders are frequent events. We need to require universal background checks, close gun acquisition loop-holes, and remove assault weapons from the catalog of civilian weapons. If trained soldiers at a military base could not prevent a soldier armed with two handguns from killing a dozen people how do we expect a teacher with a handgun to survive against a shooter with an assault rifle?

There are reasonable restrictions to the First Amendment. It's time to adopt reasonable restrictions to the Second Amendment.

As I put the finishing touches on this post, I read the following two articles on the Guardian. Must Reads:

• Parkland teachers faced an impossible choice: 'Do I hold the door open, or close it?'

• Parkland students guest edit Guardian US: Our manifesto to fix America's gun laws

The Parkland teachers provide graphic and convincing reasons for keeping guns out of classrooms. The students provide the reasonable restrictions to the Second Amendment.

Nearly three-fourths of U.S. teachers do not want to carry guns in school, and they overwhelmingly favor gun control measures over security steps meant to "harden" schools, according to a new Gallup poll.

PRIVATIZATION: CHOICE AND COMPETITION DON'T WORK

Venture capitalist visits 200 schools in 50 states and says DeVos is wrong: ‘If choice and competition improve schools, I found no sign of it.’

Charter schools and parochial/private schools that accept vouchers do not provide a better education than public schools.

...I didn’t find charter schools to be, on balance, more innovative than public schools. Some of the most remarkable innovations I observed were in the very public schools that choice advocates dismiss — in places such as Charlotte, Newark, Coachella and Waipahu. And while some charter schools are deeply innovative, many grind away on test scores, with innovation limited to cute test-prep jingles. Free of regulation, you might think private schools would lead the way in innovation, but most are focused on the college application process, a serious impediment to innovation.

Still Waiting for Convincing Evidence

People don't want vouchers because private schools are better than public schools. People want vouchers because they want to use tax money to pay for religious education. They want to use tax money to shelter their children from those who are "different."

The voucher debate, therefore, is a question not just of values but also of effectiveness, and research should play a significant role. So how should we interpret the available evidence? At most, only one of the more than two dozen states that have tried statewide vouchers and tuition tax credits has yet to demonstrate convincing, measurable success with them, Given this reality, it is hard to make a case for substantially replacing our system of public schooling on a national scale. The American workforce continues to be the most productive and creative in the world. This does not mean we cannot do better, but it does indicate that we should proceed with caution and care.

The Truth About Charter Schools

Not all charter schools are as bad as the one described in this post, but before we continue the charter school experiment we need to put in place safeguards to insure that charter schools are held to the same accountability standards (including financial) under which public schools are required to operate.

...I soon realized there was a gulf between charter school hype and reality. Every day brought shocking and disturbing revelations: high attrition rates of students and teachers, dangerous working conditions, widespread suspensions, harassment of teachers, violations against students with disabilities, nepotism, and fraud. By the end of the school year, I vowed never to step foot in a charter school again, and to fight for the protection of public schools like never before.

HAPPY BIRTHDAY JIM

Chapter One: Why read aloud?

Today, March 23 (actually, yesterday, by the time I get this finished and posted) is Jim Trelease's birthday. My last post, Carved in Stone, was about reading aloud to children...Jim Trelease's life work.

In 1979 I ordered a pamphlet from the Weekly Reader Book Club titled The Read-Aloud Handbook. Three decades later, the 30-page pamphlet had grown, in the seventh edition, to a 350 page book complete with a bibliography of several hundred read aloud book suggestions spanning a third of the book.

I read to all my classes...kindergarten through 6th grade...Where the Wild Things Are and Junie B. Jones through The Island of the Blue Dolphins. I can't remember ever missing a day. It was my belief -- and it still is -- that reading aloud to children is the most important thing that a teacher (or parent) can do to help their child(ren) succeed in reading.

The Read Aloud Handbook, Weekly Reader edition, was my first introduction to Jim Trelease and from that point on, reading aloud, which was already an important part of my reading instruction time, became even more important.

If there is one person who influenced my teaching more than any others, it's Jim Trelease.

And how exactly does a person become proficient at reading? It’s a simple, two- part formula:

The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it.
The more you read, the more you know; and the more you know, the smarter you grow.

🚌🙋🏽‍♂️📚

Carved in Stone

What we learn in childhood is carved in stone.
What we learn as adults is carved in ice.

Jim Trelease used the above quote from poet David Kherdian to begin chapter 2 of his Read-Aloud Handbook. The first line is as good a reason as any for parents to read aloud to their children – from birth.

Unfortunately, that's not happening as much as it ought to...

READ-ALOUD SURVEY

In a recent survey on Read-Aloud the percentage of parents who read to their children from birth had increased to 30%, up from 15% in 2015. That number is still way too low. In addition, it was noted that even though there was an increase in the number of parents reading to their children from birth, only 14% of parents spent at least 15 minutes reading with their children. This also is an increase (from 8%) but, again, still pathetically low. Sadly, the increase is not across the board when it comes to reading aloud to children.

• 2018 data shows a slight decrease, from 46% to 42%, in the frequency with which children ages 0-8 are being read aloud to every day. This decrease is driven mostly by parents of children ages 6-8. (Page 23)

• Only 30% (of total parents) say their child is currently read aloud to every day, for at least 15 minutes. This too is down slightly from 2016 (34%). (Page 24)

The survey catalogued reasons for the decline which included such things as,

• doing other things which are just as good as reading aloud

• the inability of the child to sit still long enough to read aloud

• parents don't have time

• the child doesn't like to be read to

• the child is read to at school, so they don't need to be read to at home

I accept all those reasons (and the others given in the survey) as completely legitimate, unless the family (parents and children) spend at least 15 - 30 minutes a day watching TV.

THE IMPORTANCE OF READ ALOUD

What's the big deal? What good is reading aloud, anyway. Back to Jim Trelease [emphasis added]...

The [1983 Commission on Reading, funded by the U.S. Department of Education] spent two years poring through thousands of research projects conducted in the previous quarter century, and in 1985 issued its report, Becoming a Nation of Readers. Among its primary findings, two simple declarations rang loud and clear:

“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.”

“It is a practice that should continue throughout the grades.” The commission found conclusive evidence to support reading aloud not only in the home but also in the classroom.

In their wording—“the single most important activity”—the experts were saying reading aloud was more important than work sheets, homework, book reports, and flash cards. One of the cheapest, simplest, and oldest tools of teaching was being promoted as a better tool than anything else in the home or classroom—and it’s so simple you don’t even need a high school diploma to do it.

In other words, 1) reading is one of the most important tools for children and 2) reading aloud is positively correlated with learning to read. Meanwhile, as the previously mentioned survey reveals, less than half of the parents of 0-8 year olds in the U.S. read aloud to their children.

Trelease explains why reading aloud helps children learn to read...

...in reading aloud, we also:

• build vocabulary

• condition the child’s brain to associate reading with pleasure

• create background knowledge

• provide a reading role model

• plant the desire to read

[For an in-depth study of why these points are important to reading see two series of blog posts by Russ Walsh. The first, an eleven part series on When Readers Struggle, which begins with Background Knowledge. The second, a four part series (so far) on Building Vocabulary which starts with an Overview.]

If language development, gaining background knowledge, instilling a desire to read, building literacy skills, and personal bonding aren't enough to convince you that reading aloud is important...try these two...

FIGHT POVERTY

Reading aloud to your children can help offset some effects of poverty [emphasis added].

Families Armed With Books Repel The Effects Of Poverty

The important fact is that parents who insert themselves most firmly into early literacy activities—participating in reading, conversation, and writing—and bring those activities into the home regularly provide the best academic foundation for their children. Parent involvement makes a greater difference than money. And children love to listen to books, especially when parents read, and the act of reading together promotes lifelong literacy because people enjoy it. It continues to be fun at any age, long after a child learns to read fluently. We all love a well-spun story.

[See also Reading aloud to children: the evidence]

The more a child is exposed to reading, the better they become at reading. As an elementary school reading specialist, I tried to help the parents of my students understand that reading was one of the most important skills learned in elementary school and quantity was important. Kids should read a LOT.  As Jim Trelease wrote...

The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it.

Even as adults we recognize that reading is an important skill, which brings us to...

A LIFE-LONG LOVE OF READING

Adults who read continue to learn throughout their lives, are better informed, and live longer. Reading aloud to children helps them become life-long readers as this book review attests to. [Full disclosure: the "dad" in the review below, refers to me!]

There is No Life I Know to Compare with Pure Imagination

As an adult I have realized that it is not just the books I read as a child, but those that were read aloud to me when I was little, that mean the most to me. They are the ones I have the strongest memories of and the ones that can evoke the strongest emotions. I never read My Side of the Mountain or Hatchet, but my 3rd grade teacher read them aloud to us, and I’ll never forget them. The Narnia books, the Lord of the Rings trilogy, the Ramona books, all the Roald Dahl books–my parents read them all to me, plus countless others, and these are the books that I remember most fondly. There is nothing better than sharing a story with someone. It was not unusual in my house to be reading a book and find certain passages were bracketed or had notes in the margin–my dad read aloud to all his classes, and would use these notes to guide his reading. When I read these books now as an adult, it’s not my own voice in my head that is narrating, but that of my parents. This adds an extra element of pleasure to rereading childhood favorites.

WHAT TO DO

Help your children live longer lives! Read to them from birth. Continue until they are at least 8 years old – longer if you can.

If you know someone with children, grandchildren, nieces and nephews, friends and neighbors, let them know the value of reading to their children from birth.

Get books at the public library. Ask librarians for suggestions, or check out The Read Aloud Handbook by Jim Trelease. You can find it at the library, get your own copy, or use an abridged version online.

📖📖📖

2018 Medley #6

'Ed-Reform' is Bipartisan, Teacher Pay,
School Shootings, Vouchers 

ED REFORM - A BIPARTISAN AFFAIR

Betsy DeVos Didn’t Say Anything in Her Viral 60 Minutes Clip That Democrats Haven’t Supported for Years

Education reform, which, in Indiana has resulted in the loss of public revenue to parochial, private, and charter schools, is not a Republican-only phenomenon. Democrats have participated in the slow, steady, dismantling of public education in the U.S.

Starting with No Child Left Behind (NCLB) (which is not necessarily the start of the privatization movement), the Democrats have thrown their weight behind privatization. 92% of Democrats in the U.S. House voted "Aye" for the bill, as did 94% of Democrats in the Senate.

In keeping with that tradition, when it came time to replace the damaging law, the Obama administration replace the bill, with Race to the Top (RttT), which continued many of the damaging effects of NCLB.

In the last presidential election, there was little or no discussion at all of K-12 education because the two parties weren't that far apart on the issue. The Republicans came out in favor of "choice" in their platform (p.32)

We will continue our fight for school choice until all parents can find good, safe schools for their children. To protect religious liberty we will ensure that faith-based institutions, especially those that are vital parts of underserved neighborhoods, do not face discrimination by government.

I assume by their behavior that to Indiana Republicans, "discrimination by government" means refusing to give private religious schools public tax dollars. So, to rectify that, nearly a half billion dollars of public tax revenue has been spent on Indiana vouchers since 2011, and more than $150 million in the current 2017-2018 school year.

Democrats weren't quite as "free-market" oriented, opting for "public" charter schools and saying nothing about school vouchers.

Democrats are committed to providing parents with high-quality public school options and expanding these options for low-income youth. We support democratically governed, great neighborhood public schools and high-quality public charter schools, and we will help them disseminate best practices to other school leaders and educators. Democrats oppose for-profit charter schools focused on making a profit off of public resources.

K-12 education was rarely if ever mentioned during any of the candidate debates.

Perhaps Democrats haven't been quite as bad as Republicans, but in this article for Slate, Ben Mathis-Lilley, explains how Democrats have also done their best to damage public education...

The bad news for Democrats who found DeVos’ performance appalling is that these principles have been a crucial part of their party’s education policy for 17 years. Broadly speaking, the regime of compelling competition between schools by creating charter-school or school-choice programs and by rewarding those whose students do well on standardized tests was launched at a federal level by the No Child Left Behind Act; the NCLB was co-sponsored by Ted Kennedy and passed the Senate in 2001 with 87 votes. When Barack Obama became president, he created the Race to the Top program, which the Washington Post described at the time as a “competition for $4.35 billion in grants” that would “ease limits on charter schools” and “tie teacher pay to student achievement,” i.e. direct extra funds to already-successful schools.

TEACHER PAY

Indiana teacher pay shrinking

Isn't it time for teachers in Indiana to speak up?

Average teacher salaries in Indiana have declined by over 15 percent in the past 15 years after adjusting for inflation. That’s according to an interactive analysis produced last week by Alvin Chang of Vox, drawing on data from the National Education Association.

Indiana’s pay cuts, Chang writes, are “worse than the nation as a whole, where teachers have had their pay cut by an average of 3 percent when we adjust for inflation. And since 2010, teachers in Indiana had their pay cut by 9.7 percent.”

They’re also worse than in West Virginia, where low pay and a lack of raises touched off a two-week teacher strike that pushed state officials to approve a 5-percent raise for educators. Clearly, lagging teacher pay is an issue across the country. The West Virginia strike could be a harbinger of things to come. Kentucky or Oklahoma could be next.

GUNS IN SCHOOL

Justice Department’s School Safety Plan Puts Black, Brown Students In Danger, Critics Say

This is what happens when you focus on symptoms rather than causes. We need better policing of who can get and who owns guns in our society...better limitations on the kind of guns, sizes of magazines, and quantities of ammunition that people are allowed to buy...and better support services for people in need.

“The decision to funnel more money into the militarization of our schools and policing of young people is really problematic,” Kaitlin Banner, deputy project director at the liberal nonprofit Advancement Project, told HuffPost. When states or the federal government encourage school districts to increase the presence of police in the schools, the officers end up mostly in schools that serve children of color, who bear the brunt of the tougher security policies, she said.

“We’re similarly concerned about bringing more guns and weapons into the school environment,” Banner said.

White House vows to arm teachers

The POTUS realized that we ought to raise the age for gun purchases (we already have a higher age for handguns, why not for rifles?). Then - NRA - and he changed his mind. The NRA is a tool of the gun manufacturing industry interested only in the number of guns sold, not the safety of American citizens.

The White House on Sunday vowed to help provide “rigorous firearms training” to some schoolteachers and formally endorsed a bill to tighten the federal background checks system, but backed off President Donald Trump's earlier call to raise the minimum age to purchase some guns to 21 years old from 18 years old.

Responding directly to last month's gun massacre at a Florida high school, the administration rolled out a series of policy proposals that focus largely on mental health and school safety initiatives. The idea of arming some teachers has been controversial and has drawn sharp opposition from the National Education Association, the country's largest teachers lobby, among other groups.

Many of the student survivors have urged Washington to toughen restrictions on gun purchases, but such measures are fiercely opposed by the National Rifle Association, and the Trump plan does not include any substantial changes to gun laws.

Schools Should Use Walkouts in Protest of Gun Violence as a Teaching Moment

Today's walkout is an example of informed citizenry. Learn from it...

School administrators owe it to their students to examine their reaction to young peoples’ self-expression and to ask how they can help build on this moment of protest as an educational experience. As the Supreme Court observed in Brown v. Board of Education, education is “the very foundation of good citizenship.” Public school is the place where students experience and interact with government, learn through discussion and debate with other students from differing backgrounds, and build the foundation for participation in a democratic society. Rather than seeking to silence students’ political engagement and quashing their desire for conversation, schools can approach this moment as an opportunity for learning about civic action.

VOUCHERS

School vouchers are not a proven strategy for improving student achievement

In case you missed this...vouchers don't work to improve education and are simply a way to transfer public funds into private and religious hands. This report is from 2017.

School "failure" is almost always the result of high poverty, lack of opportunities, and out-of-school factors. Vouchers can't solve those issues.

The lack of evidence that vouchers significantly improve student achievement (test scores), coupled with the evidence of a modest, at best, impact on educational attainment (graduation rates), suggests that an ideological preference for education markets over equity and public accountability is what is driving the push to expand voucher programs. Ideology is not a compelling enough reason to switch to vouchers, given the risks. These risks include increased school segregation; the loss of a common, secular educational experience; and the possibility that the flow of inexperienced young teachers filling the lower-paying jobs in private schools will dry up once the security and benefits offered to more experienced teachers in public schools disappear.

Here are two excellent editorials about Indiana's ever-expanding, wide-ranging voucher plan.

Cost-benefit stats show failures of voucher plan

Our state gives money to private schools which do not have to follow the same rules as public schools giving them an advantage. Yet, when they still "fail" the state "waives" their responsibility.

Nearly $13 million in voucher money flowed to schools receiving a D or F on state report cards. The Indiana State Board of Education just last week granted a waiver to Ambassador Christian Academy, a “D” school. The state board agreed a majority of students showed academic growth over the last school year, even though the same board proposed new accountability rules for public schools that will not give credit for academic growth.

Voucher use rises to record high

Indiana's voucher plan was originally sold as a way to help poor children "escape from failing schools." No longer. More and more middle income parents are using vouchers without trying public schools. It has become an entitlement program for religion.

Indiana's school voucher system continues to grow, with the state spending $153 million for the 2017-18 academic year – a record for the program – to help more than 35,000 students attend private schools.

A report on the 7-year-old voucher program – also known as school choice – shows a 3.4 percent increase over the previous year in the number of students taking part. It also shows the cost to Indiana public schools continues to rise.

State numbers mirror data from Allen County, where voucher numbers are up in three of the county's four public school districts.

Allen County has 6,215 voucher students, up from 6,209 last year. The estimated cost to public school districts in the county rose by more than $500,000 to $25.8 million in 2017, according to the report.

🚌✏️📚

Time to Arm the Clergy**

Enough is enough. There have been too many churchgoers killed by gunmen over the last few years, so instead of doing anything about the actual guns, we must arm clergymen. Like the NRA says, "The only thing that will stop a bad guy with a gun is a God guy with a gun."

If a homicidal maniac knew that walking into a church or other house of worship meant that he would be met with gunfire he would think twice. Even a crazy person wouldn't go into a place where the preacher would "shoot the hell out of him" before he knew what happened.

The President agrees. After all, he said, "These preachers love their congregants. And these preachers are talented with weaponry and with guns. And they feel safe."**

Churches should end the "gun-free zones" around their buildings. Instead signs should be posted warning would-be assassins that the preacher is armed and ready to defend his congregation. "...with everything that’s going on in the world, we’ve heard that you may possibly see more attacks from radical groups looking for churchgoers."

After all, I think it was Jesus who said, "No more Mr. Nice Guy!"

Texas Church Shooting

26 people were killed at First Baptist Church in rural Sutherland Springs, Texas, authorities said. The shooter fled and was pursued by a resident and police but was found dead after running his car off the road.

Charleston shooting

A white man opened fire in a historic black church, in Charleston, South Carolina the night of June 17, 2015, killing nine people, including a pastor, during a prayer meeting. The suspect, Dylann Roof, was arrested in North Carolina and extradited to South Carolina June 18, 2015 for what authorities are calling a hate crime.

Gunman Kills 6 at a Sikh Temple Near Milwaukee

The priests had gathered in the lobby of the sprawling Sikh temple here in suburban Milwaukee, and lunch was being prepared as congregants were arriving for Sunday services.

Instead of worshipers, though, an armed man stepped through the door and started firing.

Gunman Kills 7, and Himself, At Baptist Church in Fort Worth

As a hymn ended and prayers began at a special service for teen-agers this evening at a Baptist church in Fort Worth, a man with a semiautomatic handgun walked in and began firing, killing six people in the church before turning the gun on himself. An eighth person died later at a hospital, officials said.

**This makes as much sense as arming teachers. Mass shootings don't just happen in schools. It's not a school (or church) problem. Arming teachers won't help people murdered at a concert. Arming clergy won't help people murdered in a theater. It's a problem with NRA owned legislators and a gun-crazed society.

See also ‘No Way To Prevent This,’ Says Only Nation Where This Regularly Happens

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Listen to This #2

Random Quotes...

MORE THAN A TEST SCORE

Tests Can’t Measure the True Strength of Schools And Other Reasons Your Kids Aren’t Numbers

Datamongers don't seem to understand that schools are more than just test-prep facilities. When "reformers" claim that public schools are "failing" they referring to the poverty-related problems which cause low test scores...not the quality of the education students receive.

If we really want to improve the education of our children, we might consider importing ideas from successful countries (most of whom imported ideas from American researchers). One of the most useful ideas would reverse a trend in the U.S....that of spending more of our education money on wealthy children than on poor children.

From Stu Egan at Caffeinated Rage

The fact that West Forsyth is recognized as a high-performing school and that our students pursue worthwhile post-secondary endeavors speaks incredibly well, but our students are more than achievers in academics. It’s because they succeed in being good people that helps set this school apart.

THE TEACHER SHORTAGE

We don't have to do this, you know

"Reformist" legislators are anxious for highly qualified, well-trained, and therefore, expensive, educators to quit. The destruction of the profession of education means no more unions and lower wages.

From Peter Greene at Curmudgucation

We do not have a teacher shortage. We have a shortage of states and districts willing to make the job attractive enough to recruit and retain teachers.

BIG DATA

When “Big Data” Goes to School

When was the last time you saw an actual public school teacher get excited about giving a standardized test and analyzing the data?

Most teachers get excited about seeing the "light" of understanding in their students. Most teachers are excited when they pique their students' interests.

Data is for computers. Relationships are for people.

From Alfie Kohn

An individual’s enthusiasm about the employment of “data” in education is directly proportional to his or her distance from actual students.

...Those scores may be lousy representations of learning – and, indeed, egregiously misleading. But, by gum, they sure are readily available.

CAROL BURRIS HONORED

The Horace Mann League Honors Carol Burris as Outstanding Friend of Public Education: This is What She Said

Carol Burris is the Executive Director of the Network for Public Education.

...and yeah, Jeb Bush, she's talking to you!

From Carol Burris

When I hear someone define a system of community schools, governed by unpaid volunteers elected by their neighbors as a “government-run, unionized, politicized, monopolies”– there is one thing I know for sure about the speaker—he does not want to improve that system, he does not want to compete with that system, he wants to destroy it.

THE PRICE WE PAY FOR NEGLIGENCE

Bang Bang Sanity

Jim Wright has written a series of twelve blogs entries about school shootings. The latest is Bang Bang Crazy, Part 12: Excuses, Excuses.

Bang Bang Sanity, on the other hand, is his single post about what we ought to do about gun violence. He wants us to require gun owners to act responsibly or pay the consequences. There are no "gun accidents," he says. There is only negligence. Is it an accident when a four-year-old shoots his two-year-old brother with a gun left on the kitchen table? No, it's negligence on the part of the gun owner.

Negligence and irresponsible behaviors need consequences. I agree.

He thinks that background checks, gun-free zones, banning high-capacity magazines or assault weapons, won't "do a damned thing." That horse, he said, "is out of the barn." I disagree. Part of responsibility includes society's responsibility to take steps to correct the mistakes of the past. We have bans on drunk driving, but it still happens. We have bans on using illegal drugs, yet they are still being used. The fact that people will break the laws is no excuse not to put them in place...and that should include consequences for gun owners, manufacturers (including the NRA, the lobbying arm of the gun industry), and sellers.

From Jim Wright at Stonekettle Station

We hold people who sell alcohol responsible, at least in some aspects, for enabling drunken driving. We hold auto manufacturers responsible, at least in some aspects, for the safety of their product. We hold state licensing agencies responsible for administration of standards. We hold the drivers themselves responsible for their actions. We set rules and limits and we work to improve them every single day.

And we, both left and right, drivers and non-drivers, drinkers and non-drinkers and reformed drinkers, engage in reasonable dialog and conversation without hysteria or accusations that the other side is coming to take either our booze or our cars.

But what we don’t do is say stupid shit like, well now you retards, there’s just nothing we can do about drunk people and/or crazy drivers who kill people with cars, uh, uh, uh. Hey, every once in a while crazy people drive buses through pre-schools. Dead kids, that’s just the price you pay for freedom to drive...

More than half of U. S. gun owners do not safely store their guns

This quote means that 45% of gun owners with children under 18 years old DO NOT store their guns safely (in a locked gun safe, cabinet or case, locked in a gun rack, or secured with a trigger lock)!

What are the consequences for this behavior?

Slightly more than half, or 55 percent, of gun owners with children under 18 reported storing all of their guns safely.

‘No Way To Prevent This,’ Says Only Nation Where This Regularly Happens

The satirical site, The Onion, posts the article, "No Way to Prevent This," Says Only Nation Where This Regularly Happens," whenever there's a mass shooting. The title is the quote.

KNOW-NOTHINGS

A Lesson On Know-Nothingness

From Sheila Kennedy

When knowledge and expertise are devalued, when empirical evidence is scorned, when the weighty and complex search for meaning that characterizes serious religiosity is replaced with superstition, rejection of reason and fear of the Other, the know-nothings have won.

VOUCHERS FOR MILITARY FAMILIES

Military Families Deserve Fully Funded Public Schools, Not Harmful Voucher Schemes

This bill, introduced by the U.S. Congressman representing my district, doesn't surprise me. He is as far right in his politics as you can be without actually taking up a torch and marching with David Duke in Charlottesville, Va.

According to Politics the Work, his votes in congress consistently oppose...

• taxing businesses

• environmental protection

• financial sector regulation

• gun control

• public health

• increasing revenues

• taxing the wealthy

• women's rights.

With this bill we can add that he also opposes...

• support for public education

The sad thing is that, in this part of the country, Jim Banks (R-IN) is representative of the majority of his constituents.

From Americans United for Separation of Church and State

The bill provides relatively no accountability or oversight mechanisms. For families wishing to participate, it requires only that parents state that they will use the funds to “provide the child with instruction in, at minimum, the fields of reading, language, mathematics, science, and social studies.” And the funds can be used for a wide variety of programs, including for an unaccredited private school or for homeschooling expenses.

The bill also explicitly prohibits the federal or state government from exercising any oversight over the program. Basically, this bill sends the message that federal dollars should be given to families and then the government should back off and have no say over how those taxpayer dollars are actually spent.

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Time for The Test! What Can One Teacher Do?

It's (almost) Spring. Time for baseball, longer days, and, of course...

Right now most grade 3 through grade 8 students here in Indiana are taking ISTEP+...or more correctly, ISTEP+ Part 1. ISTEP+ Part 2 is given in April, less than a month after Part 1. At least, that's how it is for most students. Third graders aren't quite as lucky.

Indiana is a member of the "Learn or be Punished" club, so third graders also get to take the high-stakes IREAD-3. IREAD-3 is an additional reading test (yes, reading is also tested on the ISTEP+ Part 1 and Part 2). IREAD-3 immediately follows ISTEP+ Part 1 and their scores on IREAD-3 determine if they get promoted to fourth grade for the next school year. [See Research on Retention in Grade for why this is a terrible idea.]

Tenth graders take ISTEP+, too. Secondary students also take ECAs (End of Course Assessments).

There are other tests from the state as well...the alternate assessment, ISTAR...the Kindergarten readiness test, ISTAR-KR...the English proficiency, WIDA....ACCUPLACER. Next year ISTEP+ will be replaced with ILEARN, which promises to be somewhat different, but also somewhat the same.

HOW MUCH ARE WE SPENDING...

...on tests in Indiana? We've spent $300 million since 2002 and $38 million for the last two years of ISTEP+ alone. The State Superintendent of Public Instruction hopes to spend $26.3 million for the next two years. Such a bargain!

But the cost of testing is much greater than just the cost of the test booklets. Personnel costs...the loss of instructional time...the cost of paying teachers, administrators and others to fiddle around with testing chores instead of actually working with students...and the cost in emotional and physical stress related to the tests.

The money (and time) we have wasted could surely have been put to better use in classrooms...lowering class sizes perhaps with an additional 200 teachers statewide...updated technology...textbooks...classroom sets of books...building repairs...science equipment. Perhaps that money could have helped the people of Muncie and Gary retain their democratic right to elected school boards.

If you include the millions of dollars dumped into private pockets through charters and vouchers we would have enough to build a pretty solid system of common schools in Indiana.

THE WRONG KINDS OF WAYS

What are we doing with all those different test scores? Test scores are used to (among other things)...

• evaluate teachers

• determine grade placement for children (IREAD-3)

• rank and grade schools

• rank school systems

In Rise Above the Mark, Linda Darling Hammond said,

The problem we have with testing in this country today is that, number 1, we're using the wrong kinds of tests, and number 2, we're using the tests in the wrong kinds of ways.

Standardized tests are developed to determine how much students know about the tested material. They are not made to evaluate teachers, schools, and school systems. Using them inappropriately is invalid and a misuse of the test.

The entire country misuses and overuses tests...and we do it with the blessing of the U.S. Education Department and all 50 state Departments of Education at a cost of nearly $2 billion (The last study I could find was done in 2012, and the cost, at that time, was $1.7 billion. I think I'm safe in assuming that it's more than that now).

[UPDATE: As I was getting ready to post this, I saw this video from NPE. It's worth your time. Watch it...

• Johanna Garcia: The Uncomfortable Truth About The Tests]

TESTING IS NOT TEACHING: WHAT SHOULD TEACHERS DO?

Don't tell us that the only way to teach a child is to spend too much of a year preparing him to fill out a few bubbles in a standardized test...You didn't devote your lives to testing. You devoted it to teaching, and teaching is what you should be allowed to do. -- Candidate Barack Obama, 2007

Testing is not teaching and a child (or a school/state/nation) is more than a test score.

So what can one teacher do?

Here are some things to keep in mind when you're administering tests this month -- or at any time during the school year.

1. You have already prepared them as much as you can. No matter what you do you can't (legally) add more to their knowledge once a testing session begins.

2. Standardized tests measure knowledge, but you have provided your students with growth opportunities, experiences and skills which aren't (and can't be) tested such as (but not limited to):

creativity, critical thinking, resilience, motivation, persistence, curiosity, endurance, reliability, enthusiasm, empathy, self-awareness, self-discipline, leadership, civic-mindedness, courage, compassion, resourcefulness, a sense of beauty, a sense of wonder, honesty, integrity

3. Understand that the increased importance of standardized tests -- the fact that they are used to rate schools and teachers, as well as measure student knowledge accumulation -- is based on invalid assumptions. As a professional your job is to teach your students. If knowledge were all that were important in education then an understanding of child development, pedagogy, and psychology wouldn't be necessary to teach (and yes, I know, there are people in the state who actually believe that). We know that's not true. We know that one of the most important aspects of teaching and learning is the relationship between teacher and child. We know that well trained, caring teachers are better educators than computers.

4. People who make rules and laws about teaching, from legislators to billionaires to presidents, don't understand the teaching and learning process. For most of them, their understanding of teaching comes from the point of view of a learner.

They don't understand what it means to be a teacher in a classroom.

They don't know the planning that takes place before the first day of school. They don't understand the thought behind creating an entire year's worth of lesson plans. They don't know the emotional responses a teacher feels when a class leaves her care at the end of a school year. They don't know all the time and effort spent preparing at night, on weekends, and during "vacations."

They have never helped a child decide to remain in school only to lose him to a drive-by shooting. They have never gotten a letter from a former student thanking them for supporting her during a family crisis. They have never tried to explain to a class of Kindergartners why their classmate who had cancer is not coming back. They have never felt the joy of watching a student who they helped all year long walk across the stage to accept a diploma.

State legislators who come from jobs as attorneys, florists, or auctioneers don't know what preparing for a class -- or half a dozen classes -- of students, day after day, for 180 days, is like. They have an image of what a classroom teacher does based on their childhood and youthful memories, but they don't know how it really works.

Understand that. Remember that you are much more valuable to your students than what is reflected on "the test."

5. Do what you have to do to survive in today's classroom. Make sure your students are, to the extent that you are able, ready to take "the test." Then, let it go and return to being the best teacher you can be. Keep in mind that the most important thing you will do for your students is to be a person they can respect, learn from, look up to, emulate, and care about.

One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. -- Carl Jung

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2018 Medley #5

Unqualified Teachers and the Teacher Shortage,
DPE for Dummies, School as a Business,
Closing Schools, Poverty,
School Shootings, Arming Teachers,
Legislators in the pay of the NRA

HIRING UNDER QUALIFIED PERSONNEL

Indiana lawmakers resurrect proposal to let districts hire more unlicensed teachers

[Not law as of this writing...]

In Indiana you can teach a high school subject if you have a degree in the subject you want to teach, a B average in your degree program, pass a test on the subject content, and have worked in the subject area field for 6000 hours. For example, if you have a college degree in English, in which you carried a B average, and worked in an English related field – let's say journalism – and you can pass the state's English test, you can teach high school English. You don't have to know anything about child development or learning theory to start, though you do have to eventually learn something about pedagogy. In other words, you can walk into a high school classroom on the first day of a school year with no experience other than content knowledge.

Now, the Indiana legislature, in order to counteract the teacher shortage caused by its own punitive attack on public education and educators, is suggesting we expand that plan to all schools.

Now, we have such a shortage of teachers, that we need to relax the rules so that anyone can teach. Because, as I wrote in Kill the Teaching Profession: Indiana and Wisconsin Show How It's Done...

...nothing says increased achievement more than hiring under qualified personnel.

The same people who made becoming and remaining a teacher so onerous and unattractive, and thereby created the current teacher shortage, are now telling us we need to make it easier for unqualified adults to teach our children...

Behning said he brought back the proposal because he thought it was a simpler fix to the bill’s original goal of addressing teacher licensure exams. The tests have been criticized recently for being too difficult and keeping potentially qualified teachers out of the classroom at a time when schools have struggled to hire in certain subjects such as math and special education.

DPE FOR DUMMIES

Destroy Public Education (DPE) for Dummies

Do you know what "education reformers" are trying to do? Do you know when the "ed reform" movement got started and what drives it?

Thomas Ultican, a retired teacher (in California, I think), gives a succinct history of DPE – Destroy Public Education – beginning in the early 80s with the publication of A Nation At Risk.

His DPE Movement False Taking Points are excellent, as is his list of billionaires working together to privatize public education.

It is unlikely that government spending on education will end any time soon. However, as schools are increasingly privatized, public spending on education will decrease.

Today, we have come to expect high quality public education. We expect trained certificated teachers and administrators to staff our schools. We expect reasonable class sizes and current well-resourced curriculum. It is those expectations that are being shattered.

Many forces are attacking public education for diverse reasons, but the fundamental reason is still rich people do not like paying taxes. Choice and the attack on public education, at its root, is about decreasing government spending and lowering taxes.

TRY RUNNING A BUSINESS AS A PUBLIC SCHOOL

Public Schools Aren’t Businesses – Don’t Believe Me? Try Running a Business as a Public School

Stu Egan, a NC teacher, explains to business types why their ideas about "running a school as a business" is just so much B.S. As a thought experiment, he suggests that we consider what it would be like if we tried to run a business like a school, thereby showing how foolish it is to conflate the two. His main points underscore the fact that, since public schools are required to follow certain laws, they cannot, and should not, be run like businesses.

Be prepared to open up every book and have everything audited...
Be prepared to publicize all of the salaries of the people who work for you. ALL OF THEM...
You must allow every stockholder to have equal power on how your run your business even if they own just one share...
Be prepared to abide by protocols and procedures established by people outside of the business...
You will not get to choose your raw materials...
Be prepared to have everything open to the press...
You will not get to advertise or market yourself...
Even though you are supposedly “fully” funded, you will have to raise funds because you are not really fully funded...
Your work hours, schedule, and calendar will be dictated by those who do not even work for your business... You will have to communicate with all of your clients’ parents and guardians.

The Blueberry Story

CLOSING SCHOOLS

What research really says about closing schools — and why it’s a bad idea for kids

Nationally so-called "failing" public schools are being closed rather than improved. In places like Chicago, Philadelphia, and Indianapolis, school boards and mayors are deciding that helping schools with low test scores isn't worth the time and the effort. Unfortunately, what usually happens is that the "low-performing" closed public schools are replaced by equally "low-performing" charter or private schools. In other words, the only thing that changes is that privatization gets a boost from those policy makers charged with the success of public schools.

What's wrong with this picture? First, low test scores are not usually the fault of the school. Years of economic neglect leaves schools in high poverty areas with fewer resources, fewer opportunities, and deteriorating facilities. Poor students need more resources to help them achieve, yet the United States is one of only a handful of advanced nations where more money is spent on wealthy students than poor students. This is especially important because the United States has one of the highest rates of childhood poverty among developed nations and poverty correlates with lowered achievement.

Policy makers who close schools because they are "failing" are themselves at fault for the high rate of poverty in their district or state. The school...the teachers...and the students get punished because of economic circumstances.

Closing schools doesn't help.

In 2017, three of my colleagues at the National Education Policy Center (NEPC) examined the research on school closings. Many studies, they found, confirm that closing schools in the name of improving student achievement is a “high-risk/low-gain strategy” that fails to increase students’ achievement or their overall well-being.

Chicago Sticks to Portfolio School Reform Despite All the Evidence that It Isn’t Working

Chicago is one of the places where school closings/replacement with charters is a way of life. The mayor and his hand-picked school board have failed the most vulnerable children of the city. Now, instead of admitting that the process has been a failure, the city has doubled down and continues to do the same thing...perhaps expecting different results.

First, as Chicago has continued to launch new charter schools and specialty schools and selective schools, parents have been enticed by the advertising along with the idea that at least at the selective schools, their children will study with a more elite peer group. Parents have been willing to try out the choice schools and have their children travel long distances to elite schools and thereby abandon the neighborhood schools, whose funding drops as children leave. This process has hollowed out the comprehensive neighborhood high schools, which have been left serving a very vulnerable population with a higher percentage of students in special education. Last week’s Chicago Sun-Times reported that there has even been cheating on the lotteries, cheating in which school leaders have been able to find space for their children or relatives’ children in more elite schools, leaving behind students without powerful connections. This is a lifeboat strategy gone bad—a system that saves the privileged and leaves behind on the sinking ship the children who lack means or power or extreme talent.

SCHOOL SHOOTINGS

Much has been written about the Valentine's Day shooting at Stoneman Douglas High School in Parkland, Florida in which 17 students and teachers were killed. Here are three articles which focus on the insane recent proposal to arm teachers because increasing the number of guns in a school will somehow make schools safer.

What I Saw Treating the Victims From Parkland Should Change the Debate on Guns

A radiologist explains why a bullet from an AR-15 is worse than a bullet from a handgun.

[Note: While both are unacceptable and both are horrible. One makes it much more difficult to survive.]

In a typical handgun injury that I diagnose almost daily, a bullet leaves a laceration through an organ like the liver. To a radiologist, it appears as a linear, thin, grey bullet track through the organ. There may be bleeding and some bullet fragments.

I was looking at a CT scan of one of the victims of the shooting at Marjory Stoneman Douglas High School, who had been brought to the trauma center during my call shift. The organ looked like an overripe melon smashed by a sledgehammer, with extensive bleeding. How could a gunshot wound have caused this much damage?

Have I Got This Straight?

Peter Greene describes the irony of giving "failing" teachers the responsibility of carrying guns and using them to protect students.

Teachers cannot be trusted with fragile young minds, because we will try to inculcate them with Very Naughty Ideas, like socialism...

But we can be trusted to use guns around those young minds.

...Teachers in public school are so terrible and have failed so badly that an entire new system of schools should be opened up so that students can escape those terrible public school teachers...

But we terrible teachers should be allowed to use guns in our schools. 

Despite Parkland’s opposition, Florida House panel votes to arm teachers

Follow the money. The NRA gets most of its money from "contributions, grants, royalty income, and advertising, much of it originating from gun industry sources." It keeps the money flowing by buying legislators who do their bidding.

...just one more shameful aspect of American society...

The mother of slain geography teacher Scott Beigel, who gave his life to save his students, pleaded with lawmakers not to put loaded guns in the hands of teachers, even after a rigorous training and screening program.

"It could easily cause additional chaos and fatalities," Linda Beigel Schulman told legislators. If another shooter attacks a school, she said, "with the ongoing chaos, law enforcement could unintentionally shoot at a teacher."

Her voice breaking, Beigel Schulman said her son became a teacher to teach, "not to be a law enforcement officer."

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