[I hope this post about the changes to No Child Left Behind proposed by Congress proves interesting. It was originally posted on Edwize and written by Edwize blogger Maisie.]

Lest you think that the debate over reauthorizing No Child Left Behind is hard-to-follow/wonkish/a tempest-in-a-teapot or anything like that, note that Jonathan Kozol today entered his 76th day of a partial hunger strike over NCLB.

In protest over that law, Kozol, the widely-published, passionate advocate of educational equality, has taken himself into the realm of serious danger.

He's sick of NCLB. Mandating math and reading tests and punishing schools and students who do not meet their targets is "turning thousands of inner-city schools into Dickensian test-preparation factories," Chicago Tribune columnist Clarence Page quoted Kozol as saying. It has "dumbed down" school for poor, urban kids and created "a parallel curriculum that would be rejected out-of-hand" in the suburbs.

[I hope this post about the changes to No Child Left Behind proposed by Congress proves interesting. It was originally posted on Edwize and written by Edwize blogger Jackie Bennett in response to a New York Times editorial.]

Every corner of the educational community has protested the consequences of No Child Left Behind, including that the law has narrowed the curriculum and unfairly penalized schools already making progress.

In spite of that, an editorial in the NY Times defends the status quo. Referring to proposed NCLB revisions, the Times complains that the changes will "allow schools to mask failure in teaching crucial subjects like reading and math by giving them credit for student performance in other subjects."

Yet, just one paragraph earlier the Times has this to say: "Faced with poorly educated workers at home — especially in science — American companies are increasingly looking abroad."

[I hope this post on the recently-released Learning Environment Survey proves interesting. It was originally posted on Edwize and written by Edwize blogger CitySue.]

. . . those who attempt to explain them often do. The so-called Learning Environment Survey released by the city of New York is a case in point.

For teachers the results were gratifying. Nobody -- not even Mike the Master of Spin -- could do anything to diminish a statistically astounding 90 percent approval rate!

Curiously, although the DOE apparently wanted to know what parents thought about "the quality" of their child's teacher, it didn't ask parents what they thought of the school principal. Though maybe it's not so surprising considering the fact that Klein is betting the farm on them to bail him out of the first and second reorganizations.

[I hope this post by UFT President Randi Weingarten on Hurricane Katrina and its continuing impact on New Orleans schools proves interesting. It's crossposted from Edwize and Eduwonk, where it originally appeared.]

Today we mark the second anniversary of Hurricane Katrina. The images of widespread destruction and needless suffering and death that flashed across our television screens two years ago remain fresh in our collective memory, if only because they were so stark and terrible. For a moment, the reality of the "other America," living in poverty and shut out of the American dream, became real for all Americans. We were shamed by the knowledge that thousands of people, many of them poor or of color, were left for days and days without essential food, water, shelter, medicine and health care as a result of the catastrophic failure of our government. In the wealthiest and most powerful nation of the world, such a failure was a monumental travesty.

In the two years since Katrina, those images have faded from our television screens. But the government's abandonment of the poor and working people of New Orleans continues today. In June, I went to New Orleans, together with UFT leaders Michelle Bodden and Leo Casey, to further our partnership and assistance to our sister local, the United Teachers of New Orleans [UTNO]. I was stunned by what I heard and what I saw: it is hard to find the words that fully convey the enormity of the wrong that is being done today in New Orleans.

Mark your calendars: tonight at 7pm is the next step toward bringing New York City's home child care providers into the same union as New York City's public school teachers.

For many New York City families, their child's first teacher is one of the 28,000 home child care providers caring for kids today. Home child care providers take care of kids from low-income families in pre-school and after-school settings, helping them with reading and learning colors and numbers.

But home child care providers aren't protected by a union. Their average salary is $19,000 a year in New York City with no pension, no health insurance and no paid sick days. That makes home child care providers among the lowest-paid workers in the region. Something needs to be done to make sure they get the respect and wages they deserve.

You can help. The UFT, which represents New York City teachers, is launching the largest organizing drive New York has seen in decades to unionize home child care providers. We're holding a kickoff rally tonight and we want to fill the room with 500 supporters. Can you come?

When: Tuesday, August 28th, at 7pm

[This post was written by UFT President Randi Weingarten and crossposted from Edwize and Eduwonk, where it originally appeared.]

We hear a lot these days about what I call "3-D reform," — data-driven decision making and about using tests to improve teaching and learning. Sadly, in this respect, too often, testing has replaced instruction; data has replaced professional judgment; compliance has replaced excellence; and so-called leadership has replaced teacher professionalism.

What is really happening is that more than ever there is this industrial techno-centric view of teachers as interchangeable cogs in an education enterprise. This approach rewards their compliance above their creativity, and results in the denigration of teachers and disregard for their contributions to learning.