Look, do us all a favor and quit using words that no longer really mean anything. If it has not occurred to you yet, let me clue you in: Capitalism is one of those words. I am not the first person to opine about this. Fred Foldvary has a nice little piece about about abuse of the term and its cognates.
The term is often applied to a system of economics that incorporates private ownership of goods and reliance on markets. But, of course, private ownership of personalty and use of markets for the trading of same have existed since the advent of of the first surplusage Homo sapiens stumbled into. Capitalism in this sense isn’t new, it isn’t recent, it isn’t the reason the “West is best”, and it certainly is no reason for Harvard dons to get excited (unless they are celebrating over the size of their checks thanks to the Scaifs).
The combination of these two elements, instability and inequity, with mankind’s natural proclivity for violence as population increases, result in a a variety of systems that have been invariably disastrous. And these two problems have only been modestly ameliorated through the advent of the “state” or other less comprehensive paradigms for making distribution equitable.
Some argue that the globe is richer for “capitalism”. But the essence of what people mean when they talk about “capitalism” boils down to thievery. It is almost laughable that libertarians talk about taxes as thievery when the very essence of the concept of property is the idea that one has the “right” by virtue of some supreme dictate, to seize that which is not yours. Imagine the Libertarian at the Bar: “Your Honor, I only took that bike because it was not being used and I therefore had to right to make the bike mine in order to make use of it….” Indeed.
The financial madness we are being swallowed by today is the result of the attenuation of relations among the parties to transactions, and to the abstraction of what is actually being traded. “Moral Sentiment” has been left to twist in the wind, and one is regularly confronted with a litmus test that still seeks to shame those who refuse to be identified as “capitalists”, whatever that might mean.
And, of course, there are those, having amassed billions by drawing the life force from others (the real vampyres of our age), who use the latest advances of Social Psychology to convince the droolers and knuckledraggers that if we dispose of any attempt to shackle this juggernaut that everyone will be rich.
It is high time to either take back ownership of the term from the Geckos, or to abandon it completely as just more of the wreckage left by our march to oblivion.
I recently was reading a comment that went something like, “If you have a *choice* between being a boss or being the member of a co-op, it makes sense to go with being a boss.” This (“boss” vs co-op) is an artificial choice that so many “libertarians” promote (by way of example, a union is simply an aggregate of workers taking advantage of their economic power, so libertarian opposition to unions is based largely on the interest in undermining that economic power, not on any ideals of “liberty”).
The argument goes on along these lines, “Political arguments that rely on people’s altruism are always a losing strategy.” But enterprises like co-operatives are not “altruistic”; in point of fact a very convincing argument can be made that co-operatives and the like are simply more adept at comprehensively addressing the complexity of positive and negative externalities that confront them. Let’s face it, the “real” downside of the laissez-faire capitalism that is the subject of so much concern today is the proclivity such corporation have for eschewing responsibility for externalities. And this practice is the crux of our willingness to privatize gain, and socialize loss.
While it may seem that an increasing number of people are espousing “Lotto Liberalism” (the peddled concept of striking it rich through hard work)it must become just as obvious that these people are frankly delusional. There is no point in trying to confront them with their delusion as it is well known that such praxis merely deepens the psychosis.
In Anchorage we have two electric utilities, one owned by the municipality which serves the urban core, and another, a co-operative serving everything else. The current Mayor proposed a sale of the municipal utility to the cooperative. This is a GREAT idea, but the outpouring of vitriolic rage based on the wholesale ignorance of the nature of these enterprises was dumbfounding. And of course none of the whingers knew anything about the Green Bay Packers or how the Golden Gate Bridge Construction was financed.
We have been conditioned to assume that all corporate bodies are evil, even when we are the corporate body, and that the only sentiment that we can trust is our own greed. And believe it or not, poor Adam Smith gets the blame for that crap, lol.
The manner in which too many of us talk about capitalism falls apart when labor owns the means and production, and there is nothing specifically anti-capitalist about such a practice. The problems lie in both the methods employed to keep labor from such ownership, and in the real underlying aspects of today’s capitalism, the abstraction and attenuation of financial products.
While it might be helpful to rage about capitalism, I don’t know that such rage can ever be converted to adequate regulation so long at those invested in escaping regulation have the power. On the other hand, I think the ouroboros offers a significant alternative; use the system to consume itself. Explain how to move people from complaining about Bank of America and WellsFargo, to using credit unions, and you are well on your way to changing the face of the USA. When we learn how to fund, protect, and employ pension funds as a tool in and of themselves to promotes the future pensioners, we will be on to something.
High School student Matthew Park started a petition to ASD in July 2017 to push high school start times to 8:30. https://www.change.org/p/anchorage-school-district-push-start-times-in-asd-high-schools-to-8-30-am
In August of 2017 the Superintendent (Dr. Deena Bishop) and the Board President (Tam Agosti-Gisler) indicated that they wanted to look at changing school start times. https://www.adn.com/alaska-news/education/2017/08/09/should-the-anchorage-school-district-change-its-school-start-times/
By November the Superintendent had used her discretionary budget to hire Western Demographics to look at the issue in what some have called an “efficiency study”. http://www.ktva.com/story/36909860/local-teens-welcome-new-school-start-times
Since then the Superintendent has published a web page on school start times on the ASD website. The Page never identified who actually authored the content. https://www.asdk12.org/Page/10284 The web page originally contained names and dates of authors whose work purportedly supported the claims made in the document, but no bibliography was ever included. When complaints were made about ASD needing to provide a full bibliography, the material identifying dates and authors was deleted. https://www.facebook.com/groups/AkEducators/permalink/10156543167479267/ A bibliography that included all but one of the sources apparently mentioned by ASD (one did not appear to exist) as well as quite a bit of additional literature addressing questions raised by AEA members was prepared and shared with ASD (see https://www.zotero.org/groups/2153649/school_start_times. ASD has never shared that bibliography.
Shannon Bingham, President of Western Demographics, presented to AEA building representations on March 28th. Mr. Bingham apologized for not having published his presentation online, and for not having a bibliography available. AEA Representatives presented quite a few unanswered questions, including the impact on Elementary students, and interventions that ameliorate the sleep disorders relied upon by much of the research to suggest changes in start times (see Alaska Educators Facebook Group https://www.facebook.com/groups/AkEducators/permalink/10156543167479267/ ). ASD still has not published any additional material from Mr. Bingham.
The material presented by Mr. Bingham was somewhat inconsistent with the material presented on the ASD web page, apparently as a result of ongoing examination of the question by Western Demographics, but as noted, the most current material has not been published to the ASD website.
A short bulleted version of this is available at http://bit.ly/ASDBULLETS
A funny thing about being in a stationary orbit is that on the hand you are moving a zillion miles per hour, while on the other the countervailing forces are keeping you almost stationary while you ever so slowing approach your doom. What an analogy for the arguments about “gun control”…
Mental health? I could just argue it is an oxymoron, but frankly the entire concept of mental health is largely a fiction. After all, what is “health” when you get down to it other than a compromise between a statistic and an aspiration. Forget for a moment the biological aspects of the matter, and consider that virtually all of the DSM requires some element of subjective judgment.
Keeping guns out of the “wrong hands”? 1) There are no wrong hands; all humans of capable of doing something stupid enough to get another killed. It happens on a daily basis. 2) How would you begin to identify the wrong hands because a) yeah, that is the same gambit as the mental health scam, and b) sane today, nuts tomorrow…
Safe schools? Schools are never going to be “safe” because humans are not “safe”. Mandating greater distance (figuratively speaking) between dangerous instrumentalities and humans is the only way we have made life any safer. But there are two possible measures that could be pursued: building secure classrooms and adopting legislation (see, e.g. Santaella-Tenorio, Julian, Magdalena Cerdá, Andrés Villaveces, and Sandro Galea. “What Do We Know About the Association Between Firearm Legislation and Firearm-Related Injuries?” Epidemiologic Reviews 38, no. 1 (January 1, 2016): 140–57. https://doi.org/10.1093/epirev/mxv012.
Putting more guns in school? Why not arm the kids (http://opinion.alaskapolicy.net/pardonme/?p=94) Good guys with guns? I think you will find that a recent stat being flashed about suggests that police hit their targets 20% of the time in dynamic situations (some reports argue as “high” as 35%, rofl! http://www.nytimes.com/2007/12/09/weekinreview/09baker.html) for people trained to shoot under stress – are you going to exceed the training police officers receive? Likely not, which means that at least 2/3 of the rounds discharged will likely hit someone other than the perpetrator (and in a school, who might that be?) Sounds like a party!!!!!! And securing the gun lockers in a school? Now that sounds like a real gas…
Yeah, I am a teacher, a parent, an owner of class 3 weapons, a registered Republican, and an old lawyer, and the amount of bandwidth on inane rationalizations about our current firearm policies is simply obscene. We require more attention to the ownership of automobiles than we do to firearms (at least we require, half heartedly, a license and insurance, kind of, rofl…..) How about a mandatory strict liability no fault policy in the amount of $2M per firearm that pays off in full without question if anyone is injured in any way as a result of the discharge of a weapon, funds payable to a victims’ trust? Yup, that policy might run you more than your health insurance policy
The highest court of this land, in the words of Chief Justice Warren, stated in no uncertain terms:
“We conclude that, in the field of public education, the doctrine of “separate but equal” has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment.” Brown v. Board of Education of Topeka, 347 U.S. 483 (1954)
Yes, “in the field of public education, the doctrine of “separate but equal” has no place”. But today, especially in public education, we are seeing a rise in segregated education, and along with it, a clear attack on the values so clearly espoused by the Brown Court.
While race was the basis for the Brown decision, race is, as arguably IQ is, just a matter of a few genes. But it is, in a very real sense, a fiction. It is a fiction that was broadly employed in our country (and some argue its use is now rising again, see The Resegregation of Jefferson County and Better Use of Information Could Help Agencies Identify Disparities and Address Racial Discrimination) to maintain what were argued variously as “cultural” or “ability” differences. It was fairly common to allege that as some races were less amenable to education (slower?) they did better in their own schools, with their own kind.
It was this kind of thinking that was found unacceptable as to race, and then, in a striking partial reversal of Rowley, it was applied in Endrew F. v. Douglas County School Dist. RE–1, 580 U.S. ____ (2017). You cannot have equality of education where you are segregating populations, and that applies to the entire gamut of actual (or perceived) differences.
In that light, of course, tracking should raise a number of concerns. While tracking may be a very effective tool for pedagogy, it can easily become a very effective tool to promote social segregation (and has done just that). Charter schools are being created specifically to keep the “wrong child” elsewhere, and how “Native” charter schools could survive a Brown challenge would rest solely on the dubious claim that separate but equal is acceptable if the separated agree? Really?
When I was young I was tracked (with excellent results) but I was also required to take a half a dozen different shop classes (where many of my academic peers were far from performance leaders). This had a counterbalancing effect to the academic tracking, and promoted the mixing of all students in the school. As a teacher I was able to help coach a US FIRST Robotics Team that likewise included a broad range of students, and it was this breadth that was the aspect of the team most celebrated by the team members.
Slowly but surely though, financial pressure has been brought to bear to move “non-academic” “career-oriented” students to programs focused on “getting them a job”. I think one of the worst aspects of such programs is that it gives up on these students when these students have yet to demonstrate that they are literate. That is on its face unacceptable. What we see in test after test is that we are graduating students who have NOT mastered the adopted curriculum. To essentially accept that has an acceptable “truth” and thereupon to decide that we can then spend a couple of years not teaching them to read, but teaching them to do medical filing, is obscene.
But more importantly, and why I write today, such “vocational” schools promote class segregation at a time when such polarization is perhaps the biggest crisis facing this nation. Nor do the inclusion of a few well chosen “academic courses” remove the separate identity (whether one wants to call it stigmatization or not) as the students are still segregated. And see Cain Polidano and Domenico Tabasso, “Fully Integrating Upper-Secondary Vocational and Academic Courses: A Flexible New Way?,” Economics of Education Review 55 (December 1, 2016): 117–131, accessed January 10, 2018, http://www.sciencedirect.com/science/article/pii/S0272775716300012; John H Bishop and Ferran Mane, “The Impacts of Career-Technical Education on High School Labor Market Success,” Economics of Education Review 23, no. 4, Special Issue In Honor of Lewis C. Solman (August 1, 2004): 381–402, accessed January 10, 2018, http://www.sciencedirect.com/science/article/pii/S0272775704000287. And we have yet to address the gender segregation that is typical of Voc-Ed, VET, and/or CTE programs
In creating “vocational schools” we are promoting the “deplorable”, if you will, as a viable segment of our population, and frankly, I don’t think pride in ignorance is anything to ever be proud of.
Wickersham’s Conscience pulls out Ferguson as his whipping boy in a diatribe about Beauregard bringing back debtors’ prisons. The specifics on how the legal system “took advantage of” poor people have been beat to death, but were resurrected January 2017 by WC to paint Mr. Sessions as a Dickensian fiend. Well, I am no fan of Sessions, but there are very good reasons for his actions here, whether those actions are the result of racist ideology, or “Trumpist philosophy” (what an oxymoron that is).
To deal with the last bit first, Session pared away “guidance” by which the executive branch appeared to pre-empt local discretion under the law. Nothing unlawful or reprehensible about that, on its face, is there? I may find that frustrating, because I endorse the policies behind the “guidance”, but in essence Sessions is correct in finding that such accretions are problematic.
Now, let’s put aside for a moment the outrage and excesses seen in Ferguson and what you arguably have (as in, what you can argue you could arrive at legitimately) is a “system” that is trying to impose order on a community of scofflaws. Let’s compare what we learned about Ferguson with what happened in Anchorage with respect to automated speed enforcement, so that our analysis isn’t contaminated by extrinsic outrage. Anchorage has an horrendous problem with people violating traffic laws. The apparent solution (photo radar) resulted in a huge hue and cry, however. Why? Because everyone was speeding, everyone was getting hefty fines, and no one wanted to pay said fines. Well, the good folk who wanted the speed limits enforced argued, “If you don’t want to pay the fine, don’t do the crime”. But the Anchorage scofflaws were not about to be undone by technology. They beat photo radar in criminal court on a resolvable technicality, and the outrage over the program precluded politically it being implemented as a even a civil measure. We have lots more people dead from speeding vehicles. If you REALLY want to control behavior, what are you to do?
Clearly, if you want to put an end to Behavior X (whether that is speeding, running red lights or beating up on your wife) there has to be a clear ban on the behavior, and a set of actually enforced consequences. The liberal tripwire here is the concern that the consequence is intentionally being contrived such that the “perp” can never escape the the circle of ever rising debt or imprisonment. Yes, yes, yes! We can all agree that this is problematic, and yet day fines are still not widely implemented in the US. Day fines gob smacked many Americans for the first time when The Atlantic carried a story about a monstrous Finnish fine. Day fines impose fines that are proportionate to ones ability to pay (see, for example, How To Use Structured Fines (Day Fines) as an Intermediate Sanction . The question for the outraged, as far as I am concerned, is whether a system of days fines in a place like Ferguson would remediate the issues decried.
“Nay, nay, nay,” I say. Lets face it, the folk in Ferguson would not have paid the fines under any circumstances. Sorry, but if you make the day fine just a copper, you will have those who appear with a hapenny. Why? For the same reason you can impose a 45 mph speed limit and someone caught doing 60 will complain. While the Ferguson situation is clearly “over the top”, go to any court system in the country and visit the “wants and warrants section” and you will see the same thing. Review the collection of fines, and you will recognize that our judicial system is largely ignored until you hear that loud clack as the electronic door lock on the jail sets, or you are made to empty your pockets on the witness stand. I know. I have had to do debtor hearings where the debtor, claiming poverty, is wearing $30K in jewelry. Yah, tools of their trade…..
“WHOA!”, you say, “I never never knew you to be such a retro asshole!” Sorry, but as we promote an “open” society, we are also promoting a society where there are few norms outside of the law; i. e. the law exists to set the norm. While you may have cleaned up after your dog, and controlled him while out walking in the past out of a sense of personal and communal responsibility, once such a shared sense is lost, the only thing that keeps you from letting your dog shit on my porch is enforcement of the law. Enter civil fines. You violate the norm you get assessed a fine. You fail to pay the fine, your action gets criminalized, and the monkey chases the weasel.
The fly in that ointment is a constabulary that won’t enforce the law (which in many cases is what we have in Anchorage). If you don’t want to simply punish offenders (punishment is really not conducive to alleviating criminal behavior) then we could try to tax them, and the ultimate taxing of an individual who simply refuses to comport themselves with society is to put them to work paying off their debt, lol. And that is a debtor’s prison. With or without day fines.
Perhaps instead of being outraged by the concept, we should explore ways to make it viable. Or we could just say, “You can break the law all you want, because we don’t care.” Your choice….
I was recently whisked off to Scandinavia for a couple of weeks courtesy of my wonderful daughter. Unfortunately, I was having a bit of a problem with my sinuses, which necessitated a visit to a doctor in Helsinki. Friends there lined me up to see a doctor at a private clinic. He asked what the problem was, and I started in. Within a couple of seconds he stopped me.
“Look,” he said. “You clearly know what the problem is and I concur. Let me get the medical business done and then we can chat.” Perhaps more out of astonishment than compliance, I shut my trap and he started typing away. In a minute or so he looked up from his keyboard and gave me the medical spiel – I was getting an assortment of meds to be used as necessary, an EU version of Clarinex, codeine cough syrup, and an antibiotic if things did not clear up on their own in a week. He asked if all was clear, I confirmed, and he hit a button on the keypad. Then he explained….
He worked for the clinic and he billed based on the amount of time he spent with the client. Materials were extra at cost plus, as were pharmaceuticals. The whole trip to the doc plus the meds ran be $160. Since he wasn’t pressed with patients at the moment he had time to chat, and there was no reason to bill me for the time he was amusing me with his dry Finnish wit. And that was PRIVATE care!
I mention all this because yesterday I received an EOB (Explanation of Benefits, for those either lucky – or unlucky – enough not to have to deal with them) which indicated that a specialist I see was dinging me and extra ~$30 for lidocaine and a cortico-steroid injected a YEAR AGO. Turns out that the specialist’s office had been billing for an office visit and a surgical procedure (for a total of ~$500) but had neglected to charge me for the contents of the syringe. I inquired when I called to ask about the incremental billing why they weren’t charging me an incremental fee for the needle and syringe.
In this country insurance companies make providers negotiate on a huge range of services – that’s what the CPT codes are about, because apparently we believe that if a doctor gives you a flu shot, that has a different value then when he pulls a little wooden splinter out of your finger. Same person, doing what he was trained (and insured to do), and yet somehow the doctor is going to get twice the amount for the splinter than for giving the flu shot. No, it does NOT make a great deal of sense.
Lawyers will often debate whether to offer services, say for a simple adoption, as a flat fee as opposed to an hourly. Flat fees in some senses make it simpler, and in a very real sense its a gamble. We call the other side of that gamble, “insurance” – socializing the cost of the risk. Amortizing the risk may in fact be a great idea, but if we are going to do that, it is high time we stopped doing half of it. Otherwise, we might as well go to having doctors bill out their time by the tenth of the hour. The CPR that saved your life? .1 hr at $300/hr is $30; now that’s a bargain!
I thought I would continue to try and have a substantive conversation with Dr. Bishop regarding her presentation to our legislative delegation, which as you can see from the note at the very bottom (chronology is bottom up – see below for some shortcuts) piqued my curiosity when I saw it referenced in a State Senator’s newsletter. I have appended the conversation save the last reply from her, which, because that reply removed the markup, made following the back and forth (more) difficult. Her last reply was,
Dear Mr. Grover, Thank you for your thorough feedback. I hope you have a nice holiday. Cheers, Deena Bishop
Apparently she now has me confused with a blue Sesame St character (OK, maybe that’s not all that unusual…) But will she respond to my questions or concerns? I think that is as likely as her setting up a meeting, don’t you?
There were a total of 6 notes. Click here for my initial e-mail. Click here for Dr. Bishop’s reply to that note (the second in the string). My comments on Dr. Bichop’s note (the third note) can be found here. I interlineated my comments to her reply, so her reply and my comments appear at the top in one message, here. My writing appears in Times New Roman, Dr. Bishop’s in Helvetica.
On 12/14/17 2:42 PM, Bishop_Deena wrote:
Hi Mr. Grober,
Hello Deena – answers interlineated below…
You and I must meet.
Actually, we need not meet, though if you wish to meet I can certainly accommodate that. However, I don’t see you as taking steps to that end, do I, so I will assume that is just polite puffing? which you can dispense with as many people find it confusing. On the off chance you are serious you know where to reach me.
I do not think that we are necessarily that distant on our desired outcomes for the education of students... the details in our respective areas have some differences.
I don’t know that we have shared our “desired outcomes for the education of students”, nor am I sure what our “respective areas” are, let alone what you think the differences in those areas might be. Perhaps you could explain?
I do agree with some of your thoughts on preschool and the universal access that Oklahoma has tackled.
Actually, I don’t think I shared any ideas on pre-school, though I inquired as to whether you promoted Oklahoma’s position on pre-school to the legislators, a question you seem not to have answered.
Many of their preschools are funded outside of the k-12 system, even to private entities.
I am unaware of the sources for your claims. Perhaps you could share them?
On the other hand, there is ample documentation of the success Oklahoma had with funding public pre-school (see, http://sde.ok.gov/sde/files/ok.gov.sde/sde/Legislative%20Briefing%20PreK%20Program.pdf for State fact sheet), both in the press:
and in the literature:
[shared as I was not sure whether this aspect of education had been broached as an area of Board interest and as we were including the Board in our conversation, they should have some familiarity with the topic – though I am not suggesting that they did not have a background in this already]
I think this is a good thing.
I see private education below the endowed post-secondary level (perhaps with certain very elite exceptions such as Phillips Andover, Exeter, etc) as suffering from poorer staffing than public schools because they pay less, provide no workplace guarantees, etc. and my experience with private schools in Alaska underscores my impressions. What data do you have that suggest that private entities manage education well?
ASD does not have to be solely responsible for all preschool education.
Perhaps not (though see my caveat above), however, by the time you impose the constraints necessary to ensure that the provision of services are comparable, you have rendered the private entity much more expensive (less affordable, I think you’d put it) and operating at a disadvantageous scale 😉
Partnerships, to me, is the key to solving this community concern.
Partnerships can be successful when the partners bring something to the table. You have yet to suggest what that might be.
If I can offer a lower overhead and the private owner agrees to pass this onto the customer, perhaps more folks can afford quality preschool?
Which essentially ignores the likelihood that the private operator is providing an unacceptably poor program, or the cost would be in excess of what ASD could provide.
Unused educational space is there, parents are looking for quality preschools they can afford, and empirical evidence supports early learning benefits.
Again, you seem to have ignored the fact that there might be lots of demands for space in ASD schools, but for the fact that ASD has been shedding anything that suggests it might be outside its mission statement. You also seem to have dismissed any possibility that class size could be reduced if ASD moved people out of positions carrying water for the administration, to actually teaching.
Additionally the closest reading of the literature to date suggests that the benefits of Pre-K dissipate if instruction in K-3 doesn’t maintain the pace the child experienced in Pre-K, which commends, of course, smaller elementary class sizes, AND an argument to legislators to fund Pre-K (which I will note, again, you appear NOT to have made).
On the NAEP front---2015 data is actually quite recent as NAEP is only given every other year to randomly selected students in randomly selected schools across the state and nation. We do not get individual student or school results for the NAEP. And, to be honest, PEAKS results mirror AYP results more than either of these assessments mirrored the SBA test of yesteryear. My argument with the delegation was that we get it...we get that the standards have changed and we are addressing this. It was not a self-congratulatory action. It was intended more for transparent accountability on my part. No excuses here.
I am not going to duel about the specifics of NAEP testing – that is all of record for anyone to see. Nor am I going to argue about the significance of AYP testing on its own or vis-a-vis the NAEP, as that is also a matter of broad discussion in the literature as I said before, and I am sure you have provided the Board with an extensive bibliography on same. My point was that the Education Next piece was of little value; a better demonstration would have been State longitudinal data, and even that is of attenuated value because it is really not comparable to Alaska Urban data as many have been at pains to point out to the likes of the ideologues at Alaska Policy Forum and their fellow travelers.
If your intent was to demonstrate that we are between a rock and a hard spot, you frankly failed as that was not the message that was passed on. If your intent was to differentiate between the urban performance and rural performance, again, you seem to have failed. And I would have thought it would have been a great opportunity for you to share your correspondence to NAEP decrying their failure to include Anchorage in their Urban assessments, and I take it that in this too, you failed. Of course, failing is the only way we really learn, though I don’t know too many employers who see it that way…
The SAT/ACT scores were presented in a Fast Facts sheet for ASD, available to all stakeholders. I did not present personally on this topic. I have included the data in the fast facts in this email.
So, this was simply more second hand hash. In as much as it was expected that scores on SAT and ACT would drop across Alaska takers as State requirements forced more who would otherwise NOT take the tests to take them, it would have seemed appropriate if talking about school performance to trot out such data as it is some of the on;y data that compares apples and apples we have. SInce I have not seen the presentation I can’t really comment on how it was targeted, of course, but I do have to wonder why real data on such a measure was not included on any discussion of legislative priorities for the District. Perhaps, should you make that presentation available, I could comment further?
I do have each school's national percentile score and will request these data also be available on the Data Dashboard as you have a good point in that they are not easily accessible.
Please advise when the data is available.
As long as we are talking about data, I should note that I had been trying to have a conversation with ASD about concussion, TBI, and sports, and had been told (2 years ago) that a committee would be formed (I even received an invite) to look into this matter (action supposedly delayed due to staffing). The staffing issue was resolved months ago, but apparently the new staff member chooses not to respond to correspondence.
In the meantime, conversations with a Board member about the data pertinent to the Middle College suggested that the member had asked for data, and yet months have passed and the member seems to be as unable to obtain data from ASD as I am, though I don’t want to put words in the members mouth…
And it seems when schools jumped on DIBELS, their successes with that tool were ignored when ASD moved to AIMSweb. Now I am hearing rumors that AIMSweb is no longer required, thereby foregoing critical data. Is there an ASD white paper on the history of probe adoption and implementation at the district which includes a section on the current tools, their relationship, if any, to prior tools, and the analysis behind any changes?
Thanks again for your thoughtful responses. They do make me step back and think.
I thought that was the entire purpose of conversation (and the reason I was black-balled from ever working at the District, lol).
Tell me, when a student complains that a teacher is spending so much time lecturing students on how to use technology the teacher wants to use to teach that he isn’t effectively teaching the underlying lesson, what does that tell you about what is (or is not) appropriate Ed Tech? Don’t be a tool; use the tool 😉
A Shifty Solstice, a Yumpin’ Yule, and a Scandolous Saturnalia to you and yours,
Dear Dr. Bishop,
Thank you for your interim response.
I fully understand the issues with most State AYP assessments as compared to the NAEP, as I clearly noted. I don’t understand why anyone would rely on an out of date Education Next article to address this point when it has been the subject of extensive academic discussion for some time, especially because of the nature of the NAEP as opposed to that of most AYP assessments vis-a-vis the scope of the assessment.
“Yikes!”, is not an argument in any company I know. It is an exclamation of horrified amazement, used here because the Senator apparently came away with the impression that confirmation by way of an out of date article in a political journal that an assessment abandoned by the State years ago found some agreement with long standing NAEP results, that Alaska students are far from proficiency, was a basis for self-congratulation.
More importantly, the message apparently received by the Senator seemed to be missing a longitudinal analysis with respect to the testing Alaska has done. In other words, to be blunt, had someone simply compared findings of proficiency from State AYP testing with that afforded by NAEP testing annually for the last decade that would have very simply evidenced the gap, and done that without confusing anyone. Let’s just say that I am intrigued by the fact that the Senator didn’t share the graphic your staff prepared with respect to such an analysis; can you tell us where we can find it? I certainly agree that it is high time to recognize that the State is a long way away from being able to demonstrate adequate long term proficiency on basal standards; the problem is demonstrating to legislators that increasing revenues will change that, and that NAEP testing pressnts an appropriate standard. Those bits seem to be missing, not to mention the fact that the NAEP mysteriously failed to include Anchorage in its urban testing results, and a discussion of why that might have been, and whether NAEP is going to correct that oversight.
In sum, I would have expected any such presentation to cover the challenges presented by the State’s approach to education, and the marginal successes the local District can show despite those State-wide issues. Perhaps the easiest way to get to the bottom of what you did present is to make your presentation public on the ASD web?
As to private pre-school use of ASD facilities: a) If you rent such facilities for less than the market value you are indeed wasting ASD assets, no matter your inventive approach to finance. b) Scalable is not synonymous with affordable, this does not present an viable argument that the private sector can provide appropriate instruction at a lower cost (which seems to be what your argument is intended to imply), and ASD could always actually reduce the size of Kindergarten classes if ASD chooses to spend money on teachers, instead of on activities, administrators, special projects, and unused curricular materials. c) The community has been busy hemorrhaging services to meet budget constraints for two decades. Did you suggest to the legislators that, as in places like ultra-conservative Oklahoma, it is high time that Alaska offered free universal pre-school, and that in light of the State budget restrictions on communities like Anchorage, it is grossly unfair to expect such communities to subsidize pre-school themselves? Apparently the Senator missed that bit too.
I am pleased, however, that this is just something your highly paid staff is investigating, and hope, like some of the bizarre schemes floated by your predecessor, this idea gets short shrift. I would suggest (AGAIN) that the District roll out the Budget Review Team system; I think that would go a long way to affording the District “community resources” as far as appropriate ways to spend educational revenues.
The ACT/SAT data should be easily accessibly via the portion of ASD’s web site addressing assessment, and for someone who has argued that decisions will be data driven, it is confusing at the least to have to ask to see what was provided to legislators. Unless, like the release of a new iphone, there is some benefit to keeping close wraps on such presentations, it would sem that the best policy is to develop and public the presentation, and then use that as a basis for discussion with legislators or whomever, as opposed to engaging in apologetics about what you believe actually happened. Thank you for your reply. It is unfortunate that so many of your staff are not as responsive.
On 12/13/17 7:45 PM, Bishop_Deena wrote:
Hi Mr. Grober, Thank you for your feedback. I want to clarify a few items you mentioned now and will get back with you on others, once I can locate the data. 1. Preschool---In this area, ASD is looking to broaden the opportunities for preschool in our community. We are presently using grant money to provide pre-schools in some of our schools. However, this does not meet all needs as presently there remain families who cannot afford quality preschools. At this same time, ASD understands that having preschools wrapped into our overall k-12 programs is not scalable (not affordable). In our effort to increase the readiness for kindergarten learning and not wanting to increase our costs, we are looking at innovative ways to increase the access to preschool. We partner with private preschools presently for training. Given some schools' space availability, we are investigating the idea of partnering with private preschools to offer programs in schools for students from low income families. We are essentially not looking to "give away assets," rather use the assets we have to bring value to our community. I realize nothing is free, nothing is being given away. We are in talks to see how we may rent space to offer a service that is needed by the community---this would support the private sector as well. These ideas are working in other cities, so the investigation was an effort to be innovative with the empty spaces in some schools. 2. The Education Next map URL you shared demonstrates the grade on STANDARDS, not assessments. The results of assessments are used to communicate the delta between the NAEP and individual state's assessment results in an effort to define rigor. While Alaska has much to improve, the idea shared with the Senator was that we have standards that are of higher rigor than before. While our coefficient is still negative, it is closer than many states' results for which their state assessments found more students proficient than NAEP found. Again, Alaska's score is much closer, meaning we are more accurately reporting and that our standards are coming closer to the overall national expectation for student success. I did not share this to communicate we are doing well on these new standards. That would be untrue. In fact, I shared the poor PEAKS results for ASD in this presentation to show we have significant improvement to make. I shared the map to demonstrate that the rigor of standards in Alaska changed, and we did step things up. Moreover, the ASD Board expects me, the superintendent, to foster our culture and actions to meet the higher standards. I am not sure about your "yikes" argument. Are you unhappy that we acknowledge the challenge? 3. I will get the ACT and SAT information for you. It is shared directly with the District. Thanks again for your feedback. Cheers, Deena Dr. Deena M. Bishop Superintendent, Anchorage School District 5530 E. Northern Lights Blvd. Anchorage, AK 99504 Office Phone (907) 742-4312 Educating All Students for Success in Life
From: Marc Grober
Sent: Wednesday, December 13, 2017 5:18 PM
To: School Board
Subject: Questions from the Trenches
Dear Anchorage School Board and Superintendent,
I was rather dismayed recently to receive a newsletter from Senator Gardner which featured the following statements:
Tuesday, the Anchorage School District (ASD) and School Board presented their 2018 legislative priorities to Anchorage legislators, highlighting advancements in education, cost-efficiency measures, and difficulties their organizations currently face. I sensed a lot of optimism from the district, conviction that they are moving in the right direction, and genuine pride from the new superintendent, Deena Bishop.
Over the last five years, Alaska has gone from 48th in academic rigor to 13th in the nation, SAT and ACT scores have risen city-wide (and are now well above average nationally), graduation rates have increased in nearly every demographic, and student attendance – a focus in every school – is up across the district. I’m also excited that ASD is beginning to offer space inside their schools at a below-market rate for private pre-K programs. This will provide increased access to pre-K at an affordable rate – a great incentive for parents to start their kids in their neighborhood school before Kindergarten, resulting in the need for fewer resources once they enter the public school system.
I wrote to the Senator inquiring as to the basis for these claims, and I am somewhat distressed at the results of my queries and hope that you can provide specifics as to what the Senator was actually referencing. First off, I had to ask myself about Education Next (the Senator said the claims were based on this link http://educationnext.org/state-standards-map-2016/).
Education Next “is a scholarly journal published by the Hoover Institution” [http://rightweb.irc-online.org/profile/hoover_institution/ Hoover has been a mainstay of the Republican Party for decades, serving as a virtual revolving door for high-level GOP figures and apparatchiks, including many who served in the George W. Bush administration] which does not spare its own elbows in describing itself like this: “In the stormy seas of school reform, this journal will steer a steady course, presenting the facts as best they can be determined, giving voice (without fear or favor) to worthy research, sound ideas, and responsible arguments. Bold change is needed in American K-12 education, but Education Next partakes of no program, campaign, or ideology. It goes where the evidence points.”
This publication did a story in the Summer of 2016 (yes, a year and a half ago) in which they presented an interactive map that compared State AYP test results with NAEP test results. Of course, everyone in education has understood for years that very few states had AYP results comparable to NAEP proficiency. That map, produced a year and a half ago, is the map that the Senator was apparently referred to by the District. Yikes!
“Rigor” is defined in the map’s fine print: “This number shows for a given state in 2015 the difference in the percentage of students who were labeled proficient on the state exam and NAEP (National Assessment for Educational Progress). A negative number indicates that more students were identified as proficient on the state exam than were identified as proficient on NAEP”
The piece that references the map can be found here: http://educationnext.org/after-common-core-states-set-rigorous-standards/
Is this something for ASD to crow about. Absolutely not. As I wrote to the Senator:
“Education Next’s use of “rigor” means that if Alaska lists only 30% of its students as proficient on its exam, and its performance on NAEP reflects the same thing, then the lack of gap is regarded as effective rigor.
* This is a very artificial measure and it would be more appropriate to suggest that the metric might reflect reliability or validity of the NAEP or local measure, as opposed to rigor,
* Our coefficient is a negative number, which still shows our measure as being more “lenient” than the NAEP.
* This is at best a measure of our curriculum and testing regime, which so many want to see abandoned.
* Perhaps most importantly, the data employed are data on assessments THAT HAVE BEEN ABANDONED. In other words, anything Alaska could do to claim that State assessments were now consistent with NAEP assessments were dumped with the adoption of PEAKS.
Nothing to crow about here… So please explain why this was even trotted out to the Senator?
What about the relative performance on SAT and ACT? The Senator said that the data was provided by the testing corporations, but of course the data was not provided to the Senator, it was provided in some form, subject to certain conditions and limitations to the district. I looked at the District’s assessment web pages and could find nothing specific offering a link to the data in question. Where can the public find the data that the District is supposedly relying upon?
Lastly, how can we afford to rent out space to the public at lower than market value to provide services that the District could arguably do better? I failed to notice the sign at the time. You know, the one that said, “ASD giving away assets – sign up here!” I am a vocal supporter of public education, but it seems that ASD simply wants to fuel the fires of the Alaska Policy Forum and their ilk. What exactly is the cash loss ASD is suffering from the reduced rentals of these resources, and where is the policy analysis that finds that this giveaway is more important, for example, than providing reduced cost rentals to adult literacy programs, critical to student success, or parenting classes for that matter? Are the discounts available to any enterprise, or just for for-profits? Since we killed community schools largely on the rental loss to ASD, why not bring community schools back if ASD has so much money? Oh, wait! What about ASD offering a District wide Pre-K?
I really look forward to your reply, though based on your prior track record, I understand that answering difficult questions from the community has not been a focus of this administration.
While celebrating Columbus (https://www.thenation.com/article/the-invention-of-christopher-columbus-american-hero/) is as ludicrous as basing jurisprudence on Story’s Commentaries (https://global.oup.com/academic/product/inventing-a-christian-america-9780190230975), jumping out of the frying pan and into the fire is perhaps just as silly. Pushing tribal politics until we all look like Nooksackis (https://www.nytimes.com/2017/01/18/magazine/who-decides-who-counts-as-native-american.html) is perhaps a quantum too far.
One has to ask, who exactly are Alaska’s second peoples? There is some discussion as to whether Inupiaq (and their cousins to the East) are Alaska’s second or third peoples coming as they did rather later – some 20000 years after the first descendants of the Altaians made it from Asia (see for a general discussion http://www.pnas.org./content/113/23/6380.full), and of course, as there was no Alaska at the time, a broadening of the target brings to mind that there is evidence that Europeans made it to North America at least by 1500 ya – why not before the Inupiaq? And, of course, the purported lack of archeological evidence of humans in the Americas prior to 30000 ya is NOT evidence that there were NOT peoples here at the time. Lions and tigers and bears – don’t tell me we may have to drop someone’s cap N!?!?!?!?!
Every attempt at argument over who was there first ends up in finger-pointing and blood-letting and is, at its core, a version of “me, mine, and more”. We came down out of the trees just several hundred thousand years ago, and have been torturing each other since. We appear to have all come from what we now call Africa. The time that has passed since then is just the blink of an eye.