Around the country, new evaluation systems
pushed by education reformers in the hope of weeding out low - performing teachers have generally disappointed their proponents, as they have identified relatively few teachers as subpar.
Not exact matches
But they are supported
by hundreds of thousands of educators across the country who are fed up with flawed evaluation systems being
pushed by politicians and corporate
education reformers in school districts across the country.
However, some boards of
education are
pushing back on the over-generalized claims and mythical stories put forth
by education reformers regarding the efficacy of standardization and testing systems.
From the embarrassment of approving abysmally low — and Plessy v. Ferguson - like — proficiency targets (including that for Virginia, which had only required districts to ensure that 57 percent of black students and 65 percent of Latino peers were proficient in math
by 2016 - 2017), to complaints from House
Education and the Workforce Committee Ranking Minority Member George Miller and civil rights - based
reformers about how the administration allowed states such as South Dakota to count General
Education Development certificates in their graduation rate calculations (and minimize graduation rates as a factor in accountability measures), the administration finds itself contending with complaints from civil rights - based
reformers as well as from centrist Democrats finally acknowledging the high cost of their
push for revamping No Child at any cost.
And teachers are firing back saying, you know, these corporate
reformers, as they call them, are undermining public
education by pushing charter schools vouchers and trying to roll back teacher tenure.
So - called
education «
reformers»
push a different and lesser vision of
education — perhaps most honestly expressed
by the Dayton, Ohio, Chamber of Commerce:
After all, it was centrist Democrat
reformers (along with liberal Democrat reform allies) who
pushed the administration early on to call for a speedy reauthorization of No Child, and stood
by over the past year as Duncan and his team at the U.S. Department of
Education have engaged in what can be best called a misinformation campaign that has denigrated No Child's accountability measures as being broken.
Despite the reluctance of school administrators to speak up and
push back against this ludicrous accountability exercise that has been promoted
by politicians and corporate
education reformers who have many self - interested reasons for maintaining this misguided testing endeavor, it is well - known that the «standardized» testing mandate only serves to continue the false narrative of failing American public
education in order to drive the profit - making agenda of those who seek to privatize
education and undermine the public trust.