CODE stands for Communities Organized for Democracy in Education is a coalition of 11 community groups working to bring an elected and representative school board to the Chicago Public Schools.
The CPS Board—appointed by the mayor— is not accountable to the people it serves. The Board is failing our children.
Help Win an Elected Representative School Board CPS’s privatization policies—school closings, turnarounds and charters—do NOT improve education. They have been devastating to all children, especially those in African American and Latino communities. Class size has increased. Art, music, recess, PE & after school activities have been cut, while high-stakes testing eats up more classroom and learning time. CPS has expanded an unequal system: A top tier of selective schools for a few students and a bottom tier of resource-starved neighborhood schools for everyone else. CPS makes decisions, like an unfunded longer school day, without public input. CPS blames teachers, parents, and students for the problems THEY have created. Teacher morale is at an all-time low.
Real Grassroots effort to take back public education from the Corporate led CPS!
In our concluding episode, we take readers to Finland, in an extensive original interview with world-renowned education expert Pasi Sahlberg, director general of Centre of International Mobility and Cooperation in Helsinki.
There's another major problem with García's expansion of Gülen charter schools in LAUSD. Part of the Gülenist modus operandi is to staff their schools with teachers lacking credentials (part and parcel the standard in the charter school industry), many of whom have never taught before at all. Gülen schools bring in Turkish businessmen and professionals on 1HB visas to teach, yet there is currently a glut of highly qualified, credentialed, unemployed teachers in LAUSD. Gülen supporters claim a lack of educators versed in Science, Technology, Engineering, and Mathematics (STEM), but the reality is that there's neither a shortage of STEM workers nor teachers in the United States. Instead, Gülen movement watchdogs have demonstrated a pattern of abuse in regards to H1B visas.
A charter school mogul was charged today in a multimillion-dollar fraud case by the U.S. Attorney's Office.
Dorothy June Hairston Brown, who received accolades for students' test scores and gained notoriety for collecting large salaries and suing parents who questioned her actions, was indicted on multiple counts of wire fraud, obstruction of justice, and witness tampering.
Although Pennsylvania charter schools are independently managed, they are publicly funded and therefore legally forbidden from using discriminatory enrollment policies and practices.
"Assuming the facts of this report are true, this is a black eye for the charter movement as a whole, and brings down the credibility of all of us," wrote Marc Mannella, CEO of KIPP Philadelphia, which operates four city charters.
The Chicago Teachers Union bargaining committee today accepted an interim agreement that many thought impossible: The Chicago Public Schools has finally backed off the unworkable seven-hour 40 minute teacher work day and instead will make only modest increases in the length of teacher work days. CPS thus reverses its publicly-announced policy that the CTU has consistently criticized as bad for both students and teachers. CPS will staff the longer student day by hiring nearly 500 new teaching positions, and it has finally agreed to recall rights for teachers. Tenured teachers displaced in 2010, 2011 and 2012 will constitute the pool from which principals must hire the new teachers.
As a taxpayer and a public school parent, I want to believe that some thoughtful analysis went into the decision to turn Roberto Clemente High School into a so-called International Baccalaureate high school.
I thought Rahm promised more transparency when we was elected mayor. A lie! Mayor fail! CPS Fail!
If Chavous had checked with the KIPP home office or even done a Google search, he would have found this from KIPP’s own research:
As of March 2011, 33 percent of students who completed a KIPP middle school 10 or more years ago have graduated from a four-year college.
Now this figure would be more impressive if 33 percent of KIPP students who started at KIPP in 5th grade ended up graduating from college, especially since the completion rate for low-income children is less than 9 percent. However, consider these facts:
From 40 to 60 percent of children who begin KIPP in 5th grade leave before completing 8th grade, with the largest percentage of leavers being low-test performers and students who do not conform to KIPP’s total compliance demands. From a 2011 study headed by Gary Miron:
. . . .The departure of low-performing students helps KIPP improve its aggregate results. Unlike local school districts, KIPP is not replacing the students who are leaving. When a student returns to a traditional public school after the autumn head count, KIPP retains most or all of the money (the amount depends on the particular state) allocated for educating that student during that school year.
. . . KIPP schools enrolled a lower percentage of students with disabilities (5.9%) than did their local school districts (12.1%).
. . . KIPP enrolled a lower percentage of students classified as English Language Learners (11.5%) than did their local school districts (19.2%).
. . . Combining public and private sources of revenue, KIPP received, on average, $18,491 per pupil in 2007-08. This is $6,500 more per pupil than what the local school districts received.
We don't need another generation of workers simply enduring their lives.
Robinson—who is known for speaking out against our highly standardized, one-size-fits-all education system that follows a "linear mode of production" and steers workers toward filling slots at companies so our economy can "beat China"—says the problem with this system is that humans are hard wired to use our imaginations and produce new things. When we find ourselves doing things we aren't passionate about, we are, unsurprisingly, pretty miserable.
Ten years ago — against all odds — Finland was ranked as the world’s top education nation. It was strange because in Finland education is seen as a public good accessible to all free of charge without standardized testing or competitive private schools. When I look around the world, I see competition, choice, and measuring of students and teachers as the main means to improve education. This market-based global movement has put many public schools at risk in the United States and many other countries, as well.
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