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Education Research Annoyances In New Orleans Three Questions Raised By ERA's Latest Study On Competition Among NOLA Schools

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The Education Research Alliance (ERA) at Tulane University released a new study last week that attempted to gauge how New Orleans principals responded to competition in the city’s supposedly “market-based” public education system.

The report – “How Do School Leaders Respond To Competition?” – was authored by Huriya Jabbar, an assistant professor of education policy at the University of Texas at Austin and research associate at ERA. For background, the study [see full report below] is based on a series of interviews she conducted during the 2012-13 school year with school leaders of 30 (out of 90) New Orleans public schools from both the Orleans Parish School Board (OPSB) and Recovery School District (RSD).

While the report generated a lot of attention, here are three questions raised by recent study…

I. Why Did ERA Leave Out The Full Story?

First, let’s address the finding that grabbed all the headlines:

“One-third (10 of 30) of schools selected or excluded students by, for example, counseling students who were not thought to be a good fit to transfer to another school, holding invitation-only events to advertise the school, or not reporting open seats. This number included five OPSB schools and five RSD schools.”

The timing of Jabbar’s interviews is important, because S.Y. 2012-13 marked the first year of OneApp, the city-wide enrollment system managed by the RSD. OneApp was created to simplify the enrollment process by allowing parents to fill out only one application in which they rank schools in order of preference. OneApp then centrally assigns students to each school using a complex algorithm that takes into account those preferences, as well as other factors.

Graphic from the Cowen Institute

Graphic from the Cowen Institute

As a result, the advent of OneApp took the enrollment process out of the hands of schools, preventing them from engaging in exactly the types of exclusionary practices mentioned in ERA’s report. For example, because all OneApp schools are linked to a Student Information System managed by the RSD, the district knows exactly how many openings exist at each school and when students are dropped or added to the rolls. Therefore, schools are unable to game the system by underreporting open seats, or illegally dropping students from the rolls.

In addition, there is a very short window for student transfers at the beginning of each school year. After October 1st, students must be approved for a hardship exemption in order to transfer out of their OneApp placement, preventing schools from “counseling out” students. In S.Y. 2013-14, only 156 students transferred during the school year.

Given the concerns raised about possible “creaming” of students by school leaders, one would expect that ERA’s report would take pains to show how dramatically the enrollment process has changed in the intervening three years. In fact, I know that at least one peer-reviewer of the study explicitly and repeatedly urged ERA to provide added context about the changes introduced by OneApp.

The advent of OneApp, a centralized enrollment process, ensures schools can't game the system.

The advent of OneApp, a centralized enrollment process, helps ensure schools can’t game the system.

Nevertheless, if anything, ERA seemed to downplay the fact that OneApp has made the report’s selection/retention concerns irrelevant. The study’s conclusions are, at times, presented in a way that could leave readers (especially those outside of New Orleans) under the impression that school leaders continue to manipulate enrollment, such as this quote from the policy brief released with the study:

“Without more efforts to manage the current responses to competition like student selection and exclusion, New Orleans could end up with a less equitable school system.”

Furthermore, even when OneApp is mentioned by Jabbar, it’s buried in the report and the efficacy of the system is left an open question:

“For example, central assignment programs, such as OneApp, may help to reduce inequities in access by retaining some central authority over assignment, rather than leaving admissions and lotteries entirely to schools, and removing opportunities to screen and select students.”

Leaving out such an important part of the story is not only misleading to readers, but unfair to educators in New Orleans, especially after ERA was urged to provide a fuller picture about OneApp.

II. Where’s The Beef?

After all of the buildup and fanfare surrounding the release of the Alliance’s past two studies, one might expect the research to be revelatory. But, with all due respect to the folks at ERA, the studies they’ve released thus far have done little more than confirm what we already knew.

ERA’s first report, “What Schools Do Families Want (And Why)?,” found that New Orleans families gave significant weight to factors beyond academic performance when choosing a school. On the other hand, numerous studies of families’ school choice decisions – in New York City, Canada, Beijing, the Midwest, etc. – have basically found the same behavior.

Likewise, Jabbar’s revelation that some school leaders tried to select or exclude students isn’t really news. After all, concern that some New Orleans schools were gaming the student enrollment process was part of the impetus behind creating OneApp in the first place.

In some ways, the rollouts of ERA’s first two reports seem geared toward maximizing attention for the nascent research group than providing a deeper understanding of the transformation of New Orleans’ public schools. The approach seems to be working: ERA’s studies have received garnered a lot of media visibility and ERA’s Director, Doug Harris, just launched a new blog in partnership with Ed Week.

The desire to make a splash is understandable – what’s the point of producing research if no one pays attention to it? However, the absence of context about OneApp, along with some of the more provocative quotes in the latest policy brief (example: “We all want our [student] numbers up so we can get more money, more funding.“) no doubt distort readers’ view of the public education landscape in New Orleans.

III. Why Does ERA Insist New Orleans is a “Market-Based” School System?

I’ve said it. CREDO Director Margaret Raymond has said it. “Market-based reform” is not an accurate description for the type of transformation that has taken place in New Orleans’ public education system since Hurricane Katrina.

It’s true that some charter school advocates – in particular, think tankers on the free market-end of the spectrum – want to portray NOLA’s charter school system as a marketplace where improvement is driven by competition. But, as Michael Stone, co-CEO at New Schools for New Orleans, told The Advocate, “I don’t think I know a single person working in public education in New Orleans who would say that competition for students will drive quality.”

Michael Stone (left), asks early-19th Century English ladies if there is anyone who thinks competition drives performance.

Michael Stone asks early-19th Century English ladies whether they think competition between schools improves performance.

That point seems lost on the folks at ERA, whose research presents New Orleans as the ne plus ultra of a market model. For example, in ERA’s “What Schools Do Families Want (And Why)?,” authors Doug Harris and Matt Larson insist, “no city had ever adopted a comprehensive market school system until New Orleans did in the wake of Hurricane Katrina.” Similarly, in her policy brief on “How Do School Leaders Respond To Competition?,” Huriya Jabbar contends:

”The New Orleans school-choice market, consisting overwhelmingly of open-enrollment charter schools, is arguably the most competitive district ever created in the United States.”

But is it? OneApp offers parents what should be more accurately described as school preference, rather than school choice. Plus, families’ ability to switch schools is limited with the short transfer period. On the the other side of the equation, individual schools can’t simply increase “supply” (i.e., add more seats) to meet demand from parents, given the practical constraints imposed by facilities and staffing.

Furthermore, the RSD’s evolution towards an all-charter district has been guided by a master plan based on enrollment projections and geographical need. At this point, there are few opportunities for charter growth in New Orleans and CMOs have turned their attention to other districts, like Baton Rouge and Memphis, when seeking to expand. Finally, as I’ve noted previously, when schools have closed, it has almost always been a result of accountability policies, rather than under-enrollment due to competition from other schools.

It’s time to move beyond the traditional vs. market-based labels and acknowledge that New Orleans’ public school system is an altogether different animal.

Pete became involved in education reform as a 2002 Teach For America corps member in New Orleans Public Schools and has worked in various capacities at Teach For America, KIPP, TNTP, and the Recovery School District. As a consultant, he developed teacher evaluation systems and served as a strategic advisor to school district leaders in Cleveland, Nashville, Chattanooga, and Jefferson Parish, Louisiana. He now writes about education policy and politics and lives in New Orleans.

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Peter CookQuick Take: ERA NOLA Researcher Reveals Her Bias | PE + COval mcginleyDon’t Tell Us More, Just Tell Both Sides of the Story – PE + COPeter C. Cook Recent comment authors
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Peter Cook

Posted on 23 August 201510 September 2015 by Peter Cook
comment image” title=”” rel=”nofollow”> Well, Andrea Gabor is at it again.
A few years ago, Andrea Gabor wrote an article for Newsweek that maligned the transformation of New Orleans’ public schools since Hurricane Katrina. At the time, I wrote a response that exposed the “inaccuracies, misrepresentations, and glaring omissions of fact” in her Newsweek piece – issues that made it abundantly clear that Gabor was “pushing her political agenda at the expense of her journalistic principles.”
Now, as we prepare to mark the 10th Anniversary of Katrina, Gabor has taken to the pages of the New York Times to add insult to injury with “The Myth of the New Orleans School Makeover,” another cheap shot at the accomplishments of so many hardworking New Orleans educators.
Once again, I feel compelled respond. Below, I set the record straight on several of the misleading points Gabor makes in her latest attack.
I. On the State Take Over…
First of all, Gabor manages to get many of the basic facts wrong in her opinion piece. For example, Gabor states:

“Two years before the storm, the State of Louisiana had set up a so-called Recovery School District to take over individual failing schools. After Katrina, the district eventually took over about 60 local schools; about 20 well-performing schools remained in the Orleans Parish School Board, creating, in essence, a two-tier system.”

In fact, the Recovery School District (RSD) took over 102 out of 126 schools from the Orleans Parish School Board (OPSB) in late-November 2005. Of the remaining 24 schools, seven were uninhabitable, 12 became charters, and five remained directly managed by OPSB.
Moreover, the schools that escaped state take over were nearly all selective-admissions magnet schools, the beneficiaries of the two-tiered public education system that existed in the city before Katrina. As education activist and New Orleans native Chris Stewart wrote:

“New Orleans has always had schools that screened out poor kids to create enclaves for the black elite and the sons and daughters of bankers and doctors. I know what the other side of that coin looks like having attended schools for the other people.”

If anything, the Recovery School District’s work to improve New Orleans schools over the past decade is an attempt to rectify this inequitable history.
II. On Louisiana’s Standards…
While conceding that proficiency, high school graduation, and college entry rates have all risen in New Orleans over the past ten years (no small matters), Gabor attempts to diminish these accomplishments by claiming:

“But the New Orleans miracle is not all it seems. Louisiana state standards are among the lowest in the nation.”

Apparently, Professor Gabor has somehow missed the extensive national media coverage [for example, in the New York Times, Politico, Washington Post, Talking Points Memo, and even Gawker] of the battle between State Superintendent John White and Governor Bobby Jindal over the Common Core State Standards, which Louisiana adopted in 2012.
In short, the contention that Louisiana state standards are among the lowest in the nation is, to borrow Gabor’s own words, “simply false.”
III. On the Education Research Alliance Studies…
Gabor cites two studies from the Education Research Alliance for New Orleans at Tulane University to bolster her claim that “stark problems remain”:

“A recent report by the Education Research Alliance confirmed that principals engage in widespread “creaming” — selecting, or counseling out, students based on their expected performance on standardized tests. In a forthcoming study, the alliance expects to show that lowest-scoring students are less likely to move to higher-performing schools.”

As I noted in a previous post, the first study referenced by Gabor was based on data from the 2012-13 school year. Since that time, OneApp – the RSD’s city-wide enrollment system – has made the “creaming” concerns she raises irrelevant, as schools no longer have the opportunity to either select or counsel out students.

Interesting results from @Era_NOLA research on the difficult question of whether or not to close schools? #NOLAed pic.twitter.com/SsJBi0jgH1
— Peter C. Cook (@petercook) June 20, 2015

The second, forthcoming study that Gabor mentions looked at what happens to students at charters that are closed for low performance. Ironically, both Gabor and I attended the session at the ERA conference that presented the results from the study, which actually found that most students impacted by closures end up at higher performing schools. How Andrea Gabor could construe these results so negatively is beyond me, but you can watch the presentation below and try to figure it out yourself.

IV. On Disadvantaged and Disappearing Children…
Two of Gabor’s favorite (and vague) claims about New Orleans is that the reforms have left behind the city most disadvantaged students, as well as excluded large numbers of young people who have simply dropped out of the system. For example:

“There is also growing evidence that the reforms have come at the expense of the city’s most disadvantaged children, who often disappear from school entirely and, thus, are no longer included in the data.”

and,

“One problem is that in the decentralized charter system, no agency is responsible for keeping track of all kids…Louisiana’s official dropout rates are unreliable, but a new report by Measure of America, a project of the Social Science Research Council, using Census Bureau survey data from 2013, found that over 26,000 people in the metropolitan area between the ages of 16 and 24 are counted as ‘disconnected,’ because they are neither working nor in school.”

Gabor’s contention that New Orleans’ reforms have left behind the city’s most disadvantaged kids seems hard to square with the fact that the performance of special needs students has increased dramatically over the past ten years. In fact, special needs students in New Orleans are graduating from high school at a much higher rate than their peers statewide.
The performance of special needs students has improved dramatically as a result of the reforms.Furthermore, Gabor’s claim that “no agency is responsible for keeping track of all kids” will no doubt come as a surprise to officials at the RSD and Louisiana Department of Education, the two agencies that are, in fact, charged with keeping track of students in New Orleans’ public schools.
Here’s how officials keep track of students:
At the high school level, LDOE’s accountability measure includes the cohort graduation rate. Schools get credit for ensuring that every student graduates high school within 4 years. If a student does not graduate, the last school of record for that student loses points on its School Performance Score (SPS).

At the elementary school level, LDOE’s accountability measure includes points for students who enroll in the 9th grade and achieve enough credits to move to the 10th grade. This pushes elementary schools to ensure that 8th graders are successfully transitioning to high school.

The RSD simultaneously tracks students who are excessively truant through its Youth Opportunity Center (YOC). The YOC is staffed by social workers who partner with schools to identify students who have registered for school but have not attended, students who have a significant number of absences, and students who are adjudicated or hospitalized. Once identified, social workers then support these students to get them back on the pathway to school.

V. On Minority Participation…
Gabor raises an oft-repeated claim by reform opponents that minorities – in particular, African-Americans – have been excluded from school leadership positions as a result of the reforms:

“Meanwhile, black charter advocates charge that the local charter ‘club’ leaves little room for African-American leadership. Howard L. Fuller, a former Milwaukee superintendent, said the charter movement won’t have ‘any type of long-term sustainability’ without meaningful participation from the black community.”

She also states that the reforms have replaced African-American educators with young, white, inexperienced teachers:

“A key part of the New Orleans narrative is that firing the unionized, mostly black teachers after Katrina cleared the way for young, idealistic (mostly white) educators who are willing to work 12- to 14-hour days.”

Fortunately, the actual facts on the ground make clear this isn’t the case at all. Not only are a majority of the city’s school leaders people of color, but more than half of them lived in New Orleans prior to Hurricane Katrina.
Most of New Orleans’ school leaders are people of color and most lived in the city pre-Katrina.In addition, the city’s teaching corps is far more diverse and experienced than Gabor would lead readers to believe. In 2013, the most recent year for which data are available, 54% of teachers in New Orleans’ public schools were African-American. Teachers in the RSD had, on average, 7.1 years of experience in the classroom; in OPSB charters and direct-run schools, those figures were 11.6 and 17.6 years of experience, respectively.
Graphic from the Cowen InstituteVI. On The Lessons From New Orleans…
Finally, the most infuriating statement in Gabor’s entire piece is her conclusion:

“For outsiders, the biggest lesson of New Orleans is this: It is wiser to invest in improving existing education systems than to start from scratch. Privatization may improve outcomes for some students, but it has hurt the most disadvantaged pupils.”

A note to Professor Gabor: We didn’t have a choice between improving our school system or starting from scratch. Our school system, our homes, our livelihoods were wiped out in a flood that covered over 80% of New Orleans.
In the aftermath of our nation’s greatest disaster, we came together to rebuild our great city, but we refused to rebuild a school system that had marginalized the poorest children in our community for far too long. Instead, we embarked on a new vision for public education in New Orleans and we took a path that doesn’t dovetail with the prerogatives of education reform opponents like Andrea Gabor.
Today, a decade after Katrina, tens of thousands of children are receiving a better education and have vastly improved life opportunities because of our collective work – and a pessimistic screed in the New York Times is never going to change that fact.
Graphic from Education Next. comment image” title=”” rel=”nofollow”>

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Quick Take: ERA NOLA Researcher Reveals Her Bias | PE + CO

Last week, the National Education Policy Center (NEPC), a virulently anti-education reform “research organization” at the University of Colorado, released issued a press release that called into question the significant academic improvement seen in New Orleans schools since Hurricane Katrina.While it’s not necessarily newsworthy that NEPC (a beneficiary of AFT & NEA funding and favorite of Diane Ravitch) would attack New Orleans’ reforms, what was surprising is that one of the statement’s signatories was Huriya Jabbar, a research associate at Tulane’s Education Research Alliance (ERA).Huriya JabbarBack in March, ERA released a study authored by Jabbar – “How Do School Leaders Respond To Competition?” – that drew widespread attention for its (misleading) central finding:

”One-third (10 of 30) of schools selected or excluded students by, for example, counseling students who were not thought to be a good fit to transfer to another school, holding invitation-only events to advertise the school, or not reporting open seats. This number included five OPSB schools and five RSD schools.”

Soon thereafter, I wrote a post criticizing the report for ignoring how the enrollment process in New Orleans had changed since she collected her data back in 2012:

“Given the concerns raised about possible ‘creaming’ of students by school leaders, one would expect that ERA’s report would take pains to show how dramatically the enrollment process has changed in the intervening three years. In fact, I know that at least one peer-reviewer of the study explicitly and repeatedly urged ERA to provide added context about the changes introduced by OneApp.”

Rather, Jabbar’s study downplayed the fact that OneApp, the RSD’s city-wide enrollment system, made the concerns she raised in her report irrelevant and left readers with the impression that school leaders continue to game the enrollment process.At the time, I speculated that Jabbar’s failure to provide the full story was part of a strategy aimed at maximizing attention for her research, as well as for the Education Research Alliance. However, her involvement in NEPC’s broadside against New Orleans’ reforms last week (which included an interview on Georgia Public Radio) makes clear that I shouldn’t have been so generous in my assumptions. Huriya Jabbar is pushing a political agenda, and in the process, damaging her own credibility as a researcher. Facebook Twitter Pocket Evernote Flipboard LinkedIn Reddit Google+ Digg Tumblr StumbleUpon Email PrintRelated

val mcginley

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Don’t Tell Us More, Just Tell Both Sides of the Story – PE + CO

This Article was mentioned on peterccook.com

Peter C. Cook

@EvokeTolerance You don’t have a clue what you’re talking about, but thanks for your thoughts.

MoralCompass for 99%

@petercook The segregation leaks through in your own article, and you pat yourself on the back for it.

MoralCompass for 99%

@petercook That’s UR own propaganda. Youth demographic spikes, but your Sr #s are v low. “School choice” ranks last in reforms parents seek.

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Keith Courville

This is wonderful reporting. Great job!!!

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Charters

Dear Board Members… An Open Letter To The Arkansas State Board Of Education

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On January 15th, I sent a letter to the members of the Arkansas State Board of Education to bring their attention to the troubling revelations about Einstein Charter Schools that have emerged over the past several months.

Last fall, the State Board of Education approved a proposal from Einstein to open a new charter school in Little Rock after Einstein officials assured board members that they would provide transportation to students. This was the same promise they made to the Orleans Parish School Board last year as part of their charter renewal agreement. As we now know, they cannot be be taken at their word.

For some reason, I never received a response from anyone on the board. Therefore, I’ve decided to publish my original letter, which I’ve reproduced in full below.


Dear Board Members,

In September, the Arkansas State Board of Education approved a proposal from Einstein Charter Schools of New Orleans to open a new K-3 school in Little Rock School District. Today, I am writing to urge you to reconsider that decision in light of a series of troubling revelations about Einstein that have emerged here in New Orleans in the intervening months.

On September 19th, just five days after SBOE approved Einstein’s charter application, the Orleans Parish School Board issued an official notice of non-compliance [see notice here] to Einstein’s CEO and board president for failing to provide bus transportation to students as required by the terms of their charter. District officials became aware of this breach-of-contract after a parent reported that Einstein had refused to provide yellow bus service for her two children (5 and 10 years old) and instead offered them public transit tokens. News reports subsequently revealed that Einstein had been refusing to provide bus transportation to dozens of students.

Six weeks later, on November 7th, Einstein was issued another notice of non-compliance [see notice here] by the Orleans Parish School Board for enrolling 26 students outside of OneApp, the city-wide enrollment system that assigns students to New Orleans’ public schools. In fact, the notice indicates that district officials previously investigated enrollment violations at Einstein in 2016 and had told administrators that the charter network needed to implement internal systems and procedures to ensure they were in compliance with the OneApp process.

These are serious violations that undermine the systems we have established to ensure that all children – regardless of race, socio-economic background, or disability status – have fair and equal access to our public schools. Since Hurricane Katrina, all of the city’s open enrollment schools – both charter and traditional – have been required to provide free bus transportation to children in pre-K through sixth grade, no matter where they live in the city. Moreover, the Orleans Parish School Board renewed Einstein’s charter last year on the condition that school provide transportation to its students.

In 2012, district officials launched OneApp to simplify the enrollment process by allowing parents to fill out only one application in which they rank schools in order of preference. These preferences are then fed into an algorithm developed by a Nobel Prize-winning economist, which in turn, assigns students to schools. OneApp ensures that schools cannot engage in so-called “creaming” or turn away students with disabilities. All schools are required to participate in OneApp and all are prohibited from enrolling students outside of the system.

Nevertheless, Einstein’s leaders have responded to the school board’s warnings with outright defiance. As a result, the district is now seeking a court order to force Einstein to comply with the busing requirement. According to The Lens, a local non-profit news outlet, Einstein CEO Shawn Toranto responded to the OneApp non-compliance notice with a letter stating they had “simply accepted children whose parents had chosen one of its schools — a hallmark of the charter movement.” She has also taken to the pages of the New Orleans Advocate in an unconvincing attempt to deflect criticism of the school, as if the rules should not apply to them.

Finally, I want to make something very clear: I am outspoken supporter of charter schools. As a former charter school board member and teacher, I have seen the impact that high-quality charters can have on the lives of children. At the same time, I also firmly believe that charter schools are only successful when they adhere to clear operational and academic standards. Given their blatant disregard for the terms of their charter contracts in New Orleans (and the possibility that they could lose their charter if they continue to defy the district), I would once again urge you to reconsider Einstein’s expansion to Little Rock.

If you would like to read more about Einstein’s charter violations:

Otherwise, thank you for your time and please feel free to reach out to me with any questions you may have.

Sincerely,

Peter C. Cook
New Orleans, LA

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All About The Kids? Calcasieu Teacher Plays Politics At The Expense Of Students, Taxpayers

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For more than a year, Calcasieu Parish special education teacher Ganey Arsement has been on a self-appointed crusade against education reform in Louisiana. He has blasted charters, standardized testing, Common Core, teacher evaluation, and yours truly on his blog, as well as on social media. He has worked to coordinate his attacks with the state’s teachers unions, particularly the Louisiana Association of Educators, and has sought to ingratiate himself with anti-reform politicians like Gov. John Bel Edwards and former State Rep. Brett Geymann.

Arsement with Gov. John Bel Edwards and former State Rep. Brett Geymann.

Arsement has also become an increasingly visible presence in Baton Rouge, where he has spent untold hours attending meetings of the Board of Elementary and Secondary Education (BESE) and lobbying in the hallways of the State Capitol. In recent months, Arsement has turned his guns on State Superintendent of Education John White – the bête noire of Louisiana’s reform opponents – whom he wants replaced. After failing to convince legislators that the law required them to reconfirm White (who has been on a month-to-month contract since the beginning of 2016), Arsement filed a petition in state court late last month that seeks to remove him from office.

Through it all, Arsement has portrayed himself as a selfless defender of public education who is fighting the nefarious schemes of greedy “corporate” reformers. However, a closer examination reveals that his political adventures have instead come at the expense of students and taxpayers.

Unethical and possibly worse

Official attendance records provided to me by Calcasieu Parish Schools Superintendent Karl Bruchhaus show that Arsement missed 16.5 days of work – more than three weeks of school – over the course of the 2016-17 school year.

Enlarge

Screen-Shot-2017-06-10-at-02.52.38
Arsement's absences and Calcasieu Parish School Board holidays.

According to Bruchhaus, all but one of these days (May 9, 2017) were recorded as sick leave. State law permits teachers to take two days of personal leave per year without loss of pay. The law also allows teachers to take ten days of sick leave per year due to illness or other emergencies without loss of pay. Unused sick leave can be carried over from one year to the next.

In Arsement’s case, it is clear that he took paid sick leave on many days when he was actually playing politics in Baton Rouge. Moreover, you don’t have to take my word for it, as he admits as much several times on his blog. Here are just a few examples…

What this means is that Arsement was off doing political advocacy while his special needs students were left with a substitute (who also had to be paid) and taxpayers foot the bill. I would venture to guess that most people would find that unacceptable, especially the parents of his students.

Missing absences?

If that’s not bad enough, I’ve also identified at least one day – and possibly two days – where his attendance record says he was working, but he was actually in Baton Rouge.

Several sources have confirmed that Arsement was at the Capitol during school hours on May 2nd. Nevertheless, his attendance record does not mark him absent on that date. Why that absence is missing is unclear, but since teachers verify their timesheets, the error should have been corrected.

The second day in question is May 8th when, by his own admission, he proudly delivered a petition calling for the removal of John White to the office of Senate President John Alario. Although he does not indicate when he made that delivery, one assumes he didn’t hop in his car immediately when school ended at 3:10pm to drive two hours to Baton Rouge to drop it off. In any case, Arsement is not marked absent on May 8th, either.

Exactly why reform is needed

When Arsement claims education reform supporters “demonize” teachers, what he means is that they actually expect teachers to do the work they’re paid to do. While this may seem draconian to someone who can apparently skip entire days of work and get away with it, this is not a radical concept to most of us. When taxpayers hand over their hard-earned money to pay for public education, they expect teachers to teach. When parents send their children off to school, they expect their kids will actually spend the day learning. When Arsement instead takes a bunch of sick days to lobby lawmakers for lower standards and less accountability, he’s breaking that social contract and possibly the law. Worst of all, he’s doing a tremendous disservice to the young people in his classroom – kids who need the most help.

In his effort to rollback Louisiana’s education reform policies, Arsement has inadvertently provided a real-life illustration of why they are so desperately needed. For that at least, I thank him.

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Peter C. Cook @petercook
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Education Reformer • New Orleanian • Progressive • Democrat • Proud TFA alum • Check out my new side project: @retortonline
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