“We know best”, continued

Ross Douthat: Over the last three years, since Brexit and the Trumpening and the general rise of disreputable forces in Western politics, there has been a steadily boiling elite panic about the power of the paranoid fringe, the mainstreaming of conspiracy theories, the pull of fake news and the danger of alternative realities. And yet […]

Questioning the substance of “We know Best” and credentialism

Dan Rasmussen & Haonan Li: An elite pedigree — the type of pedigree favored by headhunters and corporate boards — is not predictive of superior management. One of the central rationales for Jensen’s campaign (increasing CEO pay by tying it to share price performance) appears, in retrospect, to have little empirical support. These credentials, however, […]

“We Know Best”, Redux

Margot Cleveland: Two recent bills proposed by state legislators in Illinois and Iowa reveal a disturbing perspective on parental rights that’s becoming more prevalent in our country: the belief that parents cannot be trusted to care for their children. The Swiftly-Defeated Illinois Bill In Illinois, a little over a week ago, Democratic state Rep. Monica […]

“We know best” at Harvard and K-12 Governance diversity

Robby Soave: Last week, Education Secretary Betsy DeVos visited Harvard University’s Institute of Politics to discuss her school choice agenda. Students in the audience interrupted her several times; some even held up a sign accusing her of being a “white supremacist.” The irony, of course, is twofold. One, the subject of DeVos’s Harvard address—school choice—is […]

Contra “We Know Best”

Robert McFadden “We find when we bring average Americans together that they listen to one another, that they can contribute and that they can build, develop a vision of what they want our society to be like. And it’s really inspiring.” In a speech at the Drucker Institute in Claremont, Calif., in late 2008, Mr. […]

“We Know Best”…

Bagehot: For my money the best analysis of what happened was inadvertently penned by Hugh Trevor-Roper in his 1967 essay on “The Crisis of the 17th Century”. Trevor-Roper argued that the mid-17th century saw a succession of revolts, right across Europe, of the “country” against the “court”. The court had become ever more bloated and […]

Civics: “living, and responding to we know best”

Peggy Noonan Those who come to this space know why I think what happened, happened. The unprotected people of America, who have to live with Washington’s policies, rebelled against the protected, who make and defend those policies and who care little if at all about the unprotected. That broke bonds of loyalty and allegiance. Tuesday […]

Washington’s ‘governing elite’ think Americans are morons; “We Know Best”…

Jeff Guo: Recently, Johns Hopkins University political scientists Jennifer Bachner and Benjamin Ginsberg conducted a study of the unglamorous D.C. bureaucrat. These are the people who keep the federal government humming — the Hill staffers, the project managers and all those desk workers who vaguely describe themselves as “analysts.” As Bachner and Ginsberg argue, civil […]

A Critique Of “We Know Best”

Chris Arnade Trump voters may not vote the way I want them to, but, after having spent the last five years working in (and having grown up in) parts of the US few visit, I know they are not dumb. They are doing what all voters do: Trying to use their vote to better their […]

“We know best” & curiosity

Madison students have long endured the disastrous results of “we know best“. Reading Recovery and Connected Math are two prominent examples. Chris Mooney: The question then is whether there is an effective way to prime people to be more science-curious — which could then also have political ramifications. “It’s an asset that there’s a segment […]

Contra “We Know Best”

Deirdre N. McCloskey: The Great Enrichment of the past two centuries has one primary source: the liberation of ordinary people to pursue their dreams of economic betterment. Why are we so rich? An American earns, on average, $130 a day, which puts the U.S. in the highest rank of the league table. China sits at […]

“We know best”: All over America, people have put small “give one, take one” book exchanges in front of their homes. Then they were told to tear them down.

Conor Friedersdorf: Last summer in Kansas, a 9-year-old was loving his Little Free Library until at least two residents proved that some people will complain about anything no matter how harmless and city officials pushed the boundaries of literal-mindedness: The Leawood City Council said it had received a couple of complaints about Spencer Collins’ Little […]

Choosing to Learn: Self Government or “central planning”, ie, “We Know Best”

Joseph L. Bast, Lindsey Burke, Andrew J. Coulson, Robert C. Enlow, Kara Kerwin & Herbert J. Walberg: Americans face a choice between two paths that will guide education in this nation for generations: self-government and central planning. Which we choose will depend in large measure on how well we understand accountability.  To some, accountability means government-imposed […]

ObamaCore Public Education, or “We Know Best”

Lee Cary:

With the nationalizing of the American healthcare system well underway, nationalizing public education pre-K through 12 is the next big thing on the progressive agenda. Wait for it.
It will be called ObamaCore Education, for short.
The original 2008 Obama campaign Blueprint for Change document included a “Plan to Give Every American Child a World Class Education” and linked to a 15-page, single-spaced document entitled “Barack Obama’s Plan For Lifetime Success Through Education.” It offered a litany of proposals as part of a broad, federal intervention into America’s public education system.
A case can be made that the regime would have been better off, in the long run, nationalizing public education before healthcare, because the fundamental transformation of education would have been easier.
How so? you ask.
The reasons for the relative ease — compared to ObamaCare — of installing ObamaCore Education were cited in the American Thinker back in June 2009.

Related: Up for re-election Madison School Board President Ed Hughes: “The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”. Remarkable.

Race a Factor in the 2013 Madison School Board Election? I believe it is more of a “class” and/or “we know best” issue

Matthew DeFour (and many others):

That led minority leaders to complain about the perceived control white Madison liberals — including teachers union leaders — exert on elections and on efforts meant to raise minority student achievement. Some local leaders have undertaken soul-searching while others say more minorities need to seek elective office.
“You could not have constructed a scenario to cause more alienation and more mistrust than what Sarah Manski did,” longtime local political observer Stuart Levitan said, referring to the primary winner for seat 5. “It exposed an underlying lack of connection between some of the progressive white community and the progressive African-American community that is very worrisome in the long run.”
In the last few weeks:

  • Urban League of Greater Madison president Kaleem Caire in a lengthy email described the failed negotiations involving him, district officials and Madison Teachers Inc. executive director John Matthews over Caire’s proposed Madison Preparatory Academy geared toward low-income minority students.
  • Ananda Mirilli, who placed third behind Manski for seat 5, released emails in which Sarah Manski’s husband, Ben Manski, accused Caire of recruiting Mirilli to run for School Board and linking Caire to a conservative foundation. Caire confirmed the email exchange, but said he didn’t recruit Mirilli. The Manskis did not respond to requests for comment.
  • Two School Board members, Mary Burke and Ed Hughes, vigorously backed former police lieutenant Wayne Strong, who is black, to counter the influence of political groups supporting his opponent. In the seat 3 race, Strong faces Dean Loumos, a low-income housing provider supported by MTI, the Dane County Democratic Party, Progressive Dane and the local Green Party.

Much more on the 2013 Madison School Board election, here.

The Feynman Technique: The Best Way to Learn Anything

Shane Parrish: There are two types of knowledge and most of us focus on the wrong one. The first type of knowledge focuses on knowing the name of something. The second focuses on knowing something. These are not the same thing. The famous Nobel winning physicist Richard Feynman understood the difference between knowing something and […]

Is British education the BeSt? You judge!

Leigh Turner: The UK is a famously modest place and we don’t like to brag about the excellence of our universities (if you really want to know, click here). So instead I thought I’d list a few fun facts about universities in the UK. Durham is the UK’s most haunted university (the link has the […]

“One issue state officials say they have detected as they monitor the effectiveness of the READ Act is that not all teachers are up to date on how best to teach reading.”

Christopher Osher: But districts are free to use their READ Act per-pupil funds on whatever curriculum they want, even on interventions researchers have found ineffective. “Typically, as with any education policy, we’re only given so much authority on what we can tell districts to do and what we monitor for,” Colsman said in an interview […]

“When You Get That Wealthy, You Start to Buy Your Own Bullshit”: The Miseducation of Sheryl Sandberg

Duff McDonald: The ongoing three-way public-relations car wreck involving Washington, Facebook, and Sheryl Sandberg, the company’s powerful C.O.O., begs a question of America’s esteemed managerial class. How has someone with such sterling Establishment credentials—Harvard University, Harvard Business School, the Clinton administration—managed to find herself in such a pickle? The answer won’t be found in the […]

Wisconsin DPI: “We set a high bar for achievement,” & abort Foundations of Reading Teacher Content Knowledge Requirement}

Molly Beck and Erin Richards: “We set a high bar for achievement,” DPI spokesman Tom McCarthy said. “To reach more than half (proficiency), we would need to raise the achievement of our lowest district and subgroup performers through policies like those recommended in our budget, targeted at the large, urban districts.” The new scores reveal […]

“Post-Truth” Schooling and Marketized Education: Explaining the Decline in Sweden’s School Quality

Magnus Henrekson and Johan Wennström: Swedish school system suffers from profound problems with teacher recruitment and retention, knowledge decline, and grade inflation. Absenteeism is high, and psychiatric disorders have risen sharply among Swedish pupils in the last ten years. In this pioneering analysis of the consequences of combining institutionalized social constructivism with extensive marketization of […]

Hard Words: Why aren’t kids being taught to read? “The study found that teacher candidates in Mississippi were getting an average of 20 minutes of instruction in phonics over their entire two-year teacher preparation program”

Emily Hanford: Balanced literacy was a way to defuse the wars over reading,” said Mark Seidenberg, a cognitive neuroscientist and author of the book “Language at the Speed of Sight.” “It succeeded in keeping the science at bay, and it allowed things to continue as before.” He says the reading wars are over, and science […]

Seeing the Forest: Unpacking the Relationship Between Madison School District (WI) Graduation Rates and Student Achievement

Laurie Frost and Jeff Henriques [PDF]: Dear Simpson Street Free Press: Thank you for leading the way in looking more closely at recent reports of an increase in MMSD minority student graduation rates and related issues: http://simpsonstreetfreepress.org/special-report/local-education/rising-grad-rates http://simpsonstreetfreepress.org/special-report/local-education/act-college-readiness-gap Inspired by your excellent work, we decided to dig deeper. We call the result of our efforts […]

What You Need to Know Before Considering a PhD

Rachel Thomas: Understanding Opportunity Costs I grossly underestimated how much I could learn by working in industry. I believed the falsehood that the best way to always keep learning is to stay in academia, and I didn’t have a good grasp on the opportunity costs of doing a PhD. My undergraduate experience had been magical, […]

Why we should bulldoze the business school

Martin Parker: Visit the average university campus and it is likely that the newest and most ostentatious building will be occupied by the business school. The business school has the best building because it makes the biggest profits (or, euphemistically, “contribution” or “surplus”) – as you might expect, from a form of knowledge that teaches […]

The best school district in the United States?

Neerav Kingsland: Below is an email (pasted with permission) from Scott Pearson, the head of the Washington DC Public Charter School Board. On this blog, as well as on twitter, we debate a lot about regulation. We have a lot to figure out and these debates help me get smarter. But leaders on the ground […]

Commentary on Wisconsin DPI efforts to water down already thin elementary teacher content knowledge requirements.

Wisconsin Reading Coalition: Teachers and more than 180,000 non-proficient, struggling readers* in Wisconsin schools need our support While we appreciate DPI’s concerns with a possible shortage of teacher candidates in some subject and geographical areas, we feel it is important to maintain teacher quality standards while moving to expand pathways to teaching. Statute section 118.19(14) […]

Controlling the Web Is the Dream (and the Nightmare)

Stephen Carter: Russia’s recent declaration that it is prepared to operate its own internet should the West cut off access has struck some observers as more Putinesque bellicosity, which indeed it might be. But Moscow’s desire to build a web it can control is the dream of authoritarians everywhere. And not all the authoritarians are […]

Reading Comprehension Depends on Content Knowledge

Michael Zwaagstra: Walk into an elementary school classroom and you will probably see a lot of books on the shelf. Take a closer look and you will often find a coloured dot, a number, or a letter on each book’s spine. Those dots, numbers, and letters show the reading level of each book. Books are […]

“What may be surprising, however, is…the fact that these growth opportunities are at best weakly correlated with early opportunities and with socioeconomic status”

Kevin Drum: In other words, third-grade scores are probably strongly influenced by poverty and home life, while growth from third to eighth grade is probably more influenced by the quality of schooling. They have little to do with each other: Growth rates better isolate the contribution to learning due to experiences during the schooling years. […]

If I Knew Then What I Know Now

Lee Ann Stephens: Three truths I wish I’d known as a first-year teacher. I walked into my first official day in the classroom as an idealistic twenty something with some innate skills, a boatload of ambition, and a newly minted teaching degree from a program that did its best to school me on theory and […]

How Canada became an education superpower

Sean Coughlan: When there are debates about the world’s top performing education systems, the names that usually get mentioned are the Asian powerhouses such as Singapore and South Korea or the Nordic know-alls, such as Finland or Norway. But with much less recognition, Canada has climbed into the top tier of international rankings. In the […]

Thoughts on Janesville: “many people who went to Blackhawk didn’t finish what they were studying for a whole lot of reasons”

I recently read, with interest, Amy Goldstein’s book: Janesville. The work is a worthwhile look at Janesville’s history, including George Parker (Parker Pen) and Joseph A. Craig (brought GM to Janesville). Goldstein revealed the workforce’s culture, opportunities and the shutdown’s ultimate cost. Further, she dwelled extensively on Congressman Paul Ryan and Governor Scott Walker, with […]

Forget coding, we need to teach our kids how to dream

Mike Hutchens: Life is becoming increasingly less predictable. From the political volatility of Donald Trump and Brexit to the vast societal changes of globalisation, drastic, seismic change is in the air. While unpredictability is already problematic for many, for future generations there are no signs of things calming. If we accept that the role of […]

How Technology Is Besting My Blindness

Michael Schuman: I was hurtling through Shanghai in a cigarette-scented taxi, not quite sure where I was headed. Cab jaunts through unfamiliar places can be a bit stressful for anybody. You feel vulnerable and too dependent on a driver you don’t know and can’t necessarily trust. But for me, such trips in rickety taxis rattle […]

Curriculum Is the Cure: The next phase of education reform must include restoring knowledge to the classroom.

“The existing K-12 school system (including most charters and private schools) has been transformed into a knowledge-free zone…Surveys conducted by NAEP and other testing agencies reveal an astonishing lack of historical and civic knowledge…Fifty-two percent chose Germany, Japan, or Italy as “U.S. Allies” in World War II.” Sol Stern, via Will Fitzhugh: President-elect Donald Trump’s […]

The Best Maps of 2016

Greg Miller: It’s been a good year for map lovers. Whether you’re into old maps, new maps, or new ways of interacting with old maps, there was much to cheer about in 2016. Lots of great historical maps became more accessible this year. One of the world’s great private map collections is now open to […]

Should We Let Our Kids Fail?

Abby Schachter: Dr Jean Twenge argues in her book Generation Me that those born in the 1980s and 1990s are “tolerant, confident, open-minded, and ambitious but also disengaged, narcissistic, distrustful, and anxious.” There’s the best-selling book How to Raise an Adult by Julie Lythcott-Haims, which tracks this trend and chastises parents for how poorly they […]

Honesty is the Best Policy: Early Smarter Balanced Results Provide Insight into How States Compare

Marianne Lombardo: The Hibsty Map-when you’re given information that paints a rosier picture than what is the actual case – might be humorous if we’re talking about Match.com, but it isn’t when we’re talking about our children’s education. The Obama administration has fought hard, against extensive criticism, to address the discrepancies between what states have […]

Madison’s Schwerpunkt: Government School District Power Play: The New Handbook Process is worth a look

Wisconsin’s stürm and drang over “Act 10” is somewhat manifested in Madison. Madison’s government schools are the only Wisconsin District, via extensive litigation, to still have a collective bargaining agreement with a teacher union, in this case, Madison Teachers, Inc. The Madison School Board and Administration are working with the local teachers union on a […]

Civics: Why We Encrypt

Bruce Schneier: Encryption protects our data. It protects our data when it’s sitting on our computers and in data centers, and it protects it when it’s being transmitted around the Internet. It protects our conversations, whether video, voice, or text. It protects our privacy. It protects our anonymity. And sometimes, it protects our lives. This […]

Why ‘pedigree’ students get the best jobs

Gillian Tett: This month, some Brooklyn-based friends have been touring New York’s top selective public high schools to assess whether their kids should take the ultra-competitive entry tests. It has left them grappling with unease — and some subtle guilt. On the one hand, they explained, they were dazzled by the schools’ academic environment. Competition […]

The Single Best Idea for Reforming K-12 Education

Steve Denning: Given that the factory model of management doesn’t work very well, even in the few factories that still remain in this country, or anywhere else in the workplace for that matter, we should hardly be surprised that it doesn’t work well in education either. But given that the education system is seen to […]

The Wal-Mart-ization of higher education: How young professors are getting screwed

Keith Hoeller: In 2009, Money Magazine published a survey titled “The 50 Best Jobs in America.” Their reporters analyzed job data and conducted an online survey of thirty-five thousand people, taking into account such factors as salaries, flexibility, benefit to society, satisfaction, stress, job security, and growth prospects. The proverbial college professor sat high on […]

The Single Best Idea for Reforming K-12 Education; ” Stop Running the system for the sake of the system”

Steve Denning: I have been asked for my “single best idea for reforming K-12 education”. When you only have one shot, you want to make it count. So I thought I would share my idea here, in case anyone has a brighter insight. Root cause: factory model of management To decide what is the single […]

See Inside The U.S. Neglects Its Best Science Students

Rena F. Subotnik, Paula Olszewski-Kubilius and Frank C. Worrell: The U.S. education policy world—the entire country, for that matter—is on a quest to increase the ranks of future innovators in science and technology. Yet the programs that get funded in K–12 education do not support students who are already good at and in love with […]

Best state in America: Massachusetts, for its educational success

Reid Wilson: That’s according to the Education Week Research Center, a nonpartisan group that measured indicators such as preschool and kindergarten enrollment, high school graduation rates, and higher education attainment. The yearly study also considered family income and parental employment, which are linked to educational achievement. In almost every category, the Bay State beats the […]

Confessions of a Grade Inflator Between the grubbing and the blubbering, grading fairly is just not worth the fight.

Rebecca Schumann: n the classroom, I can be formidable: I’ve been known to drill-sergeant lethargic students out of their chairs and demand burpees; I am a master of the I’m Not Mad, I’m Just Disappointed scowl. And yet, when it comes to assigning an end-of-semester letter value to their results, I am a grade-A milquetoast. […]

Lessons From the World’s Best Public School

Grant Birmingham: Jinjing Liu, a 15-year-old ninth-grader at Meilong Intermediate in central Shanghai—and part of the best education system in the world’s most populous country—is ticking off her normal class schedule: “Physics, chemistry, math, Chinese, English, Chinese literature, geography…the usual stuff,” she says in impeccable English. That’s not Jinjing’s school day schedule; that’s her workload […]

The Wal-Mart-ization of higher education: How young professors are getting screwed

Keith Hoeller:

In 2009, Money Magazine published a survey titled “The 50 Best Jobs in America.” Their reporters analyzed job data and conducted an online survey of thirty-five thousand people, taking into account such factors as salaries, flexibility, benefit to society, satisfaction, stress, job security, and growth prospects. The proverbial college professor sat high on the list at No. 3, with a median salary of $70,400 for nine months’ work, top pay of $115,000, and a ten-year growth prospect of 23 percent. College teaching earned “A” grades for flexibility, benefit to society, and satisfaction, and a “B” for job stress, with 59 percent of surveyed professors reporting low stress.
While acknowledging that “competition for tenure-track positions at four-year institutions is intense,” Money claimed that graduate students with only a master’s degree could find a part-time teaching job: “You’ll find lots of available positions at community colleges and professional programs, where you can enter the professoriate as an adjunct faculty member or non-tenure-track instructor without a doctorate degree.”
Similarly, the 2000 “American Faculty Poll” conducted by the academic pension giant Teachers Insurance and Annuity Association-College Retirement Equities Fund (TIAA-CREF) seemed to corroborate the high job satisfaction rate for professors. “The poll found that 90 percent of the faculty members surveyed were satisfied with their career choices and would probably make the same decisions again,” reported Courtney Leatherman, in her Chronicle of Higher Education story about the survey.

Why We Homeschool

Sippican Cottage:

My wife and I teach our children at home. My wife does 99 percent of it. I teach the kids music as best I can. We’ve had good success with it. Our older son is now college age. He’s not attending college. He doesn’t want to become anything that requires credentials that are the result of attending college — you know: doctor, lawyer, engineer. He wants to be a musician of some stripe. You can go to college to be a music teacher in a public school, or play in a symphony orchestra, but other than that, a diploma is superfluous. You just have to know how to play. He’s like a monk right now. He doesn’t do anything except work on music and shovel the driveway. No college would be as intensive.
The little one is just ten. He doesn’t know what he wants to do with his life. I’m still trying to decide what to do with mine, so I don’t judge. He’s recently become enamored of the idea of opening up his own restaurant. He says he wants to call it “The Meat Shelter.” Catchy, that; but there’s something about it that makes me wonder if he might abandon that line of thinking before he starts shaving. Little boys are interested in all sorts of things.
He already plays the drums. He plays the drums like an adult. He plays the drums for money. He and his brother call themselves Unorganized Hancock. They are very likely the most famous persons currently residing in the town we live in, but no one here knows that. You can watch the boys playing Crooked Teeth at the New Musical Express website if you like. They’ve sold copies, on two continents, of music they composed and recorded themselves, which makes them INTERNATIONAL RECORDING ARTISTS. Snicker.

TAG Best Practices

Madison School District PDF:

#1: Good teaching needs to be seen as including those students who are already grade-level proficient
– Lesson plans (coherent instruction) – Curricular alignment
– Accountability
#2 Needs-Based Learning
• What a student is learning should be based on his or her current level of mastery
• This may or may not correspond with age-level norms

This would seem to make sense for all students.
Related: Some states begin to add teacher content knowledge requirements to the licensing process.
Much more on Madison’s Talented & Gifted program along with a recent parent complaint.

Knowledge for earnings’ sake; Good teachers have a surprisingly big impact on their pupils’ future income

The Economist:

Across schools, however, better pupils are assigned to slightly better teachers on average. The common practice of “tracking” pupils (filtering good ones into more advanced courses) could be to blame, the authors reckon, though they abstain from drawing firm conclusions. Whatever the cause, getting more effective teachers to instruct better-performing pupils naturally exacerbates the gap in achievement. Making the best teachers work with the worst pupils could go a long way toward minimising the yawning differences in attainment within a school system, the authors contend.
At the very least, that change would be lucrative for the pupils who benefit from it, according to the researchers’ second paper. They compare their measure of teacher quality against pupils’ fortunes as adults, after again controlling for pupils’ previous test scores and demography. (Pupils from the earliest years of their sample are now in their late 20s.) Unsurprisingly, exposure to better teachers is associated with an increased probability of attending university and, among pupils who go on to university, with attendance at better ones, as well as with higher earnings. Somewhat more unexpectedly, good teachers also seem to reduce odds of teenage pregnancy and raise participation in retirement-savings plans. Effects seem to be stronger for girls than for boys, and English teachers have a longer-lasting influence on their pupils’ futures than maths teachers.
The authors reckon that swapping a teacher at the bottom of the value-added spectrum with one of average quality raises the collective lifetime income of each class they teach by $1.4m. That rise would apply across all the teacher’s classes and over the whole of his or her career.

Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates and Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood.

Teach for America rises as political powerhouse

Stephanie Simon:

Teach for America is best known for sending bright young college graduates to teach for two years in poor communities.
But it’s much more than a service organization. It’s a political powerhouse.
With a $100 million endowment and annual revenues approaching $300 million, TFA is flush with cash and ambition. Its clout on Capitol Hill was demonstrated last week when a bipartisan group of lawmakers made time during the frenzied budget negotiations to secure the nonprofit its top legislative priority — the renewal of a controversial provision defining teachers still in training, including TFA recruits, as “highly qualified” to take charge of classrooms.
It was a huge victory that flattened a coalition of big-name opponents, including the NAACP, the National PTA and the National Education Association. But it barely hints at TFA’s growing leverage.
TFA has already produced an astounding number of alumni who have transformed the education landscape in states from Tennessee to Texas by opening public schools to competition from private entrepreneurs; rating teachers in part on their ability to raise student test scores; and pressing to eliminate tenure and seniority-based job protections. Convinced that quicker, bolder change is needed, TFA executives are mining their network of 32,000 alumni to identify promising leaders and help them advance.

Genetics outweighs teaching, Gove adviser tells his boss

Patrick Wintour:

Education in England is no better than mediocre, and billions of pounds have been wasted on pointless university courses and Sure Start schemes for young children, Michael Gove’s special adviser has said in an outspoken private thesis written a few weeks before he is due to step down from his post.
Dominic Cummings, the most influential adviser to the education secretary in the past five years, also argues in a revealing 250-page paper that “real talent” is rare among the nation’s teachers – and, eye-catchingly, says educationists need to better understand the impact of genetics on children. The adviser, known for making fierce demands of civil servants, writes that the endgame for the Department for Education should be to reduce its role to acting as accountants and inspectors, employing hundreds and not thousands of civil servants – and creating an environment in which private and state education would be indistinguishable.
The Cummings manifesto claims that “the education of the majority even in rich countries is between awful and mediocre”, and that the quality of maths education, in particular, is poor.
“In England, few are well trained in the basics of extended writing or mathematical and scientific modelling and problem-solving,” he writes.
One of the best-known and most controversial of many special advisers working in government, Cummings is due to leave Gove at the end of the year. He worked in the department for two years, having previously advised Gove before the election, although his appointment within the department was initially blocked by David Cameron’s then director of communications, Andy Coulson, who regarded Cummings as untrustworthy.

School is a prison — and damaging our kids: Longer school years aren’t the answer. The problem is school itself. Compulsory teach-and-test simply doesn’t work

Peter Gray:

Parents send their children to school with the best of intentions, believing that’s what they need to become productive and happy adults. Many have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teachers, more challenging curricula and/or more rigorous tests.
But what if the real problem is school itself? The unfortunate fact is that one of our most cherished institutions is, by its very nature, failing our children and our society.
School is a place where children are compelled to be, and where their freedom is greatly restricted — far more restricted than most adults would tolerate in their workplaces. In recent decades, we have been compelling our children to spend ever more time in this kind of setting, and there is strong evidence (summarized in my recent book) that this is causing serious psychological damage to many of them. Moreover, the more scientists have learned about how children naturally learn, the more we have come to realize that children learn most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those of school.
Compulsory schooling has been a fixture of our culture now for several generations. It’s hard today for most people to even imagine how children would learn what they must for success in our culture without it. President Obama and Secretary of Education Arne Duncan are so enamored with schooling that they want even longer school days and school years. Most people assume that the basic design of schools, as we know them today, emerged from scientific evidence about how children learn best. But, in fact, nothing could be further from the truth.

What America’s Best Teachers Think About Teaching

TNTP.org:

Today, as schools across the country wrestle with new approaches to teacher training, evaluation, development and compensation, it is critical to consider and understand the views of teachers themselves. Beyond teachers unions and newer organizations that seek to amplify the opinions of practicing teachers, education leaders and policymakers often turn to scientific polls and surveys such as the MetLife Foundation’s annual Survey of the American Teacher.
In sampling the opinions of all teachers, these surveys provide useful information–some of which we have incorporated into our own research and work–but they also cast a very wide net. While it is important to understand the views of all teachers, we believe the perspectives of our very best teachers are especially important.
Our 2012 study The Irreplaceables showed that improving our nation’s urban schools requires creating policies and working conditions that will attract more outstanding teachers and encourage them to stay in the classroom. We should be building the profession around its finest practitioners. Today, too little is known about the opinions and experiences of top- performing teachers, because researchers rarely focus specifically on them. We launched the Perspectives of Irreplaceable

Why can’t we talk about IQ?

Jason Richwhine:

“IQ is a metric of such dubiousness that almost no serious educational researcher uses it anymore,” theGuardian’s Ana Marie Cox wrote back in May. It was a breathtakingly ignorant statement. Psychologist Jelte Wicherts noted in response that a search for “IQ test” in Google’s academic database yielded more than 10,000 hits — just for the year 2013.
But Cox’s assertion is all too common. There is a large discrepancy between what educated laypeople believe about cognitive science and what experts actually know. Journalists are steeped in the lay wisdom, so they are repeatedly surprised when someone forthrightly discusses the real science of mental ability.
If that science happens to deal with group differences in average IQ, the journalists’ surprise turns into shock and disdain. Experts who speak publicly about IQ differences end up portrayed as weird contrarians at best, and peddlers of racist pseudoscience at worst.
I’m speaking from experience. My Harvard Ph.D. dissertation contains some scientifically unremarkable statements about ethnic differences in average IQ, including the IQ difference between Hispanics and non-Hispanic whites. For four years, the dissertation did what almost every other dissertation does — collected dust in the university library. But when it was unearthed in the midst of the immigration debate, I experienced the vilification firsthand.

The World’s Best (And Worst) Scientific Institutions Ranked By Discipline

Technology Review:

There is no shortage of lists that attempt to rank the world’s universities and research-focused institutions. However, it’s well known that some places are much stronger in one area of science than others but it is not always possible to interrogate these rankings by discipline.
Today, Lutz Bornmann at the Administrative Headquarters of the Max Planck Society in Germany and a few pals release new online ranking tool that does this and more. Their website site lists the top institutes by discipline and also displays them on a map of the world allowing different regions to be compared as well.
The site uses a straightforward measure of excellence. It assumes that a good indicator of an institution’s worth is the rate at which it produces high quality scientific papers, in other words those papers that are most highly cited.
So the site counts the number of papers produced by an institution in a given discipline and then counts the number of these that are among the top 10 per cent of most highly cited. If more than ten per cent of the institution’s papers are in this category it gets a positive rating, if less than 10 per cent, it gets a negative rating.

A Free Market for Teaching Talent – The $4 Million Teacher South Korea’s students rank among the best in the world, and its top teachers can make a fortune. Can the U.S. learn from this academic superpower?

Amanda Ripley:

Kim Ki-hoon earns $4 million a year in South Korea, where he is known as a rock-star teacher–a combination of words not typically heard in the rest of the world. Mr. Kim has been teaching for over 20 years, all of them in the country’s private, after-school tutoring academies, known as hagwons. Unlike most teachers across the globe, he is paid according to the demand for his skills–and he is in high demand.
Kim Ki-Hoon, who teaches in a private after-school academy, earns most of his money from students who watch his lectures online. ‘The harder I work, the more I make,’ he says. ‘I like that.’
Mr. Kim works about 60 hours a week teaching English, although he spends only three of those hours giving lectures. His classes are recorded on video, and the Internet has turned them into commodities, available for purchase online at the rate of $4 an hour. He spends most of his week responding to students’ online requests for help, developing lesson plans and writing accompanying textbooks and workbooks (some 200 to date).
“The harder I work, the more I make,” he says matter of factly. “I like that.”
I traveled to South Korea to see what a free market for teaching talent looks like–one stop in a global tour to discover what the U.S. can learn from the world’s other education superpowers. Thanks in part to such tutoring services, South Korea has dramatically improved its education system over the past several decades and now routinely outperforms the U.S. Sixty years ago, most South Koreans were illiterate; today, South Korean 15-year-olds rank No. 2 in the world in reading, behind Shanghai. The country now has a 93% high-school graduation rate, compared with 77% in the U.S.
….
No country has all the answers. But in an information-driven global economy, a few truths are becoming universal: Children need to know how to think critically in math, reading and science; they must be driven; and they must learn how to adapt, since they will be doing it all their lives. These demands require that schools change, too–or the free market may do it for them.

The Madison School Board President recently wrote: “The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”
Related: www.wisconsin2.org.
Ms. Ripley is an Emerson Fellow at the New America Foundation. This essay is adapted from her forthcoming book, “The Smartest Kids in the World–and How They Got That Way,” to be published Aug. 13 by Simon & Schuster.

“The notion that parents inherently know what school is best for their kids is an example of conservative magical thinking.”; “For whatever reason, parents as a group tend to undervalue the benefits of diversity in the public schools….”


Where have all the students gone?
Madison School Board President Ed Hughes:

Esenberg sets out to identify the fundamental differences between voucher advocates and opponents. His thesis is that views on vouchers derive from deeper beliefs than objective assessments of how well voucher schools perform or concerns about vouchers draining funds from public schools. To him, your take on vouchers depends on how you view the world.
Esenberg asserts that voucher advocates are united by their embrace of three fundamental principles: that a centralized authority is unlikely to be able to decide what is best for all; that families should be trusted to select their children’s schools since ordinary people are capable of making choices for themselves without paternalistic direction; and that “government does not do diversity, experimentation and choice very well.”
By implication, he asserts that voucher opponents think that a centralized authority will be able to decide what’s best for all, that families shouldn’t be trusted to make choices for their children, and that government control is the best way to foster innovation.
And there you have it. Your views on school voucher expansion are entirely explained by whether you prefer individual freedom, like the voucher advocates, or stultifying government control, like the voucher opponents. In cinematic terms, voucher opponents are the legions of lifeless, gray drones in Apple’s famous 1984 commercial and voucher supporters are the colorful rebel, bravely challenging the control of Big Brother and hurling her sledgehammer to smash mindless conformity. You couldn’t ask for a more sophisticated analysis than that, could you?
While his thesis invites mockery, Esenberg’s short article does present a bit of a challenge to voucher opponents like myself. Can we set out a coherent justification for our opposition that doesn’t depend on the facts that voucher schools drain needed resources from public schools and don’t perform any better? Sweeping those fairly compelling points aside, Esenberg asks, in effect, what else you got?

Mr Hughes anti-voucher rhetoric is fascinating on several levels:
1. The Madison School District’s long term, disastrous reading results. How much time and money has been wasted on anti-voucher rhetoric? Reading has long been job one.
2. Local private schools do not have much, if any availability.
3. Madison spends double the national average per student (some of which has been spent on program explosion). Compare Milwaukee Public and Voucher Schools’ Per Student Spending.
4. Madison’s inability to address its long-term disastrous reading results will bring changes from State or Federal legislation or via litigation.
5. Superintendent Cheatham cited Long Beach and Boston as urban districts that have “narrowed the achievement gap”. Both districts offer a variety of school governance models, which is quite different than Madison’s long-time “one size fits all approach”.
I recall being astonished that previous Madison School District administrators planned to spend time lobbying at the State level for this or that change – while “Rome is burning“. Ironically, Superintendent Cheatham recently said:

“Rather than do a lot of work on opposing the voucher movement, we are going to focus on making sure our schools are the best schools possible and the schools of choice in Madison,” Cheatham said.

Mr. Hughes in 2005:

This points up one of the frustrating aspects of trying to follow school issues in Madison: the recurring feeling that a quoted speaker – and it can be someone from the administration, or MTI, or the occasional school board member – believes that the audience for an assertion is composed entirely of idiots.

A great, salient quote. I would hope that the District would focus completely on the matter at hand, disastrous reading scores. Taking care of that problem – and we have the resources to do so – will solve lots of other atmospheric and perception issues.
In closing, I sense politics in the voucher (and anti-open enrollment) rhetoric. Two Madison School Board seats will be on the Spring, 2014 ballot. One is currently occupied by Mr. Hughes, the other by Marj Passman. In addition, local politics play a role in becoming school board President.

Why Forbes Removed 4 Schools From Its America’s Best Colleges Rankings

Abram Brown:

Sometime in 2004 Richard C. Vos, the admission dean at Claremont McKenna College, a highly regarded liberal arts school outside Los Angeles, developed a novel way to meet the school president’s demands to improve the quality of incoming classes. He would simply lie.
Over the next seven years Vos provided falsified data-the numbers behind our ranking of Claremont McKenna in America’s Top Colleges-to the Education Department and others, artificially increasing SAT and ACT scores and lowering the admission rate, providing the illusion, if not the reality, that better students were coming to Claremont McKenna. He got away with it thanks to a disturbing lack of oversight; he was trusted to hand-calculate the data and submit it without review. What had made this longtime employee break bad? “He felt the same pressure to deliver as any executive does,” Claremont McKenna spokesman Max Benavidez says. (Vos, who resigned in January 2012, couldn’t be reached for comment.)
Just as an analyst’s upgrade can spark a rally in a specific stock, a college’s move up the rankings usually results in a financial windfall. “There’s institutional pressure at colleges to achieve at all levels, and that includes rankings,” says Troy Onink, a college planning expert and FORBES contributor. “It’s a hypercompetitive world for the best students and for that tuition revenue.”
Claremont McKenna isn’t the only top college that lied. Bucknell University doctored SAT results from 2006 to 2012; Emory University provided numbers for admitted students rather than enrolled ones for more than a decade; and Iona College lied about acceptance and graduation rates, SAT scores and alumni giving for nine years starting in 2002. All have since fessed up and claim to have instituted better practices. As a penalty for their dishonesty-and an acknowledgment of the growing scope of the problem-we are removing the four institutions from our list of the country’s best schools for two years.
Are there other cheaters out there? If there are, they also will be taken off the list. Stay tuned. We will be watching.

America’s best educated kids don’t go to school

Jack Kelly:

Brian Ray, president of the National Home Education Research Institute, compared home schoolers and public school students on the results of three standardized tests — the California Achievement Test, the Iowa Test of Basic Skills and the Stanford Achievement Test — for the 2007-2008 academic year. With public school students at the 50th percentile, home schoolers were at the 89th percentile in reading, the 86th percentile in science, the 84th percentile in language, math, and social studies.
Socio-economic factors may have a lot to do with why home schoolers do so much better. Virtually all have a mother and a father who are living together. Nearly two thirds of fathers and 62 percent of mothers have a bachelor’s degree or higher.
The explosive growth in home schooling has been fueled by dissatisfaction with public schools.
We spend more per pupil than any other country, but among industrialized nations, American students rank near the bottom in science and math. Only 13 percent of high school seniors knew what high school seniors should know about American history, says the National Assessment of Education Progress. Half of 18 to 24 year olds in a National Geographic Society survey couldn’t locate New York state on a map.
The United States is only major country where young people will not know more than their parents, the education expert for the Organization of Economic Cooperation and Development told the BBC last year.
About 2 million children are home schooled. Since 1999, the number being home schooled has increased 7 percent a year. Enrollment in public schools fell 5 percent between 2005 and 2010.
The first students to leave public schools tend to be the better ones, because their parents care more about education, said University of Tennessee law professor Glenn Reynolds. “When they leave, the overall quality of the remaining students, and thus the schools, will drop.”
When enrollment declines, funding is cut. Because teacher unions are so powerful, first on the chopping block are music, art and athletic programs. (In Buffalo, N.Y., where teachers get free cosmetic surgery, music programs may be eliminated in half the schools.) These cuts make public schools less attractive, accelerating departures.

College Path May Not Be Best

Brandon Busteed:

If Americans are judging the colleges they choose a, they may be better off not choosing a college at all. It turns out that college graduates are significantly less engaged in their jobs than everyone else. And this finding is true across all professions, age ranges, and income levels. College graduates are less engaged than technical/vocational school grads, high school grads, and even high school dropouts. This finding alone is about as devastating as it gets for higher education, but it’s actually worse than you think.
The key driver of college graduates being less engaged is that they are much less likely than everyone else to say they have an opportunity to “do what they do best every day.” In other words, something about college isn’t working — it appears it doesn’t do a good enough job of bringing students closer to figuring out what they are best at. The implications of this are so profound that it will literally change everything in higher education. From rethinking what its ultimate purpose should be, to the very basics of how we teach, coach, mentor, and develop learners.
College — based on recent economic analyses — does produce higher earnings over a lifetime. But it does not always lead to a “good job” – one in which people are engaged in their work and doing what they do best. At least, not compared to everyone else who doesn’t go to college. The magnitude of this failure can’t be over-exaggerated, especially considering what Gallup knows about human development and wellbeing — where nothing is more fundamental than doing what you’re best at every day.

Experts’ wrong way to pick best principals

Jay Matthews:

Anyone involved with schools has noticed that many governors, legislators and school boards think business practices can improve education. There is little proof of this. It’s a fad. If we leave it alone, it will go away.
But sometimes the latest business idea is too foolish to ignore. Take, for instance, this recent commentary piece in Education Week, “We Need a New Approach to Principal Selection,” by Ronald J. and Bill J. Bonnstetter.
“Identifying an effective principal requires a clear vision of the job duties, expectations and required personal attributes,” they wrote. “While most selection committees would agree with these criteria, the present selection system ends up being filled with personal biases and status quo mentalities. That’s why we recommend using benchmarking.”
Ronald Bonnstetter is professor emeritus of science education at the University of Nebraska. He now works as senior vice president of research and development for his brother Bill, chairman of Target Training International, a private company that does human behavior and skill assessments for businesses and groups in 90 countries. The Bonnstetters know much about business and education, but they fail in this piece to consider the importance of finding out how well principal candidates have done with students.

Public education’s “culture of power”: Small minds, thin skins, fragile egos

Laurie Rogers:

“Culture of Power”: That’s what a parent recently called the prevailing attitude in the local school district. It’s an apt description. Power is what people in public education know, and power is what they crave. In any culture of power, dissenters are seen as the problem and dealt with accordingly.
I’m privileged to know some teachers and staff members who care deeply about the children and who work hard to do what’s best for them. But there are many, many others whose interests begin and end with themselves and with their own economic/political/social agenda. Conversing with these self-interested people in a reasonable, intelligent way is impossible, a fruitless exercise. They want; they don’t want. It’s all they can see. Their logic is infantile and their perspective constricted and unyielding. With thin skins and fragile egos, it doesn’t take much for them to start showing teeth and claws.
Public education has been infiltrated by a willfully ignorant, bureaucratic, obscenely expensive, narcissistic, dictatorial mob. The Edu Mob is an enterprise concerned with enriching, maintaining and expanding itself — not with accountability, responsibility or transparency. Derelict in its duty to the children and morally bankrupt, the Edu Mob blames others, attacks dissenters, and finds creative ways to get more money (such as filing lawsuits; trading private student information for grants and other payments; and training children to support the enterprise without question).

Some of England’s best-known private schools are rushing to set up satellites abroad. But the market may be reaching saturation point

The Economist:

CRICKET, boarding-house names reminiscent of Harry Potter’s Hogwarts and ancient and peculiar customs are among the hallmarks of Britain’s leading private schools. Now they can be found in Singapore and Kazakhstan. As the domestic market softens, some of the most famous names in British education are building far-flung outposts.
Harrow led the way in 1998 by setting up a school in Bangkok, where its straw boaters greatly amused the locals. It now has schools in Beijing and Hong Kong too. Sherborne, a private school in Dorset, has opened a branch in Qatar. From next year Wellington, a boarding school in Berkshire, will compete for Shanghai’s pupils with Dulwich, a south London day school, which already has a franchise there.

Related wisconsin2.org

So why haven’t we ensured that all children get a rigorous, supportive education? Fear Factor: Teaching Without Training

Lisa Hansel, via a kind reader’s email:

So why haven’t we ensured that all children get a rigorous, supportive education?
This is a question I ask myself and others all the time. I think it’s more productive than merely asking “How can we?” Those who ask how without also asking why haven’t tend to waste significant amounts of time and resources “discovering” things that some already knew.
Okay, so I’ve partly answer the why question right there. Much better answers can be found in Diane Ravitch’s Left Back: A Century of Failed School Reforms, E. D. Hirsch’s The Schools We Need and Why We Don’t Have Them, and Richard Hofstadter’s Anti-Intellectualism in American Life.
But still, those answers are not complete.
Right now, Kate Walsh and her team with the National Council on Teacher Quality (NCTQ) are adding to our collective wisdom–and potentially to our collective ability to act.
NCTQ is just a couple months away from releasing its review of teacher preparation programs. The results may not be shocking, but they are terrifying. Walsh provides a preview in the current issue of Education Next. In that preview, she reminds us of a study from several years ago that offers an insiders’ look at teacher preparation:

The most revealing insight into what teacher educators believe to be wrong or right about the field is a lengthy 2006 volume published by the American Educational Research Association (AERA), Studying Teacher Education. It contains contributions from 15 prominent deans and education professors and was intended to provide “balanced, thorough, and unapologetically honest descriptions of the state of research on particular topics in teacher education.” It lives up to that billing. First, the volume demonstrates the paucity of credible research that would support the current practices of traditional teacher education, across all of its many functions, including foundations courses, arts and sciences courses, field experiences, and pedagogical approaches, as well as how current practice prepares candidates to teach diverse populations and special education students. More intriguing, however, is the contributors’ examination of the dramatic evolution of the mission of teacher education over the last 50 years, in ways that have certainly been poorly understood by anyone outside the profession.
Studying Teacher Education explains the disconnect between what teacher educators believe is the right way to prepare a new teacher and the unhappy K-12 schools on the receiving end of that effort. It happens that the job of teacher educators is not to train the next generation of teachers but to prepare them.

Huh? Really? How exactly does one prepare without training? Walsh goes on to explain that. But the only way to prepare yourself to comprehend the teacher educators’ reasoning is to pretend like “prepare them” actually means “brainwash them into believing that in order to be a good teacher, you have to make everything up yourself.” Back to Walsh:

Harking back perhaps to teacher education’s 19th-century ecclesiastical origins, its mission has shifted away from the medical model of training doctors to professional formation. The function of teacher education is to launch the candidate on a lifelong path of learning, distinct from knowing, as actual knowledge is perceived as too fluid to be achievable. In the course of a teacher’s preparation, prejudices and errant assumptions must be confronted and expunged, with particular emphasis on those related to race, class, language, and culture. This improbable feat, not unlike the transformation of Pinocchio from puppet to real boy, is accomplished as candidates reveal their feelings and attitudes through abundant in-class dialogue and by keeping a journal. From these activities is born each teacher’s unique philosophy of teaching and learning.
There is also a strong social-justice component to teacher education, with teachers cast as “activists committed to diminishing the inequities of American society.” That vision of a teacher is seen by a considerable fraction of teacher educators (although not all) as more important than preparing a teacher to be an effective instructor.

Kate Walsh:

Nowhere is the chasm between the two visions of teacher education–training versus formation–clearer than in the demise of the traditional methods course. The public, and policymakers who require such courses in regulations governing teacher education, may assume that when a teacher takes a methods course, it is to learn the best methods for teaching certain subject matter. That view, we are told in the AERA volume, is for the most part an anachronism. The current view, state professors Renee T. Clift and Patricia Brady, is that “A methods course is seldom defined as a class that transmits information about methods of instruction and ends with a final exam. [They] are seen as complex sites in which instructors work simultaneously with prospective teachers on beliefs, teaching practices and creation of identities–their students’ and their own.”
The statement reveals just how far afield teacher education has traveled from its training purposes. It is hard not to suspect that the ambiguity in such language as the “creation of identities” is purposeful, because if a class fails to meet such objectives, no one would be the wiser.
The shift away from training to formation has had one immediate and indisputable outcome: the onus of a teacher’s training has shifted from the teacher educators to the teacher candidates. What remains of the teacher educator’s purpose is only to build the “capacity” of the candidate to be able to make seasoned professional judgments. Figuring out what actually to do falls entirely on the candidate.
Here is the guidance provided to student teachers at a large public university in New York:
In addition to establishing the norm for your level, you must, after determining your year-end goals, break down all that you will teach into manageable lessons. While so much of this is something you learn on the job, a great measure of it must be inside you, or you must be able to find it in a resource. This means that if you do not know the content of a grade level, or if you do not know how to prepare a lesson plan, or if you do not know how to do whatever is expected of you, it is your responsibility to find out how to do these things. Your university preparation is not intended to address every conceivable aspect of teaching.
Do not be surprised if your Cooperating Teacher is helpful but suggests you find out the “how to” on your own. Your Cooperating Teacher knows the value of owning your way into your teaching style.

Related: When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?.
Wisconsin has recently taken a first baby step toward teacher content knowledge requirements (something Massachusetts and Minnesota have done for years) via the adoption of MTEL-90. Much more on teacher content knowledge requirements, here.
Content knowledge requirements for teachers past & present.

K-12 Tax & Spending Climate: Younger Generations Lag Parents in Wealth-Building

Annie Lowrey:

Pearl Brady has a stable job with good benefits and holds two degrees, a bachelor’s and a master’s. But despite her best efforts, she has no savings, and worries that it will be years before she manages to start putting away money for a house, children and eventually retirement.
“The elite make economic policy to benefit themselves, alone. The more they pay us, the less is left to them to buy yachts and senators.”
“I’m in that extremely nervous category,” said Ms. Brady, 28, a Brooklynite who works for a union. “I know how much money I’m going to be making for the near term. I hope in my 30s and 40s to be able to save, but I have no idea how. It’s scary.”
Ms. Brady has plenty of company. A new study from the Urban Institute finds that Ms. Brady and her peers up to roughly age 40 have accrued less wealth than their parents did at the same age, even as the average wealth of Americans has doubled over the last quarter-century.

Related: Madison’s public school status quo senior advocacy group: Grumps.