Education establishment rebuffs concerns

November 15, 2008
Ed News

A November 2008 headline caught my eye: “Media bias a form of arrogance.” In this article, columnist Cal Thomas criticizes the media:

“Journalism is the only profession I know that ignores the wishes of its consumers. If a department store found that most of its customers preferred over-the-calf socks to ankle-length socks, would that store ignore customer preferences for the longer socks because the president of the company preferred the ankle-length style? … Yet journalists have this attitude: ‘we know what’s good for you, so shut up and take it’ … In only the rarest of cases are they confronted with their biases and held accountable” (Thomas, 2008).

Thomas must not have any school-age children. Members of the public-school establishment tend to ignore the wishes of their consumers, too.

* For decades, mathematicians, math professors and advocates have complained about “discovery” teaching styles – yet here we are, awash in discovery teaching styles.

* For decades, they’ve refuted the effectiveness of reform mathematics – yet here we are, awash in reform curricula.

* For decades, parents have tried to address their concerns with administrators and board members – yet they’ve been repeatedly and consistently rejected as being uninformed, uneducated, unknowledgeable and alone in their complaints.

On Nov. 5, I went to a Spokane school-board meeting and I asked for five things, including a more traditional track in mathematics. I noted that Spokane’s curricula – all reform – have been heavily criticized by mathematicians, parents, math professors and math advocates; that the state and state’s math advisory panel are unlikely to recommend these curricula; that it’s unlikely the curricula are aligned with the revised state math standards; and that clearly, Spokane’s students are having serious problems with basic math skills.

The board president asked a Spokane principal for his reaction to my comments about reform curriculum Investigations in Number, Data, and Space. The principal replied that as soon as the state stopped revising its math standards, teachers would be able to get more deeply into Investigations and then everything would be fine.

Parents … Please don’t wait for the establishment to get it together. Find out what your children should know in mathematics, and then either teach it to them or find someone who will. Rise up, speak your mind, demand accountability, insist on respect for your viewpoints, and – failing all else – vote with your feet. Don’t be dissuaded by the false reassurances, non-answers and argument fallacies you’re likely to receive.

Nationwide, parents have said these things and nationwide, the establishment has replied:

This approach to mathematics is illogical and counterproductive.
Research shows this approach is best. Math might not be your child’s (or your) best subject.

No one seems able to pass the science tests.
We were successful in raising reading scores. We’re working on math. Soon, we’ll get to science.

A lot of parents are frustrated.
You’re the only one who’s ever complained.

My children need a more direct teaching style.
The district is committed to a student-centered approach. Research shows that it builds enthusiasm, cooperation and deeper understanding.

We want more traditional math.
That’s only because it’s what you had as a child. Today’s children need 21st-century math. Research shows they get more from “discovery” approaches.

We want more phonics.
The students who need phonics are able to get that.

The math curricula aren’t teaching algebra. Students aren’t learning what they need for college.
Research says the curricula are fine. Not everyone needs algebra. Not everyone will go to college. The problem is the (money, standards, teachers, students).

We don’t want our young children using calculators or computers in the classroom. They seem to interfere with learning basic skills.
Research shows that technology is helpful and exciting to the students. We’re bringing the latest technological advances into our classrooms to prepare our students for jobs in the 21st century.

Teachers are reluctant to speak frankly with me about the curricula.
They might have issues or be adverse to change. They might not be successful teachers.
They might be insubordinate.

My children need a textbook so they have continuity.
We chose programs that align with the standards. The students have the materials they need.

I want my children to have a textbook so I can help them.
Today’s curricula use a hands-on, exploratory approach. Textbooks are boring and expensive, and they’re no longer necessary.

The teacher seems to be away a lot.
Teachers need professional training in order to be truly excellent.

The constant rotation of substitutes and student teachers confuses the students.
We work hard to choose the best teaching personnel. They do a fine job, and we’re proud of them.

The classroom is constantly being distracted by non-academic events.
We want to enrich the environment and teach the whole child. We work hard to choose activities that add to the learning experience.

My child can’t concentrate in these big, noisy classrooms.
Has your child ever been tested for ADHD?

My child knows this material because we taught him at home. He’s bored and beginning to resist coming here.
Your child’s teacher works hard to find ways to challenge your child in the classroom. We love our teachers, and we appreciate them.

My children are frustrated. They’re beginning to act out a bit.
Have you spoken with their teachers? Perhaps they need an IEP (Individualized Education Program).

Fewer than half of the students pass math tests and almost no one passes science.
Those scores might actually be good, depending on where those groups began.

Since 1999, the number of students in Advanced Placement classes has tripled, but only half of them pass the exams.
We continue to increase AP enrollment and statistically perform well on the AP exam. Students must have learned something while they were there.

The SAT scores dropped.
They didn’t drop here as much as they dropped elsewhere. Overall trends show we’re doing well.

But the SAT is also taken by private-school students, homeschooled students and students in alternative programs.
Yes, but studies show that our students are heading into college well prepared for success.

Large numbers of students are dropping out or requiring remedial help before beginning their postsecondary life.
It’s a national problem, but students who need remedial help can get it. Our teachers are very good, and we appreciate the hard work they do.

My neighbors have all left the district. They’re suggesting we leave, too.
We haven’t heard that. People who leave us tend to leave because of jobs, lower-cost housing or a normal demographic ebb and flow.

We want regular public conversations with policy-makers.
You can send us a letter, call us on the phone or set up a private meeting.

I’m worried about my children’s future in (middle school, high school, college).
Your children will be fine because they have you for a parent.

Parents, you see how it is. The best way to know how your children are doing is to look at what they know versus what they could and should know at their age. Have them tested by outside sources that emphasize more traditional approaches. Find out what the gaps are (I believe you will be shocked).

All students need phonics. All students need to know long division, multiplication in a vertical format, exponents, fractions, decimals and algebra. They need to know how to show their thinking – not in writing but in mathematical processes. They need to practice basic skills. They need to be able to do arithmetic without a calculator.

Please don’t wait for the establishment to get it right. Who knows when that will be? As education policy continues to shift under our feet, we must demand the education that our children require and deserve. I’m afraid we’re going to have to fight for it.

Financial missteps alleged at superintendent’s hearing

November 12, 2008
Union Leader

NORTHWOOD – About 100 residents of Northwood, Nottingham and Strafford crowded into the Northwood Elementary School gym last night for a hearing on the termination of Judith McGann as superintendent of SAU 44.

McGann is appealing the Joint School Board’s decision to terminate her employment on Sept. 3. According to RSA 91:A, she has the right to appeal her dismissal in a public hearing.

The joint board heard her appeal last night and will issue a written decision within 30 days.

Ed Kaplan and Beth Catenza, attorneys from Sulloway and Hollis, represented the SAU and joint board, while Andru Volinsky represented McGann.

According to Kaplan, McGann was terminated for “a number of issues,” but he and the joint board chose to focus on allegations of financial mismanagement.

According to Kaplan, McGann’s alleged financial missteps included:

– Creating “hidden” bank accounts with money from grant funding and using it to award stipends and bonuses to employees without board approval.

– Keeping a letter from auditors Vachon, Clukay and Co., stating that the firm had found $190,000 unaccounted for, from the board.

– Never telling the board that a 2007 audit found the SAU finances “in disrepair” and “unauditable.”

John Sullivan, an auditor hired by the SAU to do an independent study of the finances, was the first witness. He confirmed the discrepancies and said there was one set of accounts outside the operating budget that was used for stipends and overtime without board approval.

According to New Hampshire law, Sullivan said, the school board is required to adopt a budget and make certain that expenditures are funded.

He said the previous auditor had found and written about “material weakness” in income controls, a warning sign for the district.

Volinsky argued that part of the discrepancies could be traced to different software packages for the three towns in the SAU.

He also objected to the fact that Sullivan hadn’t finished his audit before coming before the board in the public hearing.

The second witness, Northwood School Board chairman Colleen Pingree, described a conversation with former Business Manager Bill Tappan.

Pingree said Tappan pulled her aside after a meeting last spring and showed her a letter from the former auditors, expressing concern.

Pingree obtained a copy of the letter from Vachon, Clucket.

She remembered asking, “May I have a copy?” and being told, “Of course! It’s addressed to you.”

She read the letter, contacted the New Hampshire School Boards Association, was advised to get an attorney and then had fellow board member Janabeth Reitter help her find a firm with no prior relationship with any of the three towns.

Sulloway and Hollis was hired, she said, and the joint board had several meetings over the summer before deciding to terminate McGann.

“We did not do this lightly,” she said.

Should Kids Be Able to Graduate After 10th Grade?

November 7, 2008
Yahoo News

High school sophomores should be ready for college by age 16. That’s the message from New Hampshire education officials, who announced plans Oct. 30 for a new rigorous state board of exams to be given to 10th graders. Students who pass will be prepared to move on to the state’s community or technical colleges, skipping the last two years of high school. (See pictures of teens and how they would vote.)

Once implemented, the new battery of tests is expected to guarantee higher competency in core school subjects, lower dropout rates and free up millions of education dollars. Students may take the exams - which are modeled on existing AP or International Baccalaureate tests - as many times as they need to pass. Or those who want to go to a prestigious university may stay and finish the final two years, taking a second, more difficult set of exams senior year. “We want students who are ready to be able to move on to their higher education,” says Lyonel Tracy, New Hampshire’s Commissioner for Education. “And then we can focus even more attention on those kids who need more help to get there.”

But can less schooling really lead to better-prepared students at an earlier age? Outside of the U.S., it’s actually a far less radical notion than it sounds. Dozens of industrialized countries expect students to be college-ready by age 16, and those teenagers consistently outperform their American peers on international standardized tests. (See pictures of the college dorm room’s evolution.)

With its new assessment system, New Hampshire is adopting a key recommendation of a blue-ribbon panel called the New Commission on Skills of the American Workforce. In 2006, the group issued a report called Tough Choices or Tough Times , a blueprint for how it believes the U.S. must dramatically overhaul education policies in order to maintain a globally competitive economy. “Forty years ago, the United States had the best educated workforce in the world,” says William Brock, one of the commission’s chairs and a former U.S. Secretary of Labor. “Now we’re No. 10 and falling.”

As more and more jobs head overseas, Brock and others on the commission can’t stress enough how dire the need is for educational reform. “The nation is running out of time,” he says.

New Hampshire’s announcement comes as Utah and Massachusetts declared that they, too, plan to enact some of the commission’s other proposals, such as universal Pre-K and better teacher pay and training. Still more states are expected to sign on in December. And the largest teacher union in the U.S., the National Education Association, is encouraging its affiliates to support such efforts.

Some reform advocates would like to see the report’s testing proposals replace current No Child Left Behind legislation. “It makes accountability much more meaningful by stressing critical thinking and true mastery,” says Tracy.

No date has been set for when New Hampshire will start administering the new set of exams, which have yet to be developed. But to achieve the goal of sending kids to college at 16, Tracy and his colleagues recognize preparation will have to start early. Nearly four years ago, New Hampshire began an initiative called Follow the Child. Starting practically from birth, educators are expected to chart children’s educational progress year to year. In the future, this effort will be bolstered by formalized curricula that specify exactly what kids should know by the end of each grade level.

That should help minimize the need for review year to year. It will also bring New Hampshire’s education framework much closer to what occurs in many high-performing European and Asian nations. “It’s about defining what lessons students should master and then teaching to those points,” says Marc Tucker, co-chair of the commission and president of the National Center for Education and the Economy in Washington. “Kids at every level will be taking tough courses and working hard.”

Right now, Tucker argues, most American teenagers slide through high school, viewing it as a mandatory pit stop to hang out and socialize. Of those who do go to college, half attend community college. So Tucker’s thinking is why not let them get started earlier? If that happened nationwide, he estimates the cost savings would add up to $60 billion a year. “All money that can be spent either on early childhood education or elsewhere,” he says.

Critics of cutting high school short, however, worry that proposals such as New Hampshire’s could exacerbate existing socioeconomic gaps. One key concern is whether test results, at age 16, are really valid enough to indicate if a child should go to university or instead head to a technical school - with the latter almost certainly guaranteeing lower future earning potential. “You know that the kids sent in that direction are going to be from low-income, less-educated families while wealthy parents won’t permit it,” says Iris Rotberg, a George Washington University education policy professor, who notes similar results in Europe and Asia. She predicts, in turn, that disparity will mean “an even more polarized higher education structure - and ultimately society - than we already have.”

It’s a charge that Tracy denies. “We’re simply telling students it’s okay to go at their own pace,” he says. Especially if that pace is a little quicker than the status quo.

The Party’s Over

September 19, 2008
Patrick J. Buchanan

The Crash of 2008, which is now wiping out trillions of dollars of our people’s wealth, is, like the Crash of 1929, likely to mark the end of one era and the onset of another.

The new era will see a more sober and much diminished America. The “Omnipower” and “Indispensable Nation” we heard about in all the hubris and braggadocio following our Cold War victory is history.

Seizing on the crisis, the left says we are witnessing the failure of market economics, a failure of conservatism.

This is nonsense. What we are witnessing is the collapse of Gordon Gecko (”Greed Is Good!”) capitalism. What we are witnessing is what happens to a prodigal nation that ignores history, and forgets and abandons the philosophy and principles that made it great.

A true conservative cherishes prudence and believes in fiscal responsibility, balanced budgets and a self-reliant republic. He believes in saving for retirement and a rainy day, in deferred gratification, in not buying on credit what you cannot afford, in living within your means.

Is that really what got Wall Street and us into this mess — that we followed too religiously the gospel of Robert Taft and Russell Kirk?

“Government must save us!” cries the left, as ever. Yet, who got us into this mess if not the government — the Fed with its easy money, Bush with his profligate spending, and Congress and the SEC by liberating Wall Street and failing to step in and stop the drunken orgy?

For years, we Americans have spent more than we earned. We save nothing. Credit card debt, consumer debt, auto debt, mortgage debt, corporate debt — all are at record levels. And with pensions and savings being wiped out, much of that debt will never be repaid.

Our standard of living is inevitably going to fall. For foreigners will not forever buy our bonds or lend us more money if they rightly fear that they will be paid back, if at all, in cheaper dollars.

We are going to have to learn to live again without our means.

The party’s over

Up through World War II, we followed the Hamiltonian idea that America must remain economically independent of the world in order to remain politically independent.

But this generation decided that was yesterday’s bromide and we must march bravely forward into a Global Economy, where we all depend on one another. American companies morphed into “global companies” and moved plants and factories to Mexico, Asia, China and India, and we began buying more cheaply from abroad what we used to make at home: shoes, clothes, bikes, cars, radios, TVs, planes, computers.

As the trade deficits began inexorably to rise to 6 percent of GDP, we began vast borrowing from abroad to continue buying from abroad.

At home, propelled by tax cuts, war in Iraq and an explosion in social spending, surpluses vanished and deficits reappeared and began to rise. The dollar began to sink, and gold began to soar.

Yet, still, the promises of the politicians come. Barack Obama will give us national health insurance and tax cuts for all but that 2 percent of the nation that already carries 50 percent of the federal income tax load.

John McCain is going to cut taxes, expand the military, move NATO into Georgia and Ukraine, confront Russia and force Iran to stop enriching uranium or “bomb, bomb, bomb,” with Joe Lieberman as wartime consigliere.

Who are we kidding?

What we are witnessing today is how empires end.

The Last Superpower is unable to defend its borders, protect its currency, win its wars or balance its budget. Medicare and Social Security are headed for the cliff with unfunded liabilities in the tens of trillions of dollars.

What we are witnessing today is nothing less than a Katrina-like failure of government, of our political class, and of democracy itself, casting a cloud over the viability and longevity of the system.

Notice who is managing the crisis. Not our elected leaders. Nancy Pelosi says she had nothing to do with it. Congress is paralyzed and heading home. President Bush is nowhere to be seen.

Hank Paulson of Goldman Sachs and Ben Bernanke of the Fed chose to bail out Bear Sterns but let Lehman go under. They decided to nationalize Fannie and Freddie at a cost to taxpayers of hundreds of billions, putting the U.S. government behind $5 trillion in mortgages. They decided to buy AIG with $85 billion rather than see the insurance giant sink beneath the waves.

An unelected financial elite is now entrusted with the assignment of getting us out of a disaster into which an unelected financial elite plunged the nation. We are just spectators.

What the Greatest Generation handed down to us — the richest, most powerful, most self-sufficient republic in history, with the highest standard of living any nation had ever achieved — the baby boomers, oblivious and self-indulgent to the end, have frittered away.

Appetite for Destruction

September 8, 2008
American Conservative

Never have so many shoppers owed so much …

By Andrew J. Bacevich

No less than in 1776, a passion for life, liberty, and the pursuit of happiness remains at the center of America’s civic theology. The Jeffersonian trinity summarizes our common inheritance, defines our aspirations, and provides the touchstone for our influence abroad.

Yet if Americans still cherish the sentiments contained in the Declaration of Independence, they have radically revised their understanding. For the majority of contemporary Americans, the essence of those “inalienable rights” centers on a relentless quest to acquire, to consume, to indulge, and to shed whatever constraints might interfere with those endeavors.

Others have bemoaned the cultural implications of this development. Few, however, have considered how an American preoccupation with “more” has affected U.S. relations with the rest of the world. Yet the foreign-policy implications of our self-indulgence are almost entirely negative. Over the past six decades, efforts to satisfy spiraling consumer demand have given birth to a condition of profound dependency. The ethic of self-gratification saddles us with costly commitments abroad that we are increasingly ill-equipped to sustain while confronting us with dangers to which we have no ready response. As the prerequisites of the American way of life have grown, they have outstripped the means to satisfy them.

The restless search for a buck and the ruthless elimination of anything standing in the way have long been central to the American character. Touring the United States in the 1830s, Alexis de Tocqueville noted the “feverish ardor” of its citizens to accumulate. Yet even as the typical American “clutches at everything,” the Frenchman wrote, “he holds nothing fast, but soon loosens his grasp to pursue fresh gratifications.”

To quench their ardor, Americans looked abroad, seeking to extend the reach of U.S. power. The pursuit of fresh gratifications expressed itself collectively in an urge to expand territorially and commercially. This expansionist project was well begun when Tocqueville’s Democracy in America appeared, most notably through Jefferson’s acquisition of the Louisiana Territory and through ongoing efforts to remove (or simply eliminate) Native Americans.

Preferring to remember their story somewhat differently, Americans look to politicians to sanitize their past. When, in his 2005 inaugural address, George W. Bush identified the promulgation of freedom as “the mission that created our nation,” neoconservative hearts beat a little faster, as they did when he went on to declare that America’s “great liberating tradition” now required the U.S. to devote itself to “ending tyranny in our world.” But Bush was simply putting his own gloss on a time-honored conviction ascribing to the United States a uniqueness of character and purpose. From its founding, America has expressed through its behavior a providential purpose. Renewing this tradition of American exceptionalism has long been one of the presidency’s primary extraconstitutional obligations.

Yet to credit the United States with possessing a liberating tradition is equivalent to saying that Hollywood has a “tradition of artistic excellence.” The movie business is just that—a business. If a studio occasionally produces a film of aesthetic value, that may be cause for celebration, but profit, not revealing truth and beauty, defines the purpose of the enterprise.

The same can be said of the enterprise launched on July 4, 1776. The hardheaded lawyers, merchants, farmers, and plantation owners gathered in Philadelphia did not set out to create a church. They founded a republic. Their purpose was not to save mankind. It was to ensure that people like themselves enjoyed unencumbered access to the Jeffersonian trinity.

In the years that followed, the U.S. achieved remarkable success in making good on those aims. But never during the course of America’s transformation from a small power to a great one did the United States exert itself to liberate others absent an overriding perception that the nation had security or economic interests at stake. From time to time, although not nearly as frequently as we like to imagine, some of the world’s unfortunates managed as a consequence to escape from bondage. The Civil War did produce emancipation. Yet to explain the conflagration as a response to the plight of enslaved African-Americans is to engage in immense oversimplification. Near the end of World War II, GI’s did liberate the surviving inmates of Nazi death camps. Yet for those who directed the American war effort, the fate of European Jews never figured as more than an afterthought.

Crediting the United States with a great liberating tradition distorts the past and obscures the motive behind U.S. foreign policy. To insist that the liberation of others has never been more than an ancillary motive of U.S. policy is not cynicism; it is a prerequisite to self-understanding

If the young United States had a mission, it was not to liberate but to expand. “Of course,” declared Theodore Roosevelt in 1899, “our whole national history has been one of expansion.” TR spoke truthfully. The founders viewed stasis as tantamount to suicide. From the outset, Americans evinced a compulsion to acquire territory and extend their commercial reach.

Depending on the circumstances, the U.S. relied on diplomacy, hard bargaining, bluster, chicanery, intimidation, or naked coercion. We infiltrated land belonging to our neighbors and proclaimed it our own. We harassed, filibustered, and launched full-scale invasions. We engaged in ethnic cleansing. At times, we insisted that treaties be considered sacrosanct. On other occasions, we jettisoned agreements that had outlived their usefulness.

As the methods varied, so did the rationales. We touted our status as God’s new Chosen People, erecting a “city upon a hill” to illuminate the world. We acted at the behest of providential guidance or responded to the urgings of our “manifest destiny.” We declared our obligation to spread the Gospel or to “uplift little brown brother.” With Woodrow Wilson as our tutor, we shouldered our responsibility to “show the way to the nations of the world how they shall walk in the paths of liberty.” Critics who derided these claims as bunkum—the young Lincoln during the war with Mexico, Mark Twain after the imperial adventures of 1898, Sen. Robert La Follette amid “the war to end all wars”—scored points but lost the argument. Periodically revised and refurbished, American exceptionalism only gained currency.

From expansion came abundance. Out of abundance came substantive freedom. Documents drafted in Philadelphia promised liberty. Making good on those promises required a political economy that facilitated the creation of wealth on an enormous scale.

Writing over a century ago, historian Frederick Jackson Turner made the essential point. “Not the Constitution, but free land and an abundance of natural resources open to a fit people,” he wrote, made American democracy possible. William Appleman Williams found an even tighter correlation. For Americans, he observed, “abundance was freedom and freedom was abundance.”

In short, expansion fostered prosperity, which in turn created the environment within which Americans pursued their dreams of freedom even as they argued about just who deserved to share in that dream. The promise—and reality—of ever-increasing material abundance kept that argument within bounds. As the Industrial Revolution took hold, Americans came to count on an ever larger economic pie to anesthetize the unruly and ameliorate tensions related to class, race, religion, and ethnicity. Money became the preferred lubricant for keeping social and political friction within tolerable limits. Americans, Reinhold Niebuhr observed, “seek a solution for practically every problem of life in quantitative terms,” certain that more is better.

This relationship between expansion, abundance, and freedom reached its apotheosis in the aftermath of World War II. Assisted by the fratricidal behavior of the European powers and reckless Japanese policies that culminated in the attack on Pearl Harbor, the U.S. emerged as a global superpower, while the American people came to enjoy a standard of living that made them the envy of the world. By 1945, the “American Century” forecast by Henry Luce only four years earlier seemed miraculously at hand. The United States was the strongest, the richest, and—in the eyes of its white majority at least—the freest nation in the world.

It possessed nearly two-thirds of the world’s gold reserves and more than half its manufacturing capacity. As measured by value, its exports more than doubled its imports. The dollar had displaced the British pound sterling as the global reserve currency, making the United States the world’s money manager. Among the world’s producers of oil, steel, airplanes, automobiles, and electronics, it ranked first.

Militarily, the United States possessed unquestioned naval and air supremacy, underscored until August 1949 by an absolute nuclear monopoly, affirmed thereafter by an indisputable edge in military technology. Immediate neighbors were weak and posed no threat. Adversaries were far away and possessed limited reach.

The two decades following World War II marked the zenith of what historian Charles Maier called the Empire of Production. Unquestioned economic superiority endowed the United States with a high level of strategic self-sufficiency, translating into remarkable freedom of action. In his Farewell Address, George Washington dreamed of the day when the U.S. might acquire strength sufficient “to give it, humanly speaking, the command of its own fortunes.” Strength, the first president believed, would allow the nation to assert real independence, enabling Americans to “choose peace or war, as our interest, guided by justice, shall counsel.” In the wake of World War II, that moment had emphatically arrived.

It soon passed. Even before 1950, the United States had begun to import foreign oil. At first, the quantities were trifling. Over time, they grew. Yet the U.S. continued churning out a never-ending array of goods, its preeminence seemingly beyond challenge.

In the 1960s, however, the empire of production began to come undone. Within another 20 years—thanks to permanently negative trade balances, a crushing defeat in Vietnam, oil shocks, stagflation, the shredding of a moral consensus that could not withstand the assaults of Elvis Presley, “the pill,” and the counterculture, along with news reports that God had died—it had become defunct. In its place, according to Maier, there emerged a new Empire of Consumption. Just as the lunch-bucket-toting factory worker has symbolized the empire of production in its heyday, the teenager, daddy’s credit card in her blue jeans and headed to the mall, now emerged as the empire of consumption’s emblematic figure.

We can fix the tipping point with precision. Prior to the Vietnam War, efforts to expand American power to promote American abundance usually proved conducive to American freedom. After Vietnam, efforts to expand American power continued; but when it came to either abundance or freedom, the results became increasingly problematic.

In retrospect, the economic indicators signaling an erosion of dominance seem obvious. The costs of the Vietnam War—and President Johnson’s attempt to conceal them while pursuing his vision of a Great Society—destabilized the economy, as evidenced by deficits, inflation, and a weakening dollar. In August 1971, Nixon tacitly acknowledged the disarray by devaluing the dollar and suspending its convertibility into gold.

That was only the beginning. Prior to the 1970s, because the U.S. had long been the world’s producer of petroleum, American oil companies determined the global price of oil. In 1972, domestic production peaked and began its irreversible decline. The year before, the prerogative of setting the price of crude had passed to a new producer’s group, the Organization of the Petroleum Exporting Countries.

With U.S. demand for oil steadily increasing, so did reliance on imports. In 1971, after decades in the black, the United States had a negative trade balance. In 1973, and again in 1975, exports exceeded imports in value. From then on, it was all red ink; never again would American exports equal imports.

By the late 1970s, a period of slow growth and high inflation, the still-forming crisis of profligacy was already causing distress. The first protracted economic downturn since World War II confronted Americans with a fundamental choice. They could curb their appetites and learn to live within their means or deploy dwindling reserves of U.S. power in hopes of obliging others to accommodate their penchant for conspicuous consumption. They opted for the latter.

Here lies the true pivot of contemporary American history, far more relevant to our present predicament than events like the fall of the Berlin Wall or the collapse of the Soviet Union. Between the summer of 1979 and the spring of 1983, “global leadership,” the signature claim of U.S. foreign policy, underwent a subtle transformation. Although the United States kept up the pretense that the rest of the world could not manage without its guidance and protection, leadership became less a choice than an imperative. The exercise of global primacy offered a way of compensating for the erosion of dominant economic position. Yet whatever deference Washington was able to command could not conceal the extent to which the U.S. was becoming beholden to others.

On July 15, 1979, Jimmy Carter delivered the first of two pivotal speeches. Although widely regarded as a failed president, Carter, in this instance at least, demonstrated remarkable foresight. He not only appreciated the looming implications of dependence but anticipated the implications of allowing this condition to fester.

In the summer of 1979, inflation had reached 11 percent, 7 percent of American workers were unemployed, and the prime lending rate stood at 15 percent and was still rising. Worse yet, in January, Iranian revolutionaries ousted the shah, resulting in a second “oil shock.” If Carter hoped to win a second term, he needed to turn things around quickly.

The president had originally intended to speak on July 5, focusing his address exclusively on energy. At the last minute, he decided to postpone it. Instead, he spent ten days sequestered at Camp David, using the time “to reach out and listen to the voices of America.” The speech he delivered bore little resemblance to the one he had planned to give ten days earlier. The energy crisis, he suggested, was a symptom of a far greater crisis: “I want to speak to you first tonight about a subject even more serious than energy or inflation. I want to talk to you right now about a fundamental threat to American democracy.”

Carter then proceeded to kill any chance of re-election. In American political discourse, fundamental threats are by definition external. Nazi Germany, imperial Japan, or international communism could threaten the United States. That very year, Iran’s Islamic revolutionaries had emerged to pose another such threat. That the actions of everyday Americans might pose a comparable threat amounted to heresy. Yet Carter dared to suggest that the real danger to American democracy lay within.

The nation was experiencing “a crisis of confidence,” he announced. “It is a crisis that strikes at the very heart and soul and spirit of our national will. We can see this crisis in the growing doubt about the meaning of our own lives and in the loss of a unity of purpose for our nation.” This erosion of confidence threatened “to destroy the social and the political fabric of America.”

Americans had strayed from the path of righteousness. “In a nation that was proud of hard work, strong families, close-knit communities, and our faith in God,” the president continued,

too many of us now tend to worship self-indulgence and consumption. Human identity is no longer defined by what one does, but by what one owns. But we’ve discovered that owning things and consuming things does not satisfy our longing for meaning. We’ve learned that piling up material goods cannot fill the emptiness of lives which have no confidence or purpose.

The American crisis of confidence was an outward manifestation of an underlying crisis of values. Carter implied that he was merely voicing concerns that his listeners already shared: that average Americans viewed their lives as unsatisfying rituals of buying and longed for something more meaningful.

“We are at a turning point in our history,” Carter announced.

There are two paths to choose. One is a path I’ve warned about tonight, the path that leads to fragmentation and self-interest. Down that road lies a mistaken idea of freedom, the right to grasp for ourselves some advantage over others. That path would be one of constant conflict between narrow interests ending in chaos and immobility.

The continued pursuit of this idea of freedom was “a certain route to failure.” The alternative—a course consistent with “all the traditions of our past [and] all the lessons of our heritage”—pointed down “another path, the path of common purpose and the restoration of American values.”

As portrayed by Carter, the mistaken idea of freedom was quantitative: it centered on the never-ending quest for more while exalting narrow self-interest. His conception of authentic freedom was qualitative: it meant living in accordance with permanent values. At least by implication, it meant settling for less.

How Americans dealt with the question of energy, the president believed, would determine which idea of freedom would prevail. With this in mind, Carter outlined a six-point program designed to end what he called “this intolerable dependence on foreign oil.” Although he expressed confidence that the United States could one day regain energy independence, he acknowledged that in the near term “there [was] simply no way to avoid sacrifice.” Implicit in Carter’s speech was the suggestion that sacrifice just might be a good thing. For the sinner, penance must necessarily precede redemption.

As an effort to reorient public policy, Carter’s appeal failed completely. Americans showed little enthusiasm for the president’s brand of freedom with its connotations of virtuous austerity. Not liking the message, Americans shot the messenger.

Carter’s speech did enjoy a long and fruitful life—chiefly as fodder for his political opponents. The most formidable was Ronald Reagan. He portrayed himself as conservative but was, in fact, the modern prophet of profligacy—the politician who gave moral sanction to the empire of consumption. Beguiling his fellow citizens with talk of “morning in America,” Reagan added to America’s civic religion two crucial beliefs: credit has no limits, and the bills will never come due. Balance the books, pay as you go, save for a rainy day—Reagan’s abrogation of these ancient bits of folk wisdom did as much to recast America’s moral constitution as did sex, drugs, and rock and roll.

When it came to confidence, the former governor wanted it known that he had lots of it. In a jab at Carter, he alluded to those “who would have us believe that the United States, like other great civilizations of the past, has reached the zenith of its power” and who “tell us we must learn to live with less.” Reagan rejected these propositions. He envisioned a future in which the U.S. would gain even greater power while Americans would enjoy ever greater prosperity. The sole obstacle was the federal government. His solution was to pare down the bureaucracy, reduce federal spending, and cut taxes.

On one point at least, Reagan agreed with Carter: “The only way to free ourselves from the monopoly pricing power of OPEC is to be less dependent on outside sources of fuel.” Yet Reagan had no interest in promoting energy independence through reduced consumption. When it came to energy, he was insistent: “We must decide that ‘less’ is not enough.”

History remembers Reagan as a fervent Cold Warrior. Yet, in announcing his candidacy, he devoted little attention to the Soviet Union. His language was measured, not belligerent. He did not denounce the Soviets for being “evil.” He made no allusions to rolling back communism. In outlining his views on foreign policy, he focused on his vision of a “North American accord,” an economic union linking the United States, Canada, and Mexico.

He approvingly quoted Tom Paine on Americans having the power to “begin the world over again.” He endorsed John Winthrop’s charge that God had commanded Americans to erect “a city upon a hill.” And he cited (without attribution) Franklin D. Roosevelt’s entreaty for Americans to keep their “rendezvous with destiny.” Reagan did not call on Americans to tighten their belts. He saw no need for sacrifice. He rejected Carter’s dichotomy between quantity and quality. Above all, he assured his countrymen that they could have more.

Despite the advantages of incumbency, Carter suffered a crushing defeat. Reagan carried all but four states and won the popular vote by well over eight million. It was a landslide and a portent.

Reagan’s inaugural address served as an occasion to recite conservative bromides. He made a show of decrying the profligacy of the recent past: “For decades we have piled deficit upon deficit, mortgaging our future and our children’s future for the temporary convenience of the present. To continue this long trend is to guarantee tremendous social, cultural, political, and economic upheavals.” He vowed to put America’s economic house in order: “You and I, as individuals, can, by borrowing, live beyond our means, but for only a limited period of time. Why, then, should we think that collectively, as a nation, we’re not bound by that same limitation?” Reagan reiterated an oft-made promise “to check and reverse the growth of government.”

He would do none of these things. In each case, he did just the reverse. During the Carter years, the federal deficit had averaged $54.5 billion annually. During the Reagan era, deficits skyrocketed, averaging $210.6 billion over the course of Reagan’s two terms. Federal spending nearly doubled, from $590.9 billion in 1980 to $1.14 trillion in 1989. The federal government did not shrink. It grew, the bureaucracy swelling by nearly 5 percent.

To call Reagan a hypocrite is to miss the point. The Reagan Revolution was never about fiscal responsibility or small government. Far more accurately than Carter, Reagan understood what made Americans tick: they wanted self-gratification, not self-denial. Although always careful to embroider his speeches with inspirational homilies and testimonials to old-fashioned virtues, Reagan mainly indulged American self-indulgence.

There was a revolution; it just had little to do with the tenets of conservatism. The true nature of the revolution becomes apparent only in retrospect. Reagan unveiled it in remarks that he made on March 23, 1983. History remembers this as the occasion when the president announced his Strategic Defense Initiative. Embedded in Reagan’s remarks were two radical propositions: the minimum requirements of U.S. security required a status akin to invulnerability and modern technology was bringing this utopian goal within reach. Star Wars introduced into mainstream politics the proposition that Americans could be safe only if the United States enjoyed permanent global military supremacy. Here was Reagan’s preferred response to the crisis that Carter had identified. Here, too, can be found the strategic underpinnings of George W. Bush’s global war on terror.

Whereas Carter had summoned Americans to mend their ways, Reagan obviated any need for soul-searching by inviting his fellow citizens to carry on. For Carter, ending American dependence on foreign oil meant promoting moral renewal at home. Reagan—and Reagan’s successors—mimicked Carter in bemoaning the nation’s growing energy dependence but did next to nothing to curtail that dependence. Instead, they wielded U.S. military power to ensure access to oil, hoping thereby to prolong the empire of consumption. Carter had portrayed quantity (the American preoccupation with what he had called “piling up material goods”) as fundamentally at odds with quality (authentic freedom as he defined it). Reagan reconciled what was, to Carter, increasingly irreconcilable. In Reagan’s view, quality (advanced technology converted to military use by highly skilled soldiers) could sustain quantity (a consumer economy based on the availability of cheap credit and cheap oil).

A consensus emerged based on the conviction that the American military could dominate the planet as Reagan had proposed to dominate outer space. In Washington, confidence that a high-quality military establishment, dexterously employed, could enable the U.S., always with high-minded intentions, to organize the world to its liking became a self-evident truth. In this malignant expectation—not in any of the conservative ideals for which he is retrospectively venerated—lies the essence of the Reagan legacy.

By the end of his presidency, 41 percent of the oil consumed domestically came from abroad. It was during his first term that growing demand for Chinese goods produced the first negative trade balance with that country. In the same period, Washington—and the American people more generally—resorted to borrowing. The U.S. had long touted its status as a creditor nation as a symbol of overall economic strength. That, too, ended during the Reagan era. Even as the United States began accumulating trillions of dollars of debt, the inclination of individual Americans to save began to disappear. For most of the postwar era, personal savings had averaged a robust 8-10 percent of disposable income. In 1985, that figure began a slide toward zero.

American profligacy during the 1980s had a powerful effect on foreign policy. On one hand, Reagan’s willingness to spend without limit helped bring the Cold War to a peaceful conclusion. On the other, American habits of conspicuous consumption drew the U.S. ever more deeply into the vortex of the Islamic world, saddling an increasingly debt-ridden and energy-dependent nation with commitments it could neither shed nor sustain.

Yet it would be a mistake to imply that there were two Reagans—the farsighted statesman who won the Cold War and the chucklehead who bollixed up U.S. relations with the Islamic world. Cold War policy and Middle Eastern policy did not exist in separate compartments. Reagan-era exertions undertaken to win “World War III” inadvertently paved the way for “World War IV,” while leaving the United States in an appreciably weaker position to conduct that struggle.

Reagan never questioned the proposition that the American way of life required ever larger quantities of energy. Since satisfying American demand by expanding domestic oil production was never anything but a mirage, Reagan instead crafted policies to alleviate the risks associated with dependency. The splendid army he helped create found eventual employment not in defending the West against totalitarianism but in trying to impose an American imperium on the Persian Gulf.

Whatever their professed ideological allegiance, Reagan’s successors have all adhered to the hallowed tradition of decrying America’s energy dependence without taking any meaningful action to address this addiction. That Americans might shake the habit by choosing a different course is a possibility few are willing to contemplate. After all, as George H.W. Bush declared in 1992, “The American way of life is not negotiable.”

The presidents who followed have relied increasingly on military power to sustain that way of life. The unspoken assumption has been that profligate spending on what politicians euphemistically refer to as “defense” can sustain profligate domestic consumption of energy and imported manufactures. That the antidote to our ailments might lie within rather than on the other side of the world received no consideration at all.

The events of Sept. 11, 2001 only hardened this disposition. Donald Rumsfeld summarized the prevailing view: “We have two choices. Either we change the way we live, or we must change the way they live. We choose the latter.”

As it trained its sights on modifying the way “they” lived, the Bush administration looked to America’s Armed Forces as its agent of change. Through a war of liberation, the United States intended to convert Iraq into what Paul Wolfowitz termed the first Arab democracy. Yet, as they prepared for a showdown with Saddam, Wolfowitz and others in the administration were looking beyond Baghdad. Iraq only qualified as an interim objective. The ultimate purpose was to transform a huge swath of the Islamic world from Morocco through Pakistan and Central Asia to Indonesia and the southern Philippines. Here was an imperial vision on a colossal scale, a worthy successor to older claims of “manifest destiny” or an American mission to “make the world safe for democracy.”

One might have thought that implementing such a vision would require sustained and large-scale national commitment. “War costs money,” Franklin D. Roosevelt reminded his countrymen after Pearl Harbor. “That means taxes and bonds and bonds and taxes. It means cutting luxuries and other non-essentials.” At the outset of its war on terrorism, the Bush administration saw things differently. Even as the U.S. embarked on a global conflict expected to last decades, the president reduced taxes. Rather than asking Americans to trim their appetite for luxuries, he called on them to carry on as if nothing had occurred. Barely two weeks after the World Trade Center collapsed, the president was prodding citizens to “Fly and enjoy America’s great destination spots. Get down to Disney World in Florida.” As late as December 2006, with the situation in Iraq looking grim, the wartime president noted with satisfaction that the holiday spending binge was off to “a strong beginning.” Yet he summoned Americans to make even greater exertions: “I encourage you all to go shopping more.”

The role allotted to the American people was to pretend that the conflict did not exist. Despite claims that his would be a generational struggle, the president never considered restoring the draft. Nor did he expand the size of the Armed Forces. This guaranteed that the 0.5 percent of the population that made up the all-volunteer force would bear the brunt of any sacrifice. With only a handful of dissenters, the remaining 99.5 percent of Americans happily endorsed this distribution of effort.

Predictably, as the scope of military operations grew, so did the level of military spending. During the Bush years, the Pentagon’s budget more than doubled, reaching $700 billion by 2008. Unlike in Operation Desert Storm when Germany, Japan, and friendly Gulf states ponied up tens of billions, the burden fell entirely on Washington.

Less predictably, although perhaps not surprisingly, spending on entitlements also rose in the years after 9/11. Abetted by Congress, the administration conducted a war of guns and butter, including huge increases in Medicare and Social Security. The federal budget went into the red and stayed there.

In the name of preserving the American way of life, President Bush and his lieutenants committed the nation to a breathtakingly ambitious project of near global domination. Hewing to a tradition that extended at least as far back as Jefferson, they intended to expand American power to further the cause of American freedom. Freedom assumed abundance. Abundance seemingly required access to cheap and abundant oil. Guaranteeing access to that oil demanded that the U.S. remove all doubts about who called the shots in the Persian Gulf.

Yet that way of life, based for at least two generations on an ethic of excess, drastically reduced the resources available for such an all-encompassing imperial enterprise. Encouraged by President Bush to attend to their personal priorities, Americans lost no time disengaging from the war he had launched. While soldiers fought, people consumed. With the United States possessing less than 3 percent of the world’s known oil reserves and Americans burning one out of every four barrels of petroleum produced worldwide, oil imports reached 60 percent of daily national requirements and kept rising. The personal-savings rate continued to plummet. In 2006, total public debt topped $9 trillion, nearly 70 percent of the gross national product.

In February of that year, a provocative article in the New York Times Magazine posed the question, “Is freedom just another word for many things to buy?” Through their actions after 9/11, as before, tens of millions of Americans answered in the affirmative. Given the extent to which consumption had become the driveshaft of the global economy, the Bush administration welcomed the average citizen’s inclination to ignore the war and return to the mall.

Yet once the Iraq War demonstrated the shortcomings of shock and awe, there was no obvious way to reconfigure the empire of consumption into an empire of global liberation. The horrors of Sept. 11 notwithstanding, most Americans subscribed to a limited-liability version of patriotism, one that emphasized the display of bumper stickers in preference to shouldering a rucksack.

As conditions in Iraq worsened, the disparity between pretensions and capacities became painfully evident. A generation of profligacy had produced strategic insolvency. The administration had counted on the qualitative superiority of U.S. forces compensating for their limited numbers. The enemy did not cooperate. And although the United States is a wealthy nation with a population of over 300 million, closing the gap between means and ends posed a daunting task. By February 2005, Max Boot was suggesting that the armed forces “open up recruiting stations from Budapest to Bangkok, Cape Town to Cairo, Montreal to Mexico City.”

The United States had a shortage of soldiers; it also lacked funds. The longer the wars in Iraq and Afghanistan raged, the more costly they became. By 2007, to sustain its operations the U.S. command in Baghdad was burning through $3 billion per week. That same year, the overall costs of the Iraq War topped the $500 billion mark, with some estimates suggesting that the final bill could reach $2 trillion.

Although these figures were widely reported, they had almost no political impact in Washington, indicating the extent to which habits of profligacy had become entrenched. Congress responded to budget imbalances not by trimming spending or increasing revenues but by raising the debt ceiling by $3.015 trillion between 2002 and 2006. Future generations could figure out how to pay the bills.

All this red ink finally began to generate nervous speculation about a coming economic collapse comparable in magnitude to the Great Depression. Americans continued to insist, however, that the remedy to the nation’s problems lay in the Persian Gulf rather than at home. The slightest suggestion that the United States ought to worry less about matters abroad and more about setting its own house in order elicited from the political elite shrieks of “isolationism,” the great imaginary sin to which Americans are allegedly prone. Yet beginning to put our house in order would be to open up a whole new array of options, once again permitting the United States to “choose peace or war, as our interest, guided by justice, shall counsel.”

Long accustomed to thinking of the U.S. as a superpower, Americans have yet to realize that they have forfeited command of their own destiny. The reciprocal relationship between expansionism, abundance, and freedom—each reinforcing the other—no longer exists. If anything, the reverse is true: expansionism squanders American wealth and power, while putting freedom at risk. As a consequence, the strategic tradition to which Jefferson and Polk, Lincoln and McKinley, TR and FDR all subscribed has been rendered not only obsolete but pernicious.

Rather than confronting this reality, American grand strategy since the era of Reagan, and especially throughout the era of George W. Bush, has been characterized by attempts to wish reality away. Policy-makers have been engaged in a de facto Ponzi scheme intended to extend indefinitely the American line of credit. The fiasco of the Iraq War and the quasi- permanent U.S. occupation of Afghanistan illustrate the results and prefigure what is yet to come if the crisis of American profligacy continues unabated.

Andrew J. Bacevich teaches international relations at Boston University. This essay is adapted from The Limits of Power: The End of American Exceptionalism by Andrew J. Bacevich. Reprinted by arrangement with Metropolitan Books, an imprint of Henry Holt and Company, LLC. Copyright © 2008 by Andrew J. Bacevich.

Not a program, but a ‘philosophy’

September 5, 2008
Union Leader

BEDFORD – New Hampshire could set the national agenda for education after the November election, even as the state struggles with funding shortfalls, according to a top education official.

Speaking before a luncheon of retired school administrators, the sitting New Hampshire education commissioner warned that education funding increases might be ineffective.

Commissioner Lyonel Tracy yesterday said officials must ensure that more money from the state is not used to offset local taxes.

“Let’s say every year we give more and more money to this education formula,” Tracy said. “What it looks like is that we’re spending more and more money on education and we might not be spending more and more money on education. Because if a town gets an additional $500,000, they can look at that $500,000 and say, ‘Yeah, good, that means that’s $500,000 we don’t have to contribute that we would have if we didn’t get it.’”

So far, the Legislature has met two of four Supreme Court mandates. It has defined an adequate education and has estimated that it will cost about $1 billion, according to Tracy.

Next, the Legislature must find a way to raise that amount and show how it will hold itself and schools accountable for what they do with it.

“I was just trying to emphasize that with the formula the way it is it wouldn’t really help to have an additional funding source if it isn’t going to go to direct instruction to students,” Tracy said.

He said the Department of Education itself had struggled with decreased funding and had never fully recovered from a series of cuts in 2003, two years before he become commissioner. The department lost $5 million for testing over 2004 and 2005 and had the number of state-funded positions shrunk from 93 to 66.

The department today has 309 positions total. In addition to the 66 paid by the state, 212 depend on federal funding while the remainder draw their salaries from other sources, according to an organizational chart.

Despite funding challenges at home, Tracy said New Hampshire educators are poised to set an example for the rest of the country and influence the next national reform of education.

He said every school district in the Granite State has embraced a new approach to education which takes into account the “whole child.” Tracy said the initiative, known as “Follow the Child,” addresses four areas of growth: physical, personal, social, and academic.

“You need to know their physical, personal, social, and academic skills right off so that you can now make sure that you’re contributing to the education and health of kids,” Tracy said.

Over time, he said educators should “follow” children as they grow in those four areas. “Unless you start and finish with the child then you are not properly assessing your successes in education,” he said.

The model, he added, could be adopted at the national level in the next round of education reform, after November general election.

Tracy was the featured speaker at the SERESC Conference Center in Bedford. He sat on a panel with several of his predecessors, including Nicholas Donahue, Elizabeth Twomey, John MacDonald, and Robert Brunelle. The previous commissioners talked briefly about their tenures and their subsequent work in education. A sixth panelist was Joseph Cronin, a former state superintendent of education in Illinois.

The panel and luncheon were hosted by the New Hampshire Administrators Association.

###

Note: The state of NH spent $1.3M in funding to promote ‘Follow the Child’. We were told that FTC is not a program but a ‘philosophy’. Included was payment of $250K to one Russell Quaglia, school ‘reformer’ and ‘consultant’, (www.qisa.org) who promotes himself as an ‘expert’ on ’student aspirations’ for administering surveys to the children to find out how well they liked school as part of the ‘whole child’ examination. The NH Dept of Education could not produce any textbooks or materials that would be used in the program and stated that “Follow The Child is not a prescribed set of uniform measures, but rather a vision for child-centered learning that can be met as each school and district best sees fit.”

The voters already had their say

August 30, 2008
Keene Sentinel

The voters already had their say

To The Sentinel:

The Monadnock Regional School District will hold a special vote for a teachers contract on Sept. 9.

The March 11, warrant article for a teachers contract was defeated by the district voters.

The school board, administration and teachers union could have included a warrant article asking for a second vote if the teachers contract was not approved.

They chose not to do this and therefore the next district vote would be March 2009.

Instead, they choose to petition the court and ask for an emergency vote. This time, the voters had to rely on one judge to deem whether this new vote was indeed an emergency.

It is interesting to know that Senator Molly Kelly, and Governor Lynch, both Democrats, had an invitation from the Chairman of the school board to view the middle/high school without the full school board being aware of the visit.

Soon after, the district petitioned the court for an emergency vote.

The judge hearing such cases in Cheshire County comes from a liberal, activist Democratic law firm, and was appointed to the court by Governor Lynch in October 2007.

Questions come to mind. Why the semi-secret meeting at the school with no minutes recorded, and when the public asked questions about the visit, the school board refused any answers?

Why was the Republican state representative not invited?

And if it was an emergency, why did the court take from June 12 to July 14 to issue a ruling?

There were three interveners to this petition, Sullivan, Fitzwilliam and the Monadnock Schools Taxpayers Association (MSTA), all arguing against any emergency.

After the ruling, there were five motions of reconsideration, and injunctive relief based on legislative RSAs for notice requirements to the public.

The court choose to go forth with a special meeting stating only that there was an emergency.

The taxpayers association totally disagrees with the decision, but the court must be respected.

If you the voters believe that the vote on Sept. 9 is truly an emergency, consider what you are basing your decision on.

Could it be teachers attending class with Home Depot aprons on? Could it be the teachers intimidating students to have parents vote for a new contract or the teacher will be out of a job?

Perhaps it was the Friday sick out when 29 teachers refused to come to school.

Was it the posters the students were allowed to make during class time in support of teachers, and then encouraged and permitted to go outside and picket while teachers watched? It seems like it’s all about the teachers.

The school board tells you the new contract is different then the March 2008 teachers contract that voters did not approve.

Not so.

For starters, early retirement does not end. You the taxpayer are obligated until 2016 in funding it. The town of Sullivan has a pending litigation in Superior Court due to be heard the second week of September.

The town is challenging the legality of teachers early retirement, which has been going on since 2001. Five to seven teachers a year are allowed to receive up to $25,00 to stay home, away from school.

This all is funded for by you the taxpayer for seven years.

And you never were warned.

The school board and administration would like you to pass this new version of the teachers contract on Sept 9. That would mute the Sullivan court case and you the taxpayer are the loser.

As the wife of the president of the Monadnock Schools Taxpayers Association, I know that Mr. Bauries takes constant abuse regarding the issues when he and other association members take a stand. Most come from people remaining anonymous in their assaults. You may disagree with his position, but no one can question his facts. He does his homework and documents the information.

There is no emergency. Teachers are getting a paycheck.

They still get 90 percent of their health care paid for by you the taxpayer.

They get the summer off. And remember, this is the same union that refused to allow the district to change health care carriers, which would have saved you the taxpayer $850,000 a year.

At what point does the district March 2008 “no” vote count? You decide, as for me I stand by the recommendation of the taxpayers association in voting “no” on this contract.

PATRICIA BAURIES
Swanzey

Teacher Bonus Shock

August 29, 2008
New York Post

In roughly 40 schools out of 205 participating in the first-year bonus program, teachers will be paid for their contribution to their students’ success, a merit-pay approach Schools Chancellor Joel Klein has advocated but the teachers union has slammed.

Despite having the option of splitting the bonus money equally among staffers so each would get $3,000, a four-person committee at PS 132 in The Bronx chose to split it unevenly, ranging from $200 to $5,000, according to Principal Anissa Chalmers.

“Instead of awarding money based on title, we began to award money based on impact on individual student achievement,” she said.

Teachers at one of the schools that had opted into the program, MS 246 in Brooklyn’s Flatbush section, were so deadlocked that they ultimately had to forfeit the extra cash.

William Slotnik, director of a Massachusetts-based organization that studies teacher compensation, said the division among teachers is surprising.

“Usually on an effort like this, the first go-round normally gets divided equally based on the number of positions,” he said. “It’s less controversial, it builds a better sense of harmony, and it’s safer for all involved.”

Because of remarkable gains in student test scores this year, most of the schools that participated in the privately funded, $20 million program are expected to meet their targets.

N.Y. SAT Scores Dropped Slightly in 2007

August 27, 2008
New York Sun

ALBANY — New York high school students planning to go college scored slightly lower in the SAT entrance tests last year than they did the year before.

The statewide average score in critical reading, formerly called the verbal test, was 488 in 2007, down from 491 a year before. The math score was 504, compared to 505.

A perfect score in each test is 800.

Nationally, scores were flat. The critical reading average was 502 and the math average was 515 for a total of 1,017.

New York’s average total score dropped to 992 from 996.

But more New York students took the test in 2007 — 160,875 — compared to 157,591 the year before.

More minority students also took the test, a key part of how colleges judge prospective students for admission.

OFF THE ‘CHARTERS’ - Outstanding School Gains

June 25, 2008
NY Post

Charter schools are flying high - with nearly 85 percent of students meeting or exceeding standards in math, and 67 percent in English.

The gains have Mayor Bloomberg and Schools Chancellor Joel Klein crowing.

“These outstanding gains made by students in charter schools this year show what a great choice these schools are providing for thousands of families across the city,” said Bloomberg.

“Results like these are especially gratifying for those of us who worked last year to convince lawmakers in Albany to increase the cap on the number of charter schools we can open.”

For the third straight year, charter-school students in Grades 3 through 8 outperformed their district counterparts statewide and in the city on the state’s math and English-language-arts exams.

“Charter schools in New York City immensely benefit the 18,000 children who attend them and remind the rest of us what is possible in public education,” said Klein.

“Our charter schools serve a higher percentage of poor and African-American and Hispanic kids than other city schools, yet their students are scoring at the same level in reading as the rest of the state and at higher levels in math.

“These results are proof that all children, irrespective of their background, can succeed if given the opportunity.”

Among those with sky-high scores were the Carl C. Icahn Charter in The Bronx and the Brooklyn Charter School.

At Icahn, 100 percent of third-, fifth-, sixth- and seventh-graders met state standards in math.

Icahn principal Jeff Litt credited the school’s performance - which ranked in the top seven among charter schools nationally - to a “no-excuses” culture, small class sizes and dedicated teachers and parents.

“High academic achievement is something that is absolutely expected here,” he said. “We don’t teach generically.”

Litt also noted that charter schools have more flexibility.

“Instead of being rules-based you’re outcomes-based,” he said.

Former New York Giant NFL star Tiki Barber - a board member at The Harlem Village Academy Charter School - also weighed in on the super performances.

“[The] entrepreneurial approach to education reform is raising the bar for urban academic achievement,” he said.