Good job on this short piece, Mike. I am disapointed not to see anything on parent's involvement. Good teaching is not a panacea.

I am trying to figure out which is more disappointing: The continued failure of our schools, teachers, administrators and students or the fact that the president of the BOE is "shocked". Another reason to elect a board and hold everyone more accountable. Do our teachers/administrators deserve a raise now?? If I performed my job this poorly year after year after year....I'd be fired. Now we can cue the diversity excuses as has been the crutch used for the past number of years. And yes "know more" I couldn't agree more, parents are to blame as well. So what's the plan Ms. McCormack?

Interstesting point Know More. Are you suggesting that children's academic performance could be tied to parental involvement. I tend to agree. However, you pose a good question...at the top performing schools how involved are parents of disadvantaged kids? Is it any different or the same? This would be great to know and if the answer is "very involved" as one would think, then what are their best practices that they can share with other schools?

I think you need 6 things to bring about organizational change:
1 a clear vision
2 exceptional leadership
3 acknowledging the need to change
4 having the willingness to change
5 having the ability to change
6 having the tools to change

#1 comes from the BOE. #2 is the BOE, the Superintendent and the Central Office. #3 is everyone, including the taxpayers. #4 concerns me the most right now.

The district has far to go to bring our schools up to par and ensure children's success across the board. Know More makes a great point: family involvement is key to children's success. http://www.uknow.gse.harvard.edu/community/CF2-2.html

Montclair parents think every possible study should be included in the curriculum. That is great in theory, but it places the pressure directly on and only on the student. I think the concentration needs to be on the basics. I am amazed at the college level amount of homework these children bring home. I know the world is much more competitive now, but I think many of the elective's can become a distraction.
These kids need a break. They need to focus on what counts and not be all things to all people.

I moved to Montclair in '93 and have been hearing this same achievement gap nonsense for 20 years. the students that study and work had perform well in school, regardless of their race or poverty level. The students that hang out on the streets do not.
As far as poverty, to stay out of the generational poverty do this:
1. Graduate from high school
2. Graduate from college (2 or 4 year)
3. Get a job
4. Get married
5. Have kids

If you do that in the correct order, poverty takes care of itself. This is not too much to ask.

"the students that study and work had perform well in school, regardless of their race or poverty level..." "If you do that in the correct order, poverty takes care of itself. This is not too much to ask." These could be two of the most misinformed statements I've ever seen on Patch, and ones whose embrace has pernicious effects. For now, we'll leave aside the marriage-and-kids cult. We'll leave aside the fact that there ARE NO JOBS to be had -- the capitalist class has found a way to make record profits with high unemployment - they're not going to start hiring people out of the kindness of their heart. We'll leave aside for now the linear, credential attitude we have toward education and success, education as simply labor force production. Let's simply focus on the "work hard an dyou can do anything" Horaito Alger myth you're shoveling.

When we swallow the bootstraps/meritocracy achievement ideology, we have already failed before we even start. The data you see above reflect systemic, and structural inequalities in American society that, until solved, will limit the effect of anything done in schools (not to zero, but make a ceiling). The people who make it in spite of these structural processes are exceptions and not rules, yet get shown as examples that reinforce the myth -- i.e. we normalize exceptions and then say the problem must be the schools/teachers.

(continuing)

More standarized testing will NOT improve learning in any school!

The obsession, the near mantra of "a good teacher is the biggest in-school factor affecting student learning" (as if this is some kind of revelation)

Let's assume the data are true. Let's assume we're not "juking the stats" (fans of The Wire will recall that behavior). Let's also leave aside conversations about testing in general (for now). (Also, I believe none of the data was from HSPA scores, only K-* scores). What I fear is that what we are seeing is the framing of a crisis (manufactured or not) as an excuse for implementing visions and policies that will negatively affect our schools, and essentially move us to a teach-test-repeat factory (which will prepare the good little workers neoliberal technocrats desire - managers for whatever spots do remain, and an army of pliant underemployed lower test scorers exploited out of fear of unemployment). Just as recent (partly manufactured) economic crises have served as excuses for austerity in larger society (or as phony fears of communism cut down on free speech in decades past, or as 9/11 brought us the PATRIOT Act, etc.), the "achivement gap" -- which should probably be called the equity gap or the opportunity gap -- will be the context for transforming schools in a manner most nefarious.

Go look up what happens to focus/priority schools if they don't get the scores up - go see what "turnaround" really means. Principals and staff fired, longer school days, and even closings and charterization. (continuing)

first to finish the incomplete thought above - The obsession, the near mantra of "a good teacher is the biggest in-school factor affecting student learning" (as if this is some kind of revelation) ignores the quite large piece of that pie taken up by out-of-school factors. And loathe to solve social ills as we are in this country, we proceed with easier, simpler, phony "quantifiable" solutions.

Folks - "college and career readiness" sounds innocuous and apolitical but it is the slogan of the army that has prepared for you the Trojan Horse of the Common Core and the assault of the testing juggernaut.

This is why very good teachers like myself all over America are seriously contemplating professional alternatives.

Welcome to the new Montclair.

I don't think that we can characterize our schools as failures when a significant majority of the students continue on to highly competitive colleges/universities. The results publicized last night are obviously a cause for concern, but there is plenty of blame to go around.
I'm no real supporter of giving the teachers raises (although some are worth more than their weight in gold), but they can only do so much with what comes into their classrooms. They cannot follow the kids home to do work, they cannot make sure that the kids are reading nightly, or studying, and they certainly are not the primary persons to look for when it comes to instilling a sense of values. Yes, they have a crucial role in the education of the kids, but people who are "shocked" by the results of the tests really need to take a look at themselves first before they start playing the blame game.

However, MacCormack added these resources will rely on the work of teachers.

“You’ve got to have time for the teachers to plan together and use that data productively together to inform instruction,” said MacCormack. “You’ve got to have time for staff and instructional time for students to meet, and for that staff to target those student needs.”

Dr. MacCormack appears to be all in on teachers having the solutions to or the blame for the achievement gap, which is consistent with the Broad Academy alumni. I'm sure there are several factors behind the achievement gap. What are the others? What is she doing to address the others?

The School Board needs to reflect on their role in Montclair's achievement gap. They've been trimming the budget the last few years. Did that help or hurt the achievement gap? Did the cuts in certain areas help or hurt the achievement gap? Did bringing back large groups of special education students help or hurt the achievement gap? I'm sure there's much more they could reflect on.

Mr. Ford. You are absolutely correct, but I think you are wrong to think we blame the teachers. It's truly a shame that is how you perceive the issue. Yes, as taxpayers, we want to see the best return on our investment. But indiscriminately providing more money for failing schools appears to be an exercise in futility.

At birth, we all have an equal capability to excel at academics. What we don't have is an equal opportunity, to which you accurately stated. Personally, I feel the gap grows mostly at the home, but this too is not the fault of the parents or parent (unfortunately in too many cases). Certainly a family with a stay-at-home parent who has the time to assist and push their child as the other working parent makes it possible to afford to send their children to the Kumon's and the Kaplan's, are at a huge position of advantage. Certainly, we can not expect even the most talented educators to do more than put a small dent in this gap.

So how do we go about fixing this societal inequity? Providing additional money for teachers may not be the optimal use of our limited tax dollars. Especially for example, when no one at home is available to pick these kids up from after school tutoring. Likewise, many parent(s) need to value their childrens' educations and push them harder to value their own education.

(continued)

I've been an advocate of Montclair getting control of their property taxes (and especially the insane debt service where our money is not spent on services rather it goes to our bond holders). Continued increases serve to make it even more unlikely that parents of these disadvantaged children will succeed as they will have to spend even more of their precious time (that could have been spent on building family values) working to cover their tax nut. Likewise, as more and more of our tax dollars go to cover scholarships, such as the much needed support for the Community Pre-K or for extended hours at the library, Montclair could become less attractive to those with the means to afford to live there.

I certainly can't fool myself into believing that I know what the optimal solution to the gap is, but I'm fairly certain that blaming our teachers is certainly not going to help solve the problem. Perhaps the limited resources that we do spend narrowing the opportunity gap could be better put to use in assisting the parents?

Brian,

These reformers (or private school/w public funding advocates) are certainly not very popular in Montclair. I think you need not worry so much about them HERE. Likewise, if the people of Montclair had the freedom to vote on the BOE and the budget, I feel it ismuch more likely that teach-to-the-test administrators would never be hired. The constituents need to stop believing the lies that are generated by the ATB advocates and the League of Women Voters every time the issue comes up for a vote. Then again, Karen Turner is Rush Limbaugh with a sex change.

I need to make a correction to the article: Montclair does not have any Priority Schools, as stated in the original post.

Hillside Elementary, Mount Hebron Middle School, Northeast Elementary School and Renaissance at Rand Middle School were incorrectly labeled Priority Schools. The four schools rather have not met their yearly progress targets for student proficiency.

-- MCD

Ms. Rubenstein,
Get ready for more testing. Superintendent MacCormack thinks that to close the achievement gap, that Montclair will need to standardize test our children until they can only take tests, but actually not think for themselves. If this is the type of citizen that the Montclair BOE wants to help create, then by all means, this superintendent is the person for the job. A town of test-takers.

And lo and behold, what effect will that have on the teaching? Well, teachers will teach to save their jobs...teach to the test. We'll see if this method (proven by educational research to be completely misinformed and faulty) will close any achievement gap, or put the US's educational system back on the map (hint: it won't).

This will be a scorched earth policy by this Super. Ram reform down throats, and she'll be gone and leave the teachers, admins and parents to pick up the pieces. All the while the BOE will remain "shocked". "Shocked" about surpluses and "shocked" by achievement gaps, and school surpluses? Asleep at the wheel, more like it.

A diverse school can become a "Focus" school by having its top quintile do *really* well relative to counterparts statewide. That's the case in at least one of the "Focus" schools. That doesn't make the school one of the "worst performing schools in the state." It says more about the state as a whole (i.e., that most districts and schools are homogenous, demographically speaking) than about the schools designated as "Focus" schools.

And also, take a moment to think about this: if a high-performing top quintile is actually part of the problem, what sort of unintended consequences might the brainiacs behind "educational reform" have unleashed by coming up with these criteria and this category?

That is some long winded rhetoric. Imagine you two at the board meetings. They would have to name them the "bored" meetings.

Brian - I would love for you to broaden your academic horizon, stretch your mind and not think everything is a conspiracy by the "Capitalists" I also hope you are not trying to brainwash the students at MHS. Here are some good articles about this very issue:
1.http://townhall.com/columnists/walterewilliams/2012/10/17/poverty_nonsense/page/full/
2.http://www.nationalreview.com/articles/297176/debunking-racism-myths-thomas-sowell

Would love to hear your response.

Maybe if they start actively investigate and remove all the students who are actually from Newark and the Oranges, we could have less distraction, less bullying, less intimidation, more innocence and higher academic performance numbers for the district. My taxes should not be covering this influx of kids who illegally sneak into our schools from down the hill in Newark, EO and Orange.

"At birth, we all have an equal capability to excel at academics. "

Do you really think so? That there is no such thing as native ability or lack thereof, that IQ tests are all wrong? I don't think all kids are equally capable, but all kids should be challenged to go as far as they can. Does that mean that every kid will end up in AP Calculus? No.

There will always be an achievement gap, maybe more so here in heterogeneous Montclair than in other communities whose scores may be more uniformly low or high relative to ours.

The board mentioned a few times last night that they are volunteers and should not be criticized. We respect and celebrate volunteerism, everyone does. But if one were to volunteer for Habitat for Humanity, for example, but stole all of the nails and pulled down the frame that everyone else worked hard to build, do we celebrate that?

I arrived a bit late last night, so maybe someone can answer a question: I understand that Ms. MacCormack has described the 4 new Dean of Student positions as teaching positions. Does anyone know what classroom responsibilities they will have? Will they be paid as teachers, or as principals?

On slide 6 of Dr. MacCormack's report there's a table that provides the data that is the source for this article. The document appears to originate with the NJ DOE page devoted to Title I ESEA Waiver Accountability. It's a useful document. Problem is, it conflates all the district assessment data into one table, and there are no equivalent documents from previous years available to compare with this document (apparently, all of the documents in this part of the NJ DOE site are password-protected and thus not available to mere citizens).

So, question for Dr. MacCormack and central office: can you PLEASE provide previous years' versions of the document you present in this year's report (slide #6)? Otherwise, we have no way of comparing this year's performance data with previous years. Please consider making these documents available on the district's site. Thank you.

Standardized tests are junk science, invalid to measure achievement, tchr effectiveness, subject to errors, judging all kids in numerical order when each child is different. High-stakes tests are bogus, passed-off as scientific, just happen to always show that black, hispanic and poor kids are "low-achievers" and their teachers "ineffective." Scores on such tests follow family income---higher income, higher test scores--low income/high income gap is several times greater than white/black gap, poverty is the issue, not race. Standardized tests direct blame to race. Standardized tests/uniform curric are not the tools needed by poor students to propel achievement or to grow into young adults who will become college and career ready. Age appropriate and exploratory curric needed to raise curious, creative, thoughtful kids. Career-ready? Anyone know what the job market will demand 15 yrs from now? We can make progress in cog dev if we teach all kids in the here and now based in the knowledge, interests, needs, conditions, and strengths they bring with them to our classrooms. Common Core is not a kid-friendly, locally-based way of tching and learning, forced on pub schls without any local piloting; minimal canned learning misrepresented as "high standards." No achievement gap can be closed this way. Pub schls can bring out the best in kids if their teachers begin from where students are, draw out their thought, speech, interests through complex projects, not simplex testing.

Mr. Simon,

I hesitate to think Ms. MacCormack will do so. When one has an agenda, when one's "listening and learning tour" is simply "listening" but then decreeing without community debate, I don't think she cares about whether the stats are put in their proper context. There is an effort to portray the district as performing a whole lot worse than it may be, so as to ram those "reforms" through. I don't doubt there are many areas of improvement necessary. But I do doubt the validity and the stats provided about Montclair's shortcomings.

Following on Ira's comment above, I have to say that I'm beginning to see the impulse that drives some parents away from public schools and toward quality private schools if they can afford it. The best private schools approach their educational obligations more broadly & holistically, and they provide safe-haven from the constant standardized-testing regime. Wouldn't it be great if we could somehow allow the Montclair *public* schools to function in this way?

My child is in first grade at Watchung. I hear routinely about the few kids in the class who are always in trouble, don't pay attention, don't do their homework, etc. I hate to say it but the truth is there are a few kids they always mention. If I say any more I'm going to be called a racists, even though it's the truth.

Can any teacher really overcome this if there is barely any if at all parental involvement - pushing them to do homework? It's a pain, I admit. Many nights I would rather just do my own thing than take the time to sit down make sure the kids have done what they need to get done, help them if they need it. But if the parents aren't doing anything, I can hardly blame teachers when I see so many kids excelling in Montclair schools. If there is one group that is clearly having a hard time, re-doing the tests isn't going to fix the problem! How about outreach - students who are not performing make it mandatory the parents come in and explain to them, teach THEM their responsibility if they want to see their kids succeed. It starts now -- address the real problem. Can public schools do that? I don't know.

Brian - those are truly great articles, written by two stellar African American writers. Both men, I should add, do not believe that racism is what is holding blacks back from advancement.
Try to read it on your spare time, I understand teaching 5 45 minutes classes every day is exhausting but try to broaden your horizon.
Also, for the record, I do not support the new Super's agenda of test-test-test. I think we can teach-teach-teach our way out of this problem, but that to ignore cultural issues is a major mistake. Culture matters and some cultures value education and law abiding behavior more than others.

I think it more comes down to parents because my kids are young and I am hearing the difference in how other kids view school vs. mine. I am already grilling it into their heads - i.e. homework is going to get really hard in the coming years - you BETTER pay attention, you HAVE to do your homework or ELSE. If kids are just going through the motion, not getting reinforcement at home there is NO DOUBT they will not learn. One of my kids got an F on a math test -- we had her re-take the test over & over at home and when the next one came up she got an A. So I am convinced if kids are being sent to school with NO thoughts in their head that this is SERIOUS business, they aren't going to do well -- I don't care what color their skin. Is it a cultural thing? I don't know - but maybe someone should be interviewing the parents whose kids are falling behind. They have skin in this! It's their responsibility.

To blame standardized tests is ridiculous and you are making excuses!! They are going to have to take the SATs aren't they?? They better get used to it and if they are not able to take the tests, get the help they need. That's bologna and not addressing the root of the problem as my previous posts explained. You obviously don't have kids who you routinely get feedback from -- I do and I am telling you there are plenty of kids out there who just wander into class not prepared, NOT taking it seriously because it's not grilled into them at home - PERIOD.

There are so many factors at play here, and they can only be addressed if we come together as a community to help. It's not something that we should simply expect others (i.e., professionals) to do. If we truly care about improving the quality of education for all Montclair's students, then we need to figure out roll-up-one's-sleeves ways to be there for the students who need our support.

It's really not that complicated. If kids aren't taught what is EXPECTED of them they are going to take school as one big social hour. If you want to make excuses and insist that "there are so many factors at play here" be my guest, but you are fooling yourself. Put the under-performing kids in another household where they are taught they BETTER pay attention of they get punished and believe me they WILL perform...period. All my mother had to do was look at me and I knew she meant business. We need more parents to put the fear back in their kids -- guiding them, TRAINING them to succeed in this world rather than play video games all day.

THAT is the problem no doubt about it. Again -- why not call in parents with the students who are routinely under-performing and teach them? Ask them - do they sit with their kids -- do they tell their kids how important it is to concentrate and study? Do they make sure their kids do their homework? 99% sure the answer will be no. So why not start there?

I'm not generalizing. I can take you to the park and introduce you to children who regularly take the bus in from Newark or use their Grandmother or their Aunt's address and participate in town recreation programs and are enrolled in elementary, middle and high school. I can tell you all about how these kids detract from the supportive, nurturing environment in our schools. The re-registration effort is ineffective. All they do is come to the door and ask if 'so and so' lives there, and then they are on their way.

http://jerseyjazzman.blogspot.com/2013/03/the-reformy-argument-and-response.html
100% agreed with Brian Ford and Ira Shor and a few others.

from that link I agree with this:
"These reforms - charter expansion, test-based teacher evaluation, vouchers, de-unionization, gutting tenure, merit pay, ending seniority - will raise student achievement."

LOVE Michelle Rhee. Good luck with the aforementioned list in THIS town -- the charter school was defeated so far unfortunately. In the meantime, why not call in parents of under-performing students and get to the root of this problem. Why not look at the people busing in from Newark as mfa suggests -- that's absurd! Why are we paying these outrageous taxes to support kids who don't legitimately belong to be here???

Peter Simon I am lost -- how in the world does my statement lead to your comment --
"That statement alone shows how little you value your own education" What a STRANGE thing -- an ODD read on my comment! No matter how delicately one states the obvious, you must sling some arrow calling ME dumb. Why don't you RE-READ what I wrote. Do you think these parents are telling their first graders to do homework, that if they don't do homework they will be punished?? Do you think it;s being grilled into their heads the importance of education at home? Why don't you add something useful to the honest discussion rather than calling people dumb who you don't agree with OR who say things that insult your thwarted sense of social justice.

I am 99% sure based on evidence -- not based on a feeling, based on input I receive from other students and the fact that these students don't perform AND the fact that there is a disparity among groups. Here's a scientific statement for you -- your post is gobbity goo. You are starting from a position based on a thwarted sense of social justice it's is quite clear. Don't deal with the substance of what I'm saying, create some strange nuance in the way I worded it to create another argument. WASTE of time -- thanks

WHATEVER -- bury your head in the sand and quibble over wording. What a loser!

i believe the conversation we're having on the complex factors affecting the gap in educational outcomes is a very important one. However, I'm starting to be a little uncomfortable with some of the posts here. The tone of some of the comments is -- sometimes implicitly -- pathologizing lower-SES families and families of color with some broad generalizations that at best perpetuate the "culture of poverty" myth and at worst reflect thinly veiled and/or unconscious prejudice/racism.

Here are some truths:
1. Parental/family "underinvolvement" for students of color and lower-income students is nowhere near as bad as the popular myth/conventional wisdom makes it out to be.
2. Often times, what is mistaken for a gap in caring/involvement is a gap in opportunity to do so -- multiple jobs, not enough resources to buy enrichment books/tutoring, etc.
3. Some of what MontclairJud might call the "culture" that leads to lower academic achievement (a not unproblematic phrase) is a reasonably understandable individual reaction (on the micro level) to what one perceives as objective realities/chances (on the macro level). Scores of psychologists, sociologists, educators and other scholars have done important work on these topics. Social reproduction is a complex, dialectic process.
4. Let's remember, too, that the cultural capital (really the culture in general) valued by schools is very much a white middle-class culture. If the hole is round, and you're a square peg....

http://christinemccartney.wordpress.com/2013/03/19/a-message-to-parents-from-your-childs-teacher/

OMG -- it is people like you making excuses that is the problem! Do you ever talk to first graders? Do you get under the hood in classrooms? You sound like professors who have NO CLUE of what is going on in the real world. We need to get back to basics -- parents aren't teaching their kids (of all color) the basics they HAVE to study, school is for work, not social time. You people are born again libs who only want to make excuses! What happened to the old school way of thinking concerning discipline? We need more of that.

I think the corporate Ed reformers win when our discussion here is based on tearing comments down. I am a parent in Montclair and believe that these testing reforms are not a better way to educate children. So far, there is no evidence that these reforms work. School becomes uninteresting for kids and it moves our community far away from what we expect. Do we need to improve education? Yes. Do we need to do by testing and micromanaging the classroom? I do not believe so. The question for us a s a community is what do we want out of education for our kids? What is the best way to engage children in the classroom? Testing model imposes factory style teaching and learning. This is far away from how the mind actually learns.

One more thing. I read here a snarky remark about learning French versus Mandarin. Actually, if I had to make a prediction based on current economic indicators, Mandarin would be the better choice. But that doesn't matter. Pretty soon, the study of all language will be privy to those who can pay for a well-rounded and expensive education for their children. Much has been written about elite schools in Manhattan where the very rich who support corporate reforms for public schools, send their kids to schools that can do away with the very testing requirements they fabricate. Creativity and imagination in education were once valued in our Montclair school system. I am hoping we can get this back.

I think many of you will enjoy these Ken Robinson TED talks, if you haven't heard or seen them before.
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html
It is true that we have no idea what kind of jobs our kids will be applying for in as few as 5 years. We need them to be creative, critical thinkers, good communicators and collaborators.
And what did that well-known fella Einstein say?
"Education is what remains after one has forgotten what one has learned in school"

Penny MacCormack is a Broad graduate. if you don't know what that means for Montclair schools, please educate yourself:
http://seattleducation2010.wordpress.com/2011/04/19/how-to-tell-if-your-school-district-is-infected-by-the-broad-virus/

This post is absolutely hysterical. This Brian Ford character is worth the price of admission. Is he really a MHS teacher?

yes, i am -- sirry for making too much sense for you

Wow. All of the harsh comments are something else. We are talking about Children here! I say give the Superintendent a chance. She has a plan and requires accountability. Something the students, schools and even our town has lacked for at least the last several years.

I'm guessing volunteers in the community could come up with a plan to help the schools address the gap caused by kids not having parent involvement or parents not requiring accountability. Bluewave does tutoring. Why not bring in big brothers and sisters to provide advocates for the students not closing the gap? Or just some of the 70% residents in town not using the schools. Clearly they live here because they like what Montclair represents and want to see it succeed further.

Many involved parents know how to navigate the system, get the good teachers for their kids, have their kids diagnosed if there are learning issues and help them with homework. Those without the involvement might need some help. If it is poor teaching, the new evaluation system for teachers just might help. If it is not enough resources in the classroom, perhaps the Central support can help improve things. It would be something else if people could stop focusing on political agendas and be a little supportive for the sake of the kids.

Adam,
I agree with you on the need for civility. However, I do not believe we should give superintendent time to carry out her plan. Fact is, this approach to education comes late to Montclair. We have much data across the country of what these corporate ed reforms do and do not do. Why shoukd Montclair residents act as if that knowledge is not out there? I would respect the superintendent, though still disagree with her, if she acknowledged the data out there that shows that these reforms do not do what they claim to do; that these reforms normatively create a notion of learning in practice that is quite narrow; that this disempowers teachers and forces them to parrot lessons created by corporate publishers.. Parents across the country have started grass roots movements to stop this type of reform. These reforms originated in Florida with Jeb Bush and then were made law by NCLB. Now, my son is in 4th grade. This is his time to learn. Why should I as a parent desist and give our superintendent a chance when all of this information is out there? Do schools need improvement? Absolutely!!!! Is this the way to do it? No. .

Continued
Our superintendent is implementing a script and she should be called out for it. Montclair children, residents, and taxpayers deserve better. Now, here are some real questions to think about. How do we engage children in schools in the age of Google? The Internet challenges the epistemology of learning. What does it mean to teach today? The human mind needs content. What are the important ideas, histories that our children need that reveal to them the world in its complexity to them and then use that content to teach the skills we need? Unfortunately, our superintendent is a costly distraction. She is diverting us from asking the important questions. Look, it's my kid and she deserves no slack

I'm only speaking from first hand experience with ed reforms through family members (low income and inner city kids) who attended schools with these programs. The results for the students in these schools were so good it will be hard for the studies you mention to change my mind. However, I will read the reports and keep an open mind.
If so inclined, check out the article, "Capitalism and Inequality, What The Left and Right Get Wrong" at http://www.foreignaffairs.com/articles/138844/jerry-z-muller/capitalism-and-inequality It is a long article, but is fascinating and relevant given Montclair's diverse population and the common debates held in these blogs.
Big Brothers and Big Sisters or volunteer advocates for students falling behind might help alleviate the issues raised in the "Family and Human Capital" section.

In a town where there is generally a strong sense of community, any way we can create a cooperative "culture" whether we agree 100% or not, might be our best hope to help the kids falling behind with the achievement gap.

Thank you! I will read this article and I look forward to sharing our mutual concerns, even where we may disagree. I also encourage reading of this article in the New York Review of Books by Diane Ravitch. It is on school reforms such as the one now being implemented in Montclair. Montclair is late to this approach. Lot's of data and concerns out there already. http://www.nybooks.com/articles/archives/2011/sep/29/school-reform-failing-grade/

I do believe the first step is for us to be able to define for ourselves, outside of the corporate ed reform framework, what we see as important in education and consider this from all perspectives. First step for me is to question the very idea of how achievement is defined by these reforms: Scores on Standardized Tests! The essence of a free society is being able to ask questions on our own terms, based on our experiences and perceived needs, and to pose answers. All quite complex but worth the effort. I hope our superintendent is up for this discussion and that she welcomes it.
Thanks!

Regina,
I just read the article you mention. Do we know for sure the superintendent is purely about the numbers with no concern for the soft side of environments that help students succeed not only in school but in life? I have to believe she is aware of both and isn't simply a robot for the Broad Academy "step by step guide".

I believe it is a combination of weeding out the wasteful spending and reallocating the resources to more effective uses to benefit students. As a town, we should also focus on what your article suggests, "Engage local communities on behalf of their children" to address the inequities found in different home environments in our community.

The BOE started addressing wasteful spending 2 years ago, which is why we saw surpluses. I believe the new superintendent is working to allocate these surpluses to provide more support and feedback to the teachers. I believe there has to be a way to address teachers sent to the so called "rubber room" (perhaps this is what the Central Support initiative is all about) tenure reform and cooperation from the unions. I think the missing piece is drawing in and engaging the community effectively to provide students with a Family and Human Capital for those who just can't get it at home as discussed in the articles both you and I cite. The diverse demographics in Montclair's population can be a help.
I look forward to reading the book referenced your article by Janet Grossbach Mayer and her teaching in the Bronx.

Testing is stupid and unnecessary. We are all liberals here and we know it's time to move beyond account-ability and let the chips fall where they may. Children cannot, and should not be helped, .

Patch/Mike: Mr. Michael Kinzig has made an anti-semitic comment above starting with: "Since poverty is the issue, why don't ------- (I removed two words because I don't wish to repeat them here) .....fork over some dough to help out the disadvantaged?"
Since I saw that he also had posted a racist comment as part of his other comment which ends with "...and should not be helped" which I noticed that you removed promptly, I ask that you please remove the offensive comment (or edit) as well. This needs to be a civil discussion. Racist and anti-semitic comments such as these should not be tolerated here. Thank you.

Isn't it interesting that Penny Mac chooses now to present her "evidence" about the achievement gap, just as the BOE several weeks ago dumped a load of speculative crap on the Montclair Times about the state taking an ax to the municipal school aid budgets? If there is one thing the folks in charge of our district are good at it is proactive PR, in order to ram through an agenda. It was laughable to hear the board members express such shock and dismay about Penny Mac's presentation. Had no clue? what do these people ever know or admit to knowing? Took the aides' benefits and were shocked -- shocked! -- to discover the surplus. They want to talk about the achievement gap? How about the board's running from any involvement with Montclair's traditional commitment to Pre-K. Isn't that where the achievement gap begins? Oh, but Lombard will go on and on about the need to keep taxes low to preserve Montclair's diversity. But when it comes to serving said diversity by giving those less fortunate an equal educational starting field, she and the board are committed to K- through-12. Shameless and, frankly, pretty damn transparent.

i should add that the budget ax nonsense was presented just as negotiations were heating up with the MEA. of course, the answer to our district woes are to hire more six-figure folks in supervisory positions to....administer more testing.

Did any of the frequent posters here catch the highlights of the WNYC Brian Leher hosted forum on Newark School reform? Did anyone go? Heard there were 500+ people in the hall (@ NJPAC)
I would think that the segment would be available via podcast if not still a live link on the website.
http://www.wnyc.org/shows/bl/2013/mar/21/debating-newark-school-reform/

Dear all,
Just got a note from my local school that Dr P Mac is having a community event April 3 @ 6:30 pm, MHS, to "share the wisdom" of what she learned from parents. This might be a good time for us to ask questions and share our concerns!

Here is an example of my frustration with current reforms based on testing scores--they do not take into account how culturally the idea of learning has changed. Here you will see the issues all school districts and parents should be considering.
http://www.teachthought.com/learning/how-21st-century-thinking-is-different/

And here is a GREAT video that gets at these issues!
http://www.the21stcenturyteacher.com/index.php/articles/1-a-must-see-video

Get rid of Everyday Math! Watchung doesn't use it and they are a very high performing school

Nitsuj: to answer your q above: The commenter I referred to had used a descriptive word to describe the children he says doesn't need help. It was clearly racist. I don't wish to repeat it here, as it was racist. And it was then removed pretty quickly after it was posted, I assume by the editor. But the rest of his comment remains, and while his worldview perplexes me, as it is appearing now on this thread, no it is no longer racist (since the editor removed the racist word).

Nitsuj,
You clearly have much to say on this topic and I welcome your comments--although how you make your points get in the way of what you may contribute to the discussion. You seem to be passionate about privatization and concerned about taxes. The approach you advocate has already been tried in Chile under Pinochet and attempt to get free market to solve education issues. This experiment has been going on in Chile for more than 25 years. The results? Low educational standards, high student debt--and a society desperately trying to rectify their mistakes. We have a lot of information already and we should study those cases closely.

One more thing, Nitsuj. In reading your posts I also see you are concerned that views here fall in line with some political divide. The reality is that those assumptions do not hold up. If you look at the political landscape of these corporate reforms (and they are corporate in the form they take) you will see that this is bipartisan effort. Many well-known democrats are behind them as are republicans. The political litmus test you are applying does not hold up to scrutiny. My hope is that we can further discussion on these issues and not waste our time re-inventing the wheel.

Was March 19th a Holiday for MHS? Isn't Brian Ford at teacher at MHS? What is he doing chatting in the internet the entire school day? I guess its the responsibility of us capitalists to pay you to rant on the Internet while our schools are floundering.

nope rather not see see you on line on our dime.

Jim...we're you working?

Jim...we're you working? Sounds like you need some of this education yourself.

Texas cutting back on testing! http://dianeravitch.net/2013/03/27/breaking-news-texas-reins-in-high-stakes-testing/
As I said, experience and data from testing reform beyond NJ is out there and we should be aware of it in considering whether this is good for Montclair.

Odlaw,
if you are not an out-of-towner unfamiliar with Montclair's educational history, then your comments about pre-K sound even contextually worse. what "neighborly" person would live in a town with such economic disparities and tell those who can't afford what most experts describe as crucial to early childhood development, in effect, too damn bad, i've got mine? if you are the future of montclair it is a bleak one indeed.

Dr P Mac's background and training has ties to millionaire Eli Broad. It appears the what P Mac is bringing to Montclair is indeed a corporate script that is expensive and does not lead to quality education:

Cerf and MacCormack are graduates of the Broad Superintendents "Academy," the unaccredited program of billionaire Eli Broad that trains school leaders to bring corporate values into education. Broad's acolytes call this philosophy "disruptive force" - they believe that personnel churn, continual reorganization, and experiments without previous research to ensure a high chance of success are beneficial for both business and schools.

Esther, found out she will be inviting children who shared their wisdom on stage with her. I fear this will limit honest discussion of any concerns. "If you are against my plan, then you are against their (ie., children) wisdom." Is she putting one over us--or are we as parents and residents willingly allowing this?

Here is a link to letter written by Rod Rock, a superintendent who opted out of corporate reforms of the type we are getting in Montclair because he wanted his students to become thinkers, not test-takers.
http://dianeravitch.net/2013/03/29/i-love-rod-rock/
And here is a link to his blog
http://rodrockon.blogspot.com/

Why not give Dr P a chance to speak and then draw conclusions.

It's all about testing now. Apparently Dr. MacCormack is a BROAD (pronounced brode) scholar- and they are all for Charter Schools- is that what we will come to with all this corporate reform? We used to be the leaders now we are the followers. Poor us.