I have a bone to pick with Steve Clark, President and CEO of the Fayetteville Chamber of Commerce. Recently Steve has been in the news a lot advocating for a city business license and against having event organizers who use city property open their books.

Brian discussed the business license issue last week, but I would like to add a few thoughts. Brian correctly asserted the license fee amounts to a new tax, but the question remains – Why is the Chamber of Commerce advocating for a new tax on business? I think the answer is two-fold. First, in the wake of the financial downturn city budgets are tightening, and Fayetteville has not entirely avoided this pain. A significant portion of the chambers budget comes from the city coffers. So, what is being spun to the public as an attempt to help businesses may actually be an attempt to create a dedicated tax to support the chamber. Second, a list of all businesses in Fayetteville would be extremely helpful in helping the chamber collect more membership dues.

From where I sit, the business license looks like a chamber attempt to reach into other people’s pockets to support their activities while having the city crack down on those who do not comply. The license fee would likely give the chamber a guaranteed revenue stream at a time when membership dues are falling and city funding is uncertain. So what’s with all this, “We just want to help business.” All we ask is for a little honesty, Steve.

Last night Steve showed up at the City Council meeting to rail against councilman Matthew Petty’s proposal to have events that make use of city property and last longer than two days open their books. Look, I do not know if Petty’s proposal was well written legally, and it is possible that the proposal represented an undue burden for event organizers.  That said, the thrust of Steve’s criticism of the proposal did not rest on this perfectly reasonable ground. Instead he tried to make the claim that requiring more openness from people who use city property is equivalent to calling them liars. The Northwest Arkansas Times quoted Steve saying

“It appears — the way it is written — the wrong that it tries to address, is that people cheat on their taxes,” Clark declared, his baritone voice booming. “It tries to say that people are trying to cheat the city.

“This says, ‘You know what, we just don’t trust you. We just don’t believe you tried to do right,’” said Clark, who also serves on the Bikes Blues & BBQ board. “That’s an insult.”

So, let me get this straight, it is insulting to ask people who receive a subsidy from the city (land use is a subsidy) to be open and honest about their financial records? In Steve’s world of good ole’ boys and cronies we should all just trust each other and everything will work out right in the end. But, it seems to me the State of Arkansas already trusted Steve, and that trust was betrayed when he was convicted for misusing a state credit card.

Steve revels himself as the wost kind of  political hack when he advocates for bad policy like an arbitrary tax on business and less openness in government. His latest actions seem to indicate that he cares less about the substance of the policy, and more about whether or not he will benefit from it.

On the heels of the much-publicized change of heart by Diane Ravitch and the accompanying joyful outbursts by anti-testing and anti-accountability people everywhere, we can provide a bit of a reality check from right here in Arkansas.  Hot off the presses of the popular teacher magazine Phi Delta Kappan is an article by a few University of Arkansas colleagues and me. The article is available here.

We visited several schools last year to talk with teachers about standardized testing and the “teaching to the test” concept. The surprising results can be seen on page 51:

In the end, teachers said many good things about various aspects of the testing process and, overall, gave a very positive impression of the effects of the annual assessments on classroom teaching. After we sifted through all of the comments from all of the teachers at all of the school sites, five positive themes emerged. The consensus of teachers with whom we spoke was that the tests provide useful data, that the testing regime helps create a road map for the year’s instruction, that the standards and tests don’t sap creativity or hinder collaboration, and, perhaps most surprising, that the accountability imposed by the testing regime is useful.

Here’s just one example of the pro-testing sentiments we uncovered:

Many teachers noted that before testing, it was easy to teach idiosyncratically — perhaps spending “six weeks on the dinosaur unit and just totally ignor[ing]” other topics. With increased focus on testing, however, teachers have focused on matching their instruction to a coherent set of standards. Thus, one math teacher said that while she had initially “hated” the Arkansas benchmark tests, she has since changed her mind: “I’m OK with it now, to be honest; I see where knowing the standards and knowing what’s going to be tested can help me plan the whole year and make sure I’ve covered everything.”

As the Fayetteville Chamber of Commerce and the City Council debate the newly proposed ”business licenses,” I have been waiting for someone–anyone–to refer to it as a tax (I’m looking at you, tea partyers).   In Newspeak language, as articulated by the Chamber’s manager of economic development, Chung Tan, the “license” is being established so businesses in Fayetteville can be promoted and “helped.”  Tan was quoted in last Thursday’s NWArkTimes:

“A big portion of our economic development is helping existing businesses… so if we don’t know who they are, or where they are, it’s very difficult to help them.”

Hmm.  So, the stated idea here is to require businesses in Fayetteville to pay for a license so that they can be “helped” by the city.

Council members Brenda Thiel and Matthew Petty have expressed reservations about the license being applied to small part-time businesses that are run out of people’s homes.  I’d say good for them, but truth is they’re simply looking out for their own interests.  At some level, they simply want to make sure that their own small home businesses are exempted from the “help.”

Here’s an idea: Why not make the licenses voluntary?  If the stated purpose of the license fee is to promote and help local businesses, then why not give businesses the option of deciding whether or not they would like the Chamber of Commerce’s help?  No?

The truth is that the license is a tax, and the license will further be used as a tool to help enforce sales tax collections.  Maybe that’s an idea that people could get behind, maybe not.  But a little honesty about the true nature and purpose of the so-called license would be a good place to start the discussion.

The Department of Education announced the finalists for the first round of the Race to the Top competition this morning, and Arkansas is not among those listed.  Here is the Department of Ed announcement and the Ed Week blog post.

Sixteen of the initial 41 applicants were named as finalists. That so few of the applications made it to the final stage is telling. The Obama administration may really be serious about education reform. The Department of Ed will be posting score sheets and reviewers comments here. The winners for round one will be announced in April.

Here in Arkansas we are holding out hope for round two.  Applications for round two are due in June.

UPDATE: So maybe the administration isn’t so serious about education reform.

Others around the web are expressing displeasure with the list of finalists. There is this from Flypaper

The list includes Kentucky, a state with no charter law and New York, which brashly rejected reform legislation–including a critical cap lift provision–in advance of the deadline. It includes Colorado, which backed off of important reforms related to teachers, and Ohio, whose proposal was weak in a number of areas.

And this from Eduwonk

First reaction*: With the obvious caveat that not all these states get money in the first round, still sort of an “uh oh.”   Some states with good apps here but OH and NY is not a great sign…and IL and CO were arguably bubble states at best and not sure what SC means given how out of step they are with parts of the administration’s agenda.   Hard to argue the political fix is in if SC is here though…And surprised that IN didn’t pop more, they had an interesting approach to this.

And this from Jay Greene

The Race to the Top finalist states were announced today.  15 states are in the hunt for some portion of $2.3 billion, which is less than one-half of a percent of annual K-12 education spending.  It is rounding error.

The contest may shape state and local education policy debates where something might actually happen, but no one should be fooled into thinking that this money is going to have any significant, direct effect.

And this from Ed Week’s Politics K-12 Blog

We’ll have more analysis on the winners—and losers—later, but our first take on the list of finalists is that many of them are Southern, right-to-work states. New York is a surprise because many argue its student-teacher data law is weak, and its attempt to loosen restrictions on charters failed. Kentucky made the list, but has no charter law. Also, Colorado is the only Western state to make the cut.

Mid-Riffs contributor Stuart Buck has a book coming out in May.  The book titled “Acting White: The Ironic Legacy of Desegregation” investigates the origins of the pejorative ”acting white” slur. You can pre-order the book here at Amazon, and you can find Stuart’s author pages here and here .

Monday’s Atlanta Journal Constitution had a good op-ed about the book. Stuart’s thesis is summed up in the following excerpt from that piece.

“The analogy I would draw is treatment for cancer,” said Buck, speaking by phone from Arkansas. “Segregation is like a cancer that we had to get rid of, but the treatment that saved our lives had unintended side effects.”

While black students often attended segregated schools that lacked the resources of white facilities, Buck says the schools served as the connective tissue in a community that historically valued education.

“In segregated schools, black children had consistently seen other blacks succeeding in the academic world,’’ he says. “The authority figures and role models — teachers and principals — were all black. And the best students in the schools were black as well.”

While black parents welcomed integration, they had hoped for a merger of black and white schools. Instead, they witnessed the destruction of black schools and the erasure of the culture, community and closeness that the schools had created. Their children marched off to white schools where they experienced hostility and were tracked into lower-level classes. In his research, Buck found many examples of new facilities that had housed black schools being abandoned because white parents weren’t willing to send their kids to black schools.

“They did not want to send white schoolchildren into black schools, to be taught by black teachers and disciplined by black principals,” he says.

*******

Once reassigned to desegregated schools, black students “were sitting in a classroom with mostly other black students in what they believed to be the ‘dumb’ class, watching as the white students headed to the ‘smart’ class down the hall,” writes Buck.

Dispirited, black students began to associate achievement with white students and ostracize peers who joined the white kids in the “smart” classes.

Stuart also did a radio interview on Monday. You can listen here. The book should be a good read. I encourage you all to check it out.

The CBS News show 48 Hours Mystery will have Johnny Depp as a guest this Saturday and the topic will be the West Memphis Three case.  Depp, like many people around the world, believes that Damien Echols, Jason Baldwin, and Jesse Miskelley are not guilty of the crimes they were convicted of.

I can’t imagine how they could possibly try and summarize this case into an hour-long show.  The story has been developing since 1993, and two documentary films and a great book by Arkansas author Mara Leveritt have been devoted to the complexities of this story.  I urge Arkansans to watch the 48 hours episode, which will air Saturday night at 9 pm.

*UPDATE: Here’s the full episode. I actually think they did a pretty good job of condensing the important elements into a one hour show.

Watch CBS News Videos Online

Also, Arkansans should be aware that the prosecutor in the video (the one sporting the moustache who says that on a scale of 1 to 10, the integrity of his case is an 11) is John Fogleman, a current candidate for the Arkansas State Supreme Court.  He’s going to have a hard time, as he should, overcoming supporters of the West Memphis Three.  Mara Leveritt sufficiently makes the case against Fogelman’s candidacy here.

On the matter of grade-inflating high schools and the Arkansas lottery scholarships, the state legislature is poised to take a step in the wrong direction.  At issue are eligibility requirements that, under current law, require students who attend identified grade-inflating high schools to jump through additional hoops in order to receive scholarships.

Currently, in order to qualify for a scholarship, high school students must complete the Smart Core curriculum and either obtain a 2.5 GPA in high school or score a 19 or better on the ACT.  Students from grade-inflating schools, however, must have both a 2.5 GPA and get an ACT score of 19 or score at a proficient level or better on the state’s End-of-Course exams to qualify for a scholarship.

Concerned members of  the state leg, such as State Sen. Joyce Elliot, are on the right track by insisting that the requirements amount to “blatantly unequal treatment” and that in effect the policy amounts to punishing students for the actions of adults.

The leg’s planned move is to delay the additional requirements by a year.  Under that scheme, any high school student with a 2.5 GPA will qualify for a scholarship.

Lame.

Removing the additional requirements isn’t the answer. I agree that punishing students for what is ultimately a failing of the adults running their schools is a mistake.  But removing additional measures of achievement and ability is not the answer.  If anything, they should make the tougher requirements proposed for students of  grade-inflating schools apply to everyone.

Using GPA as a sole indicator of eligibility is problematic.  Making it possible for every student in Arkansas to get a scholarship with a 2.5 GPA is only going to lead to more grade inflation in Arkansas’ high schools.  Teachers will be put in the uncomfortable position of having their grading decisions mean a great deal more than they already do, and the pressure to inflate grades will be even higher.  Just look at the situation in Georgia, where scholarships are based on GPA.  Grade inflation there is rampant, and USA Today reports that 40% of college freshman lose their scholarships after the first year.

Another problem with basing scholarships on GPA is that it gives students an incentive to take less challenging courses.  This is especially problematic when one considers that future scholarship renewals will be based upon college GPA.  Again, Georgia provides an example.  A study by Thomas Dee and Linda Jackson found that:

“students whose major course of study is in engineering,  computing, or the natural sciences are 21 to 51% more likely to lose their HOPE Scholarships than students in other disciplines. These results suggest that the eligibility standards used in Georgia’s HOPE Scholarship program may have some important and unintended consequences. In particular, such standards appear horizontally inequitable in that they financially punish those HOPE Scholars whose chosen course of study provides fewer opportunities to earn high grades. This differential may also be noteworthy since it could constitute a strong incentive that influences the course and major selection of subsequent college students. Such a change in the incentives facing college students could be particularly relevant to policy given the recent evidence on the growing importance of science and math skills for the distribution of wages.”

In other words, students will have an immediate financial incentive, in both high school and college, to take easier classes.  In Arkansas, students with a C- average while in college will lose their money, while students with a C+ won’t.  Bad news , unless maybe you think the world needs more communications and marketing majors.

The bottom line is that, at a minimum, all students who receive Arkansas lottery scholarships should have at least a 2.5 GPA, AND be able  to score at least proficient on End-of-Course exams, AND score a measly 19 on the ACT.  Such a policy might actually curb grade inflation while diminishing the incentivisation of mediocrity.

UPDATE: The bill that passed the House and Senate yesterday removes the extra requirements for grade-inflating schools. Only Reps. Burris and Hobbs voted against removing the restrictions. To my knowledge, no one in the legislature suggested making the requirements universal.

In Arkansas, and in many other states with large rural populations, policymakers struggle to develop appropriate strategies to deliver high quality courses with high quality teachers to students in sparsely populated rural schools and districts.  And of course, the state mandates that each of these districts deliver the full array of curricular options to students each year.

Recently, our policymakers have chosen consolidation as the preferred strategy to ensure high quality for all students.  In doing that, we have reduced the number of school districts in the state by about 60 to about 250 and we have eliminated most districts with total enrollments of under 350.    Nevertheless, Arkansas still is populated with many tiny schools in many small districts throughout the rural areas of the state.  How can these schools afford to hire a high quality high school math teacher, for example , for upper-level math classes with only a handful of students enrolled?

The short answer is: they can’t.  And this brings us to a recent seminar at the UA Fayetteville earlier this month in which a Harvard Prof stopped by to tout the achievements of a virtual cyber- school in Florida and argue that the improvements in technology will help improve school coursework — whether we like it or not!

As reported in the local paper, the Harvard Prof argued for a mix of virtual coursework with traditional coursework.  And in Florida, this works as schools can purchase individual courses for their students from the Florida Virtual Academy.  In this case, the traditional schools do not have an interest in battling the virtual school as a competitor.  If the students want to take one class from the Florida Virtual School,  so be it; the brick and mortar school in the neighborhood still delivers the bulk of the curriculum and, importantly, receives the bulk of the per-pupil funding.

Unfortunately, in Arkansas, we can’t adopt such a model.  We do have an Arkansas Virtual Academy (serving K-8) and an Arkansas Virtual High School, but these are not as flexible as the Florida model.  The K-8 school is an all-or-nothing proposition — that is, students must be enrolled in all classes in this school or not at all.  And the virtual high school is a pilot program aimed at providing options for struggling students in need of an alternative learning environment.

State Policymakers — let’s step up and make technology our friend.  Let’s loosen the rules and allow school districts or students to take some coursework from the virtual schools while remaining enrolled in the local smaller schools.  If nothing else, this seems like an ideal model for upper-level math and science courses.  Teachers skilled in these disciplines are in such high demand that it is impossible to think that we will find them for all of our 250 or so districts.  Let’s instead, find several excellent teachers in these areas, and have them build and teach online versions of these courses from our virtual school site so that districts throughout the state can all have access to such skilled teaching.

And I think that math is the way to try this out.  Universities and community colleges are already employing technology to teach college algebra and college calculus to thousands of students across the country.  Why?  Perhaps because interactive technology lends itself perfectly to courses focused on learning mathematical formulae and problem solving and the need for constant practice.  Some might worry that students need teachers to interact with while learning challenging math.  However, it may be true (and I have observed some college-level cyber-classes that support this) that interactive computer-based programs may be better able to interact with students in a 1-to-1 way than are teachers in traditional classrooms with 20-or-so students.  With each student performing at his or her own pace, it is not clear how teachers can efficiently work; however, interactive math programs can easily pay attention to each student’s pace, move her own to the next skill after she has mastered the earlier skill or provide additional explanation or practice when it is needed.

Sure, cyber-classes are not as tailored for a seminar discussing Moby Dick, Crime and Punishment, or a Separate Peace, but they may be just what the Professor ordered for isolated schools in rural Arkansas who cannot find qualified math or science teachers.   We are at the point in Arkansas where two small school districts named Weiner and Delight have recently proposed a district merger, despite the fact that they are more than 200 miles apart! The Arkansas State Board of Education said no to this peculiar proposal.  Perhaps our policymakers — with the help of technology — can offer a better way for these small districts to stay in business and offer quality curricula to our state’s rural students.

I made a trip down to Little Rock with Jay Greene today, and for lunch we met up with Max Brantley of the Arkansas Times and Warwick Sabin of the Oxford American. As you would expect, this meeting of the minds lead to some pretty spirited discussion of education and politics in Arkansas. I found the conversation quite enjoyable, and it appears both Jay and Max did as well.

The four of us found much common ground over some excellent burgers at the Copper Grill. We seemed to agree that there are some glaring inequities in education opportunity, and that schools need more flexibility to recruit and retain the best and brightest teachers (rockstar teachers as Jay puts it). We also agreed that high standards are a must and that rewarding students for their achievement shows promise.

I hope that this initial conversation leads to some more lively discussions in the future. Next time you guys are up in Fayetteville, drinks are on me.

On Monday, the Northwest Arkansas Times ran an op-ed from a local tea-partyer, James Laubler, that went on at length about the Fayetteville School Board’s plan to use a combination of reallocation and refinancing  to pay for improvements to the current high school.

Laubler made a couple of reasonable points.  It is reasonable to wonder if the Board can make good on their promise of budget cuts (which have yet to be spelled out) and whether or not expected future revenues will hold true.  But it isn’t accurate to say that the board has decided to “circumvent the voters.”  The Board has a budget that they are free to work with, and they are free to allocate the approved budget as they see fit.  Unlike the situation with the proposed millage that was defeated, the overall size of the district’s budget is not being grown under the current plan.  If anything, the Board should be commended for coming up with a fiscally responsible way to improve the current high school.

Laubler even seems to take issue with the very idea that the federal government is subsidizing the rate at which the district will have to pay back any stimulus money it receives, but one can hardly blame the Board for making sure that Fayetteville takes advantage of what’s being offered.  If Laubler has an issue with the provisions of the stimulus money, then he should take that up with federal lawmakers.  From our local perspective, it would be ridiculous to not take advantage of the opportunity.

The real problem with Lauber’s rant, though, was that his arguments dissolved into outlandish melodrama.  He said the Board must be “socialists, communists, or bought politicians with no moral compass,” and he reminds us all that “this is not a socialist or communist nation.”  He says there is a movement in this country to take back “our country from these types,”  followed up with threatening language that he “wouldn’t want to be the one to ultimately challenge these patriots.”  He closes with more threatening innuendo, as he references the American Revolution and tells the Board not to “anger us the way the last king did.”

Ugh.

Ultimately, and with sweet irony, the tactics employed by those who rely on  this type of  grandstanding are the architects of their own undoing.  While there are some segments of our population who may be moved by such demagoguery, most Americans prefer common sense and reasonable discussion.   They respect the opinions of reasonable people, and reject those who aren’t.

If anything, Lauber’s letter assured sensible Fayettevillians that the Board’s plans are sensible.  There’s not many who want to be on the side of the local McCarthyite.

Apparently, political ineptitude runs throughout the “tea party” movement.  Recent events at their national convention were downright embarrassing.