Voice of dissent

Teacher on Cuomo's Common Core panel criticizes report

One of the two teachers on Gov. Andrew Cuomo’s Common Core panel said Tuesday that its report was released without his approval or a chance for him and other members to provide their feedback.

“The report – and the process that produced it — is incomplete,” Todd Hathaway, a history teacher at East Aurora High School, said in a statement emailed by the state’s teachers union on Tuesday morning. “The report was released suddenly, even as final comments were still being solicited.”

Hathaway said the report, released Monday night, left out critically important recommendations that he said are necessary to correct the way the state has implemented the Common Core learning standards. The governor’s office “ignored my concerns” about the state’s testing policies, Hathaway said, saying that he opposed tying test scores to performance evaluations and that teachers cannot currently use the test scores to inform their instruction.

“The result is that some of the report’s conclusions and suggestions do not hold up to scrutiny,” Hathaway said. “I wouldn’t accept this kind of work from my students and I don’t accept it here.”

Cuomo’s panel did tackle several testing issues, recommending that the state limit the amount of classroom time that teachers should focus on test preparation and administration. It also suggested a ban on some types of standardized testing in early education grades, and a process to make it easier for district to reduce tests administered for teacher evaluations.

But Hathaway said those changes didn’t go far enough, arguing that the state should delay using tests in high-stakes decisions about teachers. “But that issue was never fully explored,” he said.

Cuomo has said that untying state tests to teacher evaluations is off the table.

Hathway was one of 11 members to serve on the panel. The other teacher, Nick Lawrence, is a eighth grade teacher at East Bronx Academy for the Future. In a statement put out by Cuomo’s office last night, Lawrence said the panel’s put forward “several recommendations that parents and educators can stand behind right away to start reforming the way Common Core is put in place here in New York.”

Hathaway’s full statement is below:

“The report – and the process that produced it — is incomplete. The report was released suddenly, even as final comments were still being solicited.  I had indicated the likelihood I would dissent and not allow the report to be spun as “consensus.” Nevertheless, the report was issued with my name attached. I am very concerned that the report tries to make it seem like all the discussion had been completed.  In fact, the Executive Office repeatedly ignored my concerns and the legitimate concerns of others about inappropriate state testing, the misuse of invalid tests for evaluations and the lack of transparency in state testing. The result is that some of the report’s conclusions and suggestions do not hold up to scrutiny. I wouldn’t accept this kind of work from my students and I don’t accept it here.”

“The failure to address testing and evaluation issues in a comprehensive way suggests the dynamics of the classroom will not change.  The report seems to blame everybody else for the problems of the Common Core learning standards without adequately addressing the appropriateness of some of the standards and the testing that goes with it. This report should have addressed serious deficiencies in state testing. It should have discussed the lack of transparency in tests; the lack of diagnostic and prescriptive worth to teachers; the unacceptable delays in returning scores to school districts and the insanity of pretending there is validity to teacher ratings that are derived from student scores widely acknowledged to be invalid.”

“Finally, this panel should have recognized the need to pause in the use of assessments for high-stakes decisions for students and teachers. This would have allowed the State Education Department, as well as school districts, to refine the tests and testing materials; teachers to engage in the standards and develop a variety of lessons to meet them instead of just relying on modules; parents to understand the role and utility of data in education; and for teachers to receive the necessary professional development. Implementing massive curriculum changes do not just happen overnight. They take time.  I fully support a delay in the use of tests in high-stakes decisions for students and teachers, but that issue was never fully explored.  You can’t put students first if you put their teachers last.”

What's Your Education Story?

As the 2018 school year begins, join us for storytelling from Indianapolis educators

PHOTO: Dylan Peers McCoy/Chalkbeat
Sarah TeKolste, right, and Lori Jenkins at a Teacher Story Slam, in April.

In partnership with Teachers Lounge Indy, Chalkbeat is hosting another teacher story slam this fall featuring educators from across the city.

Over the past couple of years, Chalkbeat has brought readers personal stories from teachers and students through the events. Some of our favorites touched on how a teacher won the trust of her most skeptical student, why another teacher decided to come out to his students, and one educator’s call to ramp up the number of students pursuing a college education.

The event, 5:30 p.m. Thursday, Sept. 13, is free and open to the public — please RSVP here.

Event details:

5:30 p.m. to 7:30 p.m.
Thursday, Sept. 13, 2018
Tube Factory artspace
1125 Cruft St., Indianapolis, IN 46203
Get tickets here and find more on Facebook

More in What's Your Education Story?

School safety

Hiring more security officers in Memphis after school shootings could have unintended consequences

PHOTO: Jahi Chikwendiu/The Washington Post/Getty Images

Tennessee’s largest district, Shelby County Schools, is slated to add more school resource officers under the proposed budget for next school year.

Superintendent Dorsey Hopson earmarked $2 million to hire 30 school resource officers in addition to the 98 already in some of its 150-plus schools. The school board is scheduled to vote on the budget Tuesday.

But an increase in law enforcement officers could have unintended consequences.

A new state law that bans local governments from refusing to cooperate with federal immigration officials could put school resource officers in an awkward position.

Tennessee Education Commissioner Candice McQueen recently reminded school personnel they are not obligated to release student information regarding immigration status. School resource officers employed by police or sheriff’s departments, however, do not answer to school districts. Shelby County Schools is still reviewing the law, but school board members have previously gone on the record emphasizing their commitment to protecting undocumented students.

“Right now we are just trying to get a better understanding of the law and the impact that it may have,” said Natalia Powers, a district spokeswoman.

Also, incidents of excessive force and racial bias toward black students have cropped up in recent years. Two white Memphis officers were fired in 2013 after hitting a black student and wrestling her to the ground because she was “yelling and cussing” on school grounds. And mothers of four elementary school students recently filed a lawsuit against a Murfreesboro officer who arrested them at school in 2016 for failing to break up a fight that occurred off-campus.

Just how common those incidents are in Memphis is unclear. In response to Chalkbeat’s query for the number and type of complaints in the last two school years, Shelby County Schools said it “does not have any documents responsive to this request.”

Currently, 38 school resource officers are sheriff’s deputies, and the rest are security officers hired by Shelby County Schools. The officers respond and work to prevent criminal activity in all high schools and middle schools, Hopson said. The 30 additional officers would augment staffing at some schools and for the first time, branch out to some elementary schools. Hopson said those decisions will be based on crime rates in surrounding neighborhoods and school incidents.

Hopson’s initial recommendation for more school resource officers was in response to the school shooting in Parkland, Florida, that killed 17 people and sparked a wave of student activism on school safety, including in Memphis.

Gov. Bill Haslam’s recent $30 million budget boost would allow school districts across Tennessee to hire more law enforcement officers or improve building security. Measures to arm some teachers with guns or outlaw certain types of guns have fallen flat.


For more on the role and history of school resource officers in Tennessee, read our five things to know.


Sheriff’s deputies and district security officers meet weekly, said Capt. Dallas Lavergne of the Shelby County Sheriff’s Office. When the Memphis Police Department pulled their officers out of school buildings following the merger of city and county school systems, the county Sheriff’s Office replaced them with deputies.

All deputy recruits go through school resource officer training, and those who are assigned to schools get additional annual training. In a 2013 review of police academies across the nation, Tennessee was cited as the only state that had specific training for officers deployed to schools.