Archive | November, 2017

Roll Up the Failed Charter School Experiment

24 Nov

This month the, NPE (Network for Public Education) released a stunning report called “Charters and Consequences.” NPE Executive Director Carol Burris stated, “… nearly every day brings a story, often reported only in local newspapers, about charter mismanagement, failure, nepotism or outright theft and fraud.” About the report she writes, “This report … is the result of a year-long exploration of the effects of charter schools and the issues that surround them.”

This 50-page report’s conclusion is shared on the last page:

For all of the reasons above and more, the Network for Public Education regards charter schools as a failed experiment that our organization cannot support. If the strength of charter schools is the freedom to innovate, then that same freedom can be offered to public schools by the district or the state.

“At the same time, we recognize that many families have come to depend on charter schools and that many charter school teachers are dedicated professionals who serve their students well. It is also true that some charter schools are successful. We do not, therefore, call for the immediate closure of all charter schools, but rather we advocate for their eventual absorption into the public school system. We look forward to the day when charter schools are governed not by private boards, but by those elected by the community, at the district, city or county level.”

The Charter School System is Not Sustainable

The report begins with a relatively deep dive into the wild west of charter schools, California. It summarizes:

“Everyone I spoke with accepted that charters have a place in the state, and in many instances, they acknowledged that charters serve children well.  However, all had deep concerns about the lack of charter transparency, accountability, and their fiscal impact on public schools.”

NPE held a conference in Oakland this past October. One breakout session was titled, “Holding the Line, Fighting Charter Growth in Oakland, CA.” The presenters explained why they view charter expansion as an existential threat to public education.

Shelly Weintraub introduced the four members of the expert panel starting with herself:

“I taught in Oakland for 15 years and then coordinated the history social science program for the next 20.

“Jan [Malvin] was a researcher from the University of California and a parent activist who helped gather a lot of data for our presentation.

“Alison [McDonald] taught with me at Fremont High. She became a principal of a small school called Life Academy, and then went on to become the assistant superintendent in charge of all the high schools in our district.

“Renee [Swayne] was an elementary teacher, focusing on 3rd grade. She also helped to run the History-Social Science program and then taught middle school in Oakland Unified Schools.”

Chater schools by city

Weintraub used the graphic above to introduce the subject of the session:

“Why is Oakland important? We feel this graphic helps answer that question. Oakland has a larger proportion of students in charter schools than any other large urban district in California. …. That’s why we fear that we’re reaching a tipping point, beyond which our district will no longer be able to exist as a viable school district.”

She explained:

“Many costs associated with the student stay with the district – for example, the cost of the school itself or the maintenance of the facility. The cost that remains is sometimes referred to as a “stranded cost.” Researchers in other areas have estimated that the stranded cost to a district of a student’s departure can be almost 50%. Thus, Oakland’s huge proportion of charters is leaving us with immense debt that likely means school closures, staff reductions, and more.”

The bottom line is that adding a privately-operated charter school system to public education drives up costs and introduces inefficiencies into the system. As a result, the vast majority of children who attend public schools in cities like Oakland, San Diego and Los Angeles have their resources reduced (mainly by larger class sizes and reduced facilities maintenance) to cover the unreimbursed costs engendered by charter school expansion.

Big Profits, Big Salaries and Marketing

“Charters and Consequences” documents the rise of the mall schools:

“In addition, running independent learning centers can be very lucrative. One of San Diego County’s largest networks of independent learning centers is the Altus Institute. It advertises on billboards and runs ads in movie theaters and on television.  Altus operates Audeo Charter, Audeo Charter II, the Charter School of San Diego and Laurel Academy. It has a total K-12 enrollment of about 3,000 students and takes in tens of millions of dollars in state and federal revenue.”

Charter administration pay is amazing. From the report:

“In 2014 compensation for Altus Institute president Mary Bixby was $371,160—exceeding the total pay plus benefits of the Superintendent of the San Diego Unified School District that serves nearly 130,000 students. Bixby, a board member of the charters and a full-time employee of one of the schools, also receives compensation for being “on-loan” to two other Altus schools. Such obvious conflicts of interest would be illegal in a public school.”

These mall schools have terrible graduation rates and students that do graduate may have cheated their way to a diploma. One of the big money-making schemes of the last decade is “credit recovery” at learning centers. America’s high school graduation rates peaked at about 77% in 1970 and then drifted down for almost four decades to 69% in 2007. Astoundingly, even with increased graduation requirements rates have shot up.

In 2016, over 83% of California’s freshman cohort graduated on time. In 2012, 81% of the freshman cohort in America graduated on time. These record setting numbers are the result of cheating and credit recovery.

Because of political connections, these absurd practices are not being checked. For example, in 2015, billionaire Penny Pritzker, then Secretary of Commerce, presented Mary Bixby the Malcolm Baldrige National Quality Award which recognizes U.S. organizations in the business, health care, education, and nonprofit sectors for performance excellence. Naturally, the award is a marketing tool for Bixby’s schools.

Mary Bixby’s salary looks inflated next to a public-school administrator, but others in the charter school industry are making much more as documented in the report:

“In 2014, KIPP co-founder, David Levin received a compensation package of nearly $475,000 from the Foundation. Co-founder Mike Feinberg received $219,596 from KIPP Inc., which manages the Houston charters, and still another $221,461 from the KIPP Foundation. According to the organization’s 990s, Feinberg works 50 hours a week for the Houston Schools, plus 40 hours a week for the Foundation—clearly an impossibility.”

In New York city, Eva Moskowitz runs the Success Academy system of charter schools. Based on test scores, her schools have pundits praising them as miracle schools. No accolade seems too grandiose for the schools run by this former New York City Councilman and Democrat. Moskowitz has cashed in. From the report,

“Levin’s and Feinberg’s salaries are dwarfed, however, when compared with the compensation package of Success Academy’s Eva Moscowitz, who received $600,000 in 2014 as the CEO of 41 charter schools.”

The profits at cyber charters are enormous as this antidote illustrates:

“Profits can become so lucrative, that Pennsylvania Cyber Charter founder, Nick Trombetta was able to siphon off $8 million dollars of taxpayer dollars for extravagant homes and an airplane. When Trombetta was finally arrested, it was not for the exorbitant profits, which were legal, but for tax fraud.”

Newsweek and the Washington Post regularly list Arizona’s Basis schools as the best schools in America. With this kind of publicity, the Basis owners get away with paying their management company, which they own, outsized fees. From the paper:

“BASIS General Administrative costs alone amounted to nearly $12 million for less than 9,000 students, while the six largest public school districts serve a quarter million students for less than $10 million in General Administrative costs.”

The Key to Success in Charters is Not Great Pedagogy – It’s Creaming

Both Basis Schools and Success Academy use the same tactics. Set up methods to selectively enroll more desired students, drive out students that do not meet expectations and do not accept new students into a cohort. See the following tabular evidence prepared from data in the NPE report.

Basis and Success Academy

On Wednesday (November 22), the New Orleans Tribune ran a scathing editorial about the complete failure and the fraudulent imposition of the post Katrina Recovery School District (RSD). The editorial cites the same tactics Basis and Success Academy use as tools employed to venerate some RSD schools. The editor writes:

“We know the truth. Schools like Benjamin Franklin, Lusher, Warren Easton and a few others have always been top performers. They were the schools OPSB were left with after the reformers pillaged and plundered. Decades before Katrina, long before the RSD and even before high-stakes testing became the order of the day, these schools benefited from selective admission processes and extraordinary resources that were not available at many other public schools in the city.”

“So that Lusher and Ben Franklin are two of the top 10 schools in the state does little to impress us. When these campuses get to cherry-pick who they want to educate and weed out others, it becomes a lot easier to get results.”

The Charter School Experiment Failed and It is Time for Change

The New Orleans Times editorial summarizes the after Katrina reality:

“To be sure, some of the same media outlets finally reporting the near truth about the failure of these schools as if it is some eye-opener have been some of the same outlets responsible for driving the false narrative of the reform’s success by either suppressing the truth or pushing falsehoods.”

And continues:

“It’s been 12 years since our schools were hijacked. And 12 years later, many of them are performing just as poorly as they were before they were stolen. To learn that charter operators set up goals they knew were unattainable just to get their charters approved and their hands on public money and facilities is indefensible.”

Public education in America is one of the world’s great success stories. A combination of foolishness, arrogance and greed led to a continuous drumbeat of slander for America’s pillar of democracy, equity and freedom. This nonsense has opened the door to harm for our country and its values. We must again embrace democracy when governing education paid for by public dollars and reject totalitarian schemes. After all, democracy is one of the great American values, if we lose that we lose America.

The NPE paper “Charters and Consequences” is an honest, unbiased study that should be read and shared widely. We should all embrace the papers concluding call for legislative action to institute the following:

  • An immediate moratorium on the creation of new charter schools, including no replication or expansion of existing charter schools.
  • The transformation of for-profit charters to non-profit charters.
  • The transformation of for-profit management organizations to non-profit management organizations.
  • All due process rights for charter students that are afforded public school students, in all matters of discipline.
  • Required certification of all school teaching and administrative staff.
  • Complete transparency in all expenditures and income.
  • Requirements that student bodies reflect the demographics of the served community.
  • Open meetings of the board of directors, posted at least 2 weeks prior on the charter’s website.
  • Annual audits available to the public.
  • Requirements to follow bidding laws and regulations.
  • Requirements that all properties owned by the charter school become the property of the local public school if the charter closes.
  • Requirements that all charter facilities meet building codes.
  • Requirements that charters offer free or reduced-price lunch programs for students.
  • Full compensation from the state for all expenditures incurred when a student leaves the public school to attend a charter.
  • Authorization, oversight and renewal of charters transferred to the local district in which they are located.
  • A rejection of all ALEC legislation regarding charter schools that advocates for less transparency, less accountability, and the removal of requirements for teacher certification.

“Until charter schools become true public schools, the Network for Public Education will continue to consider them to be private schools that take public funding.”

White Man Fights Slavery; Calls for Ending Public Education

17 Nov

Lee W. Olson feels enslaved by having to pay taxes especially those that go to pay for public education. Taking action to end slavery, he filed three citizen initiatives with the Attorney General of the State of California. His “California Freedom from Slavery Act” initiative would end state and local taxes after 55-years of age. The “California Parental Rights Act of 2018” puts parents in charge of education standards. And the “California Education Tax Relief Act” exempts people with no children in public schools from paying taxes to support public schools.

Perhaps Olson would be better served to find another metaphor than slavery. People from a legacy of slavery, might be a little offended by the whining of a well-off white man. However, he is persistent.  In 2009, he filed three similar ballot initiatives addressing the same principles, if you can call them that.

Slave Home

Home of a Self-Identified California Tax Slave

Olson must be sincere in his motives; each of these initiative filings includes a $2000 fee. The Attorney General must “request the preparation of a fiscal impact analysis from the Department of Finance and the Legislative Analyst’s Office” before issuing a circulating title and summary. The state has less than 65 days for this process. The fee helps defray the cost of the approximately 200 of these proposals the state receives every election cycle. The proponents will get the fee back if they gather enough signatures to put the initiative on the ballot. Lee’s initiatives have yet to make a ballot.

Curmudgucation Inspired this Story

I read education blogs and one of my daily reads is a blog by Peter Greene of Pennsylvania called Curmudgucation. I met Peter at a National Public Education conference in Chicago. He is one of those guys that knows everything. Not in a know-it-all kind of way but in a he really has a great breadth of knowledge way. His blog is witty, creative and somehow, he is often one of the first people on the blogosphere to spy a new development.

November 10th, Peter wrote a piece he called “CA: A Silly Proposal.” His lead sentence, “It should be said right up front that this measure has little chance of making it all the way to becoming an actual law, and the only big mystery here is why a local news station would bother to cover it at all.” It seems that Peter somehow noticed the story of Lee’s no kids – no taxes for school initiative on a local Sacramento, California CBS affiliates morning news show.

I became intrigued and soon found that there was a trio of initiatives filed including the one Peter Greene referenced all submitted by:

Signature

Now that we have evangelical Christians setting up church in public schools and also running after school programs, plus corporations are legally identified as people with first amendment rights – I take kooky ideas seriously. Who is Lee Olson? How strong is the Committee to End Slavery? Do they have the ability to gather the required 585,407 signatures for each petition in the next six months?

Bolsa Chica

Google Maps Satellite View – 16458 Bolsa Chica Street, #165 Huntington Beach, CA 92649

The address appears to be an office for Olson Leland and Edwards, LLC, a real estate investment company. There promotion at connected investors reads, “Olson Leland & Edwards, LLC is a real estate company with 1 employee(s). This company has been part of Connected Investors since 07/24/2009 – Olson Leland & Edwards, LLC is a real estate company in HUNTINGTON BEACH, CA.” WPnumbers lists Lee Olson as chief executive.

A public records search finds that Lee W. Olson is 72 years old and lives in Westminster, California. A search of a real estate data, shows the Olson is 75 years old and retired. It also says a 2014 property assessment valued his home a little more than $500,000 which is modest by California standards.

To sum up, Lee Olson is a retired real estate dealer over 70 years-old and lives in Westminster, California. He still has some relationship to Olson Leland and Edwards, LLC and maintains a business address in Huntington Beach, California about 3 miles from his home. Except for the six state initiatives he has filed there are few other mentions of him in the media. He does own a web domain, http://www.lovetrumpseverything.com/, but there is nothing on it.

The Committee to End Slavery does not seem to be a functioning body. It has no web presence and there is not a mention of the group in the media that is not tied to Lee Olson’s state ballot initiatives.

Gathering over 700,000 signatures to ensure that 585,407 of them are validly registered voter signatures looks to be out of the realm of possibility. Peter Greene’s observation that why a media outlet would run this story is well founded.

Yet, A Dark Motivation Appears Here

It is the same motivation that is pushing Secretary of Education, Betsy DeVos’s drive to privatize public education. It is motivated by a fundamentlist religious belief.

Lee Olson calls one of his proposed initiatives “California Parental Rights Act of 2018.” California’s Attorney Generals official summary says in part:

“PROHIBITS GOVERNMENT FROM ENFORCING EDUCATIONAL STANDARDS AND MAKES PARENTS AND GUARDIANS SOLELY RESPONSIBLE FOR THEIR CHILDREN’S EDUCATION. …

“Changes Constitution to prohibit state and local government from requiring parents and guardians to meet educational standards.  Gives parents and legal guardians the sole authority and responsibility to educate their children, including the right to determine the venue, curriculum, and methods of education.”

Olson’s web domain name seems related to the Christian oriented love trumps everything key to life or a similar evangelical groups. The findings he wrote for this initiative would at one time have been deemed the hateful discourse of a kook. Now they are a serious and dangerous attack on constitutional guarantee of the separation of church and state.

In the findings for this initiative Olson writes:

“(1) The responsibility for the raising of children lies solely with parents, or legal guardians, in accordance with our Creators command given to parents, not the government, to “Train up a child in the way he should go: and when he is old, he will not depart from it.”

“(2) The government has immorally usurped, at gun point, the Creator endowed inviolable right of parents to control the education of their children.

“(3) The government has used its powers of coercion not only to usurp the Creator endowed inviolable parent’s rights but also to promote immoral teachings contrary to the way the Creator has said the child should go.

“(4) The government schools reject abstinence from sexual activity outside the bounds of marriage and teach that fornication is not only okay but it’s expected.

“(5) The government schools teach that homosexual behaviors are morally acceptable and should be praised, contrary to the Creator’s instructions for healthy living, by idolizing and establishing Harvey Milk Day honoring a man known primarily for his homosexual exploits rather than any good done for the public. …

“(6) Government schools have a full court press on to eradicate Judeo-Christian moral principles from any discourse in the lives of California residents.

“(7) Government school promotion of immoral sexual behaviors, especially fornication and homosexuality, …”

How did Christianity become so infused with hate and bigotry? Are these really the views of Jesus of Nazareth? I certainly don’t believe he taught discrimination against gays and lying about sex education.

I heard the points Olson made about sex education at the July 24 San Diego Unified School District board meeting. A new sex education program was being adopted. A relatively large group of people apparently from the same Christian sect started denouncing the sex education curriculum as pornographic and against God’s Law. People in the audience were holding up Bibles and cheering on their speakers. One speaker who identified himself as Mr. Brookes said that this sex education program was against God’s Law and that it promoted deviance and rebellion. He also said that Planned Parenthood is evil and that they support this curriculum.

Olson is not just one crackpot looking for attention. He seems to be part of an American religious movement working to end public education and establish a Christian theocracy.

In Olson’s initiative that could be called “No Tax Money for Government Schools”, he also has a long list of frothy findings. Here are three:

“Parents pursuing alternative education are penalized unfairly by having to not only pay for their children’s education but also by being forced to pay for the education of other children (and university/college students) enrolled in government schools via various government taxes, or other schemes, which extract their financial resources at gun point.”

“The Committee to End Slavery fully supports the inviolable right of parents to control the education of their children, including in whatever setting they choose, even the uninformed choice of enrolling in government schools. Our Creator never assigned the right and responsibility of a child’s education to a government entity; the government has usurped that inviolable right and responsibility at gun point.”

“The Committee to End Slavery condemns the theft of property (money) from Californian’s, euphemistically called taxation, to pay for government schools. Especially when their primary purpose is to create a dumbed down populace easy to control and prepared only to service the (slave) labor needs of the oligarchy that rules over us.”

It appears there is very little reason involved here and disdain for our government at all levels. This kind of thinking seems like a natural development from Ronald Regan’s nine most terrifying words in the English language; “I’m from the government and I’m here to help.” I find this kind of hatred of America and its institutions worrisome.

It is About Ending Public Education

Olson’s three initiatives are aimed at the November 2018 ballot and were certified for signature gathering on November 9, 2017. Each initiative was given an ID and a cost estimate.

17-0028, “California Education Tax Relief Act” aka “No Tax Money for Government Schools”, cost $30 billion-dollar reduction in revenue.

17-0029, “California Freedom from Slavery Act” aka “Geezers Don’t Pay”, cost $60 billion-dollar reduction in revenue.

17-0030, “California Parental Rights Act of 2018” aka “Government Schools Are Evil”, cost cannot be calculated but possibly a lot.

Lee W. Olson’s initiatives are the work of a crackpot with too much money. However, he is not that far from our present mainstream school reform. Secretary of Education, Betsy DeVos has an agenda that is not all that different from Olson’s. There is a dangerous sectarian attack being waged against both public schools and the constitutional guarantee in the second amendment of a separation of church and state.

Hi-Tech Profit Motive and Power Trumps Good Pedagogy

9 Nov

“The Silicon Valley assault must be turned away, not because they’re bad people but because they are peddling snake oil,” says veteran education writer, John Merrow. He is referencing education technology sales. In the last 10 years, titans of the tech industry have dominated K-street. Hi-tech is now the big dog spending twice as much as the banking industry on lobbying lawmakers.

They funds think tanks to promote their agendas like coding in every public school in America or one to one initiatives (a digital device for every student) or digital learning. Researchers working in think tanks like the New America Foundation will be disciplined if they upset a corporate leader like Google’s Eric Schmidt; ask Barry Lynn.

Writing for the Guardian, Ben Tarnoff reports, “Tech’s push to teach coding isn’t about kids’ success – it’s about cutting wages.” The premise is that coding is “a skill so widely demanded that anyone who acquires it can command a livable, even lucrative, wage.”

The flaw here is that there is no need for a flood of new programmers. It will only drive down wages, which have already stagnated, and that is the point. A 2013 Economic Policy Institute research paper stated:

“For every two students that U.S. colleges graduate with STEM degrees, only one is hired into a STEM job.”

“In computer and information science and in engineering, U.S. colleges graduate 50 percent more students than are hired into those fields each year; of the computer science graduates not entering the IT workforce, 32 percent say it is because IT jobs are unavailable, and 53 percent say they found better job opportunities outside of IT occupations.”

School leaders are the primary targets of the ed-tech sales pitch. They are flown to conferences at pricy resorts where vendors pay thousands of dollars to meet with them. Writing for the New York Times, Singer and Ivory report about Hewlett Packard’s big score in Baltimore via the office of Superintendent Dallas Dance. They observed:

“In some significant ways, the industry’s efforts to push laptops and apps in schools resemble influence techniques pioneered by drug makers. The pharmaceutical industry has long cultivated physicians as experts and financed organizations, like patient advocacy groups, to promote its products.”

MVH Staff Oct 2016

Some Ed-tech Sales Targets

Personalized Learning and Summit Schools

 Diane Tavenner is the Board Chair of the California Charter Schools Association (CCSA). Her bio at CCSA informs us:

“In 2003, Diane founded Summit Preparatory Charter High School in Redwood City. Today, Summit Prep is ranked by Newsweek as one of 10 miracle high schools in the nation that is transforming student lives. 100% of Summit’s graduates exceed the entrance requirements for the UC/CSU system and 97% of the graduates have been accepted to at least one four year college.”

Kristina Rizga’s lengthy article in November’s Mother Jones magazine is called “Inside Silicon Valley’s Big-Money Push to Remake American Education – Personalized learning is the latest trend to catch the eye of tech moguls—and Betsy DeVos. But does it work?” Her article, focuses on Tavenner’s schools. With 97% of graduates accepted to a four-year college, Rizga reports a fly in the ointment:

“But even as students thrived and Tavenner began opening more Summit schools around the Bay Area, administrators started learning that high school success wasn’t translating once Summit students headed off to college. In 2011, when Tavenner and her team surveyed students from their first class, the responses depressed them: Only a little more than half were on track to graduate.”

In addition, they learned that more than one-third of their students in colleges required remedial classes which indicated a high risk of not graduating. The reality was that students over at Mountain View High School, where Tavenner once taught, were being better prepared for college. The “miracle” schools were not that miraculous.

Originally, Summit schools focused on personalized learning like that championed by the popular bay area private schools, Montessori and Waldorf. Each student would have a personalized learning plan instead of the typical structure of lectures and textbooks, identical worksheets and being sorted by age. With the depressing 2011 data in mind, Tavenner added a new wrinkle, marring personalized learning with technology. Summit gained enhanced attention from education leaders, policy makers, and enthusiastic tech billionaires.

In 2013 Mark Zuckerberg offered to help. The new core of Summit’s personalized approach is the Summit Learning Platform, designed in partnership with Facebook. The software provides students with a daily overview of their responsibilities and progress, which are marked against their yearly personalized academic goals.

Since 2014, 330 schools in 40 states have signed up to adopt the Summit model. They are betting on an untested hypothesis that tech can save costs, increase engagement and allow teachers more time to provide individualized instruction.

Huge sums of money are flowing into this endeavor. Rizga writes:

“In a recent speech, Zuckerberg said he plans to “upgrade” the majority of about 25,000 public middle and high schools over the next decade. He and Chan have also pledged to donate “hundreds of millions of dollars per year” to bring personalized learning to other schools through the new Chan Zuckerberg Initiative, …. They aren’t alone: Bill Gates’ foundation has committed $300 million to the movement since 2009, and Netflix founder Reed Hastings has invested at least $11 million into personalized math software.”

Julian Cortella worked at Summit from near its beginning. He left in part due to concerns about the new tech infused Summit. The low-tech Summit campus, where he taught, was outscoring the tech infused ones. Rizga paraphrased him, “A former mechanical engineer who spent significant time working in Silicon Valley startups, Cortella is not against technology in the classrooms. Instead, he says his 13 years of hands-on classroom experience tell him that the tech enthusiasts rely too much on untested assumptions.”

Larry Cuban taught Tavenner at Stanford. She credits Cuban and Linda Darling-Hammond with being particularly inspirational. Rizga shares his observation:

“Cuban told me one of Summit’s key strengths is its skilled, well-trained teachers—teachers get eight weeks of paid time to improve their craft during the school year, in addition to one paid month during the summer—who use technology to achieve specific goals and their professional judgment to make decisions on how and why certain learning will take place.”

Not only are Summit’s achievements over-blown, but it is not a model easily replicated. What public school can offer teachers competitive wages and this much professional development? Public schools don’t get money from Eli Broad, Bill Gates and the Silicon Valley Foundation.

Experimenting on Other People’s Children

Many of the education initiatives coming from Silicon Valley are also reckless experiments. A recent experiment was called Altschools. A 2015 news release from Altschools said:

“May 4, 2015 – AltSchool kicks off Teacher Appreciation Week with $100 million in funding to further its vision to reinvent U.S. education from the ground up. Founders Fund and Andreessen Horowitz led the round with Mark Zuckerberg and Priscilla Chan’s donor-advised fund at Silicon Valley Community Foundation. Additional investment came from Emerson Collective, First Round Capital, Learn Capital, John Doerr, Harrison Metal, Jonathan Sackler, Omidyar Network and Adrian Aoun.”

“In 2013, founder Max Ventilla and his team … began AltSchool by asking, how would school look if we designed it from scratch today?”

“In 2013, there were 20 students in one school. This year, there will be up to 500 students in eight schools. And soon, AltSchool will start offering its model to schools nationwide, so that each child can access a high-quality education that will help them reach their full potential.”

On Novermber 1st, Bloomberg reported:

“Max Ventilla sold investors on a promise to build modern, technology-infused schools that would revolutionize education. The former Google executive convinced Mark Zuckerberg and prominent venture capitalists to commit $175 million to his startup, AltSchool. The company built at least nine grade schools in California and New York, some equipped with ceiling-mounted video cameras, an abundance of computers, custom apps, robots and 3D printers.

“But five years after opening, the for-profit venture has yet to solve a basic business equation. Despite charging about $30,000 for tuition, AltSchool’s losses are piling up as it spends at a pace of about $40 million per year. The San Francisco company is now scaling back …. In an interview, Ventilla said it’s all part of the plan. The startup is shifting its focus to selling technology to other schools, a business which has struggled to date but that he said has a more promising future.”

So that means, those rich kids in Palo Alto are looking for a new school. They will be fine, but the bad news is now we have another software company peddling their unproven wares. Watch out Reed Hastings, DreamBox has a new competitor!

No Independent Rigorous Research Supports Recent Technology Spending by Schools

An Edweek article  by Benjamin Herold opens with a quote from veteran teacher, Tiffany Dunn of Kentucky. ‘”This whole thing is coming from the tech industry, which doesn’t understand that what kids need is someone to love them and get excited about them,’ Dunn said. ‘I’m not aware of any research that says sticking a child in front of a computer for hours on end does them any good.”’

The massive purchase of technology here in San Diego is not an aberration. Herold reveals, “Schools are buying in: 97 percent of district leaders surveyed by the Education Week Research Center last year indicated that their districts had invested in some form of personalized learning.”

In the article, Herold also reported that Alfie Kohn called personalized learning, “behaviorism on a screen.” Also, Michael Petrilli said it encourages a “reductionist type of education” that “breaks learning into little bits and scraps and bytes of disparate skills, disconnected from an inspiring, coherent whole.”

Herold shared some quotes from ed-tech experts. Audrey Watters has written, “When Facebook promises personalization, it’s really about massive data collection.” And from Stirling University in the United Kingdom, Lecturer Ben Williamson says, “We need to open up a bigger debate about whether we really want Silicon Valley establishing this new model of data-driven schooling. These are people whose vision for reforming public education puts their own industry in charge.”

The Bill and Melinda Gates Foundation contracted with the Rand Corporation to make a study of digital learning, the results seem legitimate but not that supportive. The best the lead researcher, John Pane, could say to the Hechinger Report was, “What I hope happens is people see this is a promising approach, but it requires a lot of things to fall into place for it to work right.”

Susan Payne Carter, assistant professor of economics at the United States Military Academy, Major Kyle Greenberg, research analyst at the Army’s Human Resources Command and Michael S. Walker, research analyst at the Office of Cost Assessment and Program Evaluation within the Office of the Secretary of Defense wrote about a West Point study of laptops in the classroom. The study at West Point results:

“Overall, students in our sample did relatively well on the final exam, but those who were prohibited from using Internet-connected devices during class did best. … Students in classrooms where only tablets were allowed under strict conditions did slightly better, with an average score of 71.4 percent, but they still had lower scores than students in the technology-free group.”

Carter et al also share the from the literature:

“In K–12 schools, where students do not typically take lecture notes, a growing body of research has found no positive impact of expanded computer or Internet access. For example, a 2002 study by Joshua Angrist and Victor Lavy found that installing computers throughout elementary and middle schools in Israel had no effect on student achievement, even though their teachers used more computer-aided instruction. Another study, published in 2006 by Austan Goolsbee and Jonathan Guryan, found that the federal E-Rate program expanded California students’ Internet access by 66 percent over four years but did not have an impact on student achievement (see “World Wide Wonder?” research, Winter 2006). Other studies have found no link between enhanced student outcomes and expanded information-technology spending, universal-laptop programs, and providing students with home computers.”

Conclusion

Large amounts of money are being wasted. Massive spending on ed-tech is not supported by research and in fact may be doing great harm. Will some ed-tech products come to be viewed in the same way people now view the miracle drug thalidomide? The “Digital Promise” is a digital Trojan horse fleecing tax payers and stealing from children.

An Educators Preference for the Next California Governor – John Chiang

2 Nov

It seemed like identifying the best option for our next governor would be difficult. It wasn’t. The next governor will most likely come from the big three in the Democratic party; Gavin Newsom, Anthony Villaraigosa or John Chiang. Republican, John Fox is fighting against history and Delaine Eastin has yet to raise enough money to be taken seriously. Breitbart favorite, Travis Allan, has raised even less money than Eastin.

The Case for John Chiang (pronounced chung)

Recently, I asked the head of a Democratic Assembly member’s staff who the member was supporting for governor. He would not say but shared his own opinion. He said Jerry Brown had been successful as governor because of his fiscal responsibility. The staffer said that John Chiang was the only Democratic candidate who would control the spending of California’s democratically dominated assembly.

The 55 years-old Chiang’s education and experience include a degree in finance from the University of South Florida; a law degree from Georgetown; past work experience that includes tax law specialist for the IRS and an attorney for the California state controller’s office.

Chiang’s career in public office began in 1997 when he was appointed to the California Board of Equalization, and then was elected the following year to the same position. Chiang won re-election in 2002, and then went on to serve two terms as California state controller. In 2014, he was elected California state treasurer.

Gridlock and rancor dominated Sacramento in 2008. Governor Arnold Schwarzenegger, reacted to the ensuing budget crisis by ordering state worker’s pay to be slashed and thousands of others to be laid off. Chiang refused to comply. “Frankly, [the governor] is just trying to make me do something that’s improper and illegal,” Chiang told the San Francisco Chronicle.

The New Yorker chronicled this episode dubbing Chiang an unlikely hero,

“Under Schwarzenegger’s plan, the workers would receive their full salaries once a budget was approved. But California had enough cash in its accounts, and, in Chiang’s view, the Governor’s move could violate the Fair Labor Standards Act. Moreover, he thought, it was cruel. It was the height of the financial crisis, and mortgage defaults were up more than a hundred per cent over the previous year.”

“The Sacramento Bee, adapting the iconic image of a protester at Tiananmen Square, published a cartoon that depicted Chiang as a lone resister before a line of Hummers, with “Arnold” stenciled on the bumper of the lead vehicle. The Liberal O.C., a progressive blog, nicknamed him ‘the Controllernator.’”

Schwarzenegger sued Chiang but eventually, Schwarzenegger’s replacement, Jerry Brown, dropped the legal action.

An NBC report on Chiang notes:

“Chiang’s campaign site lists an extensive rundown of his accomplishments as controller and currently as treasurer that include restructuring the state’s debt during the recession “to generate $2 billion for schools, infrastructure and public safety” and imposing sanctions on Wells Fargo following a scandal that revealed over 2 million fake bank accounts.”

Because of the relentless attacks on public schools and educators, candidate views on education are key. Many self-styled “progressive democrats,” have adopted education positions attacking teachers’ unions and promoting privatization (Rahm Emanuel, Corey Booker, Antonio Villaraigosa). Some position statements promulgated by Chiang’s campaign:

“In 1988, California voters approved Proposition 98, which requires a minimum percentage of the state budget to be spent on K-12 education. Unfortunately, while Proposition 98 was meant to create a constitutional “floor” for education spending, it has turned into a political ceiling. As a result, California is grossly under-invested in public education.”

“We also must protect the collective bargaining rights of our educators, classified employees, professors, early childhood educators and child care providers. It is critically important that the people who interact with our students and children every day have a seat at the table and a voice on the job to advocate for the best conditions possible for our children to learn.”

“We must also increase both the quantity and quality of California’s early childhood education programs and assure free access for all working families.

“We also know that small class sizes are the key to improving student learning. We need to expand the Class Size Reduction program so our students have every opportunity to learn.”

“Cities and states across the nation are jumping on board and are finding innovative solutions to provide two free years of community college. California needs to find a way to get to that place, where we make community college free while ensuring students are on the right path through participation and graduation.”

“To reclaim the promise of quality education, we must ensure that children and their families have access to wraparound services to meet their social, emotional and health needs.”

Money, Money, Money

John Cox, the Republican gubernatorial candidate from Rancho Santa Fe, is fighting an uphill battle and he has yet to share his views on issues like education.

When Pete Wilson was running for reelection as governor in 1994, he used proposition 187 as a wedge issue. The proposition established a state-run citizenship screening system and prohibited illegal aliens from using non-emergency health care, public education, and other services in California. Another Republican candidate for governor, Ron Unz, campaigned against bilingual education. Both positions alienated many people in the Hispanic community.

Even more damaging to the image of the Republican party in California is the widely held view that they cannot govern. Californians blamed them for repeated failures to pass a budget which led to service interruptions and layoffs. Originally, Democrat, Gray Davis was blamed. However, his Republican replacement, Arnold Schwarzenegger, was also unable to pass a budget. So, intransient Republican legislators inherited Gray’s reputation as the source of the problem.

John Cox is not likely to become governor, but his views about political corruption are interesting. He states:

“Think about it. Legislators are largely funded, not by the voters, but by the lobbyists whose bills they’re going to vote on.

“You couldn’t have designed a system more fraught with temptation, or ripe for reform.”

Reforming California’s system of government appears to be Cox’s sole issue. In a system that makes it impossible that someone without access to financial resources be taken seriously, Mr. Cox became relevant. He donated himself $3,000,000.

Money on Hand July 31_2017

Campaign Funds Report to State of California

A Daily News article from this May reported on the effect of the Los Angeles School Board election for those advocating a privatized education system:

“Advocates for change include Netflix founder Reed Hastings and developer Eli Broad, who have poured millions of dollars into pro-charter groups that fund political campaigns. Their recent win in Los Angeles “portends a massive investment in the superintendent’s race and the governor’s race,” said Mike Trujillo, a Democratic political consultant who worked on campaigns for Kelly Gonez and Nick Melvoin, the newly elected Los Angeles school board members.

“There is not a better motivator than the nectar of victory to push along the issue that you care about, and that’s improving public education and ensuring that every child in every school has a high-quality teacher,” Trujillo said.

“Trujillo worked closely with Antonio Villaraigosa when, as mayor of Los Angeles, he bucked the teachers union and took control of several low-performing schools. Now running for governor, Villaraigosa has signaled that education will be a focus of his campaign. In his speech at the Democratic convention, Villaraigosa called the education split ‘the most important civil rights battle of our generation.’”

The largest contributors to both Gavin Newsom and Antonio Villaraigosa are Stewart and Lynda Resnick, the billionaires behind Fiji Water and POM Wonderful juice contributed $116,800 to Newsom and $112,000 to Villaraigosa.

Gavin Newsom also got large contributions from Trump supporter Peter Thiel, from George Soros and from Laurene Powell Jobs.

Villaraigosa scored big contributions from fans of privatizing public education; Eli and Edythe Broad ($112,800), Anschutz Entertainment Group ($56,400), and Reed Hastings ($56,400).

Chiang’s big money contributions come mostly from wealthy Chinese business people like CC and Regina Yin, owners of dozens of McDonalds restaurants who contributed $94,600.

Newsom and Villaraigosa on Education 

Villaraigosa has education views that are almost identical to the hedge fund supported group Democrats for Education Reform and the California Charter School Association. He will surely receive more large amounts of funding from these entities and their fellow travelers. His anti-teachers’ union message is popular with billionaires.

The attacks on the teachers’ union are disingenuous. Teachers’ unions are driven by impassioned idealistic young women who believe in social justice and public education. Trying to make them into enemies of the public is a cynical ploy. It is especially damaging in an era when working people have less and less protection from mega-wealth.

Gavin Newsom in more nuanced than Villaraigosa but no friend of public education. Last month Newsom responded to a question about charter schools:

“I’m not interested in the stale and raging debate about which side, which camp you’re on – are you with the charter people, are you anti-charter, are you with the teachers, are you anti-teacher. I’ve been hearing that damn debate for ten damn years. With all due respect, I got four kids. I have an eight-year-old, second grade. I have a five, three and a one year old. I’m not gonna wait around until they’ve all graduated to resolve whether Eli Broad was right or whether or not the CTA was wrong. I’m not interested in that debate. I’m interested in shaping a different conversation around a 21st century education system that brings people together, that could shape public opinion, not just here in the state, but could shape an agenda more broadly across the country, particularly in a time of Betsy DeVos and Donald Trump. We need that kind of leadership.”

During Newsom’s last run for governor in 2010, he said:

“To close this achievement and opportunity gap, underperforming public schools need more resources, and above all, real accountability for results. Accountability means ending social promotion, measuring student performance with standards-based assessments, and testing teachers for subject-matter competency.”

Newsom adopted the manifesto, “A New Agenda for the New Decade” and his goals for 2010 were:

  • Turn around every failing public school.
  • Make charter schools an option in every state and community.
  • Offer every parent a choice of public schools to which to send his or her child.
  • Make sure every classroom has well-qualified teachers who know the subjects they teach, and pay teachers more for performance.
  • Create a safe, clean, healthy, disciplined learning environment for every student.
  • Make pre-kindergarten education universally available.

Newsom has not repeated his call for charter schools, merit pay and standardized testing in 2017 but he has not retracted them either.

Newsom also embraces the tech industry. He joins their attempt to control curriculum by promoting computer science education as a core subject in k-12 schools and in universities. He also promotes their fraudulent STEM shortage propaganda.

Does Character Matter?

In 2007 both Gavin Newsom and Antonio Villaraigosa were involved with illicit affairs.

The San Francisco Chronicle reported,

“San Francisco Mayor Gavin Newsom’s re-election campaign manager resigned Wednesday after confronting the mayor about an affair Newsom had with his wife while she worked in the mayor’s office, City Hall sources said.”

Meanwhile in LA the Daily News reported:

“The revelation of a romantic relationship with television newswoman Mirthala Salinas came to light in a Daily News story today after the mayor had dodged months of questions about the breakup of his marriage.”

“For the sometimes rocky marriage of the mayor and his wife, who merged their surnames Villar and Raigosa when they married some 20 years ago, it was the beginning of the end.”

Shouldn’t bad personal conduct be a red flag when bestowing public trust?

Conclusion

If Delaine Eastin were financially more viable, then this recommendation would have been more difficult. I think I would have ended in the same place because of Chiang’s financial acumen but Eastin has always been a feisty leader with good instincts.

For the reasons stated above, I am supporting John Chiang to be California’s next governor.