Archive | September, 2019

“Let the Children Play” is Developmentally Appropriate Education

25 Sep

By T. Ultican 9/25/2019

Two education experts and fathers have issued a clarion call to “Let the Children Play.” Pasi Sahlberg and William Doyle co-authored Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive. These two fathers with young children were both shocked by the education system they found when the American scholar Doyle took his family to Finland and Finland’s Education Director General, Sahlberg, brought his family to the United States. Their book is a tour de force about play practices globally and the research supporting the developmental need for children to play.

The authors document the stunning reduction in authentic outdoor self-directed play children in the United States and around the world are experiencing. They share a large amount of scholarly data indicating what a big mistake it is to reduce recess and they identify the Global Education Reform Movement (GERM) as the cause for that policy error. Doyle and Sahlberg report on the amazing results both physically and academically being reported from diverse schools worldwide that have reintroduced significant authentic play. The book concludes with statements by 27 education scholars from Asia to Europe about the importance of high-quality play to human development.

Let The Children Play_0002

The Authors as Depicted on the Book Cover

In 2015 when William Doyle arrived in Finland as a visiting scholar with his wife and seven-year-old son, he found a school system that sent their children outside for 15-minutes every hour to participate in self-directed play. They sent children outside even when the temperature is as low as 5° Fahrenheit below which they stay inside to play. He shares that one day while watching children go to lunch one girl did a cartwheel in the hallway and noted “these children were expected to giggle, wiggle, and squirm from time to time, since that’s what children (especially boys) are biologically engineered to do …

That same year the former Director of Finland’s Ministry of Education, Pasi Sahlberg, came to Harvard as a visiting professor. He found a school system that was increasingly “based on stress, standardization, the de-professionalization of the teaching profession, and the systematic elimination of play in childhood education, even in kindergartens.” When he attempted to enroll his 3-year-old into a local preschool, he encountered “a stunning new concept in American education – ‘preschool readiness.’”  Sahlberg had heard that Harvard University which was in the neighborhood had developed the idea of “college-readiness” which had been pushed down as far as “kindergarten-readiness” for 5-year-olds. “But applying the idea to 3-year-olds seemed downright bizarre.

Yong Zhao is currently Foundation Distinguished Professor, School of Education, University of Kansas. He is quoted a few times in Let the Children Play. I heard this noted author and extremely amusing speaker address “college-readiness” and “kindergarten readiness” during his keynote speech at the Network for Public Education (NPE) conference in Chicago 2015. He said as a parent he was looking for “out-of-my-basement readiness.” Then he mentioned that he met Kim Kardashian in a Los Angeles elevator and observed, “Kim Kardashian has out-of-my-basement readiness.” He asserted that the only real “kindergarten-readiness” was if the school was ready for the five-year-old.

GERM is Eliminating Play

Pasi slide

Global Education Reform Slide by Sahlberg Presented at NPE 2018 in Indianapolis

Too often, curiosity and creativity are being sundered when children go to preschool, kindergarten or elementary school. “The global education race for ‘higher standards’ at lower financial costs have turned many schools to factories that try to produce standardized products efficiently on tight schedules.” Modern education reform is developmentally inappropriate. As Gloria Ladson-Billings, Distinguished Professor in Urban Education, University of Wisconsin-Madison states, “Anyone who fully understands child development knows that children’s ‘play’ is children’s ‘work.’”  

The Let the Children Play authors assert,

“The war against play is largely an unintended consequence of inept political attempts to ‘raise standards’ and ‘close the achievement gap’ by increasing ‘rigor’ and forcing academic demands on younger and younger children. It is a war being waged by an alliance of politicians, administrators, and ideologues, many of whom have one glaring weakness in common – they have little or no knowledge of how children actually learn. It is in effect, a conspiracy of ignorance, misguided policies, and misinformation.” (Emphasis added)

“This ‘GERM’ is … a virus spreading around the world, infecting school systems, and it is killing play in our schools.”

The book reports that according to data from the Torrance Tests of Creative Thinking (TTCT) “American children have suffered a startling drop of creativity” in the wake of recent decades of play deprivation. In 2011, Professor of Creativity and Innovation Kyung-Hee Kim of William and Mary reported on a review of 300,000 TTCT scores which had been constantly increasing until the 1980s and have been dropping steadily ever since. In the Creativity Research Journal, Kim reported “children have become less emotionally expressive, less energetic, less talkative and verbally expressive, less humorous, less imaginative, less unconventional, less lively and passionate, less perceptive, less apt to connect seemingly irrelevant things, less synthesizing, and less likely to see things from a different angle.”

There are many unsupported claims indicating that learning math and reading skills in preschool and kindergarten gives children an education advantage. Driven by people associated with GERM, these claims have led to an ever increasing academic focus for these children and a commensurate reduction in play. The advocacy group Defending the Early Years notes, “There is no research showing long-term advantages to reading at 5 compared to reading at 6 or 7.” Their founder Professor Nancy Carlsson-Paige, who happens to be Matt Damon’s mother, states,

“The research is clear. Faster is not better when it comes to early education; young children need play and hands-on interactions for genuine learning to occur.”

A 2015 study at Stanford University, “The Gift of Time? The school Starting Age and Mental Health”, found a strong mental health benefit to a later school starting age and there was also a likely academic payoff. A German study of 400,000 15-year-olds found no benefit to early entry into school. A Danish study found that by delaying kindergarten by one year, 11-year-olds saw a dramatic reduction in hyperactivity and attentions deficit. New York City University Professor Joshua Aronson shared, “I have learned that American kids don’t suffer from ‘Ritalin deficiency’; they suffer from a lack of nature, play, and freedom that their hunter-gather ancestors enjoyed. Play and exercise demonstrably boost academic achievement.”

Deeper Play is the Key

How Play Helps Children Learn and Grow

The authors warn that more play in not necessarily better. For play to provide the benefits described above it must be high-quality play. The authors call it “deeper play” and define it with five main ingredients:

  1. Self-direction: “Self-directed play means that we let children decide their own play in a safe and rich environment where they are comfortable to explore their own mind and potential.
  2. Intrinsically motivated: “In intrinsically motivated play, children behave or perform an action because they enjoy it and find inspiration in the action itself.”
  3. Use of imagination: “Sir Ken Robinson says that ‘imagination is the source of all human achievement,’ and it is therefore an essential condition for creativity and innovation.”
  4. A process orientation: “Process-oriented play is enjoyable for the sake of the activity itself, and is not concerned with an end result or product.”
  5. Positive emotions: “When children play, they should have a deep sense of enjoyment and fun, and may also feel joy, gratitude, inspiration, hope, love, and a sense of flow, or the full absorption in the process.”

In the book’s much more complete explanation of the use of imagination, the authors note how children’s habits of mind and imagination are being undermined by an overemphasis on standardization and testing which is narrowing curriculum. They claim, “Standardization has become the worst enemy of creativity and imagination in teaching and learning in school.”

An study by Professor Rebecca Marcon of the University of North Florida observed 343 preschool students at three different schools. One was academically oriented, one encouraged play-based learning and the third was a blend of the first two. In ongoing studies Marcon reported “children who were in a [play-based] preschool program showed stronger academic performance in all subject areas measured compared to children who had been in more academically focused or more middle-of-the-road programs.”

Let the Children Play discourages digital play. A clinical report from the American Academy of Pediatrics stated,

“Media (e.g., television, video games, and smart-phone and tablet applications) use often encourages passivity and the consumption of others’ creativity rather than active learning and socially interactive play. Most importantly, immersion in electronic media takes away time from real play, either outdoors or indoors.”

Reporting for the New York Times in October 2018, Nellie Bowles said that in Silicon Valley there is a “dark consensus about screens and kids”. She claimed, “Technologists know how phones really work, and many have decided they don’t want their own children anywhere near them.”

A 2015 report from the Organization of Economic Cooperation and Development (OECD) indicates that technology in classrooms has become a net negative. OECD’s Andreas Schleicher declared,

“In most countries, the current use of technology is already past the point of optimal use in schools. We’re at a point where computers are actually hurting learning.”

Play May Be Getting a Revival

There are several “play” pilot programs going on in the United States and throughout the world. In Fort Worth Texas, Professor Debbie Rhea of Texas Christian University created a program that tripled recess from 20-minutes a day to four separate 15-minute periods. In 2014, The Let’s Inspire Innovation in Kids (LiiNK) project started as a pilot in four schools; two using the program and two not using it to serve as a control group.  By fall of 2017 LiiNK had expanded to 20 schools serving 8,000 primary students. The authors report, “So far, the early results of Professor Rhea’s LiiNK experiment are so impressive, and so rapid, that the project may have the potential to trigger something close to a miracle in American education – more recess for children.”

China’s national Office of the Ministry of Education in 2017 announced a nationwide early education initiative with the theme “Play – Sparking the Joy of Childhood,” focusing on 3- to 6-year-olds. Academic subjects are banned.

There are play programs underway in Singapore, Tokyo, Seoul, Taipei, Shanghai and Hong Kong. New Zealand and Scotland have also started large play focused programs. A small school district on Long Island is reporting amazing results from their new play-focused program.

I encourage people who care about education to read this well documented and thorough report on the crisis of play in school.

Relay Graduate School: a Slick “MarketWorld” Education Fraud

18 Sep

By T. Ultican 9/18/2019

Relay Graduate School of Education is a private stand alone graduate school created and led by people with meager academic credentials. Founded by leaders from the charter school industry, it is lavishly financed by billionaires. Contending that traditional university based teacher education has failed; Relay prescribes deregulation and market competition. Relay does not offercoursework in areas typical of teacher education programs—courses such as school and society, philosophy of education, and teaching in democracy ….” Rather, Relay trains students almost exclusively in strict classroom management techniques.

Ken Zeichner is one of America’s leading academics studying teacher education. In a paper on alternative teacher preparation programs he noted that Match Teacher Residency and Relay “contribute to the inequitable distribution of professionally prepared teachers and to the stratification of schools according to the social class and racial composition of the student body.” Zeichner clarified,

“These two programs prepare teachers to use highly controlling pedagogical and classroom management techniques that are primarily used in schools serving students of color whose communities are severely impacted by poverty. Meanwhile, students in more economically advantaged areas have greater access to professionally trained teachers, less punitive and controlling management practices and broader and richer curricula and teaching practices. The teaching and management practices learned by the teachers in these two independent programs are based on a restricted definition of teaching and learning and would not be acceptable in more economically advantaged communities.”

Relay is another component of the destroy-public-education infrastructure that mirrors Professor Noliwe Rooks’ definition of segrenomics; “the business of profiting specifically from high levels of racial and economic segregation.”

Founding Relay Graduate School of Education

Relay’s foundation was laid when the Dean of City University of New York’s Hunter College school of education, David Steiner, was approached by Norman Atkins of Uncommon Schools, David Levin of KIPP charter schools, and Dacia Toll of Achievement First charter schools. Dean Steiner agreed to establish the kind of Teacher Preparation program at Hunter College that these three charter industry leaders wanted. The new program which began in 2008 and was called Teacher U.

Kate Peterson studied Relay for a Philadelphia group. She noted,

“Receiving $10 million from Larry Robbins, founder of the hedge fund Glenview Capital Management and current board member of Relay, and $20 million from the non-profit The Robin Hood Foundation, the three charter school leaders partnered with Hunter College in New York to implement their program ….”

The following year the newly elected and extremely wealthy Chancellor of the New York State Board of Regents, Merryl H. Tisch, tapped David Steiner to be Commissioner of Education.

Steiner and Tisch believed that there was an unhealthy university based monopoly of teacher education. Steiner moved to weaken that monopoly in 2010 by grantinga provisional charter to authorize clinically-rich teacher programs to address shortages such as in STEM areas as well as ‘students with disabilities and English language learners.’” The following year Steiner authorized and the state board approved non-institutions of higher education to grant master’s degrees in education accredited by New York State.

Almost immediately, Teacher U became Relay Graduate School of Education and received accreditation from the state of New York. Steiner’s roll in the establishment of Relay was so prominent that he is still a member of the school’s board of directors along with cofounders Atkins, Levin and Toll.

Relay Key Founders

Tisch and Steiner embodied a form of neoliberal ideology that the author Anand Giridharadas defined as “MarketWorld”. In Winners Take All Giridharadas explains,

“MarketWorld is an ascendant power elite that is defined by the concurrent drives to do well and do good, to change the world while also profiting from the status quo. It consists of enlightened businesspeople and their collaborators in the worlds of charity, academia, media, government and think tanks.”

Tisch and Steiner both embraced standardized testing as a legitimate measure of school and teacher quality. The former US Assistant Secretary of Education, Diane Ravitch, described Tisch as the “Doyenne of High-Stakes Testing.” Tisch and Steiner also looked to private business as a solution to perceived problems in education and they enthusiastically promoted Bill Gates’ Common Core State Standards. When Steiner resigned as Commissioner in 2011, Tisch replaced him with John King who had a similar education philosophy.

The idea that university based teacher education programs are a monopoly that must be broken is a farce. It is advocating that professionally run education programs guided by people who have spent their lives researching and practicing education must be replaced by a privatized alternative. Here in my hometown of San Diego, California we have four major teacher education programs. University of California San Diego and San Diego State University run the two publicly sponsored programs. The University of San Diego and National University run the two private school education programs. Those four competing programs are hardly monopolies plus they meet a high standard of professionalism, something Relay does not do.

As soon as Relay became New York’s first ever non-university associated and accredited education graduate school, billionaire money started rolling in. New Schools Venture Fund in Oakland, California sent them $500,000 in the founding year of 2011 and followed that with $1,500,000 in 2012. Between Relay’s founding in 2011 and 2017, John Arnold, Bill Gates, Michael Dell, the Walton family plus the New School Venture Fund granted Relay $21,625,322. During the first year of operation, Relay received $10,403,909 in grants and contributions.

Relay’s Organization

Norman Atkins who was and still is the CEO of Uncommon Knowledge has assumed the leadership of Relay. Uncommon Knowledge, Inc. and Relay shared the same address until 2017 when Uncommon Knowledge became Together, Inc, which established a new address but kept their books at Atkins’ office.

Uncommon Knowledge has been very generous to Relay graduate school; granting them more than $5,000,000 between 2013 and 2017. While Atkins remains CEO of Uncommon his pay all comes from Relay.

Salaries

Top Salaries since Founding Reported on Relay’s Tax Forms

Mercedes Schneider looked at Relay in March (2018) and began her piece, “Relay Graduate School of Education (RGSE) is a corporate reform entity whose ‘deans’ need not possess the qualifications that deans of legitimate graduate schools possess (i.e., Ph.D.s; established professional careers in education, including publication in blind-review journals).”

Most Relay Deans were the founders of the Relay campus in their location. There are now seventeen Relay campuses which are in reality little more than a store front or an office. In the last year, Relay has gone from zero education doctorates to four. Among the Deans, it appears that not one of them is qualified for tenure track at a legitimate college of education. Simply stated, Relay’s school leaders are not qualified education professionals.

When Relay tried for to go into California and Pennsylvania, both states refused them.  In an interview, Professor Zeichner remarked, “Their mumbo jumbo and smoke and mirrors game did not work however, in either CA or PA where the states ruled that Relay’s programs did not meet their state standards for teacher education programs.

Recently, there has been deterioration in the leadership at some Relay campuses. While in 2017, they all had deans, three no longer do. In Memphis, founding Dean Michelle Armstrong left Relay to be coordinator of instructional support at the Pyramid Peak Foundation. In Nashville, founding Dean Linda Lenz has departed and so has founding Dean Jennifer Francis of New Orleans. It appears that none of the “deans” have been replaced at their respective campuses.

Teach like it is 1885

Seton Hall’s Danial Katz described the program of studies, “Relay’s ‘curriculum’ mostly consists of taking the non-certified faculty of the charter schools, giving them computer-delivered modules on classroom management (and distributing copies of Teach Like a Champion), and placing them under the auspices of the ‘no excuses’ brand of charter school operation and teachers who already have experience with it.”

A good reference for understanding where the Relay theory of education spawned is Elizabeth Green’s Building A+ Better Teacher. Green is definitely a member of “MarketWorld” and she venerates the no-excuses charter founders, but her closeness to them provided her with deep information about these schools and the thinking of their founders.

Green notes that Doug Lamov, the author of Teach Like a Champion(TLC), was part of a new class of educators “from the world of educational entrepreneurs.” Green observed,

Instead of epistemology, child psychology, and philosophy, their obsessions were data-based decision making, start-ups, and ‘disruption.’ They were more likely to know the name of Eric Hanushek, the economist who invented the value-added teacher evaluation model, than Judy Lanier.”

Doug Lamov decided to create a common taxonomy that Green described as “an organized breakdown of all the little details that helped great teachers excel.”  His list of techniques expanded to 49 and that became TLC. It was a behaviorist approach to classroom management and teaching. Some of the techniques are fine but the relentless application in a no-excuses environment stunts student creativity and need to know.

Most trained professional educators find Lemov’s teaching theory regressive. Jennifer Berkshire published a post by Layla Treuhaft-Ali. Under the title “Teach Like its 1885.” Layla wrote, “Placed in their proper racial context, the Teach Like A Champion techniques can read like a modern-day version of the *Hampton Idea,* where children of color are taught not to challenge authority under the supervision of a wealthy, white elite.”

Relay’s curriculum focuses on studying TLC through videos like this one. There is no lecture hall and no academic study of education. It is a 100% technical approach to building teachers who follow a script and teach their students to respond to cues.

Some Last Words

More from Professor Zeichner,

“Relay teachers work exclusively with ‘other people’s children’ and provide the kind of education that Relay staff would never accept for their own children. The reason that I use Lisa Delpit’s term ‘other people’s children’ here is to underline the point that few if any Relay staff and advocates for the program in the policy community would accept a Relay teacher for their own children. Most parents want more than a focus on standardized test scores for their children and this measure becomes the only definition of success in schools attended by students living in poverty.”

Relay practices the pedagogy of poverty and as Martin Haberman says,

“In reality, the pedagogy of poverty is not a professional methodology at all. It is not supported by research, by theory, or by the best practice of superior urban teachers. It is actually certain ritualistic acts that, much like the ceremonies performed by religious functionaries, have come to be conducted for their intrinsic value rather than to foster learning.”

DC Charter School Performance “Almost” Matches Public Schools

8 Sep

By T. Ultican 9/8/2019

Washington DC charter schools did not significantly outperform public schools or even match them on the last two years of PARCC testing. These disappointing results for the charter school industry come almost a quarter-century after Bill Clinton and Newt Gingrich teamed up to bring neoliberal education reform to Washington DC. As their “reforms” accelerated, residents were assured that innovative privatized schools would bring better outcomes and performance gaps would close. None of that happened. Instead, public schools have been disappearing; democratic rights have been taken away; “segrenomics” has motivated change and corruption is rampant.

It is important to note that standardized testing data has only two legitimate outcomes. These tests are not capable of measuring school or teacher quality but they do provide a huge revenue stream for companies like the testing giant Pearson Corporation and they create propaganda for disrupting and privatizing public schools. No group has put more stock in standardized testing data than the charter school industry. Since many charter schools are known to center their curriculum on preparing for tests like PARCC, it is surprising that for the last few years, Washington DC’s public schools have outperformed charters.

The PARCC testing consortium claims that on their 5-point scale, “Students who performed at level 4 and above have demonstrated readiness for the next grade level/course and, eventually, college and career.” The Washington DC, Office of the State Superintendent of Education (OSSE) is in charge of PARCC testing. OSSE reports the data in terms of percentage of students scoring greater than or equal to 4.

ELA 3-8 PARCC Data

ELA Data from the OSSE Report

Math 3-6 PARCC Data

Math Data from the OSSE Report

In the data above, DCPS indicates the District of Columbia Public Schools; PCS indicates Public Charter Schools and State indicates the sum of the two. The inappropriately named Public Charter School Board which oversees charter schools in the city asserts, “Public charter schools serve a student body that is equally or at times more disadvantaged, while outperforming traditional public schools.” The data shown above highlights the board’s bias.

Sociologists point out that testing reliability is undermined when employed for accountability. Donald T. Campbell famously observed, “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” The National Assessment of Education Progress (NEAP) testing does not have any high stakes associated with it. The following NEAP data looks at education performance gaps between races.

Gap Data 2005-2017

Red Numbers Indicate the Performance Gaps in 2005 and 2017

The chart above shows that DC performance gaps have shrunk, however, they are still the largest in the nation and more the twice the National Average. An interesting side note; another portfolio district, Denver, also has very high student performance gaps.

The other school choice initiative forced onto DC by Congress is vouchers. In 2003 the Opportunity Scholarship Program was sneaked into an omnibus bill. It authorized $20 million yearly to be spent on vouchers in the district. That means all taxpayers are paying for DC students to attend religious schools.

A recent Center for American Progress report on vouchers observed:

“This analysis builds on a large body of voucher program evaluations in Louisiana, Indiana, Ohio, and Washington, D.C., all of which show that students attending participating private schools perform significantly worse than their peers in public schools! especially in math. A recent, rigorous evaluation of the D.C. Opportunity Scholarship Program from the U.S. Department of Education reaffirms these findings, reporting that D.C. students attending voucher schools performed significantly worse than they would have in their original public school.”

With public schools outperforming charter schools, academic performance gaps being the largest in the nation and voucher students falling behind their peers, Valerie Strauss of the Washington Post asks a pertinent question,

“When are school reformers nationwide who have had a love affair with the D.C. model going to give it up?”

Why Don’t Washington DC Residents Merit Democracy?

The US Census Bureau estimates that on July 1, 2018 Wyoming’s populations was 577,737; Alaska’s population was 737,438 and Washington DC’s population was 702,455. Alaska and Wyoming both have two senators and a congressman representing them. Washington DC only has one congressman with limited voting privileges.

In 1968, the US congress gave the residents of Washington DC the right to vote for an 11-member school board. In 1996, the President appointed DC Financial Responsibility and Management Board (the “Control Board”) reduced the school boards power and claimed the authority to appoint the superintendent. In 2000, a DC referendum reduced the school board to 9 members and gave the Mayor the right to appoint 4 members. Finally, in 2007, the DC District Council passed the Public Education Reform Amendment Act (PERAA). This act transferred almost all management authority to the mayor and created the present school system organization.

There are four main Components of the Washington DC school system:

  1. The State Board of Education (SBE) which has the city’s only publicly elected school board. It sets some standards but has little actual power.
  2. The Office of the State Superintendent of Education (OSSE) is in charge of testing, data reporting, transportation, and athletics.
  3. Public Charter School Board (PCSB) is a 7-member board appointed by the Mayor. It was created in 1996 and is the sole charter school authorizer in Washington DC. It also has the power to rescind a charter.
  4. District of Columbia Public Schools (DCPS) is the public school system serving more than half of Washington DC’s students.

The Mayor has almost dictatorial control over the school system with very little input from teachers, students or parents. When Muriel Bowser was elected Mayor in 2014, she inherited DCPS Chancellor, Kaya Henderson. Bowser appointed Jennifer Niles as her chief education advisor with the title Deputy Mayor for Education. Niles was well known in charter school circles having founded the E. L. Haynes Charter School in 2004. Niles was forced to resign when it came to light that she had made it possible for DCPS Chancellor Antwan Wilson to secretly transfer his daughter to a preferred school against his own rules.

Bowser has an affinity for education leaders that have gone through Eli Broad’s unaccredited Superintendents Academy. She is a Democratic politician who appreciates Broad’s well documented history of spending lavishly to privatize public-schools. When Kaya Henderson resigned as chancellor in 2016, Antwan Wilson from the Broad Academy class of 2012-2014, was Bowser’s choice to replace her. Subsequent scandal forced the Mayor to replace both the Chancellor and the Deputy Mayor in 2018. For Chancellor, she chose Louis Ferebee who is not only a member of Jeb Bush’s Chiefs for Change, but is also a graduate with the Broad Academy class of 2017-2018. Her new Deputy Mayor choice was Paul Kihn Broad Academy Class of 2014-2015.

With the control Mayor Bowser has over public education, the DCPS webpage now looks more like a vote for Bowser publication than a school information sight.

DC Public Schools Welcome Page

Image of the DCPS Home Webpage Taken on 9/7/2019

Corruption and “Segrenomics” Infest DC Schools

Noliwe Rooks’ book, Cutting School: Privatization, Segregation and the End of Public Education, says uplifting all children requires racial and economic integration. It warns against separate but equal education. In the book, Professor Rooks defines Segrenomics:

“While not ensuring educational equality, such separate, segregated, and unequal forms of education have provided the opportunity for businesses to make a profit selling schooling. I am calling this specific form of economic profit segrenomics. Segrenomics, or the business of profiting specifically from high levels of racial and economic segregation, is on the rise.”

In the 2018-2019 school year Washington DC had 116 charter schools reporting attendance. Of that number 92 or 82% of the schools reported more than 90% Black and Hispanic students. Thirty charter schools or 26% reported over 98% Black students. These are startlingly high rates of segregation.

Of the 15 KIPP DC charter schools, all of them reported serving 96% or more Black students. According to their 2017 tax filings, seven KIPP DC administrators took home $1,546,494. The smallest salary was $184,310.

In addition to charter school profiteering, the seven people Mayor Bowser appointed to lead the Public Charter School Board seem more like charter industry insiders than protectors of the public trust.

The PCSB Board:

Rick Cruz (Chair) – Chief Executive Officer of DC Prep Public Charter School; formerly worked at the Network for Teaching Entrepreneurship, Teach for America and America’s Promise Alliance. Currently, he is Executive Director of Strategic Partnerships at The College Board

Saba Bireda (Vice Chair) – Attorney at Sanford Hiesler, LLP, served under John King at the U.S. Department of Education.

Lea Crusey (Member): Has served at Teach for America, advisory board for KIPP Chicago, StudentsFirst, and Democrats for Education Reform.

Steve Bumbaugh (Treasurer) – Manager of Breakthrough Schools at CityBridge Foundation.

Ricarda Ganjam (Secretary) – More than 15 years as Management Consultant with Accenture; consulted on KIPP DC’s Future Focus Program.

Naomi Shelton (Member) – Director of Community Engagement at KIPP Foundation.

Jim Sandman (Member): President of the Legal Services Corporation.

It appears that charter schools in DC are starting to cannibalize each other. A relatively new company called TenSquare is using its connections at the PCSB to advance its charter school turnaround service. Last year Rachel M. Cohen wrote “Behind the Consulting Firm Raking In Millions From D.C. Charter Schools; Is TenSquare effective—or just connected?” Cohen’s lengthy article stated, “TenSquare is the brainchild of Josh Kern, who graduated from Georgetown Law School in 2001 and founded Thurgood Marshall Academy—a legal-themed charter high school—immediately afterward.” TenSquare started operating in 2011. Cohen reported:

One common criticism of TenSquare is that its business model is, in a sense, circular: It can effectively hire itself. When TenSquare is brought in to assess a charter’s alleged deficiencies, it is well positioned to recommend that the charter correct those deficiencies with TenSquare’s own turnaround services.

“It’s a racket,” says Jenny DuFresne, a former charter principal whose school contracted with TenSquare. “It’s a bunch of good old boys who are talking to each other and scratching each other’s backs. Like honestly, that’s all it is.”

A disturbing quote concludes Rachel Cohen’s article:

‘“If you talk to charter people off the record around the city, you’ll find most are afraid to speak honestly about TenSquare,’ says Donald Hense, the now-retired founder and CEO of Friendship Public Charter School. ‘But they’re also afraid if they don’t hire the company then their charters will be revoked.”’

End Notes

Well known national foundations that spend for school choice and market reform of education send multiple millions of dollars yearly to advance school privatization in Washington DC. These include the Edythe and Eli Broad Foundation, the Bill and Malinda Gates Foundation and the Walton Family Foundation. Locally, David and Katherine Bradley, owners of Atlantic media, have established the CityBridge Foundation. They are also spending seven figures to privatize the city’s public schools.

CityBridge

Spending to Privatize Public Schools in 2017

With all this spending, surprisingly, the expansion of charter schools in Washington DC has slowed or possibly stopped. The promised benefits from privatization have not materialized but community disruption has.