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Fake Teachers, Fake Schools, Fake Administrators Courtesy of DPE

11 Apr

By T. Ultican 4/11/2018

The destroy public education movement (DPE) has given us Teach for America (Fake Teachers), Relay Graduate School (Fake Schools) and from the Broad Superintendents Academy (Fake administrators). None of these entities are legitimately accredited, yet they are ubiquitous in America’s major urban areas.

There was a time in the United States of America when scoundrels perpetrating this kind of fraud were jailed and fined. Today, they are not called criminals; they are called philanthropists. As inequitable distribution of wealth increases, democratic principles and humane ideology recedes.

It is time to fight the 21st century robber-barons and cleanse our government of grifters and sycophants.

Philanthropy in America is undermining the rule of law and democratic rights. Gates, Walton, Broad, DeVos, Bradley, Lily, Kaufman, Hall, Fisher, Arnold, Hastings, Anschutz, Bloomberg, Jobs, Zuckerberg, Dell and the list goes on. They have afflicted us with Teach for America (TFA), charter Schools, vouchers, phony graduate schools, bad technology and bogus administrators implementing their agendas.

Without these “philanthropists” and their dark money schemes none of this would exist. Public schools would be healthy and teenage suicide rates would be going down; not up. Instead we have mindless testing, harmful technology and teaching on the cheap.

This “philanthropy” is about profits, reducing tax burdens on the wealthy, imposing religious dogma and subjugation of non-elites. It is harmful to America’s children. The attack on public education was never primarily about benefiting children. It certainly was never based on concern for minority populations.

The Absurdity of Fake Teachers from TFA

 Over the last five years, there have been several wonderful books written on the politics of education reform and the best of them all have a chapter on Wendy Kopp and TFA. Diane Ravitch gave us Reign of Error, Dana Goldstein wrote The Teacher Wars and Mercedes Schneider produced A Chronicle of Echoes. I wrote a review of Chronicle. These three books are masterpieces of scholarship and research, however, my favorite book about the politics of education is Why You Always Got to be Trippin by Ciedie Aech which is a masterpiece of sarcasm.

The basic pitch of TFA has changed since Wendy Kopp’s 1989 senior thesis, “An Argument and Plan for the Creation of the Teacher Corps.” Later when creating TFA, Kopp reached out to the National Education Association (NEA). NEA VP, Sharon Robinson responded, “Even a suggestion that acceptable levels of expertise could develop in short termers simply doesn’t mesh with what those of us in the business know it takes to do the job – much less with what our young need and deserve” (Goldstein).

Kopp replied that the new teacher corps was merely “an emergency response to a shortage of experienced, qualified teachers” in high-needs schools, “and would therefore not be telling the nation that its inexperienced members were preferable to, or as qualified as experienced teachers” (Goldstein).

However, in 1997, Kopp founded The New Teachers Project now called TNTP and installed first year TFA alum, Michelle Rhee, to lead it. TNTP advertised itself as an agency helping people transition into teaching from other careers and also providing professional development to school districts. The Rhee led TNTP infamously initiated a relentless campaign of teacher-bashing. TNTP was virulently anti-teachers’ union and anti-tenure. Rhee inspired headlines throughout the country like these from California, State Needs ‘Lemon’ Law For Teachers, California Schools May Get Break from Bad Teachers  and Escape Hatch for Incompetent Teachers Closed .

The message was clear. Public education was failing because of bad teachers. TFA and TNTP offered the solution.

Mercedes Schneider described another TFA mission change:

“Though the TFA website notes that Kopp’s organization has ‘aggressively worked to grow and deepen [TFA] impact,’ Kopp’s initial push had nothing to do with placing former TFAers in educational leadership positions. By 2001, TFA began to clearly publicize its now-twofold mission: Yes, to continue to place ‘top talent’ in the classroom in two-year, Peace-corps style. However, in addition, TFA would enable those ‘teacher leaders’ to ‘force systemic change to ensure educational equity.’” 

Wendy Kopp was a child of wealth from the tony Dallas neighborhood of Highland Park. She attended Highland Park High with a predominantly white student body and a 95% graduation rate (Schneider). That graduation rate was before the current credit recovery fraud.

While at Princeton, Kopp became editor-in-chief of the student magazine “Business Today” which was founded in 1968 by Steve Forbes. Having a circulation of 200,000 in 1987, it could charge businesses $5,000 a year for advertising (Schneider). She demonstrated her ability to raise money and developed many personal contacts with important CEO’s while running “Business Today.”

After graduating with a BA degree in Public and International Affairs, she went to New York to start her Peace-corps styled non-profit. Kropp’s first grant for $26,000 came from Exon-Mobil. Union-Carbide gave her free New York office space. She sent fellow Texan Ross Perot her business plan and he came through with a $500,000 challenge grant which helped TFA raise an addition $1.5 million. Her first hire was a friend of her brother’s, Whitney Tilson (Goldstein). Tilson would later create the Democrats for Education Reform (DFER).

Early on, there was serious push-back against TFA by education professionals. After observing the TFA summer training in 1990, Education Professor Deborah Appleman called it “ludicrous.” In 1994, Linda Darling-Hammond, then a researcher at Columbia University’s Teachers College, excoriated TFA for being “a frankly missionary program” that elevated the resume building of its recruits over the educational needs of poor children (Goldstein).

Because of this pushback and Kopp’s lack of management training and experience, TFA went through a series of existential crises. Schneider noted, “Despite the financial and organizational issues and bad press, Kopp managed to scrape by and carry TFA with her into the new millennium.”

Schneider also wrote about improving the financial fortunes at TFA,

“…Wendy Kopp declared that she had a force of young, predominantly-Ivy-League idealists for sale, and Big Money arrived on the scene to make the purchase. No more insolvency issues for Wendy Kopp and TFA.”

 The money that came in is truly staggering to contemplate. Here is one paragraph from Diane Ravitch:

“When the U.S. Department of Education ran a competition in 2010 for the most innovative programs in education, with four top prizes of $50 million, TFA was one of the winners (the KIPP charter chain, headed by Wendy Kopp’s husband, Richard Barth, also won $50 million). In 2011, a group of foundations led by the Broad Foundation made a gift of $100 million to TFA. In the same year, the Walton Family Foundation – one of the nation’s most conservative foundations – pitched in $49.5 million, the largest single education grant made that year by a foundation committed to privatization. TFA also received federal funding through AmeriCorps grants and an annual congressional earmark of $20 million. In the five years from 2006 to 2010, TFA raised an astonishing $907 million in foundation grants, corporate gifts and government funding.”

TFA has been remarkably successful everywhere except in the classroom. These temporary teachers with virtually no training nor experience are not ready to run a class. Because a large percentage of TFA teachers do not stay past two years, it is impossible to run long term studies of their effect on students. However, it is well known that TFA induced teacher churn harms children. Today, a significant number of charter school teachers come from TFA.

Ciedie Aech faced some of the most virulent forces of the DPE movement while teaching in Denver, Colorado. Her comments about TFA are both amusing and prescient. She wrote,

“Good teachers; well, good teachers, and oh surely this was obvious – even glaringly self-apparent in the fast pace of magical days devoted to a truer national compassion: Good teachers? – Were young.”

 “Oh, those Teach-For-A-Minute girls, he now declared snidely. Really, who was surprised? Everybody knew: You couldn’t count on them.”

 “Despite their designated unreliability; despite, even, their surely ungrateful lack of loyalty for stoically sticking around and “taking” the abuses created by an ever-shifting, funding-lucrative reform – huge numbers of these oft-labeled undependable Teach-For-A-Minute girls (and oh, yes, a lesser number of surely just as undependable Teach-For-A-Minute boys) were now being ever more massively produced.”

 “As a journalist followed the teaching year of a suddenly deployed troop of Teach-For-A-Minute miracle workers, ultimately, he found only one greenhorn to be exceptionally able. (And so many others who were both frighteningly and disastrously unprepared.)”

Charter Industry Has Created A Fake Education Graduate School

The well-known blogger, Peter Greene AKA the Curmugducator, has a knack for colorfully and accurately summarizing creepy agendas. He concludes an article about Relay Graduate School:

“Reformsters have managed to build and fund an entire alternate education universe in which they make up their own credentials, their own schools, their own entire system built on a foundation of nothing but money, connections, and huge brass balls. There’s never been anything like it since hucksters pitched medicinal snake oil off the back of a wagon, and it would be kind of awesomely amazing, like watching a python consume an entire elephant– except that instead of an elephant, this parallel shadow system is gutting public education in the communities where it is most needed.”

The Alliance for Philadelphia Public schools learned that their schools were using training materials from Relay Graduate School (RGS). Kate Peterson, a graduate student at Arcadia University, investigated Relay’s founders and programs for Alliance. Her policy brief apprised,

“Relay Graduate School of Education is a stand-alone school based in New York City. It began as Teacher U in 2007, when Dave Levin, co-founder of KIPP Public Charter Schools, and Norman Atkins, co-founder of Uncommon Schools, decided to develop a program that would supply their charter schools and others with high-quality teachers, which they deemed as scarce. They partnered with the founder of Achievement First, Dacia Toll, to create their program. 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 ….

 “In 2011, it was renamed Relay Graduate School of Education and was granted a charter by the New York State Board of Regents ….”

Peterson also pointed out that the lack of scholarship and experience in education among the three founders. She wrote,

“Based on their backgrounds, it is apparent that all three charter and Relay founders have little education and training in teaching. Atkins opened a charter a year after graduating with a M.A. in educational leadership with little to no experience teaching. Levin founded KIPP two years after working for Teach for America with no formal education in teaching as well. Toll too founded a charter a year after graduating with her J.D. and teaching certificate with very little experience in education. After founding these charters, they did not go on to be teachers in them, but rather managers of them. Thus, Relay’s founders began a teacher training program without much formal education and experience in teaching themselves.”

Mercedes Schneider took another look at RSG this 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).”

There are now fifteen “deans” of RSG each running a stand-alone campus that they themselves founded. Mercedes notess that twelve of the fifteen have light teaching experience with TFA and also reports on the qualifications of all the “deans.” She concludes with:

“There you have it: 15 “deans”; no Ph.D.s (but one almost); no bachelors degrees in education; no refereed publications, and not a one “dean” qualified for a tenure-track position in a legitimate college of education. But who needs legitimacy when you can franchise yourself into a deanship?”

The Unaccredited Broad Superintendent Academy Trains Public Education Destroyers

Eli Broad, estimated to be worth $6 billion, made his fortune by building two fortune-500 companies, KB Homes and Sun America. He is a product of public education but is determined to privatize the system.

The Broad Academy is an unaccredited administration training program for school leaders run by the Broad Foundation.

Broad’s theory is that public school administrators and elected school boards lack the financial background to run large organizations. Motoko Rich’s Times article explained, ‘“The new academy,’ he said, would ‘dramatically change this equation’ by seeking candidates in educational circles as well as recruiting from corporate backgrounds and the military, introducing management concepts borrowed from business.”

In her book, The Death and Life of the Great American School System, Diane Ravitch related what she learned about Broad’s thinking during a 2009 meeting with him. She wrote,

“He believes that school systems should run as efficiently as private sector enterprises. He believes in competition, choice, deregulation, and tight management. He believes that people perform better if incentives and sanctions are tied to their performance. He believes that school leaders need not be educators, and that good managers can manage anything if they are surrounded by smart assistants. Broad told an audience in New York City in 2009, ‘We don’t know anything about how to teach or reading curriculum or any of that. But what we do know about is management and governance.’ The Broad education agenda emphasizes the promotion of charter schools, the adoption of corporate methods for school leadership, and changes in the way teacher are compensated.”

Broad is rich so his ideas about education – which are based on little beyond opinion – are taken seriously. He has created an administrators school that ignores 200 years of public school and scholarly experience. It is ludicrous that any state would accept this kind of training as legitimate. Unfortunately, graduates from the fake Broad academy are working in school systems across America.

Past Time to Say, “I’m mad as hell and I’m not going to take it anymore.”

Fake School

Time to stop the bi-partisan theft of public education from Americans. Stop fake teachers entering classrooms. Stop fake administrators doing damage like Deasy in LA or Bersin in San Diego or Wilson in Oakland or White in Louisiana or Bobb in Detroit or Klein in New York or etc. Perpetrators of a fake graduate schools are criminals. Temporary teachers with no credentials, no training and no experience are a hoax. Billionaire trained administrators are a menace. Time to end this charade.

TNTP is a Part of the Destroy Public Education Infrastructure

10 Aug

By T. Ultican 8/10/2019

TNTP is one of several organizations that only exist because billionaires have financed them. Wendy Kopp founded TNTP (originally called The New Teachers Project) in 1997. She assigned Michelle Rhee, who had recently finished a two year Teach For America (TFA) tour, to run TNTP. Along with TNTP and TFA there are also the Broad Superintendents Academy and the fake school for professional educators called Relay Graduate School forming a significant part of the infrastructure instilling a privatization mindset into the education community.

TNTP says it mission is to partner with educational entities to:

  • “Increase the numbers of outstanding individuals who become public school teachers; and
  • Create environments for all educators that maximize their impact on student achievement”

These are laudable goals but why would any school district or state education department turn to an organization with minimal academic background and experience to train teachers and school leaders? Michelle Rhee earned a B.A. in Government from Cornell and a master’s in public policy from Harvard with no education studies. In the Book Chronicle of Echoes, Mercedes Schneider observes that “Wendy Kopp was a child of privilege”. She left her exclusive Highland Park neighborhood in Dallas to study International Affairs at Princeton. Kopp had no education experience or training and Rhee had five weeks of training to go along with two years experience teaching elementary school in Baltimore.

Wendy and Michelle

Corporate Media Embraced Kopp and Rhee as Education Reformers (Google Images)

In 2001 despite lacking expertise in training educators, TNTP was able to report,

“In its first full year of operation, The New Teacher Project entered into 3 contracts, and in its second year of operation, the number of contracts jumped to 11. This year, The New Teacher Project has over 20 contracts, and is working with school districts, state departments of education and universities across the country.” And they stated, “We have worked with numerous clients across the country, including The New York City Board of Education, Massachusetts Department of Education, District of Columbia Public Schools and East Baton Rouge Parish School System.”

The Billionaire Drive to Privatize Public School

Before the billionaire driven push to privatize public education a “non-profit” company like TNTP would have gotten no consideration for training teachers because they were unqualified. If policy makers in New York wanted to create and alternative teacher certification path, they would have turned to an established institution like Columbia University’s Teachers College to create and manage the program. If Washington DC schools wanted to develop a teacher professional development program, they would have likely looked to the University of Maryland. These are places with more than a century of experience studying education and training its leaders.

Papers coming from leading education institutions like the University of Texas or the University of California are peer reviewed scholarly efforts. Whereas TNTP produces non-peer reviewed polemics like “Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness” a paper that accelerated teacher bashing. It looked like a real research effort but it was submitted through friendly media avoiding professional criticism. In 2001, a banner on the TNTP web page falsely claimed, “No single factor has a greater influence on student achievement than teacher quality”. Of course family income, mental health and the language spoken at home are much more decisive.

Another faux non-peer reviewed paper produced by TNTP was called “The Irreplaceables”. The paper defines the “irreplaceables” as the “top 20% of teachers in studied districts, as gauged by district data.” The gauge used was the widely discredited value added measures (VAM) which the American Statistical Association weighed in on stating,

“The VAM scores themselves have large standard errors, even when calculated using several years of data. These large standard errors make rankings unstable, even under the best scenarios for modeling”.

Although not a peer-reviewed paper, Bruce Baker of Rutgers University commented on the paper for the National Education Policy Center. He bluntly called it, “a report that is utterly ridiculous at many levels”. Baker powerfully demonstrated his point with the following graphs.

Irreplaceables

Baker’s Graphics Showing the Absurdity of the TNTP Claim

A central business of TNTP today, is training principals through its Pathways to Leadership in Urban Schools (PLUS). PLUS has a presence in Camden, Kansas City, New York, Philadelphia and San Francisco. In this program, PLUS provides academic training and places principal trainees in local district schools with contracted mentor principals.

Kansas City PLUS has a contract with Kansas City Public Schools (KCPS). They share about themselves:

“Kansas City PLUS is a two-year, practice-based principal certification residency and master’s program that helps talented educators become capable school leaders. With support from a leadership coach and experience managing teachers in a local school, our residents learn how to create a school culture in which students are challenged and inspired, and where teachers receive the feedback and support they need to grow.”

PLUS inadvertently shares the real reason KCPS contracted them instead of the Universities of Missouri or Kansas. TNTP lists among its partners:

The Ewing Marion Kauffman Foundation, which funds Kansas City PLUS, was established in the mid-1960s by the late entrepreneur and philanthropist Ewing Marion Kauffman.”

The Hall Family Foundation is a private philanthropic organization that makes grants to community programs in the greater Kansas City area.”

The Walton Family Foundation is working to expand opportunities and empower children and families with educational options. Since 1992, we have invested more than $1.3 billion in K-12 education and supported a quarter of the 6,700 charter schools created in the United States.”

At the end of 2016 the smallest of these three funds was the Hall Family Foundation with assets of $833,764,620. Without these monies, Kansas City would be training all of its principals through university programs.

The Kauffman Foundation is emblematic of a growing problem in the philanthropic world. Ewing Kauffman graduated from public school and supported public education with both time and money. It would be surprising if he supported the privatization effort his legacy is being used to promote. Today, the $2 billion fund he founded is led by Wendy Guillies. She serves on the boards of the Greater Kansas City Chamber of Commerce, KCSourcelink, MRI Global, Folience and the Enterprise Bank Advisory Board. The Kansas City Business Journal named her to the Power 100 list in 2016 and 2017, and TechWeek KC named her to the Tech 100 list. Obviously she is a very accomplished women but her resume is consistent with the pro-privatization views espoused by the American Legislative Exchange Council and their chief supporter, Charles Koch.

The PLUS Program has Issues

I became privy to some inside communications when contacted about the possibility of a class action suit against TNTP. The warning that follows summarizes some of the negative feelings percolating within the PLUS organization. With the heading “Beware” the following is from a Principal Intern:

“This organization advertises 60,000 – 100,000. This is to lure you to apply for the position. You will be paid teachers salary and that will be based on your years of teaching and the school district you are partnered with. They will not tell you this upfront. You will initially be contracted as a teacher under a title such as “Instructional Coach”. You will work the same hours as your Mentor Principal. Your will work days that teachers are off, even though you are contracted as a teacher. Be prepared for an unorganized bunch of Plus Leaders who are mean and evil spirited, that lie and have no clue as to what they are doing. Be prepared to be treated like your personal life doesn’t matter, under the direction of an insecure clueless coach and unstable PLUS Leader. Even the Program Manager was incompetent and was belittled by the PLUS Leaders on many occasions.

“PLUS promises so much and offers very little. You have been warned. They attack your personal character and take things personally. Once you challenge them about anything, you will be targeted and provoked.

“In the end they will decide if you will become a principal, not the university, based on TNTP standards. You will also pay expensive tuition for a degree and certification that is offered much cheaper at other universities (for non-university curriculum in coursework). This information was also not given in the beginning.”

Claims of racial discrimination were also raised as a motive for a class action suit.

Unaccountable and Absurd Organizations that Should be Stopped

The ridiculous contention that TFA, TNTP, Relay Graduate School and The Broad Superintendents Academy are organizations that local elected officials should embrace is detailed in the post “Fake Teachers, Fake Schools, Fake Administrators Courtesy of DPE.” These organizations have one purpose and it is NOT improving education. They exist to advance the privatize everything agenda most wealthy elites support. The super-wealthy fear democracy and do not feel it is right for “makers” like themselves to be paying to educate the children of “takers” who should be responsible for educating their own children.

Working for these want-to-be oligarchs is lucrative. The last tax return from TNTP (Sep. 2017) listed the top 12 paid employees and all of them made more than $200,000 per year. “Thirty pieces of silver” is not worth undermining democratic rights and free universal public education.

Twitter: @tultican

School Transformation Without School Improvement in Atlanta’s all Charter District

1 May

Since the 2015 all charter district reforms in Atlanta, the so called “education gap” has grown significantly. This is reflected in both state and federal testing data.

I recently wrote about Superintendent Castarphen and her history of bullying staff and working to privatize public education. That post was motivated by an email from Ed Johnson providing his initial review of the just released TUDA (Trial Urban District Assessment) data from the 2017 testing cycle.

Mr. Johnson is a longtime advocate for public education. He is a native Georgian, a former NSA analyst and an expert in Deming inspired quality management. His writings have been published in many places including the Atlanta Journal-Constitution and he has been a candidate for the Atlanta Public Schools (APS) board. With his permission, I am posting his more deepened analysis of recent testing data from Atlanta.

NAEP TUDA 2017: A follow-on systemic look at Atlanta

The earlier preliminary look at NAEP TUDA (National Assessment of Educational Progress, Trial Urban District Assessment) biennial results for Atlanta Public Schools (APS; “Atlanta”) offered the immediate data story that, in recent years, since 2015, the district’s White-Black academic achievement gaps have been made unusually worse.  It was also noted that Georgia Milestones Assessment System (GMAS) annual results for Atlanta, from 2015 through 2017, coupled with Georgia Criterion-Referenced Competence Tests (CRCT) annual results for Atlanta, from 2012 through 2014, tell the same story.

Told either way, negative contributing factors in the story are implicated to be, in general, disruptive school choice as charter schools and school turnaround without school improvement.  Being driven more by ideology than pedagogy, and inclined to serve would-be oligarchs’ interests more than the public’s interests, the Atlanta Public Schools Leadership (APSL) have pressed these negative contributing factors into the district over just the past few years.  It began in 2014, with the school board hiring Meria Joel Carstarphen, Ed.D., as Atlanta superintendent.  Notably, Dr. Carstarphen once publicly proclaimed having been “trained,” presumably by her alma mater, Harvard University Graduate School of Education, to do the school turnaround work school board members wanted done.

Now by looking strictly district-level at APS, NAEP TUDA results tell a similar story of academic achievement made unusually worse since 2015.  Here, however, the story is systemic and implicates, again, school choice as charter schools and school transformation without school improvement as having detectably disrupted for the worse the district’s continuous (not to be confused with continual) upward trend since TUDA inception in each grade and subject assessed, those being 4th Grade Mathematics (4GM) and 8th Grade Mathematics (8GM), since 2003; and, 4th Grade Reading (4GR) and 8th Grade Reading (8GR), since 2002.  The “control charts” accessed in the PDF and PowerPoint links offer the story in pictures. (PowerPoint National Assessment of Educational Progress: Trial Urban District Assessment of Atlanta Public Schools through 2017, Revised.  PDF here.)

Johnson TUDA Testing Atlanta Graphic

This Fourth Grade Math Chart is an Example of TUDA Data Mr. Johnson Shared.

Johnson State Testing Atlanta Graphic

This Chart is an Example of Georgia State Testing Data Mr. Johnson Shared.

However, before going to the control charts in the PowerPoint for the story in pictures, consider the following points by W. Edwards Deming and Donald J. Wheeler (my emphasis and inserts):

“Is this chart difficult?  Patrick mastered it at age 11.  This was his science project at school.  A good start in life.  Some essential theory of variation could obviously be taught in the 5th grade.  Pupils would come out of school with knowledge in their heads, not merely information.”

—W. Edwards Deming.  The New Economics for Industry, Government, Education Second Edition (pp. 209-210).

“Figures come in, but the figures go on to charts to detect trends. The management now understand the distinction between common causes of variation, and special causes [of variation].”

—ibid. (p. 40)

“It is a mistake to suppose that the control chart furnishes a test of significance—that a point beyond a control limit is ‘significant.’  This supposition is a barricade to understanding.”

—ibid. (p. 177)

“Certain patterns of points on a control chart may also indicate a special cause.”

—ibid. (pp. 201-202)

“Before you can use data to justify any action, you must be able to detect a potential signal within the data.  Otherwise you are likely to be interpreting noise.”

—Donald J. Wheeler.  Understanding Variation: The Key to Managing Chaos Second Edition (p. 31).

After considering the story the control charts in the PowerPoint portray, one might ask: Why might Atlanta NAEP TUDA results for each of MG4, MG8, RG4, and RG8 have so suddenly shifted down for the worse in 2015 and pretty much stayed there through 2017?  And about MG8, ask: Why did it go “out of control” for the worse in 2017?

Luck, perhaps?  Certainly, one might think it was inevitable that each of the four continuous upward trends in Atlanta NAEP TUDA results, from 2002 or 2003 through 2013, would end.  After all, if one were to get six or seven heads in a row on as many flips of a coin then suddenly get tails on the very next flip, or if one were to get six or seven snake eyes in a row on as many rolls of two die then suddenly get seven on the very next roll, one might dismissively conclude: “About time.”  Or, one’s curiosity might be aroused: “Hmm.  What’s going on, here?”

Or, one might ask: What in Atlanta has been in effect since about 2015 likely to have caused the district to experience a sudden sustained shift down for the worse in each of NAEP TUDA MG4, MG8, RG4, and RG8 results?

Well, Atlanta has had school choice as charter schools and school reform without school improvement in effect since about 2015.  This being the case, the research paper Social Class and Parent-Child Relationships: An Interpretation, by Melvin L. Kohn, offers insight more rational than, it’s luck:

“We, too, found that working-class parents value obedience, neatness, and cleanliness more highly than do middle-class parents, and that middle-class parents in turn value curiosity, happiness, consideration, and—most importantly—self-control more highly than do working-class parents.  We further found that there are characteristic clusters of value choice in the two social classes: working-class parental values center on conformity to external prescriptions, middle-class parental values on self-direction.  To working-class parents, it is the overt act that matters: the child should not transgress externally imposed rules; to middle-class parents, it is the child’s motive and feelings that matter: the child should govern himself.”

Arguably, APSL’s school choice as charter schools and school turnaround without school improvement lend credence to Kohn’s research findings.  Specifically, simple observations of behavior make it clear that Harvard-trained Meria Carstarphen brought into APS with her hiring, in 2014, a way of thinking that calls for deliberately and intentionally playing on low- and working-class parents’ values of “obedience, neatness, and cleanliness” and “conformity to external prescriptions,” so as to manipulate the parents to believe and accept their children deserve training more so than education, even psychologically abusive training (i.e., operant conditioning, as developed at Harvard University).  The picture below clearly illustrates the matter.  And it is a matter that contrasts sharply with educating, more so than training, elite- and middle-class children rooted in their parents’ values of “curiosity, happiness, consideration, and … self-control” and “self-direction.”

Kindezi Charter School Picture

Photo from the Kindezi Charter Schools’ Facebook Home Page

Perhaps understanding this, the contrast, helps explain why, during this month’s school board meeting, the superintendent bristled at and pushed back on school board member Erika Mitchell’s proclamation to work with the Harper-Archer Elementary School community to include in the school’s reopening the planetarium the facility once housed when it was Harper-Archer High School.  A planetarium in the school might, quite wondrously and experientially, arouse “curiosity” in the children presumed to be of low- and working-class parents.  Can’t have that.  Curiosity aroused in such children would, of course, be contrary and disruptive to obedience and compliance training the children must get, so as to prepare them to produce, on demand, high enough scores on standardized tests to evidence being on track to “college and career ready.”

And perhaps understanding the contrast also helps explain why the APSL gives no mind to the wondrous, experiential, highly accessible world of nature right out in the backyard of Beecher Hills Elementary School.  Thus, yet another case of curiosity arousal suppression, and obedience and compliance reinforcement. Black children are deemed deserving, if only subliminally, because such is the state of their low- and working-class parents’ values.

Bottom line, results over time from both NAEP TUDA and Georgia standardized tests make it abundantly clear that, since school year 2014-2015, the APSL—the Atlanta school board and superintendent—have made schooling especially for Black children inherently more regressive, suppressive, oppressive, and untenable as a public good.  Couple that with their having made schooling more insidious, immoral, unethical, unjust, unequable, and racially discriminatory than it has ever been.

So now the APSL would dare concern themselves with early childhood education, expressly directed at low- and working-class parents of children between the ages of birth and pre-K?

Just how boldly sinister can they be?

By the way, reading the superintendent’s take on 2017 NAEP TUDA results for Atlanta can be instructive.  The superintendent demonstrates the usefulness of greatly restricting the scope and context of available data to extents that allow fabricating and serving up the best possible “good news” stories.  The superintendent comes off looking good but at the expense of losing sight of facts that might arouse, well, curiosity—well-informed curiosity.

Ed Johnson

Advocate for Quality in Public Education

****************************************************************

I have slightly edited Mr. Johnson’s emailed article to better fit this publishing format.

Choice and separate but equal schools first arose in the deep south in 1869. Of course, schools were not equal especially in terms of funding, but they were segregated. Following the Brown decision, southern governors latched onto Milton Friedman’s privatize everything ideas and embraced voucher schemes and schemes that were very similar to charter schools as a way to maintain segregation.

But this time around it is different. It is not just about segregation. It is about reducing the cost of public education. It is about tax reduction for elites and profiting off education dollars.

Laws have already been passed to designate teachers with as little as five-weeks of training “highly qualified.” In Arizona, public schools are giving high school graduates emergency credentials to work as long-term substitute teachers. In North Carolina private schools receiving government vouchers are certified even though they openly hire new high school graduates as teachers.

The promise of public education is being dismantled. Public schools with real teachers trained at university-based teacher education programs were once the expectation in America. High quality professionally run schools in every neighborhood used to be a birthright. The super-wealthy want compliant workers and no longer see a value in educating too many creative thinkers. Plenty of creative thinkers will come from high end private schools. Plus, people who think for themselves are dangerous.

The American public will eventually figure this out and demand their schools back. The first steps for undoing the damage include stopping vouchers and a moratorium on charter schools. All charter schools should be put under the management of elected school boards and TFA should be run out of town. No more fake teachers, fake schools and fake administers.

Denver’s Schools are a Dystopian Nightmare

4 Feb

By Thomas Ultican 2/4/2018

A group of Democratic politicians aligned with local monied interests decided to “save” Denver’s public schools. The man chosen to turn-around the “failing” school system was Michael Bennet, now the junior senator from Colorado. His history of success working for Philip Anschutz and his complete lack of experience in education somehow made him the choice.

For the two years prior to becoming Superintendent, Bennet served as chief of staff for Denver’s new Democratic mayor, John Hickenlooper. John is now the governor of Colorado replacing Denver’s former district attorney, Bill Ritter also a Democrat. Bill chose not to run for a second term.

This group of liberal Democrats initiated the Destroy Public Education (DPE) movement in Denver.

Bennet originally came west with Susan Daggett, also a Yale law graduate who he soon married. She had accepted a job with the Sierra Club Legal Defense Fund in Montana. Michael grew up in Washington DC, his childhood witnessed a who’s who of Democratic Party luminaries because his father served as an aide to Vice President Hubert Humphrey, among others. Bennett was born in India where his father was aide to Chester Bowles, then the US ambassador to India.

The Rocky Mountain News reported on Bennet, “He worked six years for billionaire businessman Philip Anschutz, helping engineer lucrative oil and movie-theater deals, making himself wealthy in the process.”

In her wonderful book Why is You Always Got to Be Trippin? Ciedie Aech explains how these liberals sold DPE style reform.

“… ‘I wouldn’t send my children there.’

“Progressive declarations like this one, coming as they did from privileged-class and generally non-minority but avowed open-minded citizens, oh, they just made so much sense – to other privileged-class and generally non-minority but compassionately troubled advocates. Holding test scores high, progressive thinkers waved what they argued to be incontrovertible truth.”

“What was undoubtedly required? Was the immediate “non-negotiable” reformation of our nation’s lowest-income, lowest-scoring schools.”

Bad Ideology Based on Bad Assumptions

David Osborne writing in the reliably pro-DPE publication Education Next stated,

“In 2005, DPS was floundering. Out of 98,000 seats, 31,000 were empty, and many school buildings were half full. Almost 16,000 Denver students had left DPS for private or suburban schools. A financial crisis loomed, in the form of pension contributions the district could not afford.”

The DPS superintendents position was open, graduation data looked bad and so did testing data. The Denver Public Schools (DPS) board wanted radical change. They blithely ignored two highly qualified female candidates – Dr. Patricia Harvey, Superintendent of Saint Paul Public Schools and Christine Johnson, President of the Community College of Denver – choosing Michael Bennett to be the next Superintendent.

In 1997, I took some business trips to the big Connor Corporation disk drive factory in Longmont about 35 miles north of Denver. IBM and other tech companies had built several large factories out on the grassy planes where the buffalo used to roam. These facilities were so big they had Burger Kings, Pizza Huts and other fast food outlets in the factory lunch rooms.

Several sizeable single-family housing projects were visible during the drive between Denver and Longmont. Housing and industrial policy made suburban living appealing, which meant DPS was losing students.

Concurrently with my visits, the state of Colorado started using standardized testing with its public schools.

Osborne’s Education Next article continued:

“DPS was so dysfunctional, Bennet concluded, that he could not fix it without significant outside pressure. So he asked several foundation leaders to create an organization of civic leaders, chaired by two former mayors, to push for change and support the board when it promoted reform. They called the initiative A+ Denver, and it has championed the portfolio strategy, along with the Piton, Donnell-Kay, and Gates Family foundations.”

A key DPE playbook move is to leverage out of town money with local money and political muscle to purloin control of public schools. DPS schools were not dysfunctional nor were they failing. In several Denver neighborhoods, the schools were the only functional government entity.

Ms. Aech identified the perceived problem in Why is You Always Got to Be Trippin?.

“With great fanfare, these vigorously charted and impressively color-coded scores were poignantly presented to the nation. Here, citizens, was ironclad proof. Proof that poor and minority schools – oh, undoubtedly, my, just look at those test scores; these schools were surely, wall to wall? – Filled with bad teachers.”

To retrain all those bad teachers in Denver, Bennet turned to the high priestess of the bad teacher movement, Michelle Rhee and her The New Teacher’s Project (TNTP). He also started importing Wendy Kopp’s Teach For America (TFA) candidates.

More wisdom from Why is You Always Got to Be Trippin?.

“Good teachers; well, good teachers, and oh surely this was obvious – even glaringly self-apparent in the fast pace of magical days devoted to a truer national compassion: Good teachers? – Were young.”

The portfolio management theory of education councils paring away the losers the way a stock portfolio is managed. Close failing schools and replace them with a more efficiently managed charter school like a KIPP school.

The year that Bennet became superintendent, the heirs of the Walmart fortune opened the Charter School Growth Fund just 20 miles up highway-25 from downtown Denver.  Carrie Walton Penner, sits on the board of the fund and Carrie’s husband, Greg Penner, is a director. Annie Walton Proietti, niece of Carrie, works for a KIPP school in Denver. There are other Walton family members living in and frequenting the Denver area.

Joining the Walmart school privatizers is Bennet’s business mentor Philip Anschutz. He has a billion-dollar foundation located in Denver and owns Walden Publishing. “Walden Publishing company was “behind the anti-teachers’ union movies ‘Won’t Back Down’ and ‘Waiting for ‘Superman.’”

These wealth powered people along with several peers promote school privatization and portfolio district management ideology.

There is a widely held fundamental misconception that standardized testing proves something about the quality of a school. There is a belief among people who have never studied the issue that testing can be used to objectively evaluate teacher quality. It cannot! A roulette wheel would be an equally accurate instrument for measuring school and teacher quality.

Another Non-Educator with No Training

In 2007, Bennet asked Tom Boasberg, a childhood friend, to join DPS as his chief operating officer. Trained as a lawyer, Boasberg had worked closely as chief of staff to the chairman of Hong Kong’s first political party in the early 1990s, when the colony held its first elections in its 150 years of British rule. Before DPS, Boasberg worked for eight years at Level 3 Communications, where he was Group Vice President for Corporate Development.

In the spring of 2008, Bennet and Boasberg were ready to tackle the pension crisis seen as sucking money out of classrooms. One month after the collapse of Lehman Brothers, Boasberg and Bennet convinced the DPS board to buy a $750,000,000 complicated instrument with variable interest rates. During the melt-down of 2008 Denver’s interest rates zoomed up making this a very bad deal for DPS. (Banking was supposed to be Bennet and Boasberg’s strength.)

A brief produced at the Harvard Graduate School of Education provides some history (and cheers the privatization of Denver’s schools).

“In 2008, DPS launched its School Performance Framework (SPF), used to rate schools’ performance based on a series of indicators, the most important of which was the year to year academic growth of students on state assessments.”

“In 2009 Bennet was elected a U.S. Senator and the board appointed Boasberg as superintendent.”

Somehow, Boasberg graduated from the unaccredited Broad Superintendents Academy in 2009 while serving as Chief Operating Officer of DPS. He has since become a member of Jeb Bush’s national DPE oriented group, Chiefs for Change as has the new Colorado State Commissioner of Education, Katy Anthes.

When Michael Bennet was running for his Senate seat, Colorado Pol studied his effect as Superintendent by analyzing Colorado’s CSAP data. They noticed that “the composite, 2000/2001 – 2003/2004 was the best run for DPS.” That run spans the years just before Bennet became Superintendent.

CSAP Data

Colorado Pol’s Graph of the CSAP data.

The Portfolio Model of School District Management is Ridiculous

I recently went to Idaho for my high school reunion. There were six of us there from my first-grade class of eleven. Nearly all the living members from the 47 of us who graduated together were there. A special bond develops between people who spend their formative years together.

During my fifteen years teaching at Mar Vista High School, I witnessed the same phenomena occurring with my students. Students would often tell me stories about each other from grade school and middle school. When those children graduated, they had formed the same difficult to describe deep human bonds I experienced.

Destroying human development opportunities by closing schools to “fix” education does not just seem foolish; it seems inhumane.

The need for stability in education is overwhelmingly documented. Brooke Havlik writing for Nova Education’s Science and Learning published Psychologists Find School Stability a Factor in Achievement Gap. Brooke wrote in the lead paragraph, “Two new studies published this month suggest that changing schools may have a negative impact on cognitive development and student performance, especially for students experiencing chronic, high-levels of poverty.” (emphasis added)

Yet we read in the Tom Boasberg’s biography at Scholastic.com, “… each year it [DPS] closes a half-dozen schools and creates 10 to 15 new ones, all while raising the “on-time” graduation rate from 60 to 70 percent.” This is not a heartless educator; this is a banker.

A questioning observation from Ms. Aech in Why is You Always Got to Be Trippin?.

“Why was it, the question kept rising up over the years. Well, why was it that those schools most quickly and aggressively labeled as “drop-out factories” – schools slated for closure or an endless chain of reforms, schools forced through the fatal destabilization of restructure and redesign, schools branded publicly as being underused failures, schools negatively marked with the highly publicized letter grade of an F – well, why was it that such a large percent of these schools (shoot, pretty much all of them) had traditionally served as a home to non-dominant-culture, non-privileged-class, minority students?”

Running Multiple School Systems Adds Cost

The basic breakdown of K-12 schools in Denver; 104 traditional public schools, 58 innovation schools and 59 charter schools.

The 58 innovation schools belong to DPS but have contracts with the district giving them more autonomy. There is a process in place where a principal can write a plan about how his school will do things differently and will meet some specific testing targets. If the plan is accepted, the principal is free to run the school according to the plan and does not need to follow district operating procedures.

If the district operating rules are not important, why do any schools need to follow them? It looks like the district is abrogating its responsibilities to lead schools and institute wise policies through this Innovation school scheme.

The 104 traditional public schools have been led for the last thirteen years by non-educators.

The 59 charter schools have their own administrations. Some of them are independently run. Most of them are in various charter management organizations.

The fact is this kind of a system costs more to run. To hire competent teachers and maintain reasonable class sizes – taxes and spending need to be increased for a hybrid-system of both public and multiple private managements. Multiple management systems are more costly.

TFA Teachers are Untrained and Ineffective

According to Teach for America Colorado, this year there are 145 more TFA teachers in the Denver area. These kids get five weeks of training in the summer and then they are called teachers.

Putting untrained people in classrooms used to be against the law and it is still immoral.

Another observation from Ms. Aech in Why is You Always Got to Be Trippin?.

“As a journalist followed the teaching year of a suddenly deployed troop of Teach-For-A-Minute miracle workers, ultimately, he found only one greenhorn to be exceptionally able. (And so many others who were both frighteningly and disastrously unprepared.)”

TFA has effectively become storm troopers for the billionaires trying to disrupt, privatize and end public education. They are cheap, young and follow orders, but they are not even minimally trained educators.

Some New Data

This past December the New York Times ran an interactive article about a new way to compare schools. Reporters Emily Badger and Kevin Quealy describe:

“It’s true that children in prosperous districts tend to test well, while children in poorer districts on average score lower. But in this analysis, which measures how scores grow as student cohorts move through school, the Stanford researcher Sean Reardon argues that it’s possible to separate some of the advantages of socioeconomics from what’s actually happening in schools.”

I ran a simulation comparing Anne Arundel County, Maryland, Milwaukee, Chicago and Denver. I only picked Denver. The New York Times picked the comparison schools. This simulator tries to correlate years of learning. The average between third and 8th grade should be five years. After 13 years of disruption and “reform,” Denver is not quite average.

National Eighth Grade Test Scores

Interactive Simulation result from the New York Times.

It is time for common sense to prevail. Bankers and Billionaires don’t know how to run schools. College graduates with no training do not know how to teach. Running multiple school administrations costs more.

Denver’s public schools were never failing. They probably needed more resources especially in poorer neighborhoods, but the schools labeled as failures were the anchors of poor-minority neighborhoods. Destroying their schools was akin to a hate crime. Maybe it would be fairer to call it a stupidity crime.

I have become a one issue voter. I do not care if you have an R or D after your name on the ballot. I want to know if you are ready to defend public education against charter schools, vouchers and fake teachers? Do you respect professional educators or do you think politicians should run schools by top down fiat? Are you ready to stand up to the out of control billionaire class for the sake of students?

 

Infamous John Deasy Resigned under Suspicious Circumstances Again

29 Jul

By Thomas Ultican 7/29/2020

April 21, the Stockton Unified School District (SUSD) board accepted John Deasy’s letter of resignation effective June 15, 2020. His quitting mid-contract marked the third straight superintendent position he ended in a similar fashion. All three time, the resignation came with ethical charges and legal suspicions.

Stockton, California, was a gold rush town established in 1849. Situated 75 miles down the San Joaquin River from the Golden Gate Bridge at the north end of the San Joaquin valley, it is the farthest inland deep water port in California. Several waterfront scenes for the movie “On the Waterfront” were shot there.

Brando on the Waterfront

Brando “On the Waterfront” in Stockton 1954

Stockton is a small city of about 315,000 people and one of America’s most diverse. The demographic makeup is 42.1% Hispanic, 21.6% Asian, 20.8% White and 11.8 % Black. The city has a more than a 20% poverty rate; however, SUSD reports that 82% of their students live in poverty. The district enrolls 40,000 students into 54 schools.

Why Deasy resigned is not clear. Upon his resignation the 209 Times reported,

“Controversial superintendent John Deasy is out of Stockton Unified School District effective June 15th after agreeing to resign tonight amidst an investigation sources tell us into his actions and possible conflict of interests regarding a contract between board trustee Lange Luntao and the organization he is director of on behalf of Mayor Michael Tubbs, Reinvent Stockton Foundation.”

Bob Highfill of Record Net observed that there has been a 4-3 split on the school board for some time, which was reflected in the 4-3 decision to accept Deasy’s resignation. Board member Scot McBrian said that until this year he had been happy with Deasy’s work.

However, recently Deasy pushed for a $2 million waiver of development fees for a low-income housing project within the district. The reduction in fees to the school district was part of a project being pushed by Stockton Mayor Tubbs. When he did not get the required votes, an angered Deasy reworded the proposal and submitted it again. It was voted down again 4-3.

McBrian also mentioned problematic issues with the unions, the addition of six charter schools and a simultaneous roll-out of English and math curricula objected to by a number of teachers. Controversies surrounding the superintendent were mounting at the time of his resignation.

A 209 Times investigative article delved into the push to privatize public schools in Stockton and the three board member allies Deasy had helping him:

    1. “SUSD Trustee AngelAnne Flores is a current employee of Aspire Charter Schools in Stockton, and is part of a public alliance and voting block along with Lange Luntao and Candelaria Vargas. 
    2. “Lange Luntao is not only the best friend of Mayor Michael Tubbs …, but also simultaneously an SUSD Trustee and the Executive Director of Reinvent Stockton Foundation which is also the “Stockton Schools Initiative” and “Stockton Scholarship”. The Reinvent Stockton Foundation also has a contract with SUSD to farm data of students as well as promote their “stockton scholarships” scheme. 
    3. “Candelaria Vargas, is married to Max Vargas who is the personal assistant for Mayor Tubbs who endorsed and pushed for all three of these Trustees to be elected.

“All three of these SUSD Trustees are not only part of the “Reinvent” network, but are also members of an organization called School Board Partners that are seeking to push a Wall Street inspired “Portfolio” model of big corporate charter schools under the guise of “reform”, in “urban” cities across America including Stockton.”

In 2018, when billionaires John Arnold and Reed Hastings put up $100 million each to found The City Fund, other organizations they support were repurposed. Education Cities was divided into two new school choice promoting organizations, the above mentioned School Board Partners and Community Engagement Partners.

DoWopDonDon Shalvey (twitter handle @doWopDon), who joined with Netflix CEO Reed Hastings to found Aspire Charter Schools in 1998, has been working to enhance charter school penetration in Stockton. Today, Aspire is one of three charter schools looking to expand in Stockton. Shalvey left his post as the Gates Foundation Deputy Director of Education Programs, to lead the A+ non-profit organization in Stockton supporting Charter School growth.

As part of their investigation, the 209 Times reviewed and published emails between Shalvey, Deasy and others. They concluded, “What was hidden from the SUSD Board Members was the intimate relationship and secret communications the Superintendent had with Mr. Shalvey and his associates, which led to the fast-tracking of 6 Charter School petitions in SUSD, which were all amazingly approved via Consent Agenda – eliminating any discussion or input from the public.”

Deasy and Tubbs

John Deasy and the Mayor Providing Local Political Support

Mayor Michael Tubbs, a youthful African-American politician, was extremely angered by Deasy’s departure and blamed the four member faction that opposes his personal agenda. Tubbs stated,

“Given the gravity of the circumstances, there should be a serious discussion about whether Mendez and McBrian should be recalled, which I would be in favor of. I’ve heard from community members that are interested in considering a recall and I would be in 100% in favor of that. Our kids deserve nothing less than the best.”

There is a recall the school board effort underway in Stockton.

The obvious question is does Mayor Tubbs realize he has adopted the education agenda of US Secretary of Education Betsy DeVos, the very conservative Walton Family Foundation and the ultra-conservative libertarian mogul Charles Koch? Does Tubbs understand that he has embraced education policies Cornell’s Professor of African-American studies, Noliwe Rooks, derisively labels “segrenomics”; the profiting from selling education to segregated poor communities?

A Legacy of Controversy and Ethical Issues

In 2004, reporter Juliet McShannon writing for the Lookout News in Santa Monica, California noted, “Controversy seems to follow John Deasy.” At the time he had been leading Santa Monica Unified School district for almost three years.

Deasy came to Santa Monica after a five year stint as Superintendent of Coventry School District in Rhode Island. At the relatively small district of 6000 students, Deasy obtained one of the first small school development grants given out by the Bill and Melinda Gates Foundation. He also made national news when he launched a “pay for performance” initiative with Coventry teachers.

Standardized testing became his main metric for evaluating teachers, and he terminated the contracts of a number of teachers who did not meet his expectations.

In April 2001, Deasy abruptly resigned from Coventry effective June 1 to take the superintendent’s job in Santa Monica. He left behind financial problems and a small district that did not have time to find a new leader for the 2001-02 school year.

In 2006, Deasy graduated from Eli Broad’s superintendent’s training academy, which trains its candidates in a market-based data driven methodology. Billionaire Eli Broad is well known for his determination to privatize public education.

Deasy left Santa Monica to become superintendent of the very large Prince George’s County Schools in Maryland, the largest majority African-American county in the United States. This would be the first of three straight superintendents’ positions he would resign under suspicious circumstances.

When he arrived in Maryland, Deasy immediately started promoting charter schools and a teacher “pay for performance” agenda.

There was buzz in the area. Baltimore had Andres Alonzo firing teachers and closing schools and just a few miles the other way Michelle Rhee was promising to “fix” Washington DC’s schools by firing teachers and principals. These three superintendents were given the undeserved label “reformers.” It has become clear that they were just “disrupters.”

After two years on the job in Maryland, Deasy resigned.

That October 2008, the Baltimore Sun’s Liz Bowie speculated, “John Deasy is denying there’s any connection, but many people in the education community will continue to wonder whether the Prince George’s County superintendent would be moving on if there hadn’t been a dust-up in the past several weeks over how he got his doctoral degree.”

Bowie reported that “Deasy had been awarded a doctorate in philosophy from the University of Lousville in 2004 although he had only completed nine credits, or about a semester, there.” She also noted that Deasy had given his advisor, Robert Felner, a $125,000 contract from Santa Monica Unified and that Felner’s group received a total $375,000.

On September 29, 2008, a press release stated “The Bill & Melinda Gates Foundation announced today that Dr. John E. Deasy has been named deputy director of its education division within its United States Program.”

Two years later, with a big push from Eli Broad and the LA Mayor he politically supported, Antonio Villaraigosa, Deasy was hired as Deputy Superintendent of Los Angeles Unified School District (LAUSD). In January, 2011, he was named Superintendent.

At the time, other billionaire groups were also spending to influence the district. The LA-based Wasserman Foundation gave a $4.4 million grant, another $1.2 million came from the Walton Family Foundation, and smaller grants came from the Ford and Hewlett foundations to pay the salaries of more than a dozen key senior staffers in the district.

The staffers were working to advance the market-based data driven school reform agenda, charter schools, testing and competition.

Controversy came to LAUSD soon after Deasy took charge. When he walked into a classroom at Washington Preparatory High School being led by substitute teacher Patrena Shankling, he got into a dispute with her over the quality of the lesson plan and fired her on the spot. When a school teacher was implicated in an ugly sex scandal at Miramonte Elementary school, Deasy removed the entire staff from janitor to principal completely ignoring due process but gaining tough-guy headlines.

Deasy pushed charter school expansion and implementation of education technology. Two technology agendas appear to have led to his demise as Superintendent. He rolled out a completely incompetent student digital data system. It failed at scheduling students for classes, recording attendance and inputting grades; it was a disaster. But his I-pad fiasco was worse because it brought legal charges and an investigation by the FBI.

There were many things wrong with the $1.3 billion plan to put I-pads in the hands of every student but the suspicion that the bidding had been rigged put Deasy in legal jeopardy. Emails showed that he had been in negotiations with Apple and curriculum provider Pearson before any competitive bidding process started.

Interim Superintendent Ramon Corzine noted the bidding process had been plagued by “too many innuendoes [and] rumors.”

Deasy resigned before the legal investigation by the FBI and LA County District attorney got under way. This time the Broad Academy stepped in to hire him as “superintendent-in-residence.” That was in 2015.

In 2018, Deasy was off to be Superintendent in Stockton, resigning this year with ethical and legal malfeasance charges mounting.

Reopening Schools and Debunking Demagoguery

21 Jun

By Thomas Ultican 6/21/2020

Education professionals throughout America are feverishly engaged in preparing for the first school year in the unprecedented Sars-Cov-2 era. Simultaneously, demagogues are pushing an often uninformed agenda.

For example, congressmen Jim Banks of Indiana and Tom Tiffany of Wisconsin have introduced legislation to force all schools to open with in-person classes by September or else lose federal funding.

At the same time McKinsey and Company, the 74 and other school privatization friendly groups are loudly proclaiming that an education gap disaster will devastate Black and Brown children if we do not reopen brick and mortar schools immediately.

Education Leaders are Getting Ready for Fall

Across California and the whole of the US, parents, students, teachers and administrators are involved in intense school reopening discussions with less than two months to go in some cases. County Health Departments in both Los Angeles and San Diego have indicated that masks will be mandatory for all students and school personnel.

California’s second largest school district, San Diego Unified School District (SDUSD), and other districts plan in-person, online and “hybrid” learning options. However, SDUSD will need an infusion of federal dollars to operate for the full year. Board President, John Lee Evans, says without financial help they will be forced to revert to all online learning in the winter semester.

On June 18th, Sweetwater Union High School District in Chula Vista, Calafornia held a virtual meeting for all stakeholders to lay out plans for starting school on August 3rd. It will include distance learning through August 28th and then implements students on campus in three phases. The initial transition to on campus learning limits the number of students to 10% of the student body at any one time. This would be ramped up to 20% and then eventually 50% of students would be allowed on campus at one time.

Districts are busy stockpiling surgical face masks and placing future orders. They are also ordering infrared thermometers, specialized cleaning supplies and personal protective equipment.

This kind of reopening planning is happening everywhere in America as the new school year approaches.

Perspective of the Pros in the Field

With school teachers facing a new school year, five veteran educators from San Diego County were interviewed. When all school campuses closed on March 13, these teachers participated in distance learning for the final three months of the school year.

They all felt that because of the hold harmless policies their districts embraced, the three months were not representative of what is possible. These five educators all taught at the high school level and when their students realized grades could only go up many students completely disengaged.

There was a large difference in engagement correlated with age. The more mature students were more engaged.

Student performance was related to type and level of classes. An AP physics teacher saw 90% attendance and felt most of his students did okay but not as well as his previous in person classes. He commented that, “some students seem to need the social environment in the classroom and became lost.”

On the other hand, the special education teacher co-teaching entry level math and English classes saw attendances of 25%-30%. As soon as his students found out about hold harmless, only a minority of students who were trying to raise their grades participated.

The Spanish teacher with 170 students on her rolls reports that 150 checked in but only about 40 who were trying to raise their grade actually engaged.

An AP literature teacher said that all of his AP students stayed with him until the AP exam but his one English 12 class, with the few exceptions of those who needed to raise their grades, basically checked out on March 13.

The literature teacher also mentioned that he felt like 100% distance learning was undermining his in-person credibility. Students communicate about their teachers and pass on who are the good teachers, whose classes are fun and who is interesting. They give each other tips on how to best navigate a certain teacher’s class. In cyber space, student-to-student communication is limited and it is almost impossible for a teacher to express their personality; be humorous, subtly sarcastic or employ irony.

The English and AP psychology teacher said after shifting to distance learning she thought she had found “nirvana.” Working from home, no commuting, grading was easy and then she started teaching a summer school session with 45 students who are re-taking a class they failed. She says, “Now, I am dealing with a different student population, the workload is overwhelming and students fake being in class.” She misses face to face classes.

The oldest teacher interviewed said if the fall reopening safety precautions were not robust, he might quit. One teacher was concerned about the possibility of bringing the virus home to her 85-years-old mother and another expressed mild concern about the implications of having been asthmatic as a child. The two youngest teachers expressed no concern about risk to their own health.

All five teachers were in favor of some form of hybrid model this fall. That would entail meeting all of their students on a weekly basis and conducting most lessons using distance learning principles. They seemed quite confident that this could be a successful model given the circumstances. Learning would still be at a high level but the social engagement teenagers need for mental health would be undermined.

Echelon Insights at the Harvard Kennedy School recently queried parents about their concerns regarding education and Covid-19. Weekly surveys (April 27 – May 25) of 500 K-12 parents were conducted. It seems the San Diego teachers and American parents have aligned beliefs about the need for safety and the promise of strong learning.

Parent-surveyParent-survey Continue Learning

Parents are more concerned about safety than getting school opened as fast as possible and it appears they believe their child will continue learning.

Schools Must Reopen Immediately!!!

The headline on a June 1st article by McKinsey and Company screams, “COVID-19 and student learning in the United States: The hurt could last a lifetime.” The sub-title says, “New evidence shows that the shutdowns caused by COVID-19 could exacerbate existing achievement gaps.”

Much of the McKinsey article is based on the theoretical work of Erik Hanushek and Paul E. Peterson who have made careers out of creating biased studies designed to promote privatization of public education and undermine teacher professionalism. In addition, McKinsey relies heavily on information developed by Curriculum Associates the owners of I-Ready and data from NWEA the Portland based testing publisher that sells MAP testing.

Sounding very much like the authors of the infamous A Nation at Risk”, McKinsey claims:

“All told, we estimate that the average K–12 student in the United States could lose $61,000 to $82,000 in lifetime earnings (in constant 2020 dollars), or the equivalent of a year of full-time work, solely as a result of COVID-19–related learning losses.”

“Furthermore, if other countries mitigate the impact of lost learning and the United States does not, this will harm US competitiveness. By 2040, most of the current K–12 cohort will be in the workforce. We estimate a GDP loss of $173 billion to $271 billion a year—a 0.8 to 1.3 percent hit (Exhibit 5).”

Exibit 5 GDP Harmed

Exhibit 5 – What Magic Algorithms Produced this Fantasy?

At the billionaire created publication, The 74, a June 9th article ran under the heading, “New Research Predicts Steep COVID Learning Losses Will Widen Already Dramatic Achievement Gaps Within Classrooms.” The widening is supposed to happen because of poor parenting, lack of resources at home and learning gaps expanding during school closures.

They also make the senseless claim, “But now, especially without spring exams to guide them, schools will have no idea on day one of the 2020-21 school year what the array of needs in each class is.”

It should be noted that most teachers do their own student evaluations because they find the standardized testing data almost useless even if it is available when needed.

Republican Congressmen Jim Banks of Indiana and Tom Tiffany of Wisconsin have introduced the Reopen Our Schools Act. Congressman Banks stated,

“Reopening our schools is the lynchpin to reopening our economy. Many parents rely on their kids going to school so they can go to work. To get our society up and running again, we need our children back in school.”

Congressman Tiffany who joined congress this May added,

“These open-ended school shutdowns have set students back, made it harder for teachers to teach, and pushed parents to the breaking point. It’s time to reopen America and get back to school.”

In their announcement the congressmen referenced a Wall Street Journal report claiming remote learning this spring “didn’t work.” Like McKinsey and The 74, the Wall Street Journal references projections made in a May 27 paper by NWEA.

The Northwest Evaluation Association was founded in 1977 when a group of researchers and testing directors met at the Jolly Roger restaurant in Chehalis, Washington. The participants were unhappy with current standardized testing in the United States because it was the same test everywhere and unaligned with curriculum. They chose the small town of Chehalis because it was half way between Portland, Oregon and Seattle, Washington where most of the members lived. Today, the organization is known as NWEA.

NWEA is another education service business that abuses the non-profit federal tax laws. In 2018, they sold over $148,000,000 in testing services and their tax document shows sixteen people with salaries ranging from $200,000 to $513,172.

NWEA publishes MAP testing which tests mathematics and English three times each school year; fall, winter and spring. The tests are not aligned to one class level so they are only partially aligned with state curricular standards. That is in part why teachers at Seattle’s Garfield High School boycotted MAP testing contending, “the MAP is not worth the time and energy it takes to give.”

Using data from approximately 350,000 students who took MAP tests in school years 2017-18 and 2018-19, analysts at NWEA created a report based on projections that guessed at what the negative education effects from the school shut downs would be.

NWEA is known to have first rate psychometricians, however their expertise cannot make up for the noisy data known to exist with education testing or the fact that the growth models they use has never been satisfactorily validated or that their parabolic data fits might be inappropriate.

NWEA’s paper is well documented but still little more than a guess about education results made by people who are not professional educators. This is hardly the basis for insisting that we recklessly endanger the health of students, teachers and families by opening schools without making safety the number one priority.

Conclusion

The hybrid model for opening schools appears to be the best pandemic alternative. Students attend schools that are employing best health practices once a week. The rest of the week they participate in distance learning.

It has been widely espoused that poorer children do not have adequate equipment and connections for distance learning. However, most school districts have been providing devices and it should be possible for schools to setup socially distanced homework centers for students who don’t have available internet connections. For example, high school gymnasiums could easily accommodate 70 students safely distanced.

The reality is that we are facing a highly contagious virus to which human beings have no defense. This means that some cultural norms are not possible. Formerly in addition to academics, schools also were effectively daycare centers. In this environment, they cannot safely perform that function. Businesses, parents, schools and communities must work together to mitigate this unmet need.

Extra-curricular activities like sports, chorus, band and club meetings are not possible. That is a harsh consequence of the pandemic.

However, if professional educators and schools are supported, there is every reason to believe student learning can safely continue at a high rate, academic gaps will not increase and intellectual development will remain on track.

“We Are the Resistance and We Are Winning.”

1 Jan

By Thomas Ultican 1/1/2020

Historian and former United States Assistant Secretary of Education, Diane Ravitch’s, new book, Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools is due for release January 21. This masterpiece weaves together recent history with illuminating data concerning “corporate driven education reforms.

The reported community response to self-anointed reformers is spiritually uplifting. Ravitch presents strong evidence that resistance to their reforms is carrying the day.  She declares, “Judged by their own chosen metrics – standardized test scores – the fake ‘reforms’ failed.”

Diane tells a deeply personal story of her own journey through the education wars while bringing to life the experiences of teachers, students and parents harmed by “fake reforms.” In this captivating read, Ravitch describes the fight to save the commons.

Goliath_0001

Disruption and Changing Course

There is a parallel between Diane Ravitch and Elizabeth Warren. Both Warren and Ravitch were scholars whose research led them to a profound change of thought. Warren was fundamentally a moderate Republican when she began researching bankruptcy law. Ravitch was an advocate of top down standards based education reform. Through their personal research both these women awakened to personal error and went out to make amends. Warren became the bane of the banking industry and a tiger in Democratic politics. Ravitch threw up a stop sign in front of “corporate education reform” and has become its most virulent opponent.

When I mentioned something Ravitch wrote in 2012 to a teacher colleague, that veteran teacher in my neighboring classroom expressed open hostility toward her. He remembered Lamar Alexander’s resident scholar in the Department of Education and her full throated advocacy of standards and testing accountability. He remembered her papers published by the Brookings Institute. Since then, Ravitch has overcome many of her skeptics by working harder than anyone else and fearlessly leading the fight to save authentic public education.

In Slaying Goliath Ravtich shares,

“Having worked as assistant secretary of education for the Office of Educational Research and Improvement in the administration of President George H. W. Bush and for many years in some of the nation’s leading conservative think tanks, I had hoped that privatization and testing would produce sweeping improvement, especially for the neediest students. It didn’t. I couldn’t pretend otherwise. I came to realize that the privatization movement was a continuation of a decades-long campaign by right-wingers who hated public schools, which they derisively called ‘government schools.’ I renounced my own past views and determined to expose the well-funded smear campaign against American public schools and their teachers.”

What should we call the proponents of the choice agenda fueled by standardized testing driven accountability? What do we call those wealthy elites financing the push for charter schools, vouchers and public school closures? Ravitch refuses to call them “reformers” or what they promote “reform.” She recites various appellations people use; “deformers,” or the “financial privatization cabal,” or the “Destroy Public Education Movement.” She observes that “reform” has positive connotations that denotes ‘“improvement,’ ‘progress,’ and ‘uplift.’”

An oft stated goal of this corporate driven agenda is disruption. Disruption is an odd management theory championed at Harvard University in 1995. It posits disruption as a needed ingredient for innovation-driven growth. Ravitch decided they have named themselves.

“They are Disrupters. They are masters of chaos, which they inflict on other people’s children, without a twinge of remorse.”

From the beginning of the book on, Ravitch refers to the “Disrupters.”

Strategy of the Disrupters

A natural starting point for analyzing the era of the Disrupters is the Reagan administration’s 1983 polemic, “A Nation at Risk.” Ravitch shares that Ronald Reagan assumed the presidency with three goals for public education; (1) abolish the US Department of Education, (2) restore school prayer and (3) introduce school vouchers for religious and other private schools.

His Secretary of Education, Terrel Bell, had other ideas. To save the department, he established “The National Commission on Excellence in Education.” In its report written by American business leaders and a venerated scientist, they did not call for prayer or vouchers, however, they blamed public education for the nation’s economic struggles which Ravitch saw as “no less destructive.” She cites an NPR report in which the authors candidly admitted that the data was “‘cherry-picked’ to make American public schools look as bad as possible.

When the Department of Energy commissioned engineers at the Sandia Nation Laboratories to study the current status of American education in 1990, they criticized “The Nation at Risk” as overly alarmist. Sandia found that test scores, graduation rates, and other indicators were actually improving. In Slaying Goliath, Ravitch’s shares an insiders perspective. She writes,

“At the time, I was assistant secretary of education for education research and improvement, and in 1992, I attended the Energy Department’s briefing about the Sandia report. I accompanied David Kearns, former CEO of Zerox, who was deputy secretary of education, to the meeting. He was outraged by the Sandia report, which contradicted the view of the Department of Education that American public schools were failing and needed radical change. The Energy Department never published the report, but it was immediately leaked to hundreds of influential researchers, who wrote about its findings. In retrospect, the Sandia report got it right. The late Gerald Bracey, a prolific and outspoken education researcher, was highly critical of the conventional wisdom, which I was then defending. I hereby personally apologize to him. He was right. The “crisis in education” was a politically inspired hoax, or as the eminent researchers David Berliner and Bruce Biddle later called it, a ‘Manufactured Crisis.’”

What do disrupters want? They want:

  • Inexperienced teachers with little or no training from organizations like Teach For America.
  • To replace teachers with machine teaching (“blended learning” – “personalized learning”).
  • To move fast and break things including school systems, historic schools and communities.
  • To eliminate local democratic control over schools.
  • To eliminate teacher tenure and seniority rights.
  • To eliminate teacher defined benefit pensions.
  • To eliminate teachers unions.
  • To evaluate teachers and schools with standardized test scores.
  • To lower taxes and reduce spending on education.

Ravitch goes into significant detail about who are the disrupters. She calls out the billionaires in the private sector driving the school choice agenda and highlights their spending. She states, “Every Republican governor is a disrupter, because they actively support privatization by charters and vouchers.” However, she notes that rural Republican officials understand that public schools are the anchors of their communities and do not support privatization. The Democratic Party also has many disrupters but not in as great of numbers as the Republicans and generally no Democrats support vouchers. The last two Democratic Presidents, Bill Clinton and Barack Obama, were disrupters.

Conservative groups supporting disruption include the far right Heritage Foundation and the libertarian Cato Institute. Ravitch asserts, “The radical right-wing American Legislative Exchange Council (ALEC) is the key organization in the world of disruption advocacy.

She lists more than a dozen pro-disrupter “think-tanks” on the right including the Thomas B. Fordham Institute and the Center for Education Reform which Ravitch describes as liking “every choice in schooling except public schools.

Before his 1998 election to the governorship of Florida, Jeb Bush served on the board of the Heritage Foundation where he developed his education plans. Diane cites his A+ Plan for education as the “template for disruption.” It combines choice, competition, high-stakes testing, grading schools with A-F grades and accountability as the formula for excellence in education.

Two “liberal” groups, the Center for American Progress (CAP) and Democrats for Education Reform (DFER), push most of the disrupter agenda. In her description of DFER Ravitch writes,

“In 2005, several hedge fund managers – Witney Tilson, Ravenel Boykin Curry IV, John Petry and Charles Ledley – launched Democrats for Education Reform at a posh party on Central Park South in Manhattan, where the inaugural speaker was a young senator from Illinois named Barack Obama. DEFR, as it is deceptively called, was founded to support school privatization by making strategic campaign contributions. Inspired by DFER, charter schools became the pet passion of Wall Street.”

“It is likely difficult to throw a beanbag in a corporate or Wall Street boardroom without hitting a member of the board of a charter chain.”

The Victorious Resistance

Tom and Diane in Indianapolis

Tom Ultican and Diane Ravitch at the 2018 NPE Conference

The picture above was taken just over two months before the historic LA teachers strike on January 14, 2019. Following the massive teachers strikes in West Virginia, Oklahoma and Arizona, the LA strike was the first one led by a sanctioned teachers union. When the teachers settled their strike after nine days, they did not get any bump in the original take home pay offer but they won big.

USA Today reported, “‘this is much more than a labor agreement,’ said UTLA President Alex Caputo-Pearl. ‘It’s a very broad compact that gets to social justice, educational justice.’” The Los Angeles agreement included class size reductions in all grade levels, 300 additional school nurses, 80 new teacher librarians, one counselor for every 500 students and a 3 percent raise for teachers.

In Arizona, a group of six women established Save Our Schools Arizona to fight the Koch brothers initiated large voucher expansion proposal which was adopted by the Arizona state government. At the Indianapolis NPE conference, Beth Lewis and Sharon Kirsch of SOS Arizona were presented the first of a planned annual Phyllis Bush Award. Against all odds they landed a citizens’ initiative stopping the voucher expansion on to the November 6, 2018 ballot. Later we learned their initiative won with a whopping 65% of the vote.

Ravitch tells these stories and many more of the resistance taking on Goliath and winning.

The saga of Douglas County Colorado being taken over by school privatization forces in 2011 is unique and uplifting. The disrupters immediately established a district school voucher program. That was only the beginning of their agenda, but a bi-partisan group of parents fought back. Today there are no disrupters left on the school board in Douglas County and there are no vouchers.

The account of Barbara Madeloni, President of the Massachusetts Teachers Association (MTA), leading the fight to stop the state from increasing the number of charter schools is amazing. The contest was played out at the ballot box over a referendum to expand the number of charters known as Question-2. Ravitch reports that the MTA directed Madeloni to negotiate with legislators and quotes Madeloni’s negotiating position,

We are glad to talk, but we will not accept any deal that involves any new charter schools. Now, what do you want to talk about?

Question-2 lost 68% to 32%. One of the largest contributors to the yes-on-2 campaign was the world’s now second richest women hailing from Bentonville, Arkansas, Alice Walton. She is an heir to the Walmart fortune.

A Concluding Analysis

Ravitch’s books like The Death and Life of the Great American School System and Reign of Error are scholarly efforts that serve for years as references. Yet, they are written in a fashion that gives the average reader access to the material in an enjoyable and understandable way. I believe that in Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools, Ravitch has upped her game. The stories are riveting and the scholarship underlying them is first rate. This is another game changing book from Diane Ravitch.

Twitter: @tultican

The Billionaire Financed Racist Attack on Camden’s Schools

26 Jun

By T. Ultican 6/25/2019

The rape of public education in Camden, New Jersey is a classic example of “segrenomics.” In 1997, one of the only functioning organizations in the city of Camden was the public school system. This city often labeled “the most dangerous city in America” had 19,303 students registered into Camden City School District (CCSD). Ninety-five percent of those students were either Black (56.5%) or Hispanic (38.9%). In 2018, CCSD had 6800 students registered into its public schools.

In her masterpiece Cutting School, Noliwe Rooks defined “segrenomics.” She noted that to lift all children up requires racial and economic integration and she encourages us to educate poor students with wealthy students; not falling for the separate but equal fallacy. Unfortunately, today, poor children experience a recurrent push towards vocational education. Their schools often employ “cost effective” forms of funding and delivery such as cyber schools, students at screens and blended learning.  Rooks observes,

“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.”

Camden

Camden Images

Camden, New Jersey Images

When crossing the Delaware River from Philadelphia on the Ben Franklin Bridge, you arrive in Camden, New Jersey. The small city of 77,000 was incorporated in 1828. It was a prosperous manufacturing center up until the 1950’s when its population peaked at 125,000 and manufacturing jobs started leaving.

By the 1990’s corruption and violence were wracking the city. In December of 2000, Mayor Milton Milan was convicted of taking bribes. Ralph Natale the former boss of the Philadelphia-South Jersey mob turned state’s evidence against Milan. The Mayor’s predecessor, Arnold Webster pleaded guilty to illegally paying himself $20,000 in school district funds after he became mayor. A former CCSD board president pled guilty to embezzling $24,000. Worst of all, homicides were becoming common.

In 2012, the Daily Mail, a publication from the United Kingdom, ran an article about Camden, “The most dangerous town in America: Inside Camden, New Jersey where 39 people have been murdered this year.” It gave these bullet points:

  • 13 homicides in July – the most deadly month since a shooting spree in 1949
  • Murder rate was ten times New York City in 2011 — and on pace to be even higher this year
  • More than half of children live below the poverty line as city is ravaged by drugs
  • Police department forced to cut one third of officers in 2011 and arrests dropped to less than half of what they were in 2009

The web site Neighborhood Scout tracks violent crime in America. They state, “Our research reveals the 100 most dangerous cities in America with 25,000 or more people, based on the number of violent crimes per 1,000 residents.” From 2012 until today, Camden has been in the top 10 most dangerous American cities.

  • 2012 – 5th place
  • 2013 – 2nd place
  • 2014 – 3rd place
  • 2015 – 1st place
  • 2016 – 2nd place
  • 2017 – 4th place
  • 2018 – 4th place
  • 2019 – 8th place

To go along with political corruption and out of control violent crime, Camden is poverty racked. New Jersey TV 13 reported,

“Camden, N.J., is the poorest city in the nation. According to figures from the U.S. Census Bureau, nearly 32,000 Camden residents live below the poverty line. For a family of four, the poverty line is an annual household income of about $22,000.”

The Public Schools Are Failing – Really?

Alfie Kohn published a 2004 article, “Test Today, Privatize Tomorrow; Using Accountability to ‘Reform’ Public Schools to Death.” In it, he discussed the idea that the No Child Left Behind (NCLB) accountability measures were purposely designed to open a path for privatizing schools. He wrote,

“As Lily Tomlin once remarked, “No matter how cynical you become, it’s never enough to keep up.’”

“We now have corroboration that these fears were entirely justified. Susan Neuman, an assistant secretary of education during the roll-out of NCLB, admitted that others in Bush’s Department of Education ‘saw NCLB as a Trojan horse for the choice agenda – a way to expose the failure of public education and ‘“blow it up a bit’’’ (Claudia Wallis, ‘No Child Left Behind: Doomed to Fail?’, Time, June 8, 2008).”

In 2006, the state of New Jersey appointed a fiscal monitor to oversee all actions taken by the CCSD board. This was motivated in part by a cheating scandal and corruption concerns. As Mark Weber who blogs as the Jersey Jazz Man wrote, “The state appoints a fiscal monitor for the Camden district after members of the Legislature are shocked — shocked, I tell you! — that a city that has been under the thumb of a political machine for years might have some corruption.”

There appears to have been two types of cheating at CCSD. In type one, certain administrators were getting bonus for improved graduation rates and in the other type teachers were being pressured to cheat on the NCLB related testing.

The big downfall of high stakes testing and merit pay is they both drive unethical behavior. It is now clear that standardized testing only measures economic status. That explains why exclusively schools in high poverty areas have been closed for poor testing results. The tests of course do not measure the quality of the closed schools; they reflected average family income.

In 2011, Camden’s testing results and graduation rates were miserable. Only 45% of the student body graduated in four years and just 60% had graduated after five years. Graduation rates of less than 50% had persisted since the 1990’s. However, there have been success stories matriculating from Camden’s schools like Tevin Wooten of the Weather Channel.

It is disingenuous to blame Camden public schools, teachers and students for these poor outcomes.

Doctor Kerry Ressler is the lead investigator of the Grady Trauma Project. He has been interviewing inner-city residents and found that about two-thirds said they had been violently attacked and that half knew someone who had been murdered. At least 1 in 3 of those interviewed experienced symptoms consistent with PTSD at some point in their lives — and that’s a “conservative estimate” said Dr. Ressler. He stated,

“The rates of PTSD we see are as high or higher than Iraq, Afghanistan or Vietnam veterans. We have a whole population who is traumatized.

Marie Corfield who is “that teacher in that Chris Christie You Tube video” interviewed Doctor Keith Benson for her blog. Benson wears many hats. He is an Adjunct Professor at Rutgers Graduate School of Education, President of the Camden Education Association, Education Program Specialist for CCSD, Education Chair Camden NAACP and has a decade of classroom teaching experience. In the interview, he responded to a question about teaching traumatized children,

“When you’re dealing with children who live in concentrated poverty and a lot of violence, there are a lot of residual effects. … And that’s something that’s given very little regard by ‘reformers’ but it’s a very big hurdle in the educative process between teacher and student. So a lot of what we’re doing is building up students as individuals; showing love and care. And until we do those things, teaching content is a waste of time.”

“Some of these violent occurrences are in students’ families or their social network, so they bring those stories, that pain, that hurt into the classroom. What does that do to a child’s perspective on the future when people they care about have been seriously hurt or killed or incarcerated?”

In 2011, even while the Camden police and fire departments were imploding due to Governor Chris Christie’s budget cuts, the CCSD continued to take care of and educate the children. However, the schools had no control over the violence and poverty that their students were facing. Far from being failures, they were making heroic efforts to save as many children as possible. Those are the children and communities of color that politicians in New Jersey had turned their back on.

The Billionaire Attack

In January 2010, a big fan of privatizing public education, Chris Christy, assumed the the office of New Jersey Governor. In 1999, Christy had been a lobbyist for Chris Whittle and his Edison Schools. That is when Edison Schools had their Initial Public Offering. Their claim that Christy was touting said that they could educate America’s children at a profit and do it both cheaper and better than public schools.

The Jersey Jazz Man, Mark Webber, says the takeover of Camden schools was not inevitable. He claims, “The dismantling of Camden’s public school system was planned years ago, and that plan was funded by a California billionaire with an ideological agenda.

The California billionaire is Eli Broad. To advance the cause of public school privatization, Broad founded The Broad Academy, an unaccredited administration training program.

Broad’s theory is that public school administrators and elected school boards lack the financial background to run large organizations. Motoko Rich’s Times article explained, ‘“The new academy,’ he said, would ‘dramatically change this equation’ by seeking candidates in educational circles as well as recruiting from corporate backgrounds and the military, introducing management concepts borrowed from business.” He believes school leaders do not need expertise in education; consultants can be hired for that.

Broad was able to place several of his trainees into New Jersey including Bing Howell and Rochelle Sinclair. Howell served as a liaison to Camden for the creation of four Urban Hope Act charter schools. He reported directly to the deputy commissioner of education, Andy Smerick. Howell’s proposal for Camden suggests that he oversee the intervention through portfolio management — providing a range of school options with the state, not the district, overseeing the options.

The Urban Hope Act is a 2012 law that created a new class of charter schools called renaissance schools. It also has a teacher professional development component. Of all the excellent graduate schools of education in the state, the Act hands over professional development to Relay Graduate School, the fake graduate school started by the charter school industry.

The portfolio model posits treating schools like stock holdings and trimming the failures by privatizing them or closing them. The instrument for measuring failure is the wholly inappropriate standardized test. This model inevitably leads to an ever more privatized system that strips parents and taxpayers of their democratic rights. It was created through billionaire funding as a systematic way to remove democratic control of schools from local communities.

Governor Christie took control of Camden’s schools in March 2013. CBS News stated, “Christie says he’ll appoint a new superintendent and the state will ensure every student has books and technology.”  The state took control in June and in August, True Jersey reported,

“The city of Camden could soon be getting a new superintendent. Gov. Chris Christie announced his selection of Paymon Rouhanifard as the first State Superintendent of the Camden School District.”

At the time Rouhanifard was 32-years old. He had 2-years teaching experience as a TFA corps member and no experience leading schools. From 2009-2012, he worked for the NYC Department of Education. Mark Weber described his job,

“Rouhanifard’s job at the NYCDOE was to go around New York and close neighborhood schools so they could be replaced with charters. Obviously, this is why then-Education Commissioner Chris Cerf and Christie picked him for the job: he knows how to dismantle a public school system and turn it over to privatizers.”

Rouhanifard left his superintendent’s job in 2018 to become an Entrepreneur in Residence at the Walton Family Foundation. He also completed the Broad academy administration program in 2016.

Gates, Sackler, Arnold and the Walton Family have all joined Eli Broad in financing the privatization of Camden’s schools. Gates sent $2,700,000 to 50Can and $27,000,000 to the Charter Fund which are both organizations supplying money to privatize Camden’s schools. Jonathan Sackler sent $1,050,000 to 50Can. John Arnold sent $6,189,000 to the Charter Fund, $100,000 for common enrollment in Camden and $290,000 to Teach for America in Camden. The Walton family is the Charter Funds major donor and gives direct support to the charter school management companies in Camden.

Schools Disappearing

Privatization Chart Compares 2003 Enrollment Data with 2018

What chance does a small city that is poverty stricken and dominated by minority populations have against Billionaires who are out to end their right to vote on the control of their schools? This is what segrenomics looks like.

Atlanta’s Public School Board Voted for Privatization

23 Mar

3/22/2019 by T. Ultican

On March 4, the Atlanta Public School (APS) board voted 5 to 3 to begin adopting the “System of Excellent Schools.” That is Atlanta’s euphemistic name for the portfolio district model which systematically ends democratic governance of public schools. The portfolio model was a response to John Chubb’s and Terry Moe’s 1990 book, Politics, Markets, and America’s Schools, which claimed that poor academic performance was “one of the prices Americans pay for choosing to exercise direct democratic control over their schools.”

A Rand Corporation researcher named Paul Hill who founded the Center on Reinventing Public Education (CRPE) began working out the mechanics of ending democratic control of public education. His solution to ending demon democracy – which is extremely unpopular with many billionaires – was the portfolio model of school governance.

The portfolio model directs closing schools that score in the bottom 5% on standardized testing and reopening them as charter schools or Innovation schools. In either case, the local community loses their right to hold elected leaders accountable, because the schools are removed from the school board’s portfolio. It is a plan that guarantees school churn in poor neighborhoods, venerates disruption and dismisses the value of stability and community history.

Atlanta’s Comprador Regime

Atlanta resident Ed Johnson compared what is happening in Atlanta to a “comprador regime” serving today’s neocolonialists. In the 19th century, a comprador was a native servant doing the bidding of his European masters; the new compradors are doing the bidding of billionaires privatizing public education.

Chalkbeat reported that Atlanta is one of seven US cities The City Fund has targeted for implementation of the portfolio district governance model. The city fund was founded in 2018 by two billionaires, John Arnold the former Enron executive who did not go to prison and Reed Hastings the founder and CEO of Netflix. Neerav Kingsland, Executive Director of The City Fund, stated, “Along with the Hastings Fund and the Arnold Foundation, we’ve also received funds from the Dell Foundation, the Gates Foundation, the Walton Family Foundation, and the Ballmer Group.”

City Fund has designated RedefinED as their representative in Atlanta. Ed Chang, the Executive Director of RedefinED, is an example of the billionaire created education “reform” leader recruited initially by Teach for America (TFA).

TFA is the billionaire financed destroy-public-education (DPE) army. TFA teachers are not qualified to be in a classroom. They are new college graduates with no legitimate teacher training nor any academic study of education theory. Originally, TFA was proposed as an emergency corps of teachers for states like West Virginia who were having trouble attracting qualified professional educators. Then billionaires started financing TFA. They pushed through laws defining TFA teachers as “highly qualified” and purchased spurious research claiming TFA teachers were effective. If your child is in a TFA teacher’s classroom, they are being cheated out of a professionally delivered education. However, TFA provides the DPE billionaires a group of young ambitious people who suffer from group think bordering on cult like indoctrination.

Chang is originally from Chicago where he trained to be a physical therapist. He came south as a TFA seventh grade science teacher. Chang helped found an Atlanta charter school and through that experience received a Building Excellent Schools (BES) fellowship. BES claims to train “high-capacity individuals to take on the demanding and urgent work of leading high-achieving, college preparatory urban charter schools.

After his subsequent charter school proposal was rejected, Chang started doing strategy work for the Knowledge is Power Program (KIPP). This led him to a yearlong Fisher Fellowship training to start and run a KIPP charter school. In 2009, he opened KIPP STRIVE Academy in Atlanta.

While complicit in stealing neighborhood public schools from Atlanta’s poorest communities, Chang says with a straight face, “Education is the civil rights movement of today.

Ed Chang on BES

Ed Chang’s Picture from his BES Board Member Biography

Chang now has more than a decade working in billionaire financed DPE organizations. He started in TFA, had two billionaire supported “fellowships” and now has millions of dollars to use as the Executive Director of RedefinED. It is quite common for TFA alums like Chang to end up on the boards of multiple education “reform” organizations.

Under Chang’s direction, RedefinED has provided monetary support for both the fake teacher program, TFA, and the fake graduate school, Relay. In addition, they have given funds to the Georgia Charter School Association, Purpose Built Schools, Kindezi School, KIPP and Resurgence Hall.

The other obvious “Comprador” in Atlanta is APS Superintendent Meria Castarphen. A product of the prestigious Harvard Graduate School of Education where she was shaped to lead the billionaire financed privatization agenda. Unlike TFA, Harvard’s graduates are highly qualified. However, large contributions from billionaires with an agenda have corrupted the school’s intellectual honesty. The most notorious three “fauxlanthropies” working to destroy-public-education (DPE) have given generously to Harvard.

Harvard Grants

Using Philanthropy to Control Harvard – GatesWaltonBroad

The Post “A Rotten Peach Poisoning Atlanta Public Schools” documents Castarphen’s journey from Selma, Alabama to Harvard and finally to Atlanta. At Harvard, she became an expert in using high stakes testing to hold schools and teachers accountable. Unfortunately, as is widely known, standardized testing is completely useless for evaluating schools or teachers. The only thing measured with confidence is how nice the student’s homes are.

During her first stint as a school superintendent, the people in St. Paul, Minnesota saw her as a tyrant. Half the existing administrative staff quit during her three year tenure. Executive Director of Facilities, Patrick Quinn, stated, “Meria’s confrontational style has rendered the administrative work environment toxic.

She left St. Paul for the superintendent’s job in Austin, Texas. After five years, the Austin board did not offer her a contract renewal. She had alienated both the staff and the Hispanic community to such an extent several board members lost their seats and blamed her. In an article about Meria’s coming to Atlanta, the Atlanta Journal-Constitution (AJC) quoted Austin resident Vincent Tovar, “Her corporate-reform-backed agenda didn’t fly here because we fought it, and that’s why she’s leaving.

Castarphen’s first agenda in Atlanta was to rid the school system of its older more experienced educators and replace them with younger less expensive and more malleable teachers. She also introduced a turnaround strategy which turned APS into a charter district. It gave her more control and eliminated many teacher protections. A similar plan was rejected in Austin.

Two years ago, an announcement reminiscent of when the fox guarded the hen house appeared on the APS web-site. It reported,

“Today the Walton Family Foundation announced it will invest $2.1 million to support and evaluate the success of Atlanta Public Schools’ Turnaround Strategy. The grants will also help the district launch APS Insights, a first-of-its-kind data dashboard available this summer to share information about school options and quality with Atlanta parents.”

It is not clear that APS was in any real need of a turnaround strategy, but new data indicates the strategy has caused harm not improvement.

NEAP Data

National Assessment of Education Progress 8th Grade Math, Reading and Change in Scale Scores

By March of 2016, the APS  board approved Castarphen’s turnaround strategy and several neighborhood schools were identified for  potential takeover. APS closed and merged several schools and turned five schools over to charter-related operators. Now, APS is examining all schools, not just struggling ones.

AJC reported on the new scheme,

“The result could bring autonomous ways of operating schools and possibly more closures or mergers. It could change the district’s mix of charter, partner-operated, and traditional, district-run neighborhood schools. Sixty-one of 89 APS schools now are neighborhood schools.”

“Helping APS with the planning work is Denver-based Foxhall Consulting Services, whose fees are being paid by RedefinED Atlanta, a local, charter-friendly nonprofit, according to records obtained by The Atlanta Journal-Constitution through a public records request. RedefinED agreed to give $235,000 to Atlanta Partners for Education, a nonprofit that supports the work of the school district, to pay for Foxhall’s consulting services and travel costs on behalf of the district.”

When AJC says “autonomous ways of operating” it means that local taxpayers will no longer have a vote on operating those schools. They will still get the tax bill but private companies will get the vote. The privatization scheme was compared to managing a stock portfolio by CRPE leading many people call it the “portfolio model.” In Texas, they call it the “System of Great Schools Network” and in Atlanta it is called the “System of Excellent Schools.” Whatever Orwellian name it is given; the purpose is to move public assets into private profit-making-hands.

Destroy Public Education Movement Atlanta Style

Professor Jim Scheurich and his urban studies team at Indiana University Purdue University Indianapolis (IUPUI) observed a pattern in the destruction of public education. Based on their observations, the team developed a DPE model which is described in “A Layman’s Guide to the Destroy Public Education Movement.” The destruction of Atlanta’s public education system fits that model like a print to a wood block. A few examples from the DPE model follow.

“Institute a local-national collaboration between wealthy neoliberals and other conservatives to promote school privatization and the portfolio model of school management.”

In Atlanta besides the relationship between the City Fund and RedefinED there is the relationship between the Walton Family Foundation and Atlanta Public Schools. In 2016, the billion dollar “Community Foundation of Greater Atlanta” contributed more than $14,000,000 toward school privatization including $271,000 to TFA. Falcon’s owner and Home Depot founder, Arthur M. Blank also kicked in more than a half million dollars to the privatization cause including $69,000 to TFA.

Two other big national privatization “fauxlanthropies” spent big on privatization in the Atlanta area. From 2014 to 2018, Bill Gates sent more than $52,000,000 “reform” dollars. Between 2015 and 2016, the Walton family chipped in more than $5,000,000 and that was before they partnered with APS in 2017.

“Direct large sums of money through advocacy organizations to recruit, train and finance pro-privatization school board candidates.”

Every year the Buckhead Coalition, a chamber-like, invitation-only organization of 100 CEOs, recommends and provides support for local school board candidates. At the beginning of the year, 8 of the 9 school board members had been promoted by the Coalition. In 2017, campaign contributions for school board races totaled to greater than $700,000 which is a staggering amount for a relatively modest district with just under 55,000 students.

The Community Foundation of Greater Atlanta sent $220,000 to Michelle Rhee’s Students First Institute known for putting money into local school board elections. Jason Esteves, the former TFA corps member and current President of the APS board, had a war chest of $167,000 for his reelection run in 2017.  One of his maximum contributions came from Steuart Walton of Bentonville, Arkansas.

“Institute a portfolio system of school district management that includes public schools, charter schools and Innovation Schools.”

That is the whole point of the “System of Excellent Schools.”

“Hire minimally trained teachers from Teach for America (TFA) or other instant-teacher-certification programs.”

TFA claims, “After 18 years in Metro Atlanta, we have a network of more than 1,500 corps members and alumni who are making an impact across the education ecosystem.”

“Use groups like Teach Plus and TNTP to provide teacher professional development.”

The charter industry created a fake education graduate school with no professors of education. The so called Relay Graduate School of Education reported last year, “Relay will offer the Relay Teaching Residency in Atlanta, which caters to college graduates and career changers who are seeking a path into the teaching profession.”

In densely populated areas, the DPE agenda invariably is coherent with an urban renewal effort often derisively labeled “gentrification.” That is certainly the case in Atlanta. For example, Purpose Built Schools advertise, “We are a philanthropically funded organization that grew out of the holistic neighborhood transformation efforts of the East Lake Foundation, Purpose Built Communities and Charles R. Drew Charter School.” Another example is the self-declared history of the Grove Park Foundation stating they “forged a series of new partnerships with Atlanta Public Schools, KIPP, the YMCA and several arts organizations to bring an A+ school, a new YMCA facility and new housing options for all income levels to the Grove Park neighborhood.

Final Observations

Shani Robinson’s book co-written with journalist Anna Simonton is called None of the Above: The Untold Story of the Atlanta Public Schools Cheating Scandal, Corporate Greed, and the Criminalization of Educators. Shani was a first-grade TFA teacher when she became ensnared in this grossly unjust episode. It is not that some teachers did not deserve to lose their job, but none of them deserved a prison stay for making a bad choice when confronted with horrible education policy. Some Atlanta teachers got 20-year sentences.

In a Democracy Now interview, Shani shared that 35 educators either pleaded guilty or were convicted at trial after being charged with racketeering under the RICO statutes created to bring down mobsters. Of the 35 charged, 34 were African-American and one was Filipino. At the time, the state estimated that 20% of the exams in the state of Georgia were fraudulent. There were other districts at least as guilty as APS. Furthermore, at the time, cheating was suspected in 40 US states while 15 of them were viewed as having pervasive cheating. The only teachers in America ever criminally charged and put in prison were in Atlanta.

Even more shocking, the state of Georgia knowingly used the fraudulent statewide testing results in its application for a Race To The Top grant. Georgia dishonorably won a $400,000,000 grant.

The Atlanta cheating event was used by black and white elites in Atlanta to fuel the current DPE movement and gentrification. When Robinson was asked where were Atlanta’s progressive black politicians at the time, she replied,

“Atlanta has always been known as “the city too busy to hate,” so it’s all about image. And historically, black and white elites have worked together to decrease any racial tension.”

Professionally run public education is being dismantled in Atlanta. The legacy of 200 years passed down by all our forefathers is being destroyed. Hate is not the correct response but neither is passivity. Democratically run public education is a pillar of Democracy and it is worth fighting for.

Denver’s Portfolio Model School District Is a Failure!

19 Jan

By T. Ultican 1/19/2019

Here is a predictable outcome from the portfolio district. On Jan. 18, 2019, a press release from the Denver Classroom Teachers Association (DCTA) says,

After ten hours of negotiations today, the Denver Classroom Teachers Association and Denver Public Schools were unable to reach an agreement on a fair compensation system for 5,700 teachers and special service providers. DCTA members will vote Saturday and Tuesday on whether or not to strike.

The portfolio model which promotes disruption as a virtue is anti-union. It is not conducive to stable harmonious relations with either labor or communities and it is anti-democratic. Denver is held up as an exemplar of school reform; however the outcomes look more like a warning. Increasing achievement gaps; a bloating administration; significantly increasing segregation; ending stable community schools; and stripping citizens of their democratic rights are among the many jarring results.

Former Denver School Board Director, Jeanne Kaplan, wrote extensively about an article in EducationNext championing school reforms in Denver. It was based on a podcast by the guru of school reform and privatization in the Clinton administration, David Osborne. Kaplan noted,

“2009 was … the first time outside money appeared in [School] Board Election campaigns. Stand for Children came with the goal of making the board “more reform oriented”… In spite of their $30,000 expenditure per candidate – which at the time was unheard of – our side, as Osborne notes, won the election. Each following election more and more reform money … appeared …. In addition to Stand, Democrats for Education Reform, Students First, and wealthy local businessmen, both Democrats and Republicans, … put enormous amounts of money and human capital to be sure … a unanimous board was achieved. Much of the money while identified by independent expenditure committee remains hidden as to who is making the individual contributions. In 2011 the people were able to hold on to a “mighty minority” of three: 4-3. In 2013 the minority dwindled to one: 6-1. In 2015 the Board was unanimously “reform”: 7-0.

This has become a central thesis of the portfolio model strategy. A Chalkbeat article quotes Ethan Gray of Education Cities on the strategy. Gray who recently went to work at the new City Fund which was established specifically to sell the portfolio model said, “We’re skeptical that systems themselves will actually go through some sort of self-driven transformation.” Chalkbeat reported that the new plan for growth had three strategies.

  • Strategy #1: Apply outside pressure. (Increase pressure on school districts by bringing in outside competition and supporting local competing initiatives.)
  • Strategy #2: Push for one-stop school enrollment. (This forces public school districts to help the privatized schools and gives them an equivalency in the eyes of the public.)
  • Strategy #3: Create a very different power structure. (Use financial resources to change the makeup of existing governing boards or establish mayoral appointed boards.)

In the 2017 Denver Public School Board election, four of the seven seats were on the ballot. The results:

  • At large seat: Former Lieutenant Governor Barbra O’Brian defeated a field of three candidates 40% to 35% to 24%. O’Brian spent $8.94 per vote, Robert Speth spent $0.77 per vote and Julie Banuelos spent $0.33 per vote.
  • Distict 2: Angela Corbian a former Teach For America (TFA) corps member beat Xochitl “Sochi” Gaytan who had union support. Unfortunately, Gaytan had to spend time cleaning up after union blunders. The winner Corbian is currently an organizer for Leadership for Educational Equity (LEE) the TFA offshoot that trains former corps members “to engage civically.” Cobian’s support included $67,000 from DFER’s Raising Colorado and tens of thousands of dollars from local and national “reformers.”
  • District 3: Dr. Carrie Olson, a 33-year DPS teacher won this seat with very little financial or people support from the teachers union. She astonishingly defeated Mike Johnson the incumbent who raised over $100,000 on his own and received almost another $100,000 from DFER and Stand for Children. Olson’s victory reduces the “reform” majority back to 6-1.
  • District 4: Jennifer Bacon another former TFA corps member won. She raised $70,000 on her own and shockingly received $139,000 from the teachers union. Bacon also received reformer money from TFA national board member Arthur Rock. The incumbent Rachael Espiritu had a large war chest of $97,000 from DFER and $93,000 that she raised but Espiritu was running in a district that had had its fill of reform. A third candidate in this district was 19-year-old Tay Anderson.

When analyzing this election, Jeanne Kaplan said the biggest losers were “Denver’s teachers, who are paying dues to an organization that turned its back on a 33 year teacher and endorsed a heavily funded alum of TFA…”

Dismal Results from Denver’s Portfolio District

school segragation chart

Chart of Racial Isolation Based on October Count for School Year 2017-18

Of Denver’s 204 schools, One-hundred have a population that is greater than or equal to 70% Hispanic. When the Hispanic and black students are summed 68 schools have 90% or more students from these minority groups. The AP reported in 2017 that charter schools were among the nation’s most segregated schools. There analysis found, “As of school year 2014-2015, more than 1,000 of the nation’s 6,747 charter schools had minority enrollment of at least 99 percent, and the number has been rising steadily.”

Racial isolation is a characteristic of districts employing the portfolio model. This kind of profound segregation runs afoul of federal law, good education and decency. It does not comply with the 1954 Supreme Court decision known as Brown versus the Board of Education of Topeka, Kansas.

The big selling point for modern school reform was closing the achievement gap. The achievement gap is measured by finding the average score differences between ethnicity groups on standards based tests. A 2011 report in Education Week stated, With the passage of the No Child Left Behind Act of 2001, closing achievement gaps among these various student groups became a focus of federal education accountability…”

achievment gap 2017

Table of Reading and Math Achievement Gaps Derived from NAEP Testing Data

In the tables above – based on average scale scores – it shows national results have a smaller gap than the large city results. Predictably, Denver has among the nation’s largest achievement gaps after two-decades of “billionaire” led reform.

In the fall of 2015, the Center on Reinventing Public Education  (CRPE) which is the central think tank promoting portfolio models ranked Denver Public Schools 45th out of 50 urban districts for improving graduation rates.

Denver’s pro-privatization citizen oversight group, A+ Colorado (formerly A+ Denver) in a recently released report, showed concern over the district’s progress stating,

“Let’s be clear: There has been progress in DPS, particularly in comparison to other Colorado districts. But some student learning outcomes are stalled or improving far too slowly for the district to be successful.”

DPS received another black-eye this January when a Chalkbeat headline revealed, “Denver has 1 administrator for every 7.5 instructional staff — far above state average.” The article presented the following chart for administrators in Denver compared to the rest of the state over the past ten years.

administrator growth chart

Chart of Administration Growth during the “Reform Era”

In 2017 the New York Times ran an interactive article about a new way to compare schools. The article said,

“It’s true that children in prosperous districts tend to test well, while children in poorer districts on average score lower. But in this analysis, which measures how scores grow as student cohorts move through school, the Stanford researcher Sean Reardon argues that it’s possible to separate some of the advantages of socioeconomics from what’s actually happening in schools.”

The New York Times picked the comparison schools while the reader picks the district of interest. This simulator attempts to correlate by years of learning. The average between 3rd  and 8th grade should be five years. After 13 years of disruption and “reform,” Denver remains a little below average with lackluster growth.

student growth models

After Five Years Denver’s Eighth Graders Still below Average

All the closing schools and disrupting neighborhoods brought little or no significant change. Denver’s students are still measured as being about the same amount behind in 8th grade as when they started 3rd grade.

A 2015 hiring analysis revealed that DPS paid TFA $5000 to $7000 per recruit? TFA teachers are two year temps with a college degree and five-weeks of training. From 2012-2015, Denver taxpayers paid TFA $520,600 for 232 recruits at traditional schools and over $800,000 for 267 recruits at charter schools. DCTA President Henry Roman stated that teacher turnover is a crisis in DPS. He claims the average teacher tenure has dropped to two years.

Traditional teacher new hires have a college degree, one-year of post graduate pedagogy study and a year of supervised student teaching. They arrive at schools with the expectation of making teaching a career.

The reliance on untrained teachers along with recognizing and using a fake graduate school created by the charter industry explains why all of the spending on reform has not resulted in better performance. The fake graduate school is Relay Graduate School. It’s Denver Dean, Therese Zosel-Harper, is working on her PhD. Relay is an obviously fake graduate school because it has no credentialed education scholars on staff.

Where did the Portfolio District Model Originate?

A Rand Corporation researcher named Paul Hill founded the Center on Reinventing Public Education (CRPE) on the campus at the University of Washington three years after John Chubb and Terry Moe wrote a popular book, Politics, Markets, and America’s Schools which was published in 1990 by The Brookings Institution. That book which was a sensation among neo-liberals called for the end of elected school boards. Hill began thinking about the mechanics for making that happen.

In 2002, Hill wrote a paper sponsored by the Annie E. Casey Foundation calling for changes in school governance,

“… [T]he last few decades of education reform have shown us that simply tinkering at the edges is not enough to ensure that changes will take place. Reforms need to be comprehensive and needs to affect every level of the education system.”

Hill’s statement and the book by Chubb and Moe were both motivated by the conviction that public schools in America were failing. It was not true then nor was it true in 1889, 1942, 1955, 1959, 1963 nor is it true now.

Jim Arnold and Peter Smagorinsky wrote,

“Admiral Rickover published “American Education, a National Failure” in 1963, and in 1959 LIFE magazine published “Crisis in Education” that noted the Russians beat us into space with Sputnik because “the standards of education are shockingly low.” In 1955 Why Johnny Can’t Read became a best seller, and in 1942 the NY Times noted only 6% of college freshmen could name the 13 original colonies and 75% did not know who was President during the Civil War. The US Navy in 1940 tested new pilots on their mastery of 4th grade math and found that 60% of the HS graduates failed. In 1889 the top 3% of US high school students went to college, and 84% of all American colleges reported remedial courses in core subjects were required for incoming freshmen.”

The paragraph above recalls more than a century of national failure to properly educate our citizenry yet in that same century America became the world’s leader economically, scientifically, militarily and culturally. Does this mean that education quality does not matter or is it more likely that the perception of American education failing – is and was an illusion? Based on this illusion of failure are we being driven toward failure with unproven market theories? That is what the portfolio theory is. It is an unproven market theory of education governance.

William J. Mathis and Kevin G. Welner, University of Colorado Boulder wrote a short paper “The ‘Portfolio’ Approach to School District Governance.” Their basic definition explains,

“Generally  speaking,  four  reform  strategies  are  combined,  in  varying  degrees,  in  portfolio  districts:  (1)  performance-based  (generally  test-based)  accountability,  (2)  school-level  de-centralization of management, (3) the reconstitution or closing of “failing” schools, and (4) the expansion of choice, primarily through charter schools.”

In Denver there are 204 schools; 106 public schools, 42 charter schools and 56 innovation schools. In accordance with portfolio district theory, Denver residents no longer have the right to vote on the governance of 108 of their publicly financed schools. In addition, both charter schools and innovation schools are generally non-union.

The innovation school concept is promoted nationally by the American Legislative Exchange Council (ALEC). According to ALEC model legislation these schools “are provided a greater degree of autonomy and can waive some statutory requirements.” In Denver, innovation schools are given a three year contract during which they are run by a non-profit. The results (testing data) at the end of the contract will dictate whether the experiment on the school children continues.

Innovation schools have only existed in Colorado since 2009. When the DPS board approved them in 2016, Board President Anne Rowe claimed, “I’m trying to think of a time I’ve been more excited, more proud, more optimistic about what we can achieve for kids.”

Conclusions

While Interviewing DCTA President Henry Roman, Jeff Fard said when he moves into a neighborhood he expects to register his kids in the local community school. “If I don’t like the school, I expect to roll up my sleeves and work to make it better.” If he still doesn’t like the school, he will pay for them to go to a private school. This is how it is supposed to be in America; people work for the betterment of their own community and pay for their own choices. However, if you live in portfolio districts like Denver, unseen and unelected forces control the neighborhood.

As Jitu Brown and the Journey for Justice have declared,

“We are not fooled by the ‘illusion of school choice.’ The policies of the last twenty years, driven more by private interests than by concern for our children’s education, are devastating our neighborhoods and our democratic rights.”

It is past time for the citizens of Denver to take back their democratic rights and their public schools.