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Crazy-Pants Makes Crazy Prediction

By Thomas Ultican 11/18/2025

A propaganda rag, ‘The 74’, reported, “[R]esearch from Stanford estimates learning loss over the past decade has cost our country over $90 trillion in future growth.” The article was written by Eric Hanushek, a Stanford University economist, and Christy Hovanetz, an education researcher from Jeb Bush’s pro-school choice and pro-education technology organization, ExcelinEd. Unsurprisingly, the article linked above is a paper Hanushek wrote. Crazy-pants Eric has a long history of using his own papers to support new research which is typically long on assertions and short on convincing analysis.

Last year, he claimed COVID-19 “learning-loss” could cost America $31 trillion in future economic development. Hanushek’s latest paper asserts, “The present value of future lost growth would be approximately three times current GDP (which is $30 trillion).” The justification for this new assertion is more than uncertain. The new paper refers to a model from his 2011 paper written with Ludger Woessmann for the Organization of Economic Co-operation and Development. That paper was long on Arithmetic with several assumptions short on common sense. In his latest paper and this article, he is claiming that a small drop in the National Assessment of Education Progress (NAEP) scores added to what he calls “Covid learning loss” will cost America $90 trillion in future growth.

Eric Hanushek first gained notoriety with his 1981 paper, claiming “there is no relationship between expenditures and the achievement of students and that such traditional remedies as reducing class sizes or hiring better trained teachers are unlikely to improve matters.” This claim attracted conservative billionaires but had little relationship with reality. When providing solutions in ‘The 74’, Hanushek and Hovenetz contradict his 1981 paper writing:

“First, states need to invest in effective personnel. They can do this by incentivizing strong teaching and by supporting strong teaching through professional development in evidence-based practices such as use of high-quality instructional materials and assessment data to inform instruction.”

A few decades ago, a friend gifted me the book “An Incomplete Education” by Judy Jones and William Wilson. After my 1987 edition, Jones and Wilson have updated the book and republished several times. I fondly remembered their description of economists:

“Economists are fond of saying, with Thomas Carlyle, that economics is ‘the dismal science.’ As with much that economists say, this statement is half true. It is dismal.”

“Where once rulers relied on oracles to predict the future, today they use economists. Virtually every elected official, every political candidate, has a favorite economist to forecast economic benefits pinned to that official or candidate’s views.” (Incomplete Page 120)

It just so-happens that Eric Hanushek is an MIT trained economist who is good at creating reports that conform to the beliefs of conservative billionaires. His work is scientific propaganda masquerading as academic excellence.

Notices from Hanushek and Hovanetz

“No single event over the postwar period has had an impact on our educational system that comes close to that of the pandemic.” This statement from their article is hyperbole not fact.

The impact of vouchers in Washington DC and Ohio were worse than COVID-19. In his book, “The Privateers”, Josh Cowen shared that the losses due to COVID-19 were around -0.25 standard deviations while losses in DC due to vouchers were around -0.40 standard deviations and in Ohio they were as high as -0.50 standard deviations. (Privateers Page 6) However, these were not nationwide results. Unfortunately, we don’t have much information about the mumps, measles, flu and polio epidemics of the 1950s but there is every reason to believe their impact was close to that of the COVID-19 epidemic.

The authors hold up Mississippi, Tennessee and Louisiana as examples to emulate stating:

“Some states made noteworthy progress on NAEP this year: Mississippi, Louisiana and Tennessee. Each has a track record of high expectations and strong accountability.

“These states use an A–F school rating system that puts reading and math achievement front and center. They measure what matters — proficiency and growth — and they report results in a way families and educators can understand. Transparency and rigor are fueling their progress.”

The A—F school ratings system is worthless because it only measures parent income. As Diane Ravitch wrote on her blog:

“The highest rated schools have students with the highest income. The lowest rated schools have students with the lowest income.”

I wondered what Hanushek and friend were alluding to, so I graphed the average NAEP data for 4th and 8th grade reading and math since 2015 to see if it provided a clue.

NAEP Data for Louisiana, Mississippi and Tennessee

I added a bar indicating the NAEP cut scores for the 2024 NAEP designations of basic, proficient and advanced as a reference. It is well known that NAEP’s proficiency level is set well above grade level which means 70% of students not being rated proficient is not a bad score. Furthermore, writing in Forbes, Peter Greene shared, “An NCES report back in 2007 showed that while NAEP considers “basic” students not college ready, 50% of those basic students had gone on to earn a degree.”

The data graphed here indicates to me that all three states have solid public education programs. It is noteworthy that in reading their 4^th graders only averaged basic but by 8^th grade their average results were above basic. However, all three states are among the bottom 15 scoring states in the US and as we would expect are in the bottom 15 states in family income. What I do not see is why they are held out by Hanushek and Hovanetz as exemplars.

Concluding Remarks

The first blogger to label Eric Hanushek crazy-pants was Peter Greene. I have found Peter’s creativity worth stealing.

Let’s be clear, there is no such thing as “learning loss” involving students. This is a complete misnomer. Students may not achieve some state provided targets but they are always learning; maybe not what we want them to learn but always learning.

Eric Hanushek is a huckster for conservative billionaires. This latest claim is beyond farcical. Claiming to have knowledge of economic development in 40 years is fantasy and then tying that fantasy to NAEP testing data is bizarre. His $90 trillion claim for loss of future economic development would embarrass a carnival barker.

Hanushek is the guy who thinks education can be measured in days of learning which means that students learn in a near linear fashion. They absolutely do not but even this bogus claim would seem prescient when compared to this latest assertion.

Standardized testing only correlates with family income. To evaluate education based on this fictitious instrument is fraudulent. By extension, this makes economist Eric Hanushek a con artist.

Tags: Christy Hovanetz, Diane Ravitch, education, Eric Hanushek, Josh Cowen, NAEP, Peter Greene

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Categories Corporate Education Reform

Beyond Resilience Katrina at 20

14 Oct

By Thomas Ultican 10/14/2025

The book “William Franz Public School” is a well documented work that shines a light on the deep racism in New Orleans and especially in its public schools. The title is the school where 6-years-old Ruby Bridges accompanied by federal officers desegregated New Orleans’ schools to the chagrin of the 1,000 plus protesters out front. “The message rang clear; Louisiana’s strong commitment to the education of its White, wealthier children paralleled an equally strong commitment to keep its Black, poor residents uneducated and isolated, and thus economically and politically powerless.” (WFPS 11) That ugly racism still permeates New Orleans which made me question what are their Black residents thinking and feeling. Ashana Bigard’s book, “Beyond Resilience Katrina 20”, brilliantly provides some answers.

Bigard and her family have been in New Orleans forever; she is at least fifth generation. Her large family is a big part of the soul of New Orleans. Ashana takes her readers into the Black community that has refused to be beaten down and defeated by wealthy White supremacists.

After Katrina, the people in power stole the public community schools, fired the mostly Black teaching force and brought in predominantly white kids from Teach for America (TFA) to teach. Ashana shares that story beginning with running from the storm and then fighting against injustice for the last 20-years.

Katrina Arrived

Hurricane Katrina arrived about a week before payday for much of the New Orleans community. Like many others, Ashana and her family had experienced hurricanes before. They really could not afford to travel so they chose to wait it out at home. The storm came through and made a direct hit on the city, it was loud and intense but the next morning things seemed OK.

It was a tough night, but they had successfully ridden out the storm and it was beautiful outside. Ashana decided to walk to the old New Orleans community of Carrollton to check on a friend. Downed trees were everywhere. On the way an old man informed her that if she did not “have a boat in your pocket” she better get out of there because the levees had failed and the water was coming. (Bigard Page 11)

Some people in the community believed the levees had been purposefully blown up. Ashana and her family quickly got it together to load up and head out for Houston where they stayed until New Orleans opened again.

NPE 2025 Photo by Ultican

Back in New Orleans “the fraud was staggering” and media racism was appalling. Ashana noted:

“It seemed like every opportunity afforded to them, the media disparaged us calling us refugees and calling us looters. … White people getting food from stores to help each other … were described as ‘finding food.’ Black people doing the exact same thing were ‘looters’ and criminals who should be shot on sight, despite the fact that they had been left to die with no water, no food for days on end.” (Bigard Pages 32 and 33)

Rebuilding New Orleans

The work force in New Orleans is dominated by the Black community. However, when the rebuild started, local unions were frozen out. Wealthy carpetbaggers were running the show. Ashana sarcastically asks, “how could everybody get their money off the top if they were actually paying people real wages?”

There were no longer community schools that welcomed children or a city that was welcoming to its people. They soon began referring to their children’s schools as “test prep factories” and the kids called them “preparatory prison practice.” The youths of New Orleans named the new Knowledge is Power Program (KIPP) schools “kids in prison practice.” (Bigard Page 34)

Ashana worked at various non-profits as a student, parent and community counselor and advocate. She worked for families and friends of Louisiana’s incarcerated children where family members wanted to understand how their children first came into contact with the legal system.

“Where were the arrests happening? Where were the summons coming from?” (Bigard Page 44)

The discovery didn’t take long. Ashana states, “The police inside the schools were arresting children for almost anything.” (Bigard Page 45) Best practices in adolescent development call for supportive environments, recognition of the biological realities of the teen years, and second chances not criminalization and punishment. This new school-to-prison pipeline was a complete abandonment of reason.

What developed in New Orleans was a harsh unforgiving no-excuses approach. This led to high expulsion rates and a 61% graduation rate.

Ben Kleban of College Prep charters told Ashana he would run his schools the way he wanted and if you don’t like it do what I did and start your own school. However, many PHDs, principals and academics from New Orleans applied to start schools almost none of them received a charter. (Bigard Page 54)

Ashana tells the story of counseling a teenage boy, a good student whose grades began falling for no apparent reason. Also he was becoming more and more despondent. After a week of discussion, he finally opened up about being sexually assaulted by a female TFA teacher. Apparently, the teacher succumbed to the adultification of young Black people. The student was blaming himself and tried to protect the teacher saying, “She came from Teach for America: they don’t give them much training.” (Bigard Page 98)

Ashana and her team were brought in to conduct a workshop on trauma: signs of trauma, solutions for trauma and how to deal with trauma in your classroom. Ten minutes into the workshop all 26 of the young White women were in tears. Ashana states:

“They were crying saying they were overwhelmed, suffering from secondary trauma, felt like they were crazy, and they all felt they were doing more harm than good. They had no support and when they went to Teach for America for support, they told them to try harder, and if they weren’t connecting, it was their fault because everyone else was doing a great job.”

The training developed into multiple unscheduled workshops that day as teachers went out and encouraged their colleagues to attend. Ashana says:

“I left the workshop understanding you never know all sides of the story and that there was a second wave of victims, and that was young, hopeful, starry-eyed white young people who thought this would be a great city to live in and a great opportunity and they could come and help out because of the teacher shortage which was caused by the firing of all our teachers and subsequently telling them that they had to take multiple tests to qualify to come back to teach while simultaneously telling young white children they only needed two weeks of training to do so.” (Bigard Pages 119-121)

The Legacy of Racism Lives On

To enroll children into the almost all charter system in New Orleans, parents must use OneApp. It runs the school choice algorithm but strangely only white children get into the best schools, not even if you’re a Black family in the upper middle class do you get a seat. It is common to see white people move to the city and magically get their children into schools with 100 children on the waiting list. Ashana notes, “They didn’t even know the school existed prior to moving to the city, but racism and classism still existed heavily within the new system.” (Bigard Page 268)

Ashana tells black people in New Orleans that poverty is not a moral failing. She says, “We start understanding that we are not broke we are stolen from.” (Bigard Page 318)

I have presented a few highlights in this delightful and insightful book. For me, Ashana’s book offers a rare view into the life of Black people fighting White supremacy and a story of love and family.

Bravo Ashana Bigard!

Tags: Ashana Bigard, Ben Kleban, Charter schools, Education Reform, hurricane-katrina, New Orleans, Public education, racism

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Categories Corporate Education Reform

Privatized Education Disaster in New Orleans

3 Sep

By Thomas Ultican 9/3/2025

August 29^th was the twentieth anniversary of hurricane Katrina wiping out New Orleans. On this occasion, the billionaire-funded baloney machine is outdoing itself. Ravi Gupta wrote a post for ‘The 74’ called, “The Inconvenient Success of New Orleans Schools.” The Washington Post assigned a guy from the United Kingdom, Ian Birrell, to write, “Never seen before’: How Katrina set off an education revolution.” I gave up my subscription to the Washington Post some time ago but my friend Gary Rubinstein wrote a post about Birrell’s article. He noted, “Supposedly based on recent research, it basically trotted out all the old bogus claims that I hadn’t heard anyone claim in at least ten years.”

The truth is that the all charter school district is a giant failure that even corruption rampant New Orleans is struggling to hide.

Before Katrina, Louisiana was passing laws aimed at taking over the New Orleans public school system and there was some merit to their endeavor. Six interim superintendents appeared between 1998 and 2005. An FBI investigation led to 11 indictments in 2004 and by end of the school year in May 2005 the district was effectively bankrupt. Unfortunately, the state created the Recovery School District (RSD) and turned to privatization to solve the problem.

By the end of the 2004-2005 school year, the state had taken over five New Orleans schools. RSD turned all five into charter schools operated by four groups: University of New Orleans; Middle School Advocates, Inc.; Knowledge Is Power Program; and Institute for Academic Excellence. All set to begin in the 2005-06 school year; however Katrina made landfall soon followed by “disaster capitalists” swooping like swarming buzzards.

Before Katrina, Orleans Parish School Board (OPSB), which ran the public schools in New Orleans, operated 123 schools; in the spring following the storm, it was running just four. With OPSB out of the road and RSD in charge, “pheaulanthropists” like the Walton family, Bill Gates and Eli Broad were ready to help.

2005 Devastation by Hurricane Katrina

In 2009, Louisiana’s Board of Elementary and Secondary Education (BESE) made it more difficult for schools to remain academically acceptable, effectively ending most of the remaining public schools in New Orleans. BESE raised the minimum school performance scores for academic unacceptability to 65 for the 2010-11 school year and 75 for the 2011-12 school year. By 2018, there were no public schools left.

Evaluating the Results

In her 2018 book, After the Education Wars, Andrea Gabor wrote, “To borrow another ancient military metaphor, the New Schools Venture Fund and its New Schools for New Orleans offshoot, is the Trojan horse that funnels outside money, expertise, and influence to New Orleans.” (Page 229) The majority of the school privatizing billionaires invested by funneling funds through New Schools Venture Fund and New Schools for New Orleans (NSNO). Most of the investing was in schools adhering to the KIPP no-excuses model.

Around 2014, Neerav Kingsland was leading NSNO. He would go on to work for Reed Hastings and then become the leader of the Hastings and John Arnold created City Fund designed to promote privatization and end voter directed public schools.

In his article for ‘The 74’, Ravi Gupta claims, “There’s no one better at parsing the data than Doug Harris, who chairs Tulane’s economics department and directs the Education Research Alliance for New Orleans.” It is almost impossible to check Harris’s work because he has proprietary control of much of the education data from New Orleans. Furthermore, confidence in his work is undermined by his team sharing office space on the seventh floor of 1555 Poydras Street with NSNO.

In June, Harris released “The New Orleans Post-Katrina School Reforms: 20 Years of Lessons”. It is organized around twelve conclusions. Of course conclusion-1 claims improved student outcomes in testing scores, graduation rates and college going. (Page 8) Improved graduation rates and increased college going is a national trend for which it is hard to credit the all charter school system. The claim of improved testing results cannot be shown. Since the entire system was shut down and then reconstituted as a significantly smaller privatized organization, there is nothing to compare to that was not changed.

Gary Rubenstein explained:

“Reformers needed a new experiment where the schools would keep the same students they already had, but the staff at those schools would be replaced with nonunion charter school educators, and charter chains or start-up charter boards would run the schools. Race to the Top provided Tennessee the funding and incentive to test the reformers’ hypotheses.” (Doomed page 19)

This experiment demonstrated that it was not the public schools causing poor performance and privatizing them provided no improvement.

There are a few items in Harris’s report that do not support the privatized system. One of those is Conclusion-5: where he shares, “Transportation costs doubled, and students are traveling farther to get to school.” (Page 20) From his map, it appears that more than 30% of the students are spending in excess of one-hour a day on busses which must be miserable and drives up costs.

In the report’s acknowledgement section, there is another reason to be skeptical of Doug Harris’s results. It says, “Second, we thank our funders, including Tulane and the Murphy Institute, but also the Laura and John Arnold Foundation, Spencer Foundation, William T. Grant Foundation, and Booth Bricker Foundation.”

Like almost all large foundations the Spencer Foundation (EIN: 36-6078558) with $667,415,167 in assets makes a few troubling grants but in general is supporting research and scholarship. The same could be said for the William T. Grant Foundation (EIN: 13-1624021) with $403,141,185 in assets.

However, The Booth-Bicker Fund (EIN: 72-0818077) with assets of $68,702,721 is spending heavily to promote privatized education and almost no organization in America has spent more to privatize public education than the Laura and John Arnold Foundation (EIN: 26-3241764) with its whopping $4,309,915,225 in assets. Of course, these large amounts of money are influencing Harris and his team.

What Do the Locals Say?

In April, at the NPE conference in Columbus, Ohio, Ashana Bigard and Antonio Travis presented on the all charter school system in New Orleans. Antonio’s description of being a student in New Orleans sounded like classic child abuse. Mrs. Bigard informed us that New Orleans schools are being sued regularly because of their practices with children. However, there is almost no reporting about the suits because the settlements always include a non-disclosure agreement (NDA). She told the story of asking a KIPP administrator how many NDA’s they had created. He said none but when she responded that she was in court just the week before and saw a KIPP NDA created, he backed off and promised to get back to her. She is not holding her breath.

Ashana Bigard is on the Right

Last year, when a charter school failed, the superintendent replaced it with the first New Orleans public school since 2017. The superintendent was fired, but that is what Mrs. Bigard said parents want. She said they desire that every time a charter school fails it is replaced by a more stable public school. Charter schools have become a revolving door with a couple schools going out of business every year.

In her 2018 book, “After the Education Wars,” Andrea Gabor reported that a third of New Orleans charter schools had been shuttered.

Senator Joseph Bouie Jr. equated the NOLA school system to the “Tuskegee syphilis experiment.” Professor Bouie, former administrator of Southern University at New Orleans, had good reason for this analogy. At Tuskegee University, black men with syphilis were given no treatment even after penicillin was shown to be effective. Dozens of men died and their wives, children and untold number of others were infected. NOLA black residents had their community schools taken away and replaced by privatized schools, often miles away. This “experiment” stole their rights and bestowed the public schools to private actors.

In 2021, Secretary of Education Miguel Cardona visited the Orleans Public School District. He heard first-hand the growing disillusionment with the all charter system. Four of the six parents told him they wanted to go back to neighborhood schools. Parents complained about Teach for America placing unqualified teachers in schools and the One App process for not offering school choice where they lived.

Raynard Sanders who has over forty years of experience in teaching, education administration and community development, said the charter experiment has “been a total disaster in every area.” He asserted NOLA had “the worst test scores since 2006, the lowest ACT scores, and the lowest NAEP (National Assessment of Educational Progress) scores.”

In a letter to the editor, former OPSD superintendent, Barbara Ferguson, stated:

“The state took over 107 of New Orleans’ 120 public schools and turned them into charter schools. Last year, 56 of New Orleans’ 68 public schools had scores below the state average. Thus, after nearly 20 years, over 80% of New Orleans schools remain below the state average. This charter school experiment has been a failure.”

Tags: Andrea Gabor, Ashana Bigard, Gary Rubenstein, Joseph Bouie Jr., Katrina, Miguel Cardona, Neerav Kingsland

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Categories Corporate Education Reform

Oakland Public Education Fund Questioned

23 Aug

By Thomas Ultican 8/23/2025

Recently the Oakland Public Education Fund (OPEF) posted, “OUSD Board of Education Renews Long-standing Partnership with The Ed Fund.” OUSD is the Oakland Unified School District and “The Ed Fund” is the latest of many names used to identify OPEF. A quick look at OPEF’s tax forms (TIN: 43-2014630) reveals that they have assets of about $25 million and a yearly income of more than $15 million. The question becomes who is this wealthy group and do their purposes include something more than just good education?

OPEF, formed in 2003 and was originally called “Oakland Autonomous Small Schools Foundation Inc.” EdWeek reported that in 2000 and 2003 the Bill & Melinda Gates Foundation provided two grants totaling more than $25 million some of which was designated for small school incubators. It seems likely some of this money was used as seed money to establish OPEF.

The founding executive director of OPEF was Jonathan Klein, a 1997 Yale graduate who became a Teach for America (TFA) fifth grade teacher in the Compton Unified School District. After coming to Oakland in addition to founding OPEF, he went on to become CEO of GO Public Schools, became Bay Area executive director of TFA and chief program officer at the T. Gary and Kathleen Rogers Foundation. In 2013, he was named Change Agent of the year by New Schools Venture Fund. In other words, he is an education profiteer closely associated with enemies of public schools.

According to the OPEF web-page, the organization relaunched as the Oakland Schools Foundation in 2012 and then relaunched again in 2014 as the Oakland Public Education Fund. Today they refer to themselves as the “The Ed Fund.” In 2016, they put in motion a corporate partnership with Salesforce which provided $2.5 million for middle school computer science and math. This raises concerns that “The Ed Fund” is inappropriately employing wealth to drive public school curriculum using other than democratic means.

Billionaires Finance OPEF

A change in the way data was reported appeared in the OPEF tax forms for 2024. Previously, their reporting on the contributor’s page simply stated “RESTRICTED.” The new report still hides the contributor’s names but provides the amounts given by seven individuals.

In addition to the contributors not listed above, the T. Gary and Kathleen Rogers Foundation have granted OPEF a total of $785,833 (IN: 65-1202020), the East Bay Community Foundation contributed $557,760 (IN: 94-6070996) and the Silicon Valley Community Fund provided a whopping $8,349,085 (IN: 20-5205488). The Silicon Valley Community Fund is a dark money site where extremely wealthy people can provide money without their name being attached. It is worth noting that the T. Gary and Kathleen Rogers Foundation has granted the East Bay Community Foundation $6,165,000 since its founding in 2003.

Since 2014, OPEF has averaged giving more than $5 million a year to the Oakland Unified School District for a total of $51,885,477. However, their other spending undermines public education and promotes privatization. Educate78 has received significant support from both the Hastings Fund and the City Fund, known enemies of the public school system. GO Public Schools has been a consistent advocate for expanding the charter school movement. TFA has foisted unqualified teachers with 5 weeks of training on classrooms throughout America. The New Teachers Center is a Bill Gates developed center in Santa Cruz.

Anyone working in a public school knows that charter schools directly compete with and undermine public schools.

Many of the foundations that OPEF is supporting are supporters of school privatization or they just make us ask why. For example, why has OPEF sent The San Francisco Foundation over $2.5 million? Why are they sending money to obviously anti-public schools groups like the T. Gary and Kathleen Rogers Foundation, the Charles and Helen Schwab Foundation or the David and Lucille Packard Foundation?

What is the true purpose of the Oakland Public Education Fund? Do the billionaires who are financing it want to control OUSD and promote privatization or is this true philanthropy. It is hard to know but rich people giving away money based on the goodness of the hearts seems like a rare event.

The T. Gary and Kathleen Rogers Foundation

T. (Thomas) Gary Rogers was the first non-family member to become chairman of the board at Levi Strauss. Before Levi Strauss, he and business partner Rich Cronk purchased Dreyer’s Grand Ice Cream. T. Gary was the CEO while he and Cronk were the principal shareholder for almost 30 years. They sold to Nestlé in 2002. T. Gary became chairman of the board of directors of the Federal Reserve Bank of San Francisco and was once Chairman of Safeway Inc. This boy from Stockton became a highly regarded and respected businessman.

T. Gary and his wife founded the T. Gary and Kathleen Rogers Foundation in 2003. Looking through their tax filings, it seems there are two distinct periods. Period one is from the foundations start to the death of T. Gary Rogers on May 2, 2017.

In 2003, the Rogers family put $35 million in to start the foundation and the next year they put in another $13.25 million which put the total assets at $52 million. That included some return on investment.

The only giving cited, which started in 2006, was to an organization that became the East Bay Community Foundation. In 2010, they made their first two education related grants to Lighthouse Charter Schools for a total of $840,000. In 2011, in addition to giving to Lighthouse they started granting $50,000 a year to the Oakland Schools Foundation which was later renamed OPEF. By 2017, the Rogers Family Foundation had grown to $78 million in assets.

Period two began after T. Gary died.

From the start, T. Gary’s son Brian has been significantly involved in leading the Foundation. In 2019, he dramatically increased the number of grants given and the money spent. He upped spending to support pro-science of reading organizations and individual charter organizations. He put money into organizations working to privatized public education and advance the charter industry.

The foundations 2022 Tax Form showed the total assets dropping to $55,367,184. However, this seems to be part of a plan. In 2020, Brian posted to the foundations web page:

“It is therefore with bittersweet emotions that we share with our grantees, partners, and fellow community organizations our planned spend down of the T. Gary and Kathleen Rogers Family Foundation. Within the next five years, we anticipate sunsetting our Oakland education grantmaking and operations.”

That $55 million left in 2022 still has the potential to reek a lot of havoc.

Conclusion

OPEF is a billionaire funded-organization that is exerting undo control on Oakland public schools. Some of their spending is laudable like their generous giving to OUSD. However, so much money in the control of a few not well-known individuals undermines the democratic process. I cannot help wondering if some of the odd decisions previous superintendent, Kyla Johnson-Trammell, made were coerced by the money this organization wielded.

Tags: Brian Rogers, education, Jonathan Klein, Kyla Johnson-Trammell, T. Gary Rogers

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Categories Corporate Education Reform

Behaviorism as Cognitive Science

10 Aug

By Thomas Ultican 8/10/2025

Greg Toppo writes for ‘The 74’ which suggests he is a professional propagandist working for billionaires. In his July 24^th article, “‘Cognitive Science,’ All the Rage in British Schools, Fails to Register in U.S”, he did not even attempt to be objective as he lionized a form of ‘Cognitive Science’ that is a euphemism for behaviorism. It is a corrupt approach that philosophically undermines a field of research exploring undeniably important ideas.

There are many definitions of cognitive science; this one is from Yale University:

“Cognitive science is an interdisciplinary field devoted to exploring the nature of cognitive processes such as perception, reasoning, memory, attention, language, imagery, motor control, and problem-solving. The goal of cognitive science is to understand (1) the representations and processes in our minds that underwrite these capacities, (2) how they are acquired, and how they develop, and (3) how they are implemented in underlying hardware (biological or otherwise). Stated more simply, the goal of cognitive science is to understand how the mind works!”

A cognitive science subset, Cognitive load theory, was developed in mid-1980s by Australian education psychologist John Sweller. His theory pays attention to human cognitive architecture: characteristics and relations between long-term memory and short term memory, and how load on memory affects learning.

The basic premise of cognitive load theory is that short term memory or working memory is limited and can be overloaded. Therefore, Sweller postulates that explicit instruction is superior to discovery approaches for teaching new content and skills. He claims that to think critically we need to know a lot of stuff; therefore critical thinking can only be actualized through copious amounts of content knowledge. He and colleagues say it is not possible to teach critical thinking because it is not a transferable skill.

Selling Cognitive Load Theory

Toppo began his article by introducing his readers to Zack Groshell, a former Seattle-area fourth-grade teacher. His 2024 book, Just Tell Them, is a guide for delivering explicit instruction and adhering to the Cognitive Load Theory (CLT) premise of learning. Dewey, Vygotsky and Piaget would surely be saddened by this 21^st century misunderstanding of student development.

The article also introduces Benjamin Riley, founder of Deans for Impact, a Texas-based group that has pushed to make cognitive science more central to U.S. teacher training programs. I find it instructive that his organization is financially supported by Besos, Gates, Dell, Schusterman, Zuckerberg and other billionaires.

Toppo cites the influence of E. D. Hirsch who wrote in his book, The Schools We Need, “Higher-level skills critically depend upon the automatic mastery of repeated lower-level activities.” He further called for tougher standards which prompted education writer, Alfie Kohn to note that Hirsch’s approach “reflects a particular model of learning—behaviorism.”

As Kohn stated, in the debate between behaviorism and “constuctivism”, Hirch comes down squarely on the side of behaviorism. Kohn went on to observe that, “E. D. Hirsch’s Dictionary of Cultural Literacy, might be called the ‘bunch o’ facts’ approach to education.” (Page 11)

Like other behaviorists, E. D. Hirsch is calling for education material to be atomized and drilled.

Most of Toppo’s article is concentrated on education in the United Kingdom which might explain why he brought up the very unpopular education leader under former Prime Minister David Cameron, Michael Gove. Gove attempted to reform English education through privatization and testing. Gove’s associate Nick Gibbs said he first encountered Hirsch’s book in 2006 and that it formed the basis for all of their education reforms.

In 2013, more than 150 leading educator wrote and signed a piece for the Times of London calling Gove’s reforms dangerous. They stated in part:

“Sir, We, the undersigned academics and children’s authors, are gravely concerned at the impact that current developments in state education in England are likely to have on our children and their futures.”

“These damaging developments must stop. If they go ahead there will be devastating consequences for children’s mental health, for future opportunities and, most importantly, for the quality of childhood itself.”

At about the same time, England’s national teachers union held a unanimous vote of no confidence in Gove. General Secretary of the teachers union, Christine Blower, said teachers were not the “enemies of promise” that Gove said they were. “We just have the temerity to assert that the secretary of state is wrong.”

Meaningless Data Quoted

Besides citing people like Gove and Hirsch to sell this new behaviorist approach to education, Toppo writes, “From 2011 to 2021, English students’ average scores in the PIRLS International Benchmarks of Reading Achievement, a key global comparison, rose six points, placing them fourth worldwide, while U.S. students’ dropped eight points, ranking the U.S. just below England.”

This was weak sauce.

Top 8 scoring Nations in the 2021 PIRLS

For several years, education in England has been trying to get rid of the Gove stench, and they appear to be on track. The six point gain in a decade on a more than 500 point scale is not much to brag about. In 2011, the US score was 556 England’s was 552 in 2021 the US score was 548 England’s was 556. Even if I believed in standardized testing, which I don’t, I still do not see any real difference. Remember, we were just starting to come out of the COVID nightmare in 2021.

In 2022, the Programme for International Student Assessment (PISA), did its every three year assessment of 15 year olds one year late because of COVID. Of the 80 countries compared, the USA’s reading score of 504 was number 9 and the UK’s score of 494 was number 13. There is not a lot to brag about here either.

The testing data Toppo cites does not prove or even suggest that this new behaviorism is any kind of silver bullet.

Researchers and Educators Have Concerns

The lead sentence in the latest issue of UK’s Schools Week states, “Teachers need to be sceptical about applying popular but “untested” cognitive science theories to education, a panel of experts has warned.”

Noam Chomsky is the scientist-philosopher who more than any other contributor seriously undermined B.F. Skinner’s theories of behaviorism. A 2006 interview with Chomsky states, “Chomsky’s (1959) review of Verbal Behavior (Skinner, 1957) has been hailed as the most influential document in the history of psychology.”

Importantly, behaviorism undermines the important works of William James and John Dewey. Chomsky’s 1959 review of Skinner’s book went a long way toward reviving Dewey’s theories and shutting down behaviorist ideology.

In 2022, Australian researcher Peter Ellerton published, “On critical thinking and content knowledge: a critique of the assumptions of cognitive load theory [CLT].” After presenting evidence from several papers, Ellerton asserts:

“The absolute claim of CLT that “critical thinking is unteachable” is clearly refuted by these studies. As is the claim that it is not transferable. The softer claim that it is best done through a context of engagement with deep content knowledge is also challenged by these findings. Claiming critical thinking is not directly susceptible to pedagogical influence beyond content development stands in contrast to a significant body of research and pedagogical practice that does not seem to be engaged with or addressed by CLT.“

Why is CLT Promoted?

The application of CLT makes teaching children at digital screens more doable. Delivering on-line education is much easier if it is broken down into small chunks so the learner can work through menus of skills and assessments. It is bad education but the billionaires promoting it care more about profits than America. Besides, their children will attend pricey private schools that don’t employ behaviorism.

Tags: Alfie Kohn, Benjamin Riley, E.D. Hirsch Jr., Greg Toppo, Jean Piaget, John Dewey, John Sweller, Lev Vygotsky, Michael Gove, Zack Groshell

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Categories Corporate Education Reform

Education Policy Harmed Sacramento

11 Jul

By Thomas Ultican 7/11/2025

California’s most venerable high school was destroyed by No Child Left Behind (NCLB) and the charter school industry. Established before the Civil War in 1856, Sacramento High School was the second-oldest high school west of the Mississippi. Driven by testing lunacy and NCLB mandates, Sacramento Unified’s board contentiously voted 4 – 3 to close the school. This came about in 2003 during the Bill Gates small schools are better era. He sent $3 million for the proposed St. Hope charter school to break Sacramento High into six smaller schools.

Kevin Johnson attended Sacramento High before staring in basketball for the University of California Berkeley. He was a gifted athlete which led to an amazing career in the National Basketball Association (NBA). His 1988–89 season was the first of three straight seasons in which he averaged at least 20 points and 10 assists, joining Oscar Robertson and Isiah Thomas as the only players in league history to accomplish that feat. His play in a 1994 playoff game provides insight into how good he was. He drove baseline and dunked over Rockets’ center Hakeem Olajuwon. It was part of a second consecutive 38-point, 12-assist effort.

While in the NBA, Johnson remained active in his home town. The Clinton Whitehouse noted:

“St. HOPE Academy, founded in 1989 by NBA All-Star Kevin Johnson, is a youth development organization in the Oak Park neighborhood of Sacrament. St. HOPE Academy was designed to supplement Sacramento’s public education system and offer a structured, positive environment for educational opportunities, leadership training, character development, spiritual growth and physical well-being.”

Oak Park was Sacramento’s first suburb in the late 19^th century. It was originally populated by White Americans. By the 1930s, Oak Park was victimized by redlining which pushed Black Americans into East Oak Park. In the 1960s, freeways completed the job of turning Oak Park into a Black zone of poverty which also led to increased crime and gangs. With Bush and Kennedy’s NCLB, the storied Sacramento High School in poverty stricken Oak Park was doomed for testing destruction.

The one variable that standardized testing correlates with is poverty. Standardized testing was never capable of evaluating schools or educators.

Good Intentions; Terrible Thinking

In January 2003, the Sacramento school board voted to close Sacramento High School. This came about after the state targeted the 1,800-student school for sanctions and possible takeover. Sacramento High had failed to raise student test achievement for two consecutive years. In that benighted era, great schools were destroyed because they served poor families.

In 2003, it appears that even before Sacramento High was closed powerful community leaders had decided to have St. Hope operate the school. In January, the board voted to close the high school and on March 3^rd, they gave approval to St. Hope’s plan. The teachers union presented a reorganization plan of their own but it did not generate any meaningful support.

St. Hope not only had backing from Bill Gates, they brought in Stanford’s Linda Darling-Hammond to consult on their new school design. Margaret Fortune, who would later found a charter school company and serve as chairman of the California Charter Schools Association, came in as project manager. At the time, Fortune stated:

“Because of the attention we have been able to bring to the school from both educators and fund-raisers, we really have a good chance to turn the school around…. We have a real opportunity to make this one of the finest urban high schools in America.”

Kevin Johnson was elected mayor of Sacramento in 2008 in a landslide. However, before the election a scandal arose:

“The first major crack in St. HOPE’s gleaming facade, and a pivotal moment in the “Chartergate” narrative, emerged with the investigation into the misuse of AmeriCorps grant funds. In August 2008, Gerald Walpin, the Inspector General (IG) for the Corporation for National and Community Service (CNCS), initiated a referral for criminal and civil prosecution of Kevin Johnson to the U.S. Attorney’s Office.”

Much to Walpin’s dismay, the justice department settlement stipulated that St. HOPE and Johnson were responsible for repaying approximately half of the $848,000 in AmeriCorps funding they had received. Johnson agreed to personally pay $73,836, the then-Executive Director Dana Gonzalez paid $1,000, and St. HOPE committed to repaying the remaining $350,000 over a decade. Crucially, the settlement did not compel any party to admit to misusing the funds.

At this time, Johnson’s new fiancée, Michelle Rhee did damage control. The LA Times reported:

“Michelle Rhee, the nationally known education reformer who is now head of the Washington, D.C., public schools, had several conversations with a federal inspector general in which she made the case for Johnson and the school he ran in Sacramento, according to the inspector general. Rhee, who had served on the board of the school and is now engaged to marry Johnson, said he was ‘a good guy.”’

There were also a couple allegations of sexual misconduct by Johnson over more than a decade, however, nothing ever came of them. Johnson married Rhee in 2011 and they have two daughters.

Kevin Johnson and Michelle Rhee

In 2003, St. Hope opened two charter schools. One was the replacement for Sacramento High School called Sacramento Charter High School and the other was a K-8 elementary school called St. Hope Ps7.

The schools have been struggling. The Sacramento Bee reported:

“At both PS7 and Sacramento Charter High, the rates of teachers with appropriate credentials started low and plummeted in recent years. In the 2020-21 school year, about 52% of PS7 teachers held an effective credential and two years later, that number fell to about 35%. Sacramento Charter High saw an even steeper decline, with around 63% in the 2020-21 school year, falling to around 26% by 2022-23.”

The St. Hope schools are operating in a poverty stricken neighborhood. However, the conditions in Oak Park, while still tough, have improved significantly, so these testing results are disheartening. The numbers in red indicate the gap between the state average and the school’s testing results. The level of negative results is concerning but even more concerning are their unfavorable comparisons between 2023 and 2024. The blue numbers in the right column indicate the changes between the two years.

When Sacramento Charter High School replaced Sacramento High School the enrollment was 1,800 students. By 2014, it had fallen to 986 students and in 2024 it reported just 413 students. St. Hope Ps7 reported 621 students in 2014. Its decrease is not so dramatic as the high school but Ps7 did lose a quarter of its enrollment reporting just 471 students in 2024.

Charter Renewal

To reiterate, the St. Hope schools have experienced a significant drop in percentage of credentialed teachers, they have horrible standardized testing results and enrollment at the schools is in serious decline. Yet, in September 2024, the Sacramento Unified school board voted 6 – 0 to renew the St. Hope charters for another 5 years.

If the board had not renewed the charters, St. Hope could have appealed to Sacramento County and if that did not work, they could have appealed to the State of California. One of the selling points for charter schools was that if they were not performing well, they would be closed. The reality is that a charter school in California is very difficult to close. Charter school reform legislation that is not driven by the charter school industry is needed.

The more I learn about Kevin Johnson and Michelle Rhee, the more I like them. I believe that their negative view of public education was a big mistake, but that they did care about schools and kids. Unfortunately, the privatization of public education is a huge mistake that is undermining American democracy.

Tags: Bill Gates, Kevin Johnson, Margret Fortune, Michelle Rhee, Sacramento High School, St. Hope

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Categories Corporate Education Reform

Billionaires Support Corrupted Science of Reading

1 Jul

By Thomas Ultican 7/1/2025

Science of Reading (SoR) was always a fraud; it is not based on sound science. In 1997, the National Reading Panel was established by congress and 21 volunteers were given 18 months to study reading education. They searched through academic papers, averaged results and made a report that billionaires now label the “science of reading.” June 25^th, the oligarch established propagation rag, The 74, published yet another article employing obfuscation to sell SoR.

The article, “How Districts in Georgia, Maryland and D.C. Are Raising Reading Proficiency,” was written by Andrew Cuomo’s former education advisor, David Wakelyn PhD. While working for the National Governors Association, Wakelyn was part of the team that developed the Common Core State Standards. He also served as Deputy Secretary of Education in New York. Today, this former California school teacher has founded Upswing Labs where they conduct research supporting the SoR approach to literacy.

Selling SoR

The first article in a series of posts promoting the “Mississippi Miracle” was written by Wakelyn and Michael Hartney for the New York Post. Its headline read, “NYC should look to the Mississippi Miracle to learn how to teach reading.” Upswing Labs produced two papers in June called “Mississippi or Manhattan” and “Dynamic Districts & States: Where and How Literacy Is Improving.” The last article is Wakelyn’s The 74 article on June 25.

“Mississippi or Manhattan” presents the following graphic to show how superior Mississippi’s reading teaching is to New York City’s.

For unknown reasons, Wakelyn has converted the NAEP average scale scores to an undocumented grade equivalent. He claims one grade level is approximately 10 scale score points, but that makes no sense since the average scores are all above 200. However we do see that Mississippi had made impressive gains. A graph of the average scores shown below has the same shape as the Upswing Labs graph above.

The graph on the left is of the average NAEP scale score for 4^th grade reading in Mississippi (red), national public schools average (blue) and New York City (green) years 2003 to 2024. (Note: only the symbols on the graphs represent real data; the lines do not.) The graph on the right is configured the same way for 8^th grade testing data. The NAEP data reveals that by 8^th grade all of Mississippi’s impressive 4^th grade gains have vanished.

These results are likely the result of Mississippi’s mandatory retention policy for third graders whose testing does not achieve the requirements for advancement. By holding back almost 10% of their 3^rd graders, Mississippi has by far the highest 3^rd grade retention rate in the country. Average 3^rd grade retention for all states is 3% and many states have less than a 2% rate. Obviously, Mississippi’s weakest students spend an extra year in 3^rd grade so it makes sense that their 4^th grade NAEP reading scores have improved but by 8^th grade the gains are gone.

This is the basis of the “Mississippi Miracle” and like much of the billionaire financed education agenda, it is a fraud. David Wakelyn earned a doctorate of education from the University of Wisconsin-Madison. He is certainly aware that the Mississippi data is problematic yet he promotes the distortion.

Maybe it is time for Universities like Wisconsin to consider rescinding doctoral degrees that are being used for lying to the public.

The 74 Article

David Wakelyn’s article in The 74 is focused on selling the wonderful results from three exemplary districts, “Marietta City in the Atlanta suburbs; Allegany County, at the edge of the Appalachian Mountains in Maryland; and DC Prep, a K-8 public charter school network.” The three districts are small. The total numbers of 4^th graders available for testing are DC Prep – 223, Marietta City – 681 and Allegany County – 553.

Wakelyn lauds the science of reading products these three districts have purchased. Why he chose them is a little mysterious. They are so small that they are statistically almost meaningless. He states:

“The districts launched deep, extended professional learning for all elementary teachers over two to three years. Marietta City trained teachers with Top Ten Tools, a set of mini-courses on core elements of literacy and how to teach them, then added a year of training with Writing Revolution, a set of courses on teaching expository writing. In 2020, Allegany County began a two-year engagement with LETRS, to help teachers master the basics of reading and writing instruction — phonological awareness, phonics, fluency, vocabulary and comprehension.”

Top Ten Tools is a product of the 95 percent group inc. founded by Susan L. Hall. It has 220 employees and took in $7.4 million last year. They are one of the many companies working to profit off SoR. Hall is also a Sopris West certified trainer for DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and LETRS (Language Essentials for Teachers of Reading and Spelling). She is the author of “I’ve DIBEL’d, Now What?,” and a co-author with Louisa C. Moats of two books.

In 2023, Rachel Cohen wrote an informative article about SoR, noting about LETRS:

“Despite its close associations with the “science of reading” — LETRS has its own middling track record of effectiveness. One experimental study found teachers who were trained by LETRS did improve in their knowledge of reading science, but their students did not have statistically higher differences in achievement than teachers in the control group.”

The Writing Revolution (TRW) comes out of work by Dr. Judith Hochman of New York. A 2012 award-winning feature article, “The Writing Revolution,” was published in The Atlantic about The Hochman Method giving her national exposure. In 2014, TRW became a 501 C3 tax-exempt non-profit. TRW is not an SoR focused company but they are profiting off public education and like many of today’s non-profit organizations have multiple 6-figure earners (TIN: 46-4970867).

Wakelyn also stated in The 74:

Both Marietta and Allegany improved the quality of their K-5 language arts curricula. Marietta dropped giving students books they could already read — a popular practice that hasn’t been found to facilitate learning — and switched to Wit and Wisdom and a skills-based foundational class. Allegany stopped using Treasures and switched to Core Knowledge Language Arts. Both are highly rated by independent reviewers and are designed to build a deep and wide knowledge base using grade-level texts in science, history, literature and the arts.

The “hasn’t been found to facilitate learning” comment is based on a blog by Timothy Shanahan. An early commenter to Shanahan’s post did not like that the article focused on learning level with no mention of content. The writer states, “I’m a retired elementary teacher and school principal, and it has been my experience that students are often thrilled to read materials whose content they find interesting or unique.”

“Wit and Wisdom” is a scripted curriculum that has enemies on both the right and left.

Since “Treasures” is no longer in print, I would expect that schools are replacing it.

Core Knowledge Language Arts is controlled by Amplify and billionaire Laurene Powell Jobs. It is only lauded by other billionaire-controlled entities.

Conclusion

SoR is a dressed up version of George W. Bush’s Reading First Initiative from 2001. In 2008, The Center for Public Integrity reported, “An April 2008 study revealed the general ineffectiveness of Reading First and found that students in schools receiving funds for the program had no better reading skills than children in schools that did not.” Unfortunately, billionaire dollars kept the SoR malarkey alive.

The real reason for promoting SoR is the billionaire plan for resting control of education away from universities and ending democratic control of schools. The agenda is for all teacher education and training to be privatized. Organizations like TNTP and Relay Graduate School are sub-standard billionaire financed entities with political clout pushing aside public institutions.

For billionaires, SoR has never been about better reading education. It is just one more element in their drive to eliminate democracy.

The “greedy bastards” lust for power and wealth is perverting everything.

Tags: David Wakelyn, Judith Hochman, Michael Hartney, Rachel Cohen, reading, Science of Reading, Susan L. Hall

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Categories Corporate Education Reform

Bizarre WAPO Opinion Piece by Hanushek and Raymond

18 Jun

By Thomas Ultican 6/17/2025

It was “déjà vu all over again” when Eric Hanushek and his wife Macke Raymond shared their views in the Washington Post. They cited Michelle Rhee and Mike Miles as exemplary education leaders, merit pay as good education policy and turned to A Nation at Risk for support. Governor Abbott took over Houston’s schools and installed Miles as superintendent but here Hanushek and Raymond were referencing his long ago stint in Dallas.

I am no longer a reader of the Washington Post. When Bezos decided his paper would not endorse a candidate for president, I cancelled my subscription. However, a friend felt I needed to see this article and sent me a copy.

Billionaires like Bezos are destroying America and all of its venerable institutions. Hanushek and Raymond are Stanford based billionaire tools.

While working on her PhD in Political Science at the University of Rochester, Macky fell in love with her much older professor, Eric Hanushek, and eventually married him.

Today, Raymond is the director of CREEDO. Her 2015 Hoover Institute Fellow’s profile says in part, “In partnership with the Walton Family Foundation and Pearson Learning Systems, Raymond is leading a national study of the effectiveness of public charter schools.”

Are the billionaires guarding the hen house?

Rhee and Miles

The Hanushek and Raymond opinion piece states:

“In 2009, under the leadership of then-Chancellor Michelle Rhee, Washington implemented the IMPACT program — a revamped teacher evaluation system that is linked directly to classroom effectiveness and that provides large increases in base salaries for the most effective teachers and dismissal for the least effective. This program has shown that focusing on student learning is rewarded with improved student performance, and that student-focused incentives work.”

This is a totally bunkum statement and is followed by another world of bunkum claim:

“Under the leadership of then-Superintendent Mike Miles, Dallas in 2015 switched to a salary system based on a sophisticated evaluation of teacher effectiveness. It then used this system to provide performance-based bonuses to teachers who would agree to go to the lowest-performing schools in the district. Two things happened: First, the best teachers responded to the incentives and were willing to move to the poorest-performing schools. Second, within two years, these schools jumped up to the district average.”

The linked evidence in the Dallas claim is to an Education Next article written by Hanushek and friends. In it, he claimed, “In the four years after Dallas adopted new performance-based teacher evaluation and compensation systems, student performance on standardized tests improved by 16 percent of a standard deviation in math and 6 percent in reading, while scores for a comparison group of similar Texas schools remained flat.”

Sixteen percent of a standard deviation of growth in math after 4 years sounds weak and 6% of a standard deviation growth in reading does not seem much more the noise in the data.

Hanushek gained notoriety with his 1981 paper, claiming “there is no relationship between expenditures and the achievement of students and that such traditional remedies as reducing class sizes or hiring better trained teachers are unlikely to improve matters.” This played well with billionaires from the Walton family but had no relationship with reality. The history of crazy pants unsupported statements like this have long caused me to seek verification for whatever he says.

Hanushek and Raymond claim that both Dallas and Washington DC saw comparatively superior testing outcomes than other urban areas in the US. The evidence they provide is a link to the NAEP Trial Urban District Assessment (tuda). I graphed 4^th and 8^th grade math tuda data between 2009 and 2024 for the Large City composite, Dallas, DC, Baltimore and San Diego. Nothing substantive popped out in my graphs.

I decided to subtract the 4^th grade scores from the 8^th grade scores to get a sense of how the students were progressing. The results graphed below stunned me with their clarity. Baltimore, which traditionally has low scores, San Diego, which traditionally scores well and the Large City composite had fairly consistent increases of about 40 points. Dallas and DC both fell below a 30 points increase.

Billionaires Take Over

Michelle Rhee came out of Teach for America (TFA) where she taught for three years in a Baltimore elementary school. She returned to New York, TFA and Wendy Kopp to help found the New Teachers Project which is now known as TNTP. New York Chancellor of Public Schools, Joe Klein, who worked for multi-billionaire Mayor Michael Bloomberg, recommended the 37-year-old Rhee to be Washington DC’s new superintendent.

During Rhee’s three year reign of terror, she replaced half of DC’s teachers and a third of its principals. She was consumed with raising test scores and scorned those who did not share her devotion to standardized testing. Her relentless pressure to raise test scores brought some early gains and produced a major cheating scandal.

DC principal, Adell Cothorne, lost her job for insisting upon increased test security when she learned that teachers were violating testing protocols. I had lunch with Adell at the 2015 NPE conference in Chicago. She struck me as a proud Black woman with poise, immense courage and profound character.

After Rhee left DC schools, she started StudentsFirst and led a national crusade to abolish teacher tenure and promote school choice. Billionaires and their friends provided her organization with millions of dollars. (Reign of Error Pages 145-155)

Before 2012, Dallas school board elections were very low key affairs. Two of the three incumbent school board trustees up for reelection ran unopposed in 2011.

Writing for In These Times, George Joseph explained the political change, “But since the beginning of 2012, hundreds of thousands of Super PAC dollars from Dallas’ richest neighborhoods began flowing into nearly all of the district’s school board elections.”

The billionaires contributing included Ross Perot, Ray Hunt and Justice Thomas’s buddy Harlan Crow.

Once the new 2012 board was seated, it fired Superintendent Michael Hinojosa and replaced him with Mike Miles, a graduate of billionaire Eli Broad’s Superintendents Academy.

The article “Dallas Chamber of Commerce Disrupts Dallas Schools” summarized Miles three year tenure:

“Miles’s reforms included a new principal evaluation process which led to large turnover. He also instituted a merit pay system for teachers and hired Charles Glover a 29-year-old administrator of the Dallas TFA branch to be Chief Talent Officer in DISD. After just under three years, he had managed to alienate the black and Hispanic communities as well as many experienced teachers and principals.”

Like Michelle Rhee, he also believed in standardized test based accountability and merit pay.

Concluding Information

Reporting for NPR on the 35th anniversary of A Nation at Risk, Ana Kamenetz discovered, “They started out already alarmed by what they believed was a decline in education, and looked for facts to fit that narrative.”

A decade before Ana’s report, Florida education professor, James Guthrie, noted, “They cooked the books to get what they wanted.”

In 1990, Sandia engineers set out to add weight to A Nation at Risk. They disaggregated the data by race and sex and were surprise to find that every group advanced during the 1963 to 1980 period. The growing numbers of SAT test takers was driven by poor, minority and female students, causing the test averages to drop.

A Nation at Risk was a fraudulent paper and America’s students were actually healthy and doing well, which means public schools were healthy and doing well.

Merit pay is a Taylorist scheme that appeals to many American business leaders, but has a long history of employee dissatisfaction and output quality issues. Researchers at Vanderbilt University studied merit pay for teachers and found no significant gains in testing data and in New York researchers documented negative results.

Unfortunately, billionaires own the media and publish opinion pieces by hired frauds like Hanushek and Raymond.

Tags: education, Eric Hanushek, Margret (Macke) Raymond, Michelle Rhee, Mike Miles

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Categories Corporate Education Reform

Pro-choice Penny Nominated to Ed

10 Jun

By Thomas Ultican 6/10/2025

Penny Schwinn is a perfect fit as Trump’s education department’s number two. Her record of controversy and making suspicious contracts is noteworthy. Born 10/13/1982 in Sacramento, California, to a school teacher mom, her entrance into education came in Baltimore as a Teach for America (TFA) corps member. Helped out by the Walton Family Foundation, she founded a charter school in her home town and served as its principal. Her successful 2012 run for the Sacramento County school board was a battle between school choice proponents and public school advocates. Schwinn’s campaign was significantly financed by the California Charter Schools Association (billionaire money).

January 21, Jennah Pendleton reporting for the Sacramento Bee wrote:

“Trump announced his choice in a Truth Social post Friday, repeatedly misidentifying Schwinn as ‘Peggy.’ He wrote that ‘Peggy’ has a ‘strong record of delivering results for children and families’ and that she is ‘committed to delivering the American Dream to the next Generation by returning Education BACK TO THE STATES.”’

Both the billionaire funded “The 74” and the University of Florida referenced Penny as a woman of color. Having such a light complexion, in days of yore, she could have easily passed.

Following her 3 year stint in Baltimore with TFA, she has been on the move in search of higher positions. After being elected to the county school board, she left that position to take an administrative role with the Sacrament Unified School District.

She soon traveled to Delaware and became Chief Officer in the state Office of Assessment, Accountability, Performance & Evaluation. See her listing on the Delaware 2015 org chart. It should be noted that Penny believes in testing to evaluate schools, curriculum and students.

In 2016, she was on the move again; this time to Texas serving in several positions including Chief Deputy Commissioner of Academics at the Texas Education Agency (TEA). It was here that her penchant for not following the law caused problems.

On November 21, 2017, special education director, Laurie Kash, blew the whistle on TEA entering into a $4.4 million no-bid contract with SPEDx, a special education data contracting company. The following day Kash was fired.

Kash fought the firing and won a wrongful termination suit. Louisiana educator, Mercedes Schneider searched the court documents and found Kash’s claim “that Schwinn had a personal relationship with at least one of the leaders of the SPEDx / Cambria contract group and part of the group that developed the project …”

Related to this claim, the Texas Tribune reported,

“State auditors also said the TEA failed to ‘identify and address a preexisting professional relationship’ between a SPEDx subcontractor and the agency’s “primary decision maker” for the contract. Penny Schwinn — that decision maker and the agency’s deputy commissioner of academics — did not disclose that she had received professional development training from the person who ultimately became a subcontractor on the project.”

The Cambria group mentioned in the law suit profits from the science of reading. Cambria’s business units are Learning A-Z, Lexia Learning, Voyager Sopris, ExploreLearning, Cambium Assessment, Kurzweil Education, and VKidz.

Schwinn left Texas to become Tennessee’s education commissioner effective February 2019. By November 15, Chalkbeat was reporting, “Tennessee’s education department has experienced an exodus under Commissioner Penny Schwinn, with almost a fifth of its employees leaving in the nine months since she took over.”

In Tennessee, Schwinn inked a $16 million dollar contract with TNTP to train teachers. It was soon unfavorably noticed that her husband, who also started in education with TFA, was a leader of this TFA spinoff company.

Schwinn led the Tennessee department through implementation of Governor Bill Lee’s school voucher program. This led to angering Tennessee legislators over her making a $2.5 million no-bid contract with ClassWallet to run the Education Savings Account program.

Schwinn announced she was leaving her Tennessee position June 1, 2023.

Some Conservatives Oppose this Nomination

The billionaire founded education propaganda rag, The 74, praised Schwinn for the wonderful reading results she achieved in Tennessee. They highlighted the way she used the states new literacy Law to train 30,000 teachers in the science of reading. Supposedly, some recent testing results documented her success. However, the National Assessment of Education Progress (NAEP) apparently does not agree. The graph of average 8^th grade reading scores below shows Tennessee at the national average in 2015 and still at the national average in 2024. Not bad but nothing to brag about.

Some conservatives oppose Schwinn’s nomination.

A few groups are bothered by her affiliation with Jeb Bush’s Chiefs for Change. Most people think of Chiefs for Change as an edtech promoting and school privatization organization. Surprisingly, some conservatives believe it is made up of left-leaning district and state officials.

Robin Steenman, the president of Tennessee’s Williamson County chapter of Moms for Liberty, has been vocal in her opposition to Schwinn’s use of the Great Minds’ Wit & Wisdom English language arts curriculum. She believes it is too DEI focused.

Robby Starbuck, whose wife sees pornography everywhere, wrote on X:

“Penny Schwinn was pro-masking kids, she tried to force child “wellbeing checks” during COVID, she referred to kids as the state’s children and she allowed CRT + pornographic books in schools even after our state banned them. I hope President Trump will reconsider her nomination.”

Posts like this prompted the infamous Chris Rufo to leap to her defense stating, “First, Penny did not allow “porn in schools” while she was education commissioner in Tennessee.” He went on to claim:

“After spending some time with Penny, I’m confident that she will be a great Deputy Secretary of Education. During our meeting, she personally committed to me that she will work to (a) shut down the terrible programs at the Department of Education; (b) fight critical race theory, gender cultism, and DEI in America’s schools; and (c) support new initiatives on school choice and classical education.”

Evidently from Rufo’s perspective, that is all good.

Conclusion

Schwinn’s financial statement says she has hardly been starving since leaving Tennessee. She lists earnings from advisory fees of $155k from TVG-MGT, $125k from Edmentum, $125k from Really Great Reading, $250k from the Walton Family Foundation, $500k from Chief for Change and several more. It is hard to believe these payments were for advice so what are they really for? She also lists holdings in several edtech companies mostly focused on science of reading.

With their spines clearly challenged – no liberals other than fake ones like Rahm Emmanuel – have said anything about this nomination. Rahm and his DEFR friend, Jorge Elorza, are for it.

While Penny Schwinn in clearly after money, she does have a strong background in education. This makes her the most qualified of Trump’s nominations for any of his cabinet level departments.

Being both pro-choice and pro-testing makes her a nauseating choice for me. However, when compared with previous nominations, the billionaire oligarchs, who are stealing the wealth of the middle class in America, have made this terrible choice look OK.

Tags: Bill Lee, Laurie Kash, Penny Schwinn

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Categories Corporate Education Reform

Promoting Vouchers to Destroy Public Education

15 May

By Thomas Ultican 5/15/2025

It is clear that the motive for financing voucher adoption has never been about improved education or democratic principles. Pro-voucher billionaires are using their stolen opulence to end taxpayer funded education for all. Vouchers are their most effective tool in this venture.

The latest mania is a wild scheme to give parents bank accounts from which to pay for their children’s education. These so called education savings accounts (ESA) are not really vouchers. They just directly transfer public money to private citizens while shunning accountability measures.

What could possibly go wrong?

ESAs used to be systems like the Coverdell ESA or the 529 tax advantaged plans where a parent put money in an account for their child’s higher education. Today, ESAs are states giving money directly to individuals and telling them to use it to educate their children almost any way they see fit. Wealthy people, who send their children to private schools, now get a nice chunk of change from the state.

Writing in the billionaire funded education propaganda channel, The 74, Jeb Bush is ecstatic about the new ESA voucher program just arm twisted into existence by the Texas governor. Bush declares:

“After decades of debating private school choice, Texas has delivered a monumental victory for its students and families. With the passage of a $1 billion education savings account (ESA) program, Texas joins a growing list of states giving parents real power to customize their children’s education. But this is more than just a win for Texas families — it is a moment of national significance that can reshape how ESA programs work across the country.”

All of the hyperlinks, in Bush’s declaration, are to former articles from The 74 pushing school privatization.

Abbott Lying to Texans about Vouchers

Why is it that when given a chance to vote on vouchers, people always vote against these “monumental” victories? Before billionaires destroyed their political careers, even Republican politicians from rural Texas opposed vouchers. They could see that the only winners would be wealthy people in cities like Dallas. Where rural people live, there were no privates schools to take vouchers. The ESA scheme transfers wealth from rural areas to urban areas by underfunding public education to pay for vouchers.

The Economic Policy Institute reported in 2023, “An analysis of voucher programs in seven states found an unmistakable trend of decreased funding for public schools as a result of voucher expansion.”

Texas Can Expect a Fraud Fest

The right-wing Texas Policy Research champions ESAs and informs:

“Education Savings Accounts (ESAs) represent a more flexible alternative to vouchers. Instead of directing public funds solely toward private school tuition, ESAs allow parents to use the money for a variety of educational expenses. ESAs function like a debit account that parents can use to pay for tuition as well as other approved education-related costs, such as tutoring, online courses, special education services, and homeschooling resources.”

There are two big problems with this approach. Instead of the school, private or public, managing their child’s education now parents who normally have no training or expertise in education must do it. Secondly, handing out money to thousands of parents for their children’s education is a giant management problem. Fraud and abuse are guaranteed.

In February, two Phoenix men 21 and 20 years-old were convicted of voucher fraud. They pleaded guilty to money laundering, agreed to pay $196,526.33 in restitution and were given supervised probation.

Two Colorado residents, Bowers and Hewitt, were recently indicted for submitting fraudulent applications for 43 “ghost” children.

Just over a year ago, three employees of the Arizona Department of Education and two others were indicted for fraud, conspiracy, computer tampering, illegally conducting an enterprise, money laundering and forgery related to the ESA Program.

The defendants approved ESA applications for minor students, both real and fictitious, and admitted them into the program by using false, forged or fraudulent documentation such as fake birth certificates, and falsified special education evaluations. The defendants approved and funded these fictitious student’ ESA accounts and expenses for reimbursement which went to their own benefit.

Save Our Schools Arizona summarized an ABC15 receipts study documenting extravagant ESA spending by parents:

$3,400 for one purchase at a golf store
$10,000 for one purchase at a sewing machine company
$19,000 for more than 100 passes to Arizona Snowbowl Ski Resort
$100,000 for extravagant appliances that freeze dry food which cost $3,000 each
$350,000 for “Ninja Warrior” training centers, trampoline parks & climbing gyms
$400,000 for trendy, indoor hydroponic tower gardens that cost $1,000 each
$1.2 million for martial arts instruction

Save Our Schools Arizona also reported on ESA Director John Ward’s explanation:

“Even a $4000 piano for a single family? Director John Ward explained, ‘These are absolutely allowable. Now, if it was a luxury piano, some type of grand piano, baby grand, we may not approve that as a luxury item.’ So, ‘luxury’ pianos aren’t approved, but what about ‘luxury’ driving lessons in BMWs and Teslas? According to Ward, ‘while you may think this may not be a good use of that family’s ESA funding, at the end of the day, they get a fixed amount of money, and if that’s how they’re going to choose to use it, that’s their prerogative.”’

Most people hope that responsible public servants would not create this kind of unaccountable taxpayer funded system but that is the nature of the ESA voucher scheme. Arizona’s ESA program, which now serves over 70,000 students across the state, is staffed by 32 employees.

Failed Policy

Josh Cowen writing about vouchers in his book, The Privateers states, “The purpose was and is to do away with schools existing as a core function of democracy and stand up instead a privately held, sectarian, and theocratic version of publicly funded education.” The results with vouchers the past 20-years have been abysmal. From an education policy standpoint, no one would recommend continuing with them.

In February 2017, Kevin Carey’s article in the New York Times was a rude awakening for voucher hawking billionaires. He reported on three voucher studies.

The first was a 2015 voucher study in Indiana that showed significant drops in math results.

This was followed by results from a Louisiana study showing voucher students having huge comparative losses in both English and Math. Carey wrote, “Martin West, a professor at the Harvard Graduate School of Education, calls the negative effects in Louisiana ‘as large as any I’ve seen in the literature’ — not just compared with other voucher studies, but in the history of American education research.”

Finally the conservative think tank, Thomas B. Fordham Institute that is a proponent of school choice, did a Walton Family Foundation financed study of a large voucher program in Ohio. They reported, “Students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools.”

Reviewing these and other results prompted Professor Cowen to remark, “… the evidence against vouchers is actually overwhelming.”

Conclusion

The only reason vouchers schemes are gaining ground is because billionaires like the Walton Family, Betsy DeVos and Charles Koch are spending lavishly to make it happen. They target Republican politicians, who oppose vouchers, by funding primary challengers. They have created and funded the state policy network (SPN). Influence Watch reports, “The SPN has close ties to the American Legislative Exchange Council (ALEC) with the two organizations sharing many members, and the SPN supporting policies formulated by ALEC and its members.” SPN is a network of 167 conservative and libertarian think tanks throughout the United States and Canada which coordinate efforts to support billionaire policy goals, raise funds, and amplify the influence of its members.

One billionaire policy goal is to end free universal public education.

SPN is an anti-democratic movement created to subvert the will of people. There has never been a voucher program to win an election. Vouchers only occur where Republican politicians can ram them through state legislatures and then fight tooth and nail to keep them off ballots.

The billionaire created voucher movement is harming American students and undermining democracy.

Tags: Betsy DeVos, Charles Koch, ESA, Jeb Bush, Josh Cowen, School Choice, vouchers

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