Tag Archives: Charter schools

Richie Rich’s Schools Targeted by Destroy Public Education Movement

21 Sep

Schools in wealthy white communities are no longer immune to the destroy public education (DPE) movement. A review of San Dieguito Union High School District (SDUHSD) in San Diego County makes the point.

SDUHSD serves an area within the 1845 Mexican land grant to Juan Osuna known as Ranch San Dieguito. Osuna’s 1822 adobe home still stands on a knoll in the Rancho Santa Fe section. The school district includes the beach communities of Del Mar, Solana Beach, Encinitas and Carlsbad. Away from the beach it covers the communities of Rancho Santa Fe and Camel Valley.

A 2017 study sponsored by SDUHSD indicates how financially comfortable the families in this school district are.

Table 1: Economic Data

District Family Data

Sixty-five percent of the students come from families making more than $75,000 and almost a quarter of those families are making greater than $200,000 a year. Whites and Asians constitute 87% of the district population.

California’s 2017-2018 enrollment data by subgroups shows the dramatic difference between SDUHSD and the rest of San Diego County.

Table 2: Subgroup Percentages

Enrollment Data Table

During the no child left behind (NCLB) era, the school I worked at had 75% English learners and 80% socioeconomically disadvantaged. The big metric that literally determined whether a school survived was the academic performance index (API). Its 1,000 point scale score was based on California’s standardized testing. Early on my school focused on scoring higher than a 600 API and latter we challenged a 700 API. Failure to meet those goals, meant by NCLB rules, the school would be closed, a minimum of 50% of the staff would be let go and new management would assume the school (possibly a charter group). If a school scored more than an 800 API, it was golden. SDUHSD averaged over 900 API as a district. Schools for poor kids and minorities were set up for possible failure, but schools for wealthy people’s children were safe.

“The Times They Are A-Changin”

Alfie Kohn published a 2004 article, “Test Today, Privatize Tomorrow; Using Accountability to ‘Reform’ Public Schools to Death.” He noted schools were purposely setup for failure and wrote,

“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).”

No schools in middle or upper-middle class neighborhoods ever failed API and faced NCLB’s existential penalty. However, these neighborhoods are no longer exempt from attack by DPE forces.

Naturally, the five elementary school districts that feed into SDUHSD have similar subgroup and demographic data as SDUHSD. In 2006, the ten elementary schools in Encinitas Union School District (EUSD) scored 75% proficient or advanced in mathematics and 74% proficient or advanced in English language arts on California’s testing. By comparison, San Diego County schools scored 57% proficient or advanced in mathematics and 49% proficient or advanced in English language arts. That is when a proposal came forward to create a charter school for gifted students in Encinitas.

Maureen Mo Muir, a member of the SDUHSD board, previously served on the EUSD board. In her online resume, she claims to be “Founder and member of charter with emphasis on the gifted and differentiated curriculum (under the guidance of USC Education Professor Sandra Kaplan).” Her school was called the Theory into Practice Charter School (TIP). It is surprising that she still brings attention to her part in the TIP fiasco.

State records show that TIP opened September 5, 2006 and closed August 5, 2008. A scathing article in the Voice of San Diego, painted a picture of malfeasance and fraudulent practices. The lengthy article details a trail of charter schools failures, odd failed corporations and many fraud claims following the founding leaders of TIP. Reporter Emily Alpert wrote,

“Principal Deborah Hazelton, an Oceanside elementary teacher, created Theory Into Practice Academy, a charter school that taught all children with the same rigor and complexity as gifted children.”

“Shortly after the [new] bylaws [which gave Hazelton’s company control] materialized, [Mike] Hazelton was hired as chief operating officer for $95,000 for the rest of the academic year. Two months later the school reported a $28,000 first-year deficit, instead of the $6,000 to $12,000 surplus Mike Hazelton had predicted. Its outstanding loans still worried the Encinitas superintendent. Yet the school also bolstered Deborah Hazelton’s pay from $87,000 to $110,000.”

“And in January the Hazeltons asked the board to start paying their corporation 1.5 percent of its annual revenues and a onetime $35,000 fee for curriculum and administrative support.”

“The corporation was overseen by a group that included the Hazeltons and teacher Lisa Bishop, who were already earning salaries from the school, and University of Southern California educator Sandra Kaplan, who sat on both boards.” (Emphasis added)

The TIP charter was revoked August 5, 2008. It was the last charter school within the SDUHSD boundaries until 2016.

I Believe in School Choice

America’s public education system with locally elected school boards is widely viewed as the bedrock upon which the world’s oldest democracy resides. A key advantage for American children was they were not barred from middle-school or high-school by a standardized test; a common practice in most countries. There were no high stakes tests in the United States.

One measuring stick demonstrating how successful the American system was might be Nobel Prize winners since 1949: America has 313 laureates; India 7; and China 8. The US has never won at standardized testing but leads the world in creative thinkers.

In 2016 a new school was proposed in the Solana Beach. The School of Universal Learning (SOUL) petitioned SDUHSD for a charter. Marisa Bruyneel-Fogelman and Dr. Wendy Kaveney are cited as founders. The mission statement from the petition says they will “provide exceptional education that awakens individuals to know who they are, discover their passions and purpose, and thrive holistically, to achieve both mental and life mastery.”

In the presentation to the SDUHSD board, the following images among many similar ones were shown.

SOUL Presentation

New Age Philosophy Being Taught in Taxpayer Funded School.

SOUL Presentation 2

This looks wonderful but should taxpayers be expected to fund it?

SDUHSD’s board rejected the petition by a vote of 5-0. They gave the SOUL team an eight-page list of issues that needed addressing before the board could confer a charter. As an example, one of the items required,

“Clarification or revision to the SOUL Charter School’s recommended course sequencing for its students. Specifically, the Petition describes a four-year course sequence which appears to indicate that students should take up to eight courses per year to accomplish the recommended sequence. However, the bell schedule and narrative included in the Petition indicate that students will take only six classes, in addition to Integra.”

SOUL appealed the decision to the San Diego County Board of Education. That board voted 3-2 against giving a full 3-year charter but voted 5-0 to bestow a 2-year charter.

I believe in a parent’s right to choose their children’s school. If they want to send them to the New Universal Teaching School (NUTS) or Encinitas Country Day or Santa Fe Christian School, that is their prerogative. But don’t expect taxpayers to pay for that choice. They already pay for free public education.

School Board Election in Less than Two Months

Both libertarian-Republicans and neoliberal-Democrats are attacking public schools. The article A Layman’s Guide to the Destroy Public Education Movement lists five separate groups that are working to end democratically controlled public schools. When voting this November, it will be important to identify if a candidate is associated with one or more of these groups.

  1. People who oppose public education on religious grounds often seeking taxpayers supported religious schools.
  2. People who want segregated schools where their children will not have to attend school with “those people.”
  3. People supporting both privatized schools and entrepreneurs profiting from school management and/or school real estate deals.
  4. Members of the technology industry which is using wealth and lobbying power to place many inappropriate products and practices into public schools. They often also promote technology driven charter schools.
  5. Ideologues who fervently believe that market-based solutions are always superior.

For the first time, SDUHSD is electing school board members by area. During this election cycle, seven candidates are running for seats in 3 of the five Areas; 1, 3 and 5. The even numbered seats will be on the ballot in 2020.

SDUHSD Area Map

SDUHSD Area Map

Area 1, which is in west Encinitas, has two candidates, Maureen Mo Muir who is an incumbent and Amy Flicker a well know politically active resident serving on various committees and boards.

Mo Muir fits with both groups 3 and 5 of the DPE movement. She is very unpopular with teachers for her votes on bond spending and contract negotiations. She claims to be instrumental in founding the failed TIP charter school. Muir was endorsed by the San Diego County Republican Party for the board seat she now holds.

Amy Flicker is the President of the Paul Ecke Central Elementary PTA. She has been a commissioner on the Encinitas Environmental Commission. That is the group that started the plastic bag crusade that ended grocery store plastic bags in California. She is also a member of two bond oversight committees; one in the Encinitas School District and the other in SDUHSD. Flicker is endorsed by the San Diego Democratic Party.

Amy Flicker is the choice most likely to protect public education.

Area 3, is made up of Cardiff, Solana Beach and Rancho Santa Fe. It has two candidates, Melisse Mossy and Rhea Stewart.

Rhea Stewart served on the Cardiff Elementary School District Board from 2006-2010. Stewart has the endorsement of the San Diego Democratic Party. She belongs to group 4 of the DPE movement. She is strongly related to the technology industry and its pedagogical snake oil. Her LinkedIn page lists more than ten ed-tech professional associations including Apex Learning: Mathematics and Science Instructional Designer 2014 – 2017; West Ed: Mathematics Content Specialists Ed 2013 – 2014; Aventa Learning: Mathematics and Science Program Supervisor 2011 – 2013; and K12, Inc.: Mathematics Content Specialist 2007 – 2010.

Melisse Mossy is married to Jason Mossy, head of the Mossy Auto group. She has taught school and is very involved in philanthropic activities.

Mossy belongs to group 1 of the DPE movement. She does not seem committed to public education and one wonders what her real agenda is. In a promotional video for the Santa Fe Christian School, Mossy says that if she could design a school it would be like this school where for the teachers it is more like a ministry. She states, “I used to be a teacher in the public school environment and I have seen the worst case scenario. This is the farthest thing from it.”

Even though Rhea Stewart’s professional life is wrapped around an industry that is undermining good pedagogy, I would still vote for her over a wealthy individual with a religious agenda.

Area 5, consists of Del Mar and Carmel Valley. There are three candidates for this seat, Lea Wolf, Kristin Gibson and Cheryl James-Ward.

Lea Wolf has lived in the Carmel Valley area for 20 years and has a daughter attending a district school. On her LinkedIn page she bills herself as a fiscal conservative. In a LinkedIn recommendation for David Andresen, she wrote, “David has been a tremendous resource for me as a entrepreneur since we met at San Diego Chamber of Commerce.” She has founded several technology companies including Deeds for Kids and IQNet Interactive.  Lea seems to fit in both group 4 and 5 of the DPE movement although not stridently so.

Kristin Gibson is currently President of the Del Mar Union School District. Kristin taught elementary school in the La Mesa-Spring Valley School District. Currently, she works as an educational consultant, which includes lecturing for San Diego State University’s School of Teacher Education, providing professional development for in-service teachers, and contributing to projects at the Center for Research in Mathematics and Science Education. She is a member of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics.  Kristin does not appear to belong in any of the DPE groups.

Cheryl James-Ward is a professor of education leadership at San Diego State University, an administrator at the e3 Civic High charter school and wife of former superintendent of San Diego County Schools, Randy Ward. In June, she was a candidate for the San Diego County Board of Education. Even though the California Charter Schools Association spent more than $130,000 in independent expenditures for her campaign, she lost. Cheryl James-Ward is a devoted member of group 3 of the DPE movement.

In an interview with the San Diego Union, James-Ward said, “This is unfortunate as charters are public schools just like district schools. … There is also the misnomer that charters are taking money from district schools.”

Charter schools are no more public schools than Hazard Construction is a public corporation because they do some government contracts. To be a public school requires two things; (1) paid for by taxpayers and (2) public has a say in the governance. With charters the public does not have a say. Several major studies in the last five years have shown that charters do drain significant money from public schools including the latest one by Professor Gordon Lafer, “Breaking Point: The Cost of Charter Schools for Public School Districts.”

For Area 5, Kristin Gibson is the best choice.

Some Observations

Public schools in all neighborhoods are now targeted by the DPE movement. In San Dieguito, five of the seven school board candidates have a relationship with one or more of the DPE groups. Only Kristin Gibson (Area 5) and Amy Flick (Area 1) seem likely to stand up for the SDUHSD’s public schools against all privatizing and profiteering efforts.

America’s public education system is a priceless legacy that is under attack. We must be vigilant about who we elect to lead it. Members of both of America’s tribes, Democrats and Republicans are responsible for this outrage. Be informed. Don’t just vote your club; vote to save public education in America.

DPE Forces Over-Represented on Charter Law “Action Team”

28 Aug

California’s lame duck Superintendent of Public Instruction, Tom Torlakson, has formed an Action Team to review laws governing charter schools. Six of the thirteen Action Team members work for the destroy public education (DPE) movement. Ninety percent of the state’s students attend public schools yet 23% of the Action Team are charter school management executives. Also, 23% of the team are graduates of Eli Broad’s unaccredited school administrators’ academy.

Torlakson is quoted in the annoucement,

“In the past few years, we have updated virtually our entire K–12 education system. Now it’s time to look at the key laws governing charter schools, which have not been significantly changed in 26 years, to see how they can be modernized to better meet the needs of all public school students, including those who attend charter schools.”

This statement is malarkey. The original 1992 law capped charters growth at 100 schools statewide with no more than 10 in any one district. In 1998, Assembly Bill (AB) 544 expanded the statewide cap to 250 and allowed for an additional 100 charters each year thereafter. In 2000, proposition 39, which was advertised as a means to pass school bonds, had a little noticed provision that mandated charter school co-location with public schools. Legislation enacted in 2002 created the Charter Schools Facilities Program, which authorizes bond financing for new charter school buildings. A 2004 EdSource paper stated, “Since the passage of Senate Bill 1448—the Charter Schools Act of 1992—more than 30 other laws have addressed the operation, over sight, or funding of charter schools.”

 “Aren’t charter schools better quality than public schools?”

I have often heard this question from many otherwise well-informed people. It indicates a victory for marketing when this destructive myth persists.

The Executive Director of Network for Public Education (NPE), Carol Burris, spent a year studying California’s charter schools. In her 50-page finalized report called “CHARTERS AND CONSEQUENCES: An Investigative Series” she wrote,

“The majority of charter vs public studies indicate that overall achievement of charter schools is the same or worse than public schools. Like public schools, charters vary in student outcomes.… The charter high school graduation rate is 70%, far below the public high school rate of 85%.”

Charter schools operating outside of local democratic control should not exist because:

  • Elected school boards administering local schools are the bedrock of American democracy. Charter schools are private companies that are not accountable to voters.
  • Charter schools introduce inefficiency into the public education system by necessitating multiple administrations. It costs significantly more to fund these duplicate systems. The added costs reduce money supporting classrooms in both charter and public schools.
  • Charter schools are exacerbating school segregation. The AP reported in 2017,

“National enrollment data shows that charters are vastly over-represented among schools where minorities study in the most extreme racial isolation. 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.”

In June, the Schott Foundation and NPE published “GRADING THE STATES A Report Card on Our Nation’s Commitment to Public Schools.” California was given a D+. The state’s charter school law is considered one of the nation’s most damaging. The reports says,

“Although the public school system is not perfect and has continual room for improvement, it is still the cornerstone of community empowerment and advancement in American society. The required inclusivity of the public school setting provides more opportunity for students to learn in culturally, racially, and socioeconomically integrated classrooms and schools, and that promotes social-emotional and civic benefits for students.”

“We look forward to the day when all charter schools are governed not by private boards, but by those elected by the community, at the district, city or county level.”

The California charter school law is causing real damage. In The Public Interest (ITPI) published “Breaking Point: The Cost of Charter Schools for Public School Districts” written by University of Oregon Professor, Gordon Lafer. The Introduction states,

“In 2016-17, charter schools led to a net fiscal shortfall of $57.3 million for the Oakland Unified School District, $65.9 million for the San Diego Unified School District, and $19.3 million for Santa Clara County’s East Side Union High School District. The California Charter School Act currently doesn’t allow school boards to consider how a proposed charter school may impact a district’s educational programs or fiscal health when weighing new charter applications.” (emphasis added)

These three districts are not the only ones in financial trouble. Los Angeles Unified School District (LAUSD) reportedly lost a half-billion dollars to charter schools in the 2014-2015 school year. LAUSD just claimed, “L.A. Unified faces a $504 million deficit for this current school year.” Their smaller neighbor in Inglewood is also having a debt crisis caused by unplanned charter school expansion.

Earlier this year, besides publishing Professor Lafer’s paper, ITPI also did their own research and published “Fraud and waste in California’s charter schools.” This paper begins,

“Public funding of California’s charter schools now tops $6 billion annually. … Most public school districts aren’t given adequate resources to oversee operators, especially large charter management organizations (CMOs), while all lack the statutory authority to effectively monitor and hold charter schools accountable. … waste in California’s charter schools has reached over $149 million.”

The California charter school law is in desperate need of reform, but is the Torlakson “Action Team” up to the task?

The Action Team

1 cochairman

Carl Cohn was twice appointed to the California State Board of Education (SBE) by Governor Jerry Brown. His second appointment announcement said,

“Cohn has been a professor and co-director of the Urban Leadership Program at Claremont Graduate University since 2009. He was a distinguished leader in residence at San Diego State University from 2007 to 2008 and superintendent of schools at the San Diego Unified School District from 2005 to 2007. … Cohn is a Democrat.”

In 2015, the Governor removed Cohn from the SBE and appointed him as the first executive director of the California Collaborative for Educational Excellence, a state agency created in 2013 to help local districts navigate the state’s new local control funding formula.

Cohn has always been friendly towards charter schools if not a promoter. In 2007 he commented to the Voice of San Diego, “I want to make it clear that I like what’s going on at some of these charters, and I believe that district schools can learn from them.” Last year, Cohn was a featured speaker at the San Diego charter schools conference hosted by the Charter School Development Center, a non-profit that claims, “We Fight Against regulatory creep that distracts charter leaders from improving student achievement.”

Susan Bonilla was a high school English teacher at Mount Diablo Unified School District before she entered politics. After three years as a county supervisor, this Democrat won a seat in the state Assembly in 2010.

Bonilla was especially focused on STEM education and still promotes it. She surprisingly wrote a legislative proposal that would have reduced teacher work protections, increased probationary time and undermined seniority rights. It would have essentially made the decisions in the Vergara case state law.

Regarding another piece of legislation, the San Jose Mercury News reported, “Assemblywoman Susan Bonilla introduced Assembly Bill 1084 in response to this newspaper’s investigation of K12 Inc., the publicly traded Virginia company behind a profitable but low-performing network of ‘virtual’ academies serving about 15,000 students across the state.” The article pointed out that a student logged in for one-minute was considered present and that fewer than half the students graduated. Eventually, Bonilla shelved the bill when it became watered down.

Although not taking any other actions against charters, this bill to stop the fraudulent K12’s practices infuriated charter supporters. In 2015, the Sacramento Bee reported on her losing a race for the District 7 state Senate:

“The race attracted unprecedented levels of outside spending, with more than $7 million streaming into the district during the two-month runoff alone, more than three times what the candidates were able to raise.”

“Labor unions backed Bonilla, while the business community, charter schools and Los Angeles businessman Bill Bloomfield supported Glazer.”

Since 2017, Bonilla has been State Director in California of Council for a Strong America, a national organization focused on increasing spending on children and families.

2 charter executives

Cristina de Jesus is the President and Chief Executive Officer of Green Dot Public Schools California. She oversees twenty-two middle and high schools across Los Angeles serving 11,500 students for which she is compensated handsomely. During the fiscal year ending June 30, 2017, Green Dot’s tax forms revealed her total income as $326,242 while the schools took in $148,484,811.

Cristina is an alumnus of the Broad Administrators Academy class of 2016-2017.

Ana Ponce is the Chief Executive Officer of Camino Nuevo Charter Academy which is a neighborhood network of 5 elementary and secondary schools serving about 2000 students within the greater MacArthur Park neighborhood near Downtown Los Angeles. Tax records show that the Academy took in $43,377,256 in the fiscal year ending June 2016. Ana was compensated $193,585.

Originally from Mexico, Ana grew up in the neighborhood where her schools are located. She is an alumnus of Teach for America and The Broad Academy class of 2015-2016. She was profiled by the Aspen Institute.

Ponce is also the California Charter Schools Association Board Secretary and she was inducted into the Charter Schools Hall of Fame by the National Alliance for Public Charter Schools.

Gia Truong is Chief Executive Officer at Envision Education. Envision has two strategies: operating charter schools and providing training and consulting services to others through its Envision Learning Partners division.

For the fiscal year ending June 30, 2016 tax records show that Envision took in $16,558,401 and Gia was compensated $229,127.

Gia attended Brown University where she earned a master’s in teaching social studies. She gained her administrative credential through the New Leader Principal Residency program. New Leaders (formerly “New Leaders for New Schools”) was founded in 2000 by a group including Jonathan Schnur, former education policy analyst for President Bill Clinton.

3 Privatizing Organzations

David Rattray oversees the Center for Education Excellence & Talent Development at the Los Angeles Chamber of Commerce and UNITE-LA, the School-to-Career Partnership of Los Angeles. Rattray officially joined the Chamber in 2003.

Rattray and UNITE-LA have called for “a common, unified enrollment system for all public schools serving Los Angeles children ….”

Rattray also sits on the Board of Directors at Learning Policy Institute. It is a “think tank” financed by many foundations associated with school privatization. These funders include S.D. Bechtel, Jr. Foundation; Chan Zuckerberg Initiative; William and Flora Hewlett Foundation; Nellie Mae Education Foundation; David and Lucile Packard Foundation and the Stuart Foundation.

Charmain Mercer served as a Senior Researcher for the Learning Policy Institute and is now a Program Officer at the William and Flora Hewlett Foundation. Charmaine received her Ph.D. in politics and education policy from Claremont Graduate University, as well as her master’s degree in political science.

In a previous role, she served as the vice president for standards, assessment, and deeper learning at the Alliance for Excellent Education. Former Virginia Governor, Bob Wise, leads the Alliance which promotes “personalized learning” a misleading euphemism for isolating America’s children at digital devices.

Jonathan Raymond has led the Stuart Foundation as its president since July 2014. In the fiscal year ending Dec. 31, 2016 his total compensation was stated as $522,725. It may be unfair to say this foundation is for privatizing public schools. They appear to be focused on how to improve education and have not taken a strong stand either for or against charter schools.

President Raymond on the other hand has taken several positions embraced by school privatization leaders like Eli Broad.

In July, 2014, the Sacramento Bee reported,

“Jonathan Raymond came into the Sacramento City Unified School District nearly five years ago as a hard-charging superintendent, bucking the teachers union on tenure rules and seeking to use test scores in performance evaluations.”

“Forget about the flourish that was Raymond, who was a product of The Broad Superintendents Academy, which trains business and education leaders how to run school districts. Raymond arrived at Sacramento without a traditional schools background, having served as a nonprofit leader and private lawyer rather than working through the ranks.”

“Teachers also were angered over Raymond’s “Priority Schools” program to overhaul struggling campuses. The district inserted new principals, who were given authority to remove teachers regardless of tenure protections, which led to a legal battle.”

Raymond closed seven Sacramento schools in minority neighborhoods through his “Priority Schools” program.

Wes Smith, Ed. D. is Executive Director for the Association of California School Administrators (ACSA). In 2014, Smith and the ACSA refused to endorse either candidate in the heated Superintendent of Public Instruction (SPI) contest between, former charter school administrator, Marshall Tuck, and incumbent, Tom Torlakson.

This year the former investment banker, Tuck, is again running for SPI. Shockingly, after personally interviewing both Tuck and his opponent, Tony Thurmond, the ACSA endorsed the school privatization candidate, Tuck.

A tweet from the ACSA read, ‘“ACSA is proud to endorse a candidate who not only understands education leadership but is committed to working with educational leaders to improve student access and outcomes as well.’ – ACSA Executive Director Dr. Wesley Smith.”4 Public Education Support

John Rogers is a Professor at UCLA’s Graduate School of Education.  He also serves as the Faculty Director of Center X, which houses UCLA’s Teacher Education Program, Principal Leadership Program, and professional development initiatives.

He lists his research interests as

  • Re-envisioning public engagement and democratic education today in light of John Dewey’s scholarship and practice.
  • Understanding what and how youth learn about economic, social, and racial inequality inside and outside of schools.
  • Examining and developing strategies for engaging urban youth, community members, and educators in equity-focused school reform.

In a Capital and Main release, John Rogers noted that if Eli Broad is successful in taking over half the students in LAUSD then the district would lose its ability to maintain its financial integrity.

Sylvia Rousseau is an expert on diversity, urban school reform and school leadership. She is Professor of Clinical Education at USC’s Rossier School of Education. Sylvia is a former principal of Santa Monica High School; a former LAUSD assistant superintendent of Secondary School Services and a former superintendent of Local District 7, which means she took on the problems facing education in Watts.

Testifying about charter schools Rousseau commented,

“In the midst of the many conversations about charter schools offering a choice to parents, districts have the responsibility to ensure that parents have viable options. Otherwise it is not choice. As we move forward in the name of reform and progress, it is important to keep asking the equity question: who is benefiting and who is not. … When charter schools infringe on districts’ ability to fulfill this public mandate for all children, they have violated the public mandate.”

Terri Jackson has years of experience with both teaching and involvement in California Teachers Association (CTA) activities. She was re-elected as CTA Board member for District C representing Alameda and Contra Costa counties. This term ends June 25, 2019.

Jackson is the only practicing teacher on the Team. She has taught for 33 years and is currently a fourth-grade teacher at Stewart Elementary School in the West Contra Costa Unified School District.

Camille Maben: A seven-member First 5 California Commission selected the 16-year veteran of the California Department of Education, Camille Maben, as its executive director in November 2012. Maben was a strategic advisor to Superintendent Delaine Eastin from 1998 to 2003. Maben, a registered Democrat, has served on the Rocklin Unified School District Board of Trustees for 16 years.

Not too Hopeful about Torlakson’s Review Team.

With so many members of the team drawing huge salaries if the status quo is maintained, it is unlikely they will create many policy ideas for ending the destruction of public education.

I agree with the Schott Foundation, NPE and the NAACP that we need a charter school moratorium. During the moratorium, legislation can be written that carefully puts existing charter schools under the management of elected school boards.

The argument that says “remove rules and let educators do what they know is best” being the path to improved education is foolish and disingenuous. It is like saying “remove automobile safety rules and allow manufactures to build the kind of safe fuel-efficient cars they know are best” will insure safer more efficient vehicles. It is a silly argument and the reality is that large privatized charter school management organizations will continue to impose rules on teachers.

Let us embrace democracy for running schools instead of plutocratic nonsense.

 

San Joaquin Valley in the DPE Crosshairs

15 Jul

Efforts to privatize public schools in the San Joaquin (pronounced: whah-keen) Valley are accelerating. Five disparate yet mutually reinforcing groups are leading this destroy public education (DPE) movement. For school year 2017-2018, taxpayers sent $11.5 billion to educate K-12 students in the valley and a full $1 billion of that money was siphoned off to charter schools. This meant that education funding for 92% of students attending public schools has been significantly reduced on a per student basis.

In July 2017, California’s State Superintendent of Education, Tom Torlakson, announced the revised 2017-2018 budget for K-12 education totaled $92.5 billion. Dividing this number by the total of students enrolled statewide provides an average spending per enrolled student ($14,870). The spending numbers reported above were found by multiplying $14,870 by students enrolled.

The five groups motivating privatization of public schools are:

  • People who want taxpayer supported religious schools.
  • Groups who want segregated schools.
  • Entrepreneurs profiting from school management and school real estate deals.
  • The technology industry using wealth and lobbying power to place products into public schools and supporting technology driven charter schools.
  • Ideologs who fervently believe that market-based solutions are always superior.

The Big Valley

The San Joaquin Valley is America’s top agricultural producing region, sometimes called “the nation’s salad bowl” for the great array of fruits and vegetables grown in its fertile soil. Starting near the port of Stockton, the valley is 250 miles long and is bordered on the west by coastal mountain ranges. Its eastern boundary is part of the southern two-thirds of the Sierra bioregion, which features Yosemite, Kings Canyon, and Sequoia National Parks. It ends at the San Gabriel Mountains in the south.

Seven counties (Stanislaus, San Joaquin, Merced, Tulare, Kings, Fresno and Kern) govern the valley. Its three major cities are Fresno (population 525,000), Stockton (population 310,000) and Bakersfield (population 380,000). The entire valley has a population of more than 4 million with 845,369 K-12 students enrolled for the 2017-2018 school year.

Ironically, in possibly the world’s most prolific food producing area, there is food insecurity. In 2009 the problem became particularly severe. Sabine Blaizin reported, “The state of California declared a state of emergency in Fresno County, and from July to October, was trucking in tons of food to the hungry and unemployed.” Since 2009, the economic conditions in the valley have slowly but steadily improved.

San Joaquin Valley Map

Valley Can Published this Map with the San Joaquin Valley in Green

Some Data Observations

In her 2017 report on California’s out of control charter school system, Carol Burris made a point about the unsavory nature of the independent study charter school. She pointed out that these schools have poor attendance and terrible graduation rates. Unfortunately, they are easy to set up and very profitable. Of all the independent study charters, the virtual charters have the worst performance data and are widely seen as fraudulent. About one-third of the valley’s charters are independent study and half of those are virtual.

Charter Numbers Table

As the table above shows, Kings county is already at 17.1% charter penetration which is about the same percentage as San Diego. It is likely that Kings county district schools are struggling financially because they cannot adjust fast enough to the loss of students to the charter system. Several studies, including Professor Gordon Lafer’s “Breaking Point,” have documented this threat to public school systems caused by these minimally-regulated privatized schools.

The charter school industry notoriously avoids the more expensive students to educate such as special education students. The following chart shows that same trend is prevalent in the valley. In every category of more difficult and expensive students to serve, the charter school industry has managed to avoid their fair share.

Subgroup Percentages

GO Public Schools Targets Fresno

In Oakland, California, GO is the political organizer working on the ground to privatize public schools. It funnels money to charter school incubation and other needs. The national organizing group for privatizing public schools, Education Cities, lists GO as its partner. GO is a non-profit operating under federal tax code 501-C3. Great Oakland Public Schools is GO’s dark money organization that takes advantage federal tax code 501-C4 to funnel unattributed money into mainly school board elections.

A December 2017 article in the Fresno Bee reported,

“Dozens of parents and community members attended a meeting at the Big Red Church on Wednesday to discuss how to improve Fresno Unified and the success of its students – but it wasn’t hosted by the district.

“Go Public Schools, a nonprofit that has worked with struggling schools in Oakland, created a branch of the organization in Fresno earlier this year, with the goal of ‘expanding access to quality education in Fresno’s most historically under-served neighborhoods.’

“Since Go Public Schools Fresno opened in June, it has hosted “house parties” across the city, where parents exchange ideas in their homes, and offered a 10-week course to Spanish-speaking parents, teaching them how to become more engaged in community issues and urging them to attend school board meetings.”

Go Public Schools Executive Director in Fresno is Diego Arambula. The article pointed out that Diego’s brother, Assemblyman Dr. Joaquin Arambula, D-Fresno,  was present. This is another example of pretend progressives adopting the school privatization policies promoted by Betsy DeVos, Eli Broad, the Walmart heirs and David Koch’s American Legislative Exchange Council (ALEC).

GO’s current campaign in Fresno is the Choosing Our Future Initiative. They claim,

“Our path forward is built on a set of 3 policy recommendations:

  • “21st century Success: We need to redefine success as it relates to the 21st century and commit to every child graduating prepared to succeed.
  • “Individualized Student Plans: We want to empower both students and educators with individualized data to ensure every child is making adequate annual progress toward graduating prepared to succeed. …
  • “Innovation Zone: Create an Innovation Zone to design and support transformational school models.”

Goal one is related to the DeVosian meme that schools have not changed in 100 years. The second goal is about selling technology. Their individualized learning plan undoubtedly includes “personalized learning” on digital devices. It is an unproven approach, likely to fail. The final goal is a call for the ALEC supported ideology to reduce democratic input into local school policy. It claims schools should be autonomous and freed from elected school boards and legislatures. This theory is being implemented in Denver, Philadelphia and elsewhere, a plan that posits disruption as a positive value for educating children.

Local elites like Larry Powell the former Fresno County Superintendent of Schools are supporting GO’s school privatization plan. Powell’s bio at the Central Valley Community Foundation says he has a daily radio feature called “Good News with Larry Powell” on iHeart Radio and is a Political Analyst on the NBC and CBS affiliates in Fresno. He has also served on 12 non-profit boards.

A recent editorial by Powell in the Fresno Bee echoes Betsy DeVos’s spurious “schools have not changed in 100 years.” Powell wrote,

“Amazing work has been done by our educators, but our core school model has remained largely unchanged. It’s been said that if Rip Van Winkle were to awaken today, the only thing he would recognize is public education.”

This well-known community leader who spent 43 years as a high school wrestling coach, history teacher and an administrator made this claim. Anyone who has spent time in a public-school classroom, knows this is not true. Powell gave his full-throated endorsement to all three of the GO policy recommendations; even praising the anti-democratic ALEC inspired innovation schools. He claimed,

“We must ensure that our educators are given the freedom to design a school model and system that best meets the needs of their current students. An innovation zone will provide school sites who are in the zone with additional academic and financial flexibility in exchange for increased accountability.”

It is unclear where that increased accountability comes from because the local school board loses their oversight ability. DPE forces generally define accountability based exclusively on standardized testing results which do not provide reliable information about teaching or school quality. Standardized tests are a proven waste of money, providing ways for businesses to purloin education dollars.

The June 21 2018 issue of the Fresno Bee published, “Kepler will keep operating after all. Does that mean Fresno is friendly to charter schools?” Reporter Aleksandra Appleton noted that even the California Charter School Association recommended the Kepler charter school’s authorization be revoked. Her lead sentence read, “The Kepler Neighborhood School will keep operating after the Fresno County Schools Board voted 4-1 Thursday to approve the charter school’s appeal, effectively reversing an earlier decision by Fresno Unified that would have led to the school’s closure.”

Stockton Got Their Broadie

Billionaire, Eli Broad, has been relentless in his efforts to privatize public education. To spearhead this goal, the Edythe and Eli Broad foundation created an unaccredited administrators school that teaches Broad’s management philosophy and ideology.

Broad-trained administrators are famous for hiring consultants, bad relations with teachers, large technology purchases and saddling school districts with debt. In May, Oklahoma educator and historian, John Thompson, wrote a series of articles documenting these perceptions about Broad academy graduates (1, 2, and 3).

Reporting in 2016, the New York Times Motoko Rich said of Broad, “His foundation has pumped $144 million into charter schools across the country, is embroiled in a battle to expand the number of charters in his home city and has issued a handbook on how to close troubled public schools.”

John Deasy is perhaps the most infamous of all Broadies. In 2014 when Deasy was forced out as Superintendent of Los Angeles Unified School District, the New York Times reported,

“Mr. Deasy, a strong proponent of new technology in schools and of holding teachers accountable for improving student test scores, had faced mounting criticism from board members and teachers who saw him as an enemy. He testified against teachers’ unions this year in a lawsuit in which a California judge ruled that tenure protection laws deprived students of their basic right to an education and violated their civil rights.

“Detractors also criticized Mr. Deasy, who led the second-largest school district in the country, for the difficult rollout of an ambitious $1.3 billion plan to give iPads to every student in the district, which has an enrollment of 640,000 across 900 schools.”

Amazingly, this May the Stockton Unified School District Board voted 7-0 to hire John Deasy to be the superintendent of schools. Evidently, they wanted a star and were willing to pay the price. The Recordnet gave some partial details of Deasy’s agreement,

“His contract is set for three years and salary will be $275,000.

“Several gasps and laughs were heard as Board President Angela Phillips read aloud the employment agreement, which includes a $700 a month allowance for vehicle, cellphone and internet costs, plus mileage, five weeks’ vacation and various expenses. Deasy’s contract also states SUSD will reimburse him for moving and housing costs to Stockton not to exceed $15,000.”

It’s the Scammiest

In the 1980’s, Kraft Corporation ran a delightful commercial for their macaroni and cheese product. An ebullient little black boy who apparently had lost a baby tooth, looked at the camera and exalted, “It’s the cheesiest.” Every time that commercial came on, it made me smile.

But looking at the New Jerusalem School District of Tracy, California, I always think, “it’s the scammiest.” It doesn’t make me smile.

The districts wed site shares the history of the name:

“The Ebe Family came across the plains in covered wagons and settled near here about 1865.  In 1874, Mr. Henry Ebe, newly settled, donated two acres of land to San Joaquin County for a school in this area. In exchange for this, he required that the school be given the name “New Jerusalem’.” 

New Jerusalem does not look like a public-school district. It has a three-member elected board, a superintendent, an Assistant Superintendent for Business Services, a Budget Analyst, a person in charge of Accounts Payable, a Human Resources person, a Payroll department, a person in charge of the Nutrition Program and a person in charge of its Transportation Program. In 2016-2017 the district only had 29 kindergarten students in its one school. This large organization is supported by the 13 charter schools New Jerusalem authorizes.

New Jerusalem Enrollment

2016-2017 Data provided by the California Department of Education

Of their 13 charter schools, 8 are virtual. New Jerusalem authorized a charter school that is 250 miles away in Simi Valley, California and another one sixty miles away in Stockton, California.

The New Jerusalem web site provides instructions and forms for starting a charter school and getting it authorized by them.

A Final Perspective

The San Joaquin Valley is in the charter industry’s crosshairs. Their agenda is privatizing public schools and ending local control by democratic process. Most people are not surprised that libertarians, like David Koch, want to end public education but are often blindsided by Democrats supporting the same agenda.

Educate yourself and your neighbors. Don’t let people tell you that your local school is terrible and the Gates, Broad and Walton supported charter schools are superior. Both propositions are false.

Charter Schools of San Diego County

6 Jul

The California charter school law is doing serious harm to public schools. Few counties in the state have been more impacted by charter schools than San Diego County. This past school year 75,473 of the 508,169 publicly financed students enrolled in charter schools. In other words, 14.9% of San Diego’s students attended privatized schools and in the San Diego Unified School District, that percentage was greater than 17%.

San Diego’s charter school students attended one of the county’s 129 active charter schools some of which will close their doors next year. In the past five years, more than one out six charter schools – a total of 27 schools – went out of business. This presents an additional financial burden to public schools because they must be ready to take in all students from failed charter schools at any time. Charter schools typically do not add students during a school year.

When students from the public system exit to the privatized charter school system, the cost to the district schools is substantially more than just the loss of state daily attendance money. A recent study that Professor Gordon Lafer did for In The Public Interest is the third major report in five years to demonstrate this point. Professor Lafer noted:

“As the charter industry has grown, public officials across the country have become increasingly concerned with the sector’s impact on public school districts. A 2013 report from Moody’s Investors Service, for instance, warned that charter expansion threatened school districts’ viability in a growing number of cities, as ‘charter schools … pull students and revenues away from districts faster than the districts can reduce their costs.’ In response, a series of studies have been carried out by both academic scholars and consulting firms aimed at the same question that this report seeks to address. … in every case, studies found that charter growth has caused school districts to suffer much more in lost revenue than they are able to make up in reduced expenses—resulting in large net shortfalls for district students.” (emphasis added)

Lafer’s study also looked specifically at the effects of charter school enrollment on San Diego Unified School District (SDUSD). He described the nature of data reported that led to the table of values shown below:

“In short, at every point where the data was less than complete, we chose to err on the side of conservative assumptions—that is, assumptions that lead to understating the cost of charter schools to public school districts. Thus the numbers presented in this study should be considered a conservative, minimum estimate.”

Cost of losing charter students

Chart from Gordan Lafer’s Breaking Point Study (page 9)

In addition to the stranded costs related to charter school students leaving district schools, there is a permanent cost to public schools due to unequal distribution of the most expensive students to educate, special education students. Not only do charter schools accept fewer special education students, they also shun the costlier ones. Lafer reported on the results he found in Oakland, California, where charters educate 30% of the district’s students:

“Of the total number of emotionally disturbed students attending either charter or traditional public schools in Oakland, charter schools served only 15 percent. They served only eight percent of all autistic students, and just two percent of students with multiple disabilities.”

State data shows that the trend is similar in San Diego and charter schools here also attract fewer language learners.

ELL and SPED graphic

Based on State Education Department San Diego County 2017-1018 Enrollment Data

Entering the 21st century, California’s public education system was an efficient system utilizing its vast economies of scale to educate students for relatively less cost than most other states. The charter school experiment has introduced many inefficiencies. This development is being paid for by reducing services to the more than 85% of the counties students attending public schools. Their classes are larger, their facilities are not as well maintained and there are fewer course offerings available to them.

The Altus Franchise

Throughout 2017, Carol Burris, Executive Director of Network for Public Education (NPE), studied and wrote about California’s charter schools. In her culminating report, “Charters and Consequences,” she addressed the phenomena of the independent learning charter schools. Burris wrote,

“There are 225 independent learning charter schools comprising nearly 20% of all charters in California. In San Diego County alone there are 35, …. The 2014 graduation rate for all of the students enrolled in San Diego’s independent center charters, including the more successful home-school programs, was only 44%. (emphasis added – the SDUSD graduation rate was greater than 91%)

“Given the results, why are so many Independent Learning charter corporations springing up across the state? Unlike brick and mortar charters, independent learning centers are relatively easy to set up and run. They appeal to disadvantaged students who want to work and finish high school, dropouts who want to return to school, students who have emotional or physical health issues, homeschoolers, and teenagers who would prefer to not have to get up in the morning and go to school.”

Carol did this research using the 2016-2017 school year data showing 35 independent learning center charters in San Diego. The 2017-2018 data shows that San Diego County has added five more independent learning charters for a total of 40 and that number does not reflect all the independent learning locations.

Mary Bixby is San Diego’s pioneer of the strip mall charter school business. In 1994, her Charter School of San Diego was the first charter school in San Diego County. She puts children at computers running education software and her approximately 3200 students are making her wealthy. In 2015, the non-profit Mary founded paid her a total compensation of $340,810 and her daughter Tiffany Yandell received $135,947. Burris observed,

“Bixby, a board member of the charters and a full-time employee of one of the schools, also receives compensation for being “on-loan” to two other Altus schools. Such obvious conflicts of interest would be illegal in a public school.”

Chaarter in the mall

Images are from Google Maps

Bixby’s empire is run out of her headquarters at 10170 Huenneken Street in San Diego. In 2010, someone or some entity gifted Bixby this new building. The Altus Institute’s 2012 tax form valued it at $4,500,000.

In 2016, the Altus organization consisted of a central administrative corporation (Altus Institute) overseeing four non-profit corporations: (1) Audeo Charter School, Inc., (2) Student Success Programs, Inc. (3) Altus-Mirus, Inc.; and (4) Altus-Laurel, Inc., which in turn operate five separate charter schools: Audeo Charter School, Audeo II, Charter School of San Diego, Laurel Preparatory Academy, and Mirus Secondary Academy. Together these five charter schools serve students at 34 or more resource center facilities.

When Sweetwater Union High School District (SUHSD) responded to Bixby’s charter school proposal, they listed their many reasons for the denial. They were troubled by the complexity and secretive nature of the Altus operation; the number of unlawfully running centers; the fact that locations for the resource centers are very difficult to find and several other objections. The Sweetwater legal filing stated,

“It remains unclear why Petitioners need so many different charters and so many different authorizers to operate carbon copy programs at numerous resource centers. The GUHSD [Grossmont Union High School District] Board denied the Petition to establish GSS [Grossmont Secondary School] on November 15, 2016, for many of the same reasons we recommend denial of SSS [Sweetwater Secondary School].

“What is clear is that all of the public funding for these charter schools would be managed centrally by the same administrators, who appear to be able to move funds around at will, making it difficult, if not impossible, for SUHSD to monitor the Charter School’s fiscal status at the level mandated by Board policy and regulation, given that only a portion of the school’s books would be open for SUHSD review.”

The San Diego County Board of Education concurred with both the Sweetwater and the Grossmont denial, however the California State Board of Education authorized both charters.

Last year the San Diego Union reported that of the fifteen schools with the highest percentage of chronically absent students four of them were from the Altus group: Audeo Charter II — 34.3 percent; Charter School of San Diego — 31.9 percent; Audeo Charter — 31.4 percent and Laurel Preparatory Academy — 27.7 percent.

The High Tech High (HTH) Franchise

A puff piece in the Voice of San Diego says,

“It all began in 1998 when local business leaders were discussing ways to prepare young people for the high-tech workforce. They eventually opened the Gary & Jerri-Ann Jacobs High Tech High charter school in 2000, and later added on middle and elementary schools.”

Larry Rosenstock is the CEO and founding principal of High Tech High. In the Voice article he explains,

“Well Gary Jacobs (former director of education programs at Qualcomm) was part of a 40-person effort to look at education in San Diego. They were a bunch of business people who wanted to create future leaders in San Diego for various sectors of the economy. They thought they would create their own independent public school and they didn’t know how to do that. I was here to do other work. I had just moved here from Cambridge (Mass.) and they asked if I could come over and describe to them how you can have a public school that’s autonomous rather than part of the district. I explained that to them and they decided they wanted to create a charter school.”

Gary Jacobs is the son of Irwin Jacobs, the billionaire founder of Qualcomm. These wealthy San Diegans knew nothing about education, but they were still willing to experiment with other people’s children. It seems they were convinced that if they hired the right consultant, they could create something wonderful.

They created charter schools reminiscent of the experimental school developed by Corinne A. Seeds at UCLA.

Tufts University Education Professor, Kathleen Weiler, wrote the book Democracy and Schooling in California: The Legacy of Helen Heffernan and Corinne Seeds. Weiler shared,

“Helen Heffernan and Corinne Seeds were nationally recognized as leaders of the progressive education movement and were key figures in what was probably the most concerted attempt to put the ideals of progressive education into practice in a state-wide system of public education in the United States.”

Heffernan was the California Commissioner of Rural and Elementary Education between 1926 and 1965, and Seeds, the Director of the University Elementary school at UCLA between 1925 and 1957.

My friend Professor Larry Lawrence worked at the Seeds school under Jonathan Goodlad. When the charismatic Goodlad left the Seeds school in 1987, the school floundered. When Heffernan retired, the progressive education movement in California slowed and reversed. After meeting with HTH founding principal and CEO, Larry Rosenstock and touring one of the schools, Professor Lawrence concluded based on his personal experience that when Rosenstock leaves, the HTH system will falter. Lawrence also questioned the quality of the school’s math education.

The HTH system is one of three charter management groups to be designate a “state benefit charter”, meaning that they can open schools anywhere in the state of California. The other two groups are the Magnolia Schools which are part of the Turkish Imam, Fethullah Gulen’s national charter school empire and the state’s largest charter school system, Aspire Public Schools.

In 2013 Aspire and the state board of education conceded victory to the California School Boards Association, the California Teachers Association and other education groups that had filed suit against the Aspire designation as a state benefit charter. They claimed that the law allowing state and county benefit charter was violated. They pointed to the legal requirement that state benefit charters “will provide instructional services of statewide benefit that cannot be provided by a charter school operating in only one school district.”

The California School Boards Association has not sued the State Board over the HTH or Magnolia designations as state benefit charters.

There are 13 High Tech schools in San Diego County. The data reveals a statistical concern. In San Diego County public schools, 20.8% of students are language learners, in county charter schools 17.3% of students are language learning, but in the High Tech system less than 10% of students are language learners.

“Not with Those People’s Kids”

Very few people believe that charter schools provide better education. However, many people believe they can select a charter school that protects their child from bad influences. The truth is that being in an integrated school provides a superior education. The idea that putting your child in a school with students that are of the same race or class will protect them is an illusion.

The Old Town Academy is like a private school financed with public school dollars. A Voice of San Diego report states,

“Chris Celentino, OTA’s current board chair and one of the school’s founding members, said when the school opened with a class of 180 students, half came from families that would otherwise send their kids to private schools.” 

“Whether it’s a product of innovative instruction, or has more to do with the fact that unlike at many traditional district schools, few OTA students live in poverty, test scores have remained consistently above the district average.”

It is not just Old Town Academy, there are several San Diego charter schools that appear to have been motivated by the “not with those people’s kids” ideology. Nationwide the choice movement is known to be causing schools to re-segregate.

A Perspective

Many broad-minded educators I know are not against charter schools per se and think they can be done right. I am not one of them. Even a wonderful privatized school is diminishing the education provided to the overwhelming majority of students educated by tax dollars. If the extra costs of running a dual system is not provided by taxpayer, it is unjust to finance those private schools by reducing the quality of public schools.

I join with the NAACP’s call for a moratorium on charter schools until:

  • “Charter schools are subject to the same transparency and accountability standards as public schools.
  • “Public funds are not diverted to charter schools at the expense of the public school system.
  • “Charter schools cease expelling students that public schools have a duty to educate.
  • “Charter schools cease to perpetuate de facto segregation of the highest performing children from those whose aspirations may be high but whose talents are not yet as obvious.”

 

Philadelphia Story: Another School Choice Failure

12 Jun

For the last two decades, Pennsylvania’s political leaders have attempted to improve schools in Philadelphia without spending money. In 2001, Governor Thomas Ridge turned to Chris Whittle and his Edison Project to study the school system and create a reform plan. That December, the state of Pennsylvania disbanded the local school board and assumed total control of the district. Since then, citizens of Philadelphia have endured – with minimal input – a relentless school choice agenda and the loss of public schools in their neighborhoods.

Politicians – not wanting to spend on education – often claim the problem is public schools have become bloated and inefficient. This assertion is normally paired with an attack on teachers’ unions as being the enemy of good pedagogy and progress. The medicine offered to solve these ills is competition and market forces. It is theorized that competition will improve management and force teachers to do their job better. After two decades of implementing this theory in Philadelphia; test scores are still low, communities are still plagued by poverty and fraud is rampant. Worst of all, the public-school system has been significantly harmed.

Samuel E. Abrams wrote the book Education and the Commercial Mindset which begins with an examination of the Edison Project in Philadelphia. Abrams reports,

“In urban Philadelphia, property values are low and poverty is high. In 2000-2001, Philadelphia spent $7,944 per student on schools. The five school districts along the Main Line of the region’s commuter rail system, which services suburbanites living northwest of Philadelphia spent $11,421 per student.”

In the summer of 2001 just before leaving to become the first head of the Homeland Security, Governor Ridge commissioned Chris Whittle’s Edison Project to produce for $2.7 million a report on how to boost test scores and contain costs in Philadelphia. Ridge famously said, “Nearly a quarter million children are educated in it – or, truth be told, not educated.” (Abrams 110) Ridge’s successor, Lieutenant Governor Mark Schweiker was just as brutal saying, “After all, only 13 percent of the district’s high school juniors are able to read the newspapers with basic comprehension. And that’s not counting those who drop out.” (Abrams 110)

Edison’s report was not impartial. Both the Philadelphia Inquirer and the Philadelphia Daily News called it a charade. (Abrams 116) The report was overly critical of the school district and recommended that the Edison Project be put in charge of running it. Edison also called for reforming “failing” schools by turning them into charter schools or other private management.

Helen Gym (now on the Philadelphia city council) speaking for Asian Americans United, asked, “If this [privatization] is so innovative why aren’t they doing it in Lower Merion?” (Abrams 114) This turns out to have been a perceptive question. Lower Merion is 85% white and rich. Still today, there appear to be no charter schools in Lower Merion Township. Charter schools mostly exist in poor communities without the political capital to protect their schools.

Philadelphia PA Charter School Map

Created Using Fordham Institute’s Charter School Mapping Facility

On December 21, 2001, Philadelphia became the largest school district ever taken over by a state government. The district was to be led by a five-member School Reform Commission (SRC). Three of the members would be named by the governor and two by Philadelphia’s mayor. Edison was named the lead consultant to the district and given management of 20 of the 42 schools identified as most in need of improvement.

That summer, the SRC hired Paul Vallas to lead the school district. Bruce Dixon of the Black Agenda Report wrote an article, “Serial School Privatizer “Chainsaw Paul” Vallas Gets Ready For His Next Job,” about Vallas’s political aims. In it he recalled Vallas’s record,

“Vallas next landed in Philadelphia, where, he surrounded himself with the usual dubious cloud of yes-men and consultants, engineered the privatization of a significant chunk of that city’s public schools, selling off public buildings to charter operators and well-connected developers and firing hundreds more mostly black teachers. … Vallas’s “blame the teachers, blame the deficits, blame the parents” rhetoric and practice exactly matched those of … Michelle Rhee. He left Philly schools in shambles, just in time to make New Orleans in the wake of Hurricane Katrina.”

This may be a little unfair, but Vallas certainly has promoted the privatization of public schools wherever he served. He also opened the door for billionaire Eli Broad to infest Philadelphia with administrators trained at his unaccredited Broad Academy.

Broad believes that leaders of school district need financial and business management skills but require little or no experience in education. He also says that the best way to reform education is through competition and market forces.

Vallas is an example of the kind of school leader Broad sought to foster. He was someone who had little to no experience in education but understood finance. When Mayor Daily gained control of Chicago’s public schools, he made his budget director, Paul Vallas, the CEO of Chicago Public Schools.

Here Come the Broadies

Philadelphia Daily News columnist Will Bunch titled a 2013 opinion piece Broad Street Bully. In describing Broad trained administrators, he wrote,

“Paul Vallas, a former Illinois state budget director who arrived from Chicago in 2002 to take over Philadelphia’s schools, was an early archetype – and he won a $4.3 million grant from the Broad Foundation three years later to train new principals in an Academy for Leadership in Philadelphia Schools. His short-term successor here – a retired Army colonel named Tom Brady – was a graduate of a Broad academy.”

This was not the Tom Brady the Philadelphia Eagles defeated on the gridiron this past February. This Tom Brady was a 25-year Army veteran with no public school experience who attended the Broad Academy class of 2004.

Vallas left Philadelphia for New Orleans in the fall of 2007 and Brady led Philadelphia’s schools on an interim basis while the SRC searched for a permanent replacement.

In February, 2008, the SRC hired the late Arlene Ackerman, who had an Ed.D in Administration, Planning and Social Policy from Harvard. She came to Philadelphia from the Broad Center in Los Angeles where she was the first Superintendent in Residence at the Broad Superintendents Academy. Previous to that she had served as Superintendent of Schools in Washington DC (1998-2000) and San Francisco (2000-2005). In her obituary, the New York Times reported,

“In San Francisco, ‘she was unwilling to listen to different points of view and not able to work with the entire Board of Education,’ Mark Sanchez, its president, said in an interview with The Philadelphia Inquirer in 2008.”

By 2009, Ackerman was not only Superintendent of Philadelphia Schools, she was the newest member of the Broad Center Board of Directors. The following is the list of the board of directors from the Broad Center news release:

  • Joel I. Klein, board chair, chancellor, New York City Department of Education
  • Barry Munitz, board vice chair, trustee professor, California State University, Los Angeles
  • Dan Katzir, board secretary/treasurer, managing director, The Eli and Edythe Broad Foundation
  • Dr. Arlene Ackerman, superintendent, The School District of Philadelphia
  • Richard Barth, chief executive officer, KIPP Foundation
  • Louis Gerstner, Jr., senior advisor, The Carlyle Group
  • Dr. Maria Goodloe-Johnson, superintendent, Seattle Public Schools
  • Wendy Kopp, chief executive officer and founder, Teach For America
  • Mark A. Murray, president, Meijer Retail and Grocery Supercenters
  • Michelle Rhee, chancellor, District of Columbia Public Schools
  • Margaret Spellings, former U.S. secretary of education

Along with Ackerman on this list of well-known school privatization advocates is the power couple, Wendy Kopp and Richard Barth. Wendy founded Teach for America which now has a large presence in Philadelphia. Before Richard became CEO of the KIPP charter chain he was the Vice President in charge of operations in Philadelphia for the Edison Project. He went to KIPP in 2006. (Abrams 138)

Ackerman’s most lasting Philadelphia reform which is still in play today was called Imagine 2014. Ken Derstine an education blogger from Philadelphia noted, “While state funding to the district increased during the later part of the 2000’s under Governor Ed Rendell, much of this increased funding, and temporary funding from federal stimulus money, was devoted to School Superintendent Arlene Ackerman’s Imagine 2014 initiative which poured money into charters, Promise Academies, and Renaissance Schools.”

The Imagine 2014 initiative is still the official board policy promulgated by the SRC. It is a policy driving public school closures, undermining district control and encouraging privatized schools. The policy introduction states:

“The Renaissance Schools initiative is articulated in the School District of Philadelphia’s “Imagine 2014” strategic plan and is predicated on the belief that the School District has chronically underperforming schools that are not serving the needs of students and families and have not made adequate yearly progress as defined by state and federal laws, and that these schools need fundamental change to facilitate a transformation of the learning environment. With an urgency to dramatically improve the learning environment in these underperforming schools, the School District is seeking innovative ways to transform low-performing schools through new school models that include: in-district restructuring (Innovation Schools) and external partnerships (Contract Schools and Charter Schools).”

Innovation schools are promoted by the American Legislative Exchange Council (ALEC). ALEC is a politically conservative organization that publishes model legislation which is often introduced verbatim by Republican state law makers across America. ALEC receives major funding from the Charles Koch Foundation. The Philadelphia innovation school design meets the specifications of ALEC’s innovation school model legislation.

Phi Delta Kappan is a professional journal for education, published by Phi Delta Kappa International, since 1915. EdWeek carried an article by Julie Underwood and Julie Mead of Phi Delta Kappan discussing the effect and purpose of ALEC generated model education legislation. Their list of purposes includes, “Reduce the influence of or eliminate local school districts and school boards (Ladner, LeFevre, & Lips, 2010, p. 96) to be carried out through model legislation such as Charter Schools Act, Innovation Schools Act ….”

Ackerman was given a $900,000 severance in 2011 after she and Mayor Michael Nutter had a disagreement over which charter management company would be given control of Martin Luther King High School.

Joel Mathis reporting for Philadelphia Magazine wrote, “The Boston Consulting Group was brought into the District shortly after Ackerman left to continue Imagine 2014 ….” The interim superintendent chosen to replace Ackerman was Leroy Nunery who had “an extensive background in the private sector, including a two-year stint overseeing the charter school division of the former Edison Schools, a controversial for-profit educational management company.” Nunery was not a Broadie but Eli Broad (rhymes with toad) would have approved.

The School Reform Commission picked William Hite to continue Ackerman’s imagine 2014 which is now called the Renaissance Schools Initiative. A Broad Center posts says, “William Hite served as area assistant superintendent for Cobb County School District before joining The Broad Academy class of 2005.” In 2013, Hite led the effort that resulted in closing 23 public schools. His original list called for closing 37 schools. He has also enthusiastically promoted both innovation schools and charter schools.

Hellen Gym

Public-School Champion and Council Women, Hellen Gym, Speaks Against School Closings

The destroy public education (DPE) playbook calls for a combination of outside money, local money and a local political leadership group. The national school privatizing umbrella organization Education Cities identifies Philadelphia School Partnership (PSP) as the their cohort in Philadelphia.

PSP is a 501 C3 (non-profit) organization officially listed with the IRS as The Philadelphia Schools Project. PSP has an associated 501 C4 (independent political expenditures) organization called Philadelphia Schools Advocates. PSP lists among its $5 million donors: The J. Mahlon Buck, Jr. Family, Michael & Susan Dell Foundation, Bill & Melinda Gates Foundation, Hamilton Family Foundation, Dorrance H. Hamilton, Patricia Kind, Jeannie and Mike O’Neill, Charlie Ryan.

The Results

A 2014 article in the Pennsylvania Gazette sums it up succinctly,

“Maybe you heard about the sixth-grader who died several hours after suffering an asthma attack at a school lacking the budget for a nurse last fall. Maybe you read about the firing this spring of three principals embroiled in a standardized-test cheating scandal that implicated 140 educators in 33 city schools. If you’ve caught any news about public education in Philadelphia recently, chances are it hasn’t been good. Headlines about the city’s school system have been so alarming, and so frequent, that it’s hard to know where to begin.”

Standardized testing is useless for evaluating schools, districts or teachers. These testing results do correlate very well with wealth or lack of same in a child’s home. Since the 1990’s they have been used to label schools in poor communities as “failing.” It is a fraud.

However, since the gauge being used to privatize Philadelphia’s schools is standardized testing shouldn’t the privatizers be hoisted on their own petard. Based on testing data, the last two decades of DPE reforms have FAILED miserably.

In 2009, Philadelphia joined Trial Urban District Assessment (TUDA). The National Assessment of Education Progress tests the TUDA districts every two years. For a simple comparison, I have graphed the 8th grade mathematics and reading scores in Philadelphia, Boston, Chicago, Detroit, Washington DC and the national average.

Math and Reading

Graphs of NAEP TUDA Composite Scores Data

After two decades of closing and privatizing schools in Philadelphia to “improve tests scores,” these scores provide testimony to how fraudulent school reform has been.

Parents have also been learning by tough experience that charter schools are not public schools. In December 2014, two low-performing charter schools – Walter Palmer Leadership Learning Partners and Wakisha – ran out of money and closed suddenly just before the winter break.

This displaced more than 1,500 students and left parents and guardians in a nightmarish scramble to find another option. Since charter schools are private businesses and cannot be forced to take students, the public schools had to find a place for them.

The SRC recently shared,

“The SRC will remain as the governing body for the School District of Philadelphia until June 30, 2018. Mayor Kenney appointed nine members to the Philadelphia Board of Education (BOE) in April 2018. Beginning in July 2018, the Board will oversee the School District of Philadelphia.”

Still the citizens of Philadelphia will not be able to elect a representative to the school board that they can hold accountable for decisions about schools. Mayor control of schools is against American tradition and undemocratic.

It is time to end this billionaire driven fiscal! It is time to boycott all charter schools because they are like wood rot destroying the main pillar of democracy, public-education.

 

Are Public Schools in Inglewood, California a Warning?

3 Jun

In 2006, the relatively small Inglewood Unified School District (IUSD) had over 18,000 students and was a fiscally sound competent system. Today, IUSD has 8,400 students, is 30% privatized and drowning in debt. In 2012, the state of California took over the district, usurped the authority of the elected school board and installed a “State Trustee” to run it. IUSD is on its sixth state appointed trustee in six years.

This crisis was created by politicians and wealthy elites. It did not just happen. Understanding the privatization of Inglewood’s schools through the choice agenda is instructive of the path that could lead to the end of public schools in California.

Kicking Off the Choice Agenda

Inglewood is east of the 405 freeway in Los Angeles county between Watts and the Los Angeles International Airport. Today, it is part of a giant urban megalopolis but 50 years ago it was a distinctly separate community that was predominantly middle class and mostly white. Now it is populated mainly by working class poor African Americans and Hispanics. 84.8% of the students in Inglewood qualify as socioeconomically disadvantaged.

IUSD was originally incorporated in 1888. I asked Professor Larry Lawrence to help me understand Inglewood’s schools. He replied, “Of course, if you want a long view of Inglewood schools I would be glad to go through the history. My mother began attending them in 1914, graduated from Inglewood High School in 1926, came back to teach in 1929, and stayed for 41 years. I also went all the way through and came back to teach, leaving in 1966 to go to UCLA (just after the Watts Riots of the summer of 1965 – no connection to me leaving).”

Larry taught mathematics at Morningside High School. The enrollment records at Morningside mirrors what has happened to enrollment in IUSD. In the 2005-2006 school year the high school enrolled 1,535 students. This year (2017-2018) the enrollment dropped to 751. What happened?

Moringside Higg

California Department of Education Enrollment Data for Morningside High School

To understand the causes for the harm to Inglewood’s public schools and how profoundly unjust those causes are, one must first know about standardized testing and the No Child Left Behind (NCLB) law. The most important metric for judging schools and teaching utilized by NCLB were the “objective” results of standardized testing. Unfortunately, the big standardized test is completely useless for evaluating schools, teachers or learning.

In 1998, an Australian, Noel Wilson, wrote a definitive paper, “Education Standards and the Problem of Error,” showing why standardized testing should not be used to evaluate schools or teaching. His work has been verified repeatedly. The education writer, Alfie Kohen wrote in his 1999 book The Schools Our Children Deserve “… eliminate standardized tests, since we could get the same results by asking a single question: ‘How much money does your mom make?’” The only correlated result from standardized testing is the economic condition of the students to their test scores.

In 2001, President George Bush (R) and Massachusetts Senator Ted Kennedy (D) teamed up to pass NCLB. This law required every state to adopt standards and institute standardized testing. The federal government then used the state testing data to decide if schools were making Adequate Yearly Progress (AYP) toward 100% of their students being proficient in math and English by 2014. The law also “disaggregated” results by subgroups such as English language learners, special education, white, African American, Hispanic and others. If any one of those subgroups failed AYP, then the school failed.

A first year AYP failure was not a serious problem but the second consecutive year of failure to meet AYP goals meant being designated a “School in Need of Improvement” (SINI). This designation came with several requirements including sending a letter to parents telling them that the school was failing to meet AYP. It gave parents a list of options such as free tutoring and transfer to a non-failing school. The federal government designated Morningside High School a SINI in 2005 so before the 2006-2007 school year every parent got a letter saying the school was failing according to the United States Department of Education.

Because, nearly 85% of students in Inglewood met the definition of socioeconomic disadvantaged and standardized testing accurately reflected economic condition, all the schools in the IUSD were soon labeled failing by the federal government. Concurrent with these completely illegitimate conclusions the district started its precipitous decline.

Alfie Kohn published a 2004 article he called, “Test Today, Privatize Tomorrow; Using Accountability to ‘Reform’ Public Schools to Death.” In it, he discussed the idea that the 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).”

It is a widely held conclusion that NCLB was a failed education initiative. If privatizing schools was its true intent, then NCLB was a success.

Invasion of the Charter

Reed Hastings CEO of Netflix was such a heartfelt liberal that he even joined the Peace Corps and taught mathematics in Africa. That is his only teaching experience. In 2000, he used his vast wealth to get the cap on charter schools in California lifted. He also told a gathering of the California Charter Schools Association (CCSA) that elected school boards are anachronisms and should be replaced by non-profits running charter schools.

In 2000, Proposition 39 was also supported by Reed Hastings and other pro-school-privatization billionaires. Due to the no-new-tax mantra of conservatives, schools were having a difficult time raising money to build needed facilities. Proposition 39 lowered the vote threshold required to pass a bond. Unfortunately, hidden within the laws language was a requirement for underutilized public schools to share their facilities with charter schools. With no debate the public unknowingly voted for co-location of charter schools with public schools.

When proposition 39 is coupled with the pro-charter authorizing system in California, citizens lose all democratic control over their local schools. As former Assistant Secretary of Education, Diane Ravitch shared:

“District officials in California have confided in me that it is virtually impossible to stop a charter proposal, no matter how bad it is or how little it is needed. If the district turns down the proposal, the charter advocates appeal to the Los Angeles County School Board, where they are often approved. In the off-chance that both the district and the county turn down their proposal, the advocates appeal to the state, where they are almost certain to win approval.”

At the start of the millennium, Inglewood had 18 schools. Now, it has at least 31 schools.

Inglewood Charter Schools

Charter Schools Operating in Inglewood, California

With the federal government proclaiming that IUSD schools are failing, a fertile area for charter school establishment was cultivated. Most people do not know much about schools and education policy so of course many concerned parents wanted to move their children out of the “failing district schools.”

The IUSD schools were never failing nor are charter schools their equivalent. Certainly, there are some good classrooms in charter schools but they come with the charter industries’ record of fraud, abuse and instability.  When one of these private businesses closes their doors as has happened too frequently, district schools must take in all their students. Unlike charter schools, public schools cannot reject a student.

Professor Gordon Lafer recently published the paper Breaking Point: The Cost of Charter Schools for Public School Districts which shows that a significant amount of the costs for a student stays with the district when a student transfers to a charter school. In addition, Lafer noted that charter schools avoid special education students and most especially higher cost more severely handicapped special education students.

Enrollment Data Chart by Tom

Inglewood Compiled Data; Charters Avoiding Disabled Students

The above chart is based on enrollment data for the 2017-2018 school year. It shows that Inglewood charter schools are avoiding more than half their share of special education students. Also, the total number of students enrolled in Inglewood charter and public schools combined is almost 5,000 less than the 2006 public school enrollment of 18,000. It appears that there are less students in the district and some resident students are attending schools outside of the district boundaries.

The State of California has Failed Inglewood

On April 6, 2018 the sixth Inglewood state trustee, Thelma Meléndez de Santa Ana, wrote parents about the districts budget,

“When I began in August, I learned that the district faced an $8 million shortfall.”

“The result of rising costs and Inglewood Unified’s inadequate planning, even after the cost savings measures implemented to date, as of March 15th is now a $7 million budget shortfall.”

San Diego Unified School District (SDUSD) has 130,000 students. It is 15.5 times larger than IUSD. A $7 million deficit for IUSD is equivalent to a $108 million deficit for SDUSD.

In 2012, the Daily Breeze reported on Kent Taylor the first “State Trustee” assigned to Inglewood,

“… Taylor was thrust into a high-profile, high-pressure situation when California state schools chief Tom Torlakson recruited him from the top job at the Southern Kern Unified School District in hopes Taylor could rescue Inglewood Unified from the financial quicksand.”

“Two months later, he was pressured to resign for making financial commitments with the teachers union without approval from the California Department of Education.”

What happened with Taylor was never fully explained. He got a job in the neighboring Lennox school district and within the year became their superintendent. He is still the superintendent in Lennox.

The state replaced Taylor with the school finances leader serving directly under him, La Tanya Kirk-Carter. She had been recruited from Beverly Hills Union High School District by the state to head up the business division and “help lead the recovery.” She was supposed to be a temporary replacement until a new permanent trustee was hired, but served out the rest of the 2012-2013 school year.

The third Trustee assigned by State Superintendent Tom Torlakson was veteran administrator Don Brann. He was still serving as Vice President of the Board of Directors for the Da Vinci Schools, college-preparatory charter schools in Hawthorne. For 15 years, Brann was Superintendent of the Wiseburn School District in Hawthorne, which is a close neighbor to Inglewood.

In a somewhat ironic twist, Brann’s success in turning around Wiseburn School District (WSD) was partially due to his inter-district enrollment plan, a plan that drew students from IUSD. WSD increased enrollment by touting the district’s small class sizes and availability of space for after school programs to attract students from surrounding areas.

Brann resigned after one year and Torlakson recruited Vincent Mathews the leader of the San Jose schools to be the Trustee. Mathews is a 2006 alumnus of the unaccredited Broad Academy for school administrators. He also served as Educator in Residence at the NewSchools Venture Fund. In 2001, Mathews was principle of the for-profit Edison Charter Academy.

Mathews stayed 18 months in Inglewood before accepting the Superintendents position in San Francisco. He is the longest serving state trustee so far.

About Mathew’s tenure, the LA Times noted,

“A recent report by the state’s Fiscal Crisis and Management Assistance Team found that, under Matthews, Inglewood had left day-to-day tasks to consultants, hadn’t monitored its budget and had underestimated its salary costs by about $1 million. The district had also overestimated its revenue, in part by incorrectly counting the number of students.”

Jason Spencer became Torlakson’s fifth appointment when he was selected Interim State Administrator to succeed Matthews.

Now, Inglewood has another Broad Academy graduate from the class of 2006, Thelma Meléndez de Santa Ana. Her bio at the Broad Center says,

“Thelma Meléndez de Santa Ana began her career as a bilingual first-grade teacher and brought her first-hand teaching experience to leadership roles in several urban school districts throughout Southern California — including Pomona, Santa Ana and Los Angeles — as well as the U.S. Department of Education, where she served as assistant secretary for elementary and secondary education. In that role, she helped draft the Blueprint for Reform, an Obama administration plan for continuing improvements begun in the Elementary and Secondary Education Act.”

Is this the Future?

NCLB set the table. Students in poor communities were guaranteed to produce bad test results. Billionaires were pouring huge money into developing the charter school industry. State leaders were putting privatization friendly leaders in charge of school districts. The state trustees were never in place long enough to provide stable leadership.

Eli Broad attended public school and went on to become the only person ever to develop two Fortune 500 companies, Sun America and KB Homes. Broad, who is worth $6 billion, decided that public schools should be privatized and established a school for administrators to promote his ideology.

In Oakland, the first state trustee was a Broad Academy graduate named Randy Ward and three more of the next 6 superintendents who followed Ward were also Broad trained. Oakland suffered nine superintendents in 13 years.

In Inglewood, one trustee was a charter school founder who was concurrently serving as a board member of the charter school and the last two superintendents were Broad trained. Inglewood received six state appointed trustees in six years.

How much longer before large school districts like San Diego and Los Angeles – with 25% or more of their students in privatized schools – are forced into bankruptcy and taken over by the state? Both districts are currently running massive deficits caused primarily by charter school privatization and unfair special education costs.

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.