Tag Archives: education

TFA is Bad for America

18 Aug

By T. Ultican 8/19/2019

Teach For America (TFA) has become the billionaire financed army for privatizing public education. It is the number one source of charter school teachers and its alumni are carrying a neoliberal ideology into education leadership at all levels. TFA undermines education professionalism and exacerbates teacher turnover. Its teachers are totally unqualified to run a classroom yet their political support caused the US Congress to label them as highly qualified teachers. Big money and its political power have elevated TFA to being the nation’s most effective force driving the privatization of public education.

Defining  TFA Neoliberalism

This April, Angela M. Kraemer-Holland of DePaul University submitted her doctoral thesis in which she observed:

“TFA’s primary conception of itself is not as a teacher training organization, nor a non-university-based early entry recruitment program, but rather as a “movement” against a pressing and untenable social problem. Conclusions illuminate TFA’s efforts to shape participants’ understanding of teaching and learning—framing teaching as a temporary career—in order to create and sustain a broader movement in education and beyond that is reflective of neoliberal ideas.”

Kraemer-Holland’s conclusions echoes those of two TFA alumni working on their doctorates at Boston College, Randall Lahann and Emilie Mitescu Reagan. They co-wrote “Teach for America and the Politics of Progressive Neoliberalism” for the Teacher Education Quarterly 2011. The classification of TFA as a progressive neoliberal organization is based on their definitions of these combined terms:

“Neoliberalism: Political ideology which calls for state policies that better enable entrepreneurs to compete in the free market. Policies which promote privatization, deregulation, individual choice, and the reduction of government expenditures are valued over those which increase, or promote the welfare state and government control of social and economic activity.”

“Progressivism: The idea that schooling and teacher education are crucial elements in the making of a more just society.”

Although neoliberalism is known to be a conservative ideology, within TFA there is the idea that the outcomes in education are more than just test scores and knowledge, but equity and justice as well. Lahann and Reagan write, “This space can be thought of as progressive neoliberalism.”

Whatever it is called, the faith is in the superiority of the market fundamentalism which Ruth Rosen defined as “the irrational belief that markets solve all problems.” In the book Democracy in Chains, Nancy MacLean quoted former congressman and leader of the “Contract for America” Dick Armey. He summed up the neoliberal view succinctly, “The markets are rational, the government is dumb.

Neoliberal ideology has been on the ascendancy since the 1970’s coinciding with the founding of the libertarian think tanks Heritage Foundation and Cato Institute. There is an inherent anti-democratic sentiment attached to the theory. In Democracy, Maclean provides a detailed description of the lavish spending since the 1950s by the billionaire brothers David and Charles Koch promoting their neoliberal based libertarian ideology. Charles Koch founded the Cato Institute. Their stands include an ultra-conservative property rights view and an anti-public education agenda.

Undermining Professionalism in Education

In the paper “Teach For America’s Preferential Treatment: School District Contracts, Hiring Decisions, and Employment Practices”, authors T. Jameson Brewer et al address why school districts want to hire TFA teachers. Their research led to these four points:

“(1) Districts realize the long-term savings potential that comes from converting open teaching positions to positions held exclusively for TFA (or otherwise short-term, not fully credentialed teachers).”

“(2) Districts are willing to pay additional up-front costs not only for the long-term savings but in the quest for increased test scores that can result from pedagogical practices of teaching-to-the-test that characterize TFA pedagogy.”

“(3) School board leaders have bought into the rhetoric of the ‘bad’ teacher and TFA represents a political opportunity to address that perception.”

“(4) In the case of a genuine teacher shortage, cost impacts become less important than filling positions.”

“While each rationale – or a combination of them – may explain why districts continue to honor and expand MOUs[memorandums of understanding] with TFA, we suggest that it is the long-term savings potential that is the most plausible.”

In the same paper it was mentioned that TFA alumni “tend to understand educational change through managerial terms; believing that inequity is a result of resource mismanagement and a lack of accountability and that solutions lay in merit pay for teachers, increased autonomy for leadership, standardization of curriculum, and an end to collective bargaining.

An article in Phi Delta Kappan had similar observations. In Rethinking Teach For America’s leadership models researchers, Tina Trujillo and Janelle Scott, noted that TFA alumni emphasized managerial goals. From their research they reported, “Over 80% of our participants depicted the causes of inequality in technical or managerial terms.”  The education reforms posited by the TFA alumni interviewed were:

  • “Scale back unions’ collective bargaining agreements in order to increase principals’ flexibility in personnel matters.”
  • “Increase teacher and principal effectiveness through tighter accountability.”
  • “Increase principal and teacher expectations.”
  • “Tie teacher compensation to student performance.”
  • “Hire better “talent.”’
  • “Standardize curricula and assessments.”
  • “Expand technology and data use.”

Clearly these former TFA corps members had completely assimilated the destroy public education message of failing schools, inept principals and bad teachers.

Prior to taking over a classroom, TFA teachers receive just five weeks of training. Their training is test centric and employs behaviorist principles. TFA corps members study Doug Lemov’s Teach Like a Champion.

Lemov never studied education nor taught. He became involved with the no-excuses charter movement in mid-1990s. As glowingly depicted by Elizabeth Green in Building A+ Better Teacher, Lemov observed classrooms to develop his teaching ideas.

Most trained professional educators find Lemov’s teaching theory regressive. Jennifer Berkshire published a post by Layla Treuhaft-Ali on her popular blog and podcast “Have You Heard.” Under the title “Teach Like its 1885” Layla wrote,

“As I was reading Teach Like A Champion, I observed something that shocked me. The pedagogical model espoused by Lemov is disturbingly similar to one that was established almost a century ago for the express purpose of maintaining racial hierarchy.”

Treuhaft-Ali added, “Placed in their proper racial context, the Teach Like A Champion techniques can read like a modern-day version of the *Hampton Idea,* where children of color are taught not to challenge authority under the supervision of a wealthy, white elite.”

Amber K. Kim, Ph.D. made the following observations about Teach Like A Champion:

“ TLAC strategies are not proven using empirical methodology and published in peer reviewed journals. If there are studies, what are the variables? n? p value?”

“ TLAC is for “Other people’s children” (L. Delpit). Of course some TLAC strategies are effective and even fun, but the strict adherence to TLAC as a bible for teaching is reserved for students of color and low SES [Social Economic Status].”

This year California Assemblywomen Cristina Garcia introduced a bill to end TFA hiring in the state. Garcia is a former classroom teacher and understands the importance of teaching staff stability. In an op-ed for the San Diego Union, She noted that 80% of TFA teachers are gone within three years. Coincidentally, that is the amount of classroom time researchers believe it takes for teachers to become proficient. Garcia stated,

“Third-party trainees lack crucial experience before entering a classroom, receiving only a few weeks of training and do not need to have a degree in education. For teacher-credentialing programs, hopeful educators take two years to complete their educational training and serve as a student teacher for another year before entering the classroom as its sole credentialed instructor.”

“Yes, California has struggled with a teacher shortage for decades. The answer to that shortage is not placing untrained educators in schools who leave after a two-year stint. When teachers leave after only a few years, it just exacerbates the issue. It’s a Band-Aid fix on a bullet-hole problem.”

Garcia ordered her bill to the inactive file in May.

TFA is the Billionaire Army

TFA Army

It seems like every major foundation gives to TFA. Besides Gates, Walton, Broad, Dell, Hastings, and Arnold, there is Bradley, Hall, Kaufman, DeVos, Skillman, Sackler and the list goes on. According to the TFA 2016 tax form, the grants TFA received that year totaled more than $245 million. US taxpayer give TFA $40 million a year via the US Department of Education.

The Walton (Walmart) family has provided TFA more than $100,000,000. In 2013, their $20,000,000 grant gave $2,000 more per TFA teacher going to charter schools than for public school teachers. Annie Waldmen reporting for ProPublica said,

“The incentives corresponded to a shift in Teach For America’s direction. Although only 7% of students go to charter schools, Teach For America sent almost 40% of its 6,736 teachers to them in 2018 — up from 34% in 2015 and 13% in 2008. In some large cities, charter schools employ the majority of TFA teachers: 54% in Houston, 58% in San Antonio and at least 70% in Los Angeles.”

To enhance the opportunities in leadership for TFA teachers, TFA created the non-profit Leadership for Education Equity (LEE). The LEE board includes Emma Bloomberg (Michael Bloomberg’s daughter); Steuart Walton (billionaire); Arthur Rock (billionaire) and Elisa Villanueva Beard (TFA CEO). LEE finances TFA members and alumni who run for political office and provides campaign training. All LEE members get at least $2,000 but members with the right attitude will also get individual donations from board members. LEE, which received $29 million in contributions and grants in 2017, helped more than 150 alumni run in local and state races in 2018, according to an internal presentation obtained by ProPublica.

A LEE example: This May when Houston ISD voted to end their contract with TFA, board member Holly Vilaseca voted to renew it. Previously, Vilaseca had been a founding TFA teacher at a KIPP charter school. Walton family members and Arthur Rock gave a total of $20,000 to her 2017 school board campaign, in addition to $6,000 from LEE.

The history of the World is replete with examples of Youth movements being used by ruthless individuals for their own purposes. Four years ago, I wrote “Is TFA a Cult.” At the time, I thought that was somewhat farcical. Today, I believe it is true. Idealistic youths are recruited, taught a neoliberal view of good governance and those that take the bait are shaped for leadership and lucrative careers.

TFA corps members and alumni are the ground forces for privatizing public education the pillar of American Democracy. TFA is bad for America.

Five Decades of ‘MarketWorld’ Education Reform

27 Jul

By T. Ultican 7/27/2019

There has been a fifty-year push to reform education using business management principles. In the period, Harvard Business School has trumped Columbia Teacher College concerning pedagogy. Unfortunately, the results are an unmitigated disaster for most communities and students. This market based endeavor – financed by billionaires – has transformed public schools into non-democratic profit centers. It is the precursor to the ultimate goal of dismantling universal free public education.

The radical right is pushing to privatize everything from policing; to prisons; to schools. They have spread the gospel that governments are incapable of solving problems but businessmen can. In his first inaugural address, Ronald Reagan declared “…, government is not the solution to our problem; government is the problem.” Viewing society as consisting of “makers” and “takers,” these apostles of privatization fear the tyranny of democratic majorities. They strive to make property rights the paramount civil right.

When it came to privatizing school, the right originally tried to use vouchers, but that was a tough sell. Jeff Bryant quoted Jeffry Henig an Education Professor at Teachers College, “The Walton foundation itself was one of the early organizations to transition from vouchers to charters.” In his AlterNet article Bryant explained,

“Henig believes many conservatives view charter schools as a way to “soften the ground” for potentially more private options, though he isn’t entirely sure “the Waltons view charters as a Trojan Horse for eventually providing vouchers universally.’”

When putative progressive organizations like the Center for American Progress or Democrats for Education Reform promote charter schools they are promoting an anti-democratic and anti-union position. When politicians like Corey Booker and Joe Biden say they support public charter schools, they are in fact supporting the radical right’s privatization agenda. When Bill Clinton eliminated depression era banking rules and “welfare as you know it” plus campaigned for school choice; he was advancing Charles Koch’s ideology.

Two recent books have brought the privatization agenda into sharp relief.

The first book is Democracy in Chains: The Deep History of the Radical Right’s Stealth plan for America by Nancy MacLean. Through serendipitous good fortune, MacLean stumbled onto Nobel Prize laureate James M. Buchanan’s unorganized papers shortly after his 2013 passing. They were in boxes and stacked on tables in his George Mason University cabin. The other more well known American Nobel Prize winning economist from the right is the Milton Friedman. However, MacLean discovered that Charles Koch, the financier of the radical right “bypassed Friedman for Buchanan.

The other book is Winners Take All: The Elite Charade of Changing the World by Anand Giridharadas. He takes the reader inside the worlds of elite philanthropy in New York City and of thought leaders in Aspen, Colorado. He writes,

And what these winners wanted was for the world to be changed in ways that had their buy-in – think charter schools over more equal public school funding, or poverty-reducing tech companies over antitrust regulation of tech companies. The entrepreneurs were willing to participate in making the world better if you pursued that goal in a way that exonerated and celebrated and depended on them.

James M. Buchanan, John C. Calhoun and Segregation

James M. Buchanan grew up in Tennessee. His grandfather had been an unpopular governor of the state; however Buchanan was raised in near poverty. It was his academic abilities that took him from the obscurity of Middle Tennessee State Teachers College to a doctorate in economics from the University of Chicago in 1948. The youthful socialist became a “zealous advocate of market order.” It was at the University of Chicago where Buchanan met Friedrich August Hayek and the Austrian School of Economics.

Writing in Atlantic Magazine Sam Tanenhaus disclosed, “Hayek initiated Buchanan into the Mont Pelerin Society, the select group of intellectuals who convened periodically to talk and plot libertarian doctrine.” After World War II ended, The Mont Pelerin Society was a relatively small group of economists mostly from Europe and the United States who were widely viewed as a fringe group. They were against initiatives such as social security, universal health care and public education. The title of Hayek’s 1944 book The Road to Serfdom encapsulates their antipathy to any government social endeavors.

Professor MacLean, who is a historian from Duke University, compared Buchanan’s economic ideology with John C. Calhoun. Calhoun was a son of the antebellum south, a senator from South Carolina and a Vice President of the United States. MacLean quotes him stating, “A ‘government based in the naked principle that the majority ought to govern,’ was sure to filch other men’s property and violate their ‘liberty.’” Calhoun was also a leading defender of slavery. In his most famous speech he said slavery is “instead of an evil, a good–a positive good.

Buchanan and Calhoun

Buchanan’s first plumb teaching assignment came at the University of Virginia in 1956. This was also when the “massive resistance movement” to Brown versus the Board of education and desegregation of public schools in Virginia was heating up.

In 1959, Buchanan joined with another new hire at the university, G. Warren Nutter (who later became a key Goldwater advisor) to write “The Economics of Universal Education.” They argued that the root of the desegregation problem was that “state run” schools had become a “monopoly” that should be broken by privatization. They said if the state sold off their school buildings and equipment, they could limit their involvement in education to setting minimum standards. Then all kinds of schools might blossom.

Since MacLean’s book was published there has been some push back against her tying Buchanan and his paper to the “massive resistance movement” saying he did not involve himself in desegregation politics only in the economic issues of education. However, Buchanan and Nutter did state in their paper, “Every individual should be free to associate with persons of his own choosing.” In any case, schools in Virginia were closed. Black children stayed home while white children attended tax-subsidized private schools. In Prince Edward County, schools were locked closed from 1959-1964. MacLean says that for Buchanan segregation was just a side issue in his life-long libertarian pursuit.

Murray Newton Rothbard was an American economist of the Austrian School and a political theorist whose writings and personal influence played a seminal role in the development of modern right-libertarianism. MacLean discovered “Murray Rothbard encouraged Koch to study Lennin.” Not Lenin’s economics but his methods for advancing an unpopular ideology. On this point MacLean noted, “At a 1973 March log cabin meeting Buchanan stressed the key thing moving forward was that ‘conspiratorial secrecy is at all times essential.’”

In 1978, I saw the Communist Workers Party takeover the Iron Workers Union at National Steel and Ship Building Company (NASSCO). When watching the development of the radical right for the past few decades, similarities with the tactics of communist movement were unmistakable. Both movements are secretive, anti-democratic and motivated by extreme economic theory.

MacLean states, “The Mont Pelerin Society cause since the 1950’s is the end of public education.

Killing Public Education

In 1978, Congressman Ronald Mottl D-Ohio 23 introduced a bill promoting education standards. It was the first time a bill was proposed that amended the 1965 education law to promote a particular theory of education. Mottl’s bill went nowhere like another similar bill (H.R.371) introduced the next year by his colleague Tennyson Guyer R-Ohio 4. However, these were the first harbingers of education standards that emulated business practices.

In 1983, the Reagan administration produced the infamous “A Nation at Risk: The Imperative for Educational Reform.” This polemic was neither factually nor pedagogically well founded. Serious academic research has subsequently shown this non-peer reviewed writing to be the misguided work of amateurs. Its glorification of business practices opened the door for federal control of education and fostered standards based accountability. It made legislation like the proposals introduced by Mottl and Guyer viable.

In Winners, Giridharadas labels – modern social reform based on the belief that business leaders and market forces are the sure way to a better society – “MarketWorld.” He explains,

In an age defined by a chasm between those who have power and those who don’t, elites have spread the idea that people must be helped, but only in market-friendly ways that do not upset fundamental power equations.

Giridharadas shares three criteria for being a “MarketWorld” thought leader speaking at the Aspen Institute or the Clinton Global Initiative or the main TED talk stage. Thought leaders should:

  • Focus on the victim, not the perpetrator.” Condemning a perpetrator is a “win-losey” solution not a win-win.
  • Personalize the political.” If you want to be a thought leader and not dismissed as a critic, your job is to help the public see problems as personal and individual dramas rather than collective and systemic ones.
  • Be constructively actionable.” … “People, especially the winners who shape tastes and patronize thought leaders, want things to be constructive, uplifting, and given to hope.

He gives examples including this one:

“What the thought leaders offer MarketWorld’s winners, wittingly or unwittingly, is the semblance of being on the right side of change. … Take, for example, the question of educating poor children in a time of declining social mobility. A true critic might call for an end to funding schools by local property taxes and the creation, as in many advanced countries, of a common national pool that funds schools more or less equally. What a thought leader might offer MarketWorld and its winners is a kind of intellectual counteroffer – the idea, say, of using Big Data to better compensate star teachers and weed out bad ones.”

Data shows that “MarketWorld” and libertarian philosophy has damaged public education and harmed all but the top 10% of wage earners in America. Giriharadas shares the following data table information and notes, “One hundred and seventeen million people had been completely shut off from economic growth since the 1970s.

Earning Level 1980 2014
Top 0.001 % $17,000,000 $122,000,000
Top 1% $428,000 $1,300,000
Top 10% $58,000 $116,000
Bottom 50% $16,000 $16,200

It is possible that Charles Koch and “MarketWorld” think this is a feature. To me, it looks like a powerful data set that says we need an empowered Government to protect Americans from ravenous billionaires and their self-serving anti-public education and anti-democratic views.

 

 

 

The Billionaire Financed Racist Attack on Camden’s Schools

26 Jun

By T. Ultican 6/25/2019

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

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

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

Camden

Camden Images

Camden, New Jersey Images

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

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

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

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

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

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

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

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

The Public Schools Are Failing – Really?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Billionaire Attack

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

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

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

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

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

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

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

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

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

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

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

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

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

Schools Disappearing

Privatization Chart Compares 2003 Enrollment Data with 2018

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

Pearson Embraces a Digital Knock-Off of Authentic Education

6 Jun

By T. Ultican 7/6/2019

The world’s largest publishing company is betting on cyber education. Great Britain’s Pearson Corporation took a financial beating when common core state testing did not turn into a planned for cash cow and concurrently the market for text books slowed. With its world-wide reach, Pearson’s new play is for digital education to open up global markets. The corporation envisions creating life-long relationships with its customers to provide virtual schooling, professional certifications, assessments, and other services.

In April, Education International Research published “Pearson 2025 Transforming teaching and privatising education data.” Authors Sam Sellar and Anna Hogan report,

“Pearson aims to lead the ‘next generation’ of teaching and learning by developing digital learning platforms, including Artificial Intelligence in education (AIEd). It is piloting new AI technologies that it hopes will enable virtual tutors to provide personalised learning to students, much like Siri or Alexa. This technology will be integrated into a single platform—Pearson Realize™—that has now been integrated with Google Classroom.”

“… [I]ts corporate strategy is premised upon creating disruptive changes to (a) the teaching profession, (b) the delivery of curriculum and assessment and (c) the function of schools, particularly public schooling. These disruptions do not follow a coherent set of educational principles, but capriciously serve the interests of the company’s shareholders.

Two main concerns accompany Person’s new agenda. (1) The privatization of data and infrastructure will turn the commons into private assets. (2) Diminishing the teaching profession will transform education from its broad purposes such as social development and creative thinking into a focus on individual knowledge and skills. And looming over the entire enterprise is the risk of data breach which is sure to occur. Sellar and Hogan note that securing data “can be difficult, if not impossible to achieve, even with the help of advanced privacy preservation techniques.

Pearson currently has a presence in 60 counties. One of their clients is Bridge International for which they provide digital services and scripted lessons for low cost privatized education in Africa. In Diane Ravitch’s new Book The Wisdom and Wit of Diane Ravitch, she notes this is the company whose founders claimed it had the potential to become a billion dollar company selling school for between $46 and $126 dollars per year to poor families. Besides Pearson, “the investors include Bill Gates, the Omidyar Network, the Chan Zuckerberg Initiative and the World Bank.

Sellar and Hogan note, “At the 2018 AGM [Annual General Meeting], Pearson announced a £750 million investment in new technologies and platforms to provide new digital services, which it claims will provide educators with real-time data and “smart” assessments for their students, blended learning models that partner with existing educational institutions, and new kinds of educational programming.

In the United States, Pearson is concentrating on expanding their virtual charter school business. Mercedes Schneider reported on Pearson’s February 2019 earnings call. She wrote,

“Pearson is focused on expanding its Connections Academy market. Pearson is undergoing restructuring; it has (and continues to) reduce its workforce and has been selling off less-profitable companies in an effort to recover from unrealized profits, including those Pearson expected from Common Core (CC) and CC-related PARCC testing.”

Pearson Call 4

Connections Academy Slide Pearson Presented at the 2019 Earning Call

Virtual Schools Bring Low Costs and Poor Academics

May 28th, the National Education Policy Center (NEPC) at the University of Colorado released its annual report on virtual schools. The report was written by Alex Molnar, Gary Miron, Najat Elgeberi, Michael K. Barbour, Luis Huerta, Sheryl Rankin Shafer, and Jennifer King Rice. In the report introduction they state,

“Many argue that online curriculum can be tailored to individual students more effectively than curriculum in traditional classrooms, giving it the potential to promote greater student achievement than can be realized in traditional brick-and-mortar schools. These claims are not supported by the research evidence; nonetheless, the promise of lower costs—primarily for instructional personnel and facilities—continues to make virtual schools financially appealing to both policymakers and for-profit providers.”

In the 2017-18 school year, nearly 300,000 students were enrolled across 501 full-time virtual schools. Poor academic performance and terrible graduation rates were a consistent characteristic of these schools. The authors recommended, “Slow or stop the growth in the number of virtual and blended schools and the size of their enrollments until the reasons for their relatively poor performance have been identified and addressed.”

Emily Tate interviewed one of the report authors – Michael K. Barbour an NEPC Fellow – for her edsurge.com article, “Despite Poor Performance, Virtual School Enrollment Continues to Grow”. Tate wrote,

“But even as the sector grows, one thing remains constant, Barbour says: ‘Students in these programs—both full-time online programs and blended schools—tend not to do as well as their brick-and-mortar counterparts.’

“He adds: ‘There’s not really a rationale for the growth, based on performance.’”

In an April EdWeek article, Arianna Prothero and Alex Harwin reported, “Nationally, half of all virtual charter high schools had graduation rates below 50 percent in the 2016-17 school year.” They also shared, “The most high-profile study, done by economists at Stanford University in 2015, found that students attending an online charter school made so little progress in math over the course of a year that it was as if they hadn’t attended school at all.”

Prothero and Harwin’s article contains an interactive chart showing which cyber schools in each state did or did not achieve a 50% graduation rate over the past four years. “Out of the 163 schools, in some states, such as Indiana, not a single virtual charter school operating in 2016-17 had a graduation rate over 50 percent in the past four years.

If cyber schools have such poor academic outcomes, what explains parents putting their children in them? One clue can be found in a 2001 interview with Dick and Betsy DeVos at the Gathering, a group that Jay Michaelson describes as the “hub of Christian Right organizing.” Betsy said, “There are not enough philanthropic dollars in America to fund what is currently the need in education…Our desire is to confront the culture in ways that will continue to advance God’s kingdom.” Dick lamented the fact that schools have displaced churches as the center of community activities. He then mentions that Bill Bennett is involved in something that could be quite helpful. He says Bennett’s new K12 Inc. cyber schools although not Christian could be a great help to Evangelical homeschoolers.

California Connections Academy

Map of California Connections Academy Structure

This Little Sis Map Shows the Structure of California Connections Academy in 2017

On September 18, 2018 a Mercury News lead read, “California has just kicked for-profit management companies out of the charter school business.” However, the new law is quite flawed. A for-profit company can create a non-profit to run the schools and then the non-profit in turn hires the for-profit management company to provide operating services and materials.

In 2011, Pearson Corporation purchased the cyber charter school company Connections Academy for $400,000,000. At the time Pearson said that this purchase gave them a leading position in the emerging cyber education arena.

Fortunately for Pearson, in California the Connections Academy cyber business was being run by the three non-profits shown in blue on the map. All three of the non-profits provide a similar explanation of their structure to this one in Capistrano Connections Academy’s 2016 form 990:

“Capistrano Connections Academy has a shared services agreement in place which includes the sharing of school staff and various other expenses between a network of charter schools. This agreement involves three non-profit public benefit corporations Capistrano Connections Academy, Alpaugh Academies, and friends of California Virtual Education. The school has also contracted with a third-party organization (Connections Academy of California, LLC a subsidiary of Connections Education, LLC) to provide educational products and services to the school. Due to delays in the receipts of state funding the school has arranged with Connections Education to process its payroll including the paying of school staff which requires the use of Connections Education, LLC’s EIN number. As part of this arrangement, the school reimburses connections education for paying staff as funding becomes available. As all staff members are reported on the school’s behalf using the EIN of Connections Education, LLC, no employees are listed as part of this return.”

There is some confusion in this statement. For example, Alpaugh Academies is also referred to as California on Line Public Schools (CalOps) and on December 18, 2017, Connections Academy of California, LLC submitted a termination statement to the California Secretary of State. It appears the Baltimore based Connections Education, LLC is now paying the bills and collecting the service fees through its Minnesota office. Also, there are two employees listed on the three non-profit tax form 990’s (Capistrano, CalOps and Friends). Director of Business Services, Franci Sassin receives more than $143,000 yearly and Executive Director, Richard Savage receives more than $225,000 yearly in total from the three non-profits.

There are four Connections Academy schools shown on the Little Sis map in yellow. In addition, a fifth school, California Connections Academy Central Coast is listed by the state as pending opening September 3, 2019. That must be one of the “strong pipeline of 2-5 new schools in 2019” Pearson referenced in their earnings call.

Locally we have been buzzing over the San Diego Union report, “Two charter school leaders illegally pocketed more than $50 million of state funds by siphoning the money through a network of 19 online charter schools across California which falsely enrolled thousands of students, prosecutors alleged Wednesday.” One of the issues cited in this scam was that little 145-student Dehesa School District in the mountains east of San Diego authorized 3 of these-cyber charters all outside of their district boundaries.

The Connections Academy model is not that different. According the 2018-2019 Connections Academy School Profile, “Capistrano Connections Academy is an accredited, virtual public charter school serving students in grades K–12 in Los Angeles, Orange, Riverside, San Bernardino, and San Diego counties.” However, Capistrano Connections Academy is only authorized by one school district, Capistrano Unified. The other three schools have a similar territory outside of their authorizer’s district.

Table 1: Connections Academy Enrollment by Grade

Connections Academy Enrollment

What kind of education are those more than 1,000 students in the primary grades receiving? They certainly are not being socialized with other community members and it is well known that too much screen time is unhealthy for children.

Table 2: Connections Academy Graduation and ELL Rates Compared to the State

Connections Academy Graduation and EL

Sadly, these Connections Academy graduation rates are good compared to their peers in the cyber school industry. However, they are not acceptable as an education policy. In California, English language learners (ELL) are 19.3% of the enrollment which is by far the largest ELL percentage in the nation. As is typical of cyber schools the ELL percentage at Connections Academy is only 3.6%.

In an Education Week investigation of cyber schools, Benjamin Herold called it a “Broken Model” and summed it up this way,

“The schools are based on an educational model that doesn’t work for most kids. Many cyber operators have cashed in anyway, expanding aggressively, often with the help of their boards. Rather than pump the brakes, cyber authorizers have frequently gone along for the ride. And state lawmakers have repeatedly looked the other way, usually at the urging of lobbyists who fight tooth and nail against even modest attempts to improve oversight or limit growth.”

Some Conclusions

Pearson Corporation is an amoral entity that is not terribly invested in much beyond profit margin. They have made another bad bet. AI is science fiction and central to their latest education initiative is the Orwellianly labeled “personalized learning”. A Child sitting at screens responding to computer generated algorithms is as impersonal as it gets. Students hate it.

Policy makers like the cyber concept because they see the possibility of reducing the largest costs in public schools, teachers’ salaries and facilities. Reactionaries see cyber charters as one more positive step toward ending public education. However, people are catching onto this attack on the commons and do not like it.

Making war is not a legitimate central purpose of government; education is. Reduce the embarrassing military industrial complex and put some of those savings into revitalizing public education. Our children deserve small classes in top notch facilities that are well maintained and staffed with certificated professional educators.

It does not take much to see that a wide deployment of taxpayer-funded lightly-regulated cyber schools is a horrible idea. They already have a stunning history of corruption and bad outcomes. If homeschoolers choose to use cyber education, that is fine but there is no need for taxpayers to fund that private choice. There is a small legitimate need for cyber education, but those schools should be administered by elected school boards and not by profiteering corporations.

A Wise and Witty Review of The Wisdom and Wit of Diane Ravitch

28 May

By T. Ultican 5/27/2019

Maybe not as witty and wise as I had hoped but definitely positive and impressed. I admit; I am a Diane Ravitch fan-boy and this latest release from Garn Press reinforces that posture. Diane is a warrior of ideas who has stood courageously against lavishly financed purveyors of reactionary ideologies. Billionaires are calling for the privatization of democratically run public schools in America and she won’t have it. This book is a compilation of a decade of her winning arguments that have gone far toward stemming the tide of the theft of America’s public schools. Billionaires call that “reform”.

Wisdom and Wit

The Fundamental Argument

America’s super-wealthy espouse a position echoing the antebellum south. The scholar Johann N. Neem’s book Democracy’s Schools; The Rise of Public Education in America notes, “Because of their political power and the way the tax burden fell largely upon them, slaveholding elites spread an antitax gospel to convince ordinary whites that taxes were a bad thing.” That same gospel is embedded in the Tea Party and other Libertarian movements.

Franklin Roosevelt became President at the height of the Great Depression. In 1935, Roosevelt signed the Old-Age, Survivors, and Disability Insurance law more commonly known as Social Security. In 1965 President Lyndon Johnson signed the Medicare extension. In the Social Security administration’s history of Social Security it describes the major challenges to the free market capitalistic system that Roosevelt faced. It claims Social Security Insurance was the least disruptive alternative available to him. The history states,

Social insurance, as conceived by President Roosevelt, would address the permanent problem of economic security for the elderly by creating a work-related, contributory system in which workers would provide for their own future economic security through taxes paid while employed. Thus it was an alternative both to reliance on welfare and to radical changes in our capitalist system. In the context of its time, it can be seen as a moderately conservative, yet activist, response to the challenges of the Depression. (emphasis added)

1936 Dorothea Lange Photo

1936 Photo by Dorothea Lange

Austrian Economist Friedrich Hayek who believed in classical liberalism especially the concept that it is in the common interest that all individuals must be able to secure their own economic self-interest, without government direction. In September 1944, the University of Chicago Press published Hayek’s book The Road to Serfdom. It was squarely against government programs like social security and Roosevelt’s “new deal.” Hayek was opposed to Keynesian economics which posited “that government intervention can stabilize the economy.”

In 1950, Hayek left the London School of Economics for the University of Chicago. It was there that Milton Friedman and a host of young scholars met their sole mate, Hayek. They saw government social programs as seeds for tyranny and public education was no exception.

Ravitch picks up this story in the article “Big Money Rules.” The article begins with a quote from her blog,

“Americans for Prosperity opposes all government programs. Its primary purpose is to protect the Koch billions from taxation to pay for any programs that benefit others. If it was up to the Koch Brothers, they would eliminate Social Security, Medicare, and every other social program. They are rabid libertarians who oppose taxation and government. Their interest is protecting the Koch billions, not anyone else.”

She uses data from two books, Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America by Nancy MacLean and Gordon Lafer’s The One Percent Solution: How Corporations Are Remaking America One State at a Time.

MacLean’s book tells the story of economist James M. Buchanan who is associated with the doctrine of economic libertarianism and the “public choice” model of economics. His basic argument is that bureaucrats and public officials serve their own interests. MacLean viewed Buchanan as having “a formative role” in establishing the anti-democratic “stand of the radical right.

While researching, MacLean discovered personal correspondence between Buchanan and the billionaire Republican donor Charles Koch. She found a plan “to train a new generation of thinkers to push back against Brown v. Board of Education and the changes in constitutional thought and federal policy that had enabled it.

Until the 1980 election of Ronald Reagan, far right economists like Hayek, Friedman and Buchanan, were viewed as part of a small fringe minority. Three of Buchanan’s first doctoral students went to work in Reagan’s administration. Buchanan and his acolytes were responding to the threats democratic institutions posed to the preservation of individual wealth.

Attacking Social Security was a big part of their agenda. Buchanan declared that Social Security was a “Ponzi scheme.” In a paper for the Cato Institute he explained if “people can be led to think that they personally have no legitimate claim against the system on retirement” it will “make abandonment of the system look more attractive.” Ravitch observed, “The genius of their strategy was in describing their efforts to change government programs as ‘reforms,’ when in fact they were intended from the outset to result in their destruction.”

Gordon Lafer’s book documents the efforts of the American Legislative Exchange Council (ALEC) to advance the Koch-Buchanan agenda. Ravitch writes, “In the first decade of this century, ALEC’s leading corporate backers contributed more than $370 million to state elections, and over one hundred laws each year based on ALEC’s model bills were enacted.” Lafer stated, “For the first time ever in 2012 more than half of all income in America went to the richest 10 percent of the population.

Public education is a significant target of the super wealthy. During the first almost two decades of the twenty-first century billionaires like David and Charles Koch (Koch Industries), Bill Gates (Microsoft), the Walton family (Walmart), the DeVos family (Amway), Eli Broad (KB Homes and Sun America), John Arnold (Enron), Reed Hastings (Netflix), Doris Fisher (The Gap), Michael Dell (Dell Computers) and others have savaged public schools while labeling themselves “reformers.” Ravitch counters, “It is perfectly clear that they have no desire to “reform” our public schools but to privatize and monetize them.

Ravitch goes on to state,

“I have nothing against the wealthy. I don’t care that some people have more worldly goods than others. I understand that life’s not fair. I just harbor this feeling that a person ought to be able to get by on $100 million or so and not keep piling up riches while so many others don’t know how they will feed their children tonight.”

Battling the Wealthy and Their Talking Points with Reason and Knowledge

When I came to education in 2001, like most Americans, I was convinced that public education was in decline and that the teaching corps was poor quality and lazy. I had heard a little about a “Nation at Risk” and George Bush’s goals 2000. I remember Bill Clinton pushing charter schools and standards. I heard that the failing school system in Milwaukee was going to allow children to attend private voucher schools. But like most people, I only had a vague conception of the reality of public education and having grown up with a school teacher mom, I still believed in public education.  

By 2005, I was convinced that most of what I previously thought about education was wrong. I quickly learned that almost all of the experienced teachers I met were way better than me and really cared about their students, their schools and their profession. In graduate school, I discovered that the Reagan administration’s “A Nation at Risk” was not a peer reviewed professional article of the kind that normally came from government offices. Rather it was a polemic filled with errors promoting a particular agenda of standards and accountability.

In 2010, when I read Diane Ravitch’s “The Death and Life of the Great American School System; How Testing and Choice Are Undermining Education, I was thrilled. A powerful voice was speaking up for public education and against the propagandistic attack. However, the veteran teacher in the classroom next door was underwhelmed. Unlike me, he had been teaching and paying close attention to education politics since 1978. He knew Ravitch as a conservative purveyor of top down standards and testing.

Ravitch admits that my colleague was right. She writes,

“By the time I left government service in January 1993, I was an advocate not only for standards but for school choice. I had come to believe that standards and choice could co-exist as they do in the private sector. With my friends Chester Finn Jr. and Joseph Viteritti, I wrote and edited books and articles making the case for charter schools and accountability.”

When Death and Life was published, Ravitch had become completely disenchanted by what she started referring to as “Corporate Education Reform.” She saw hundreds of millions invested in test-preparation while arts, science, history, literature, geography, civics, foreign language and physical education became the sad stepchildren of the tested math and English. She says, “Accountability turned into a nightmare for American schools, producing graduates who were drilled regularly on the basic skills but were often ignorant about almost everything else.

At the same time, she started to see how destructive of public education – especially to neighborhood schools – the choice movement had become. And worse yet, choice schools had eschewed innovation in pursuit of profits. Ravitch began refuting the conservative agenda. The Wisdom and Wit of Diane Ravitch is a compilation of those arguments.

American Students Don’t Test Well

Americans have never done well on international testing. Ravitch highlights Yong Zhao’s book, Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World. Zhao says East Asian nations have top scores because of their heavy test preparations. Ravitch reports,

“Our students have never had high scores on international tests, not since the first international test of math was administered in 1964, and our seniors scored last among 12 nations. We went on over the half-century since then to out compete the other 11 nations who had higher test scores.”

She argues that standardized testing identifies poverty; not teaching. Ravitch points out the obvious, “No nation in the world has eliminated poverty by firing teachers or by handing its public schools over to private managers, nor does research support either strategy.” She pithily says, “When it comes to child poverty, we are number 1.

US Rankings reported in Wit and Wisdom:

  • Quality Pre-school #24
  • Good Pre-natal care #131
  • Industrial Nations Child Poverty #1

George Bush, George Miller and Ted Kennedy gave us the No Child Left Behind law. Barack Obama and Arne Duncan gave us the Race to the Top law. Both laws employed the same test based accountability and punish strategies. Ravitch notes we are nowhere near whatever the top is supposed to be and the same children who were left behind in 2001-2 are still being left behind. In 2014, she declared, “Now that we have endured more than a dozen long years of No Child Left Behind and five fruitless, punitive years of Race to the Top, it is clear that they both failed.

Democrats Embraced the Conservative Agenda

When Betsy DeVos was confirmed as Secretary of Education, Democrats were outraged. Michael Bennet who introduced the portfolio model of education management into Denver’s schools and Corey Booker who tried to charterize all of the schools in Newark, New Jersey spoke passionately against the appointment. Ravitch pointed out, “But the resistance of DeVos obscured an inconvenient truth – Democrats have been promoting a conservative ‘school reform’ agenda for the past three decades.” She also wrote,

“Democratic charter advocates – whose ranks include the outraged Booker and Bennet – have increasingly imported ‘school choice’ into the party’s rhetoric. Booker likes to equate ‘choice’ with ‘freedom’ – even though the entire idea of ‘choice’ was created by white Southerners who were scrambling to defend segregated schools after Brown v. Board of Education.”

“As Democrats learned years ago, support for mandatory testing and charter schools opens fat wallets on Wall Street. Money guys love deregulation, testing and Big Data, and union busting. In 2005, Obama served as the featured speaker at the inaugural gathering of Democrats for Education Reform, which bundles contributions to Democrats who back charter schools.”

Ravitch says that evidenced-based Democrats ought to acknowledge that school choice doesn’t work. Charter schools are a failed experiment that increase segregation and do not increase performance. Students in vouchers schools lose ground compared to their peers in public school.

As Ravitch continued to attack “school reform” nonsense, she also used her blog to elevate the voices of others. Ravitch and friends have dominated social media for a decade. At the Network for Public Education conference in Indiana this October she could boldly open the proceedings with, “We are the resistance and we are winning!”

Diane and Tom

Ravitch States the Elements of Good Education

“Every school should be staffed with credentialed and well qualified teachers. Class sizes should be no larger than 20 in elementary schools, no larger than 24 in middle and high schools. Every school should offer a full curriculum, including the arts, civics, history and foreign languages. Every school should have a library and media center staffed by a qualified librarian. Every school should have fully equipped laboratories for science. Every school should have a nurse and a social worker. Every school should be in tip-top physical condition.”

Wisdom and Wit recounts the arguments about education for the past 20 years. In an open letter to her old boss at the Department of Education, Lamar Alexander, she wrote,

“In closing, may I remind you of something you wrote in your book of advice?

“No. 84: Read anything Diane Ravitch writes about education.”

That seems like excellent advice. Her next book, Slaying Goliath, comes out in January.

Atlanta’s Public School Board Voted for Privatization

23 Mar

3/22/2019 by T. Ultican

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

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

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

Atlanta’s Comprador Regime

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

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

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

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

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

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

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

Ed Chang on BES

Ed Chang’s Picture from his BES Board Member Biography

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

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

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

Harvard Grants

Using Philanthropy to Control Harvard – GatesWaltonBroad

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

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

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

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

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

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

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

NEAP Data

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

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

AJC reported on the new scheme,

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

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

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

Destroy Public Education Movement Atlanta Style

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Final Observations

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

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

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

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

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

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

Sweetwater Schools Financial Problems Became Political Cudgel

9 Jan

The newly hired Chief Financial Officer of Sweetwater Union High School District (SUHSD), Jenny Salkeld, discovered a significant problem with the budget she inherited. She presented her findings to the Sweetwater leadership team in early September which forwarded her report onto the County Office of Education (COE). The SUHSD board also called in all bargaining units to suspend contract negotiations and inform them of the budgetary uncertainties. Sensationalism and subterfuge became the new reality in Chula Vista, California.

An October San Diego Union article reported,

“On June 25, the school board approved a budget for this school year that assumed the district had spent $328 million in unrestricted funding last school year and had $17 million in reserves going into this school year. In September, Salkeld presented a report showing that the district actually had spent $20 million more than that and started this school year with a negative reserve balance of $4 million.

“On top of spending more than previously estimated, the district received $6 million less in one-time state funding than it had expected.”

salkeld brief bio

After receiving Sweetwater’s alert about the accounting errors, the COE officially disapproved the 2018-19 budget the district had submitted. The reasons for disapproving the budget were the reasons Salkeld had reported. The county’s September 18 letter stated,

“The disapproval of the adopted budget is based on an assessment and analysis of the following major components of the district’s budget.

  • Preliminary 2017-18 negative unrestricted General Fund ending balance
  • Projected 2018-19 revenues overstated
  • Projected 2018-19 expenditures understated
  • Structural deficit in current and upcoming fiscal years
  • Cash concerns”

Apparently someone at the county leaked the budget information to the Voice of San Diego. The district which was in the process of understanding the extent of the problem did not have that opportunity. Instead they were faced with a withering public attack in both the San Diego Union and The Voice of San Diego. The headlines implied that a group of incompetent people at SUHSD were incapable of managing their affairs and were involved in possible fraud.

In the more than twenty reports in these two publications from September through December, it was obscured that it was the Sweetwater District which found the problem and informed the county. It was also never pointed out that budget analysts at the COE failed in their oversight responsibilities.

In November, the county approved Sweetwater’s revised budget.

Budget Shortfalls Throughout the State

Kristen Taketa reporting for the San Diego Union noted,

At least 10 districts in the county are projecting that they will not be able to meet their financial commitments next school year, including Chula Vista Elementary, Jamul-Dulzura Union, Mountain Empire Unified, Oceanside Unified, San Diego Unified, San Marcos Unified, San Ysidro, Sweetwater and Vista Unified. More districts won’t be able to meet their financial commitments after next year.

Teketa provided three reasons for what is a statewide public school funding problem:

  1. Rising pension costs: To address looming pension debt, the state in 2014 started increasing school districts’ share of pension costs. In 2013-14, school districts paid 8 percent of their teachers’ salaries to the state’s teacher pension fund. This year, they had to pay 16 percent.
  2. Rising special education costs
  3. Declining enrollment: Oceanside officials estimate that they can only compensate for 40 percent of revenue lost when they lose students. The student enrollment losses are attributed mostly to charter schools. California, unlike some states, does not financially mitigate the burden caused by charter schools on public school districts. The only option districts have is to reduce services to the remaining students.

Last May, In the Public Interest published a paper by University of Oregon’s Professor Gordon Lafer called “Breaking Point: The Cost of Charter Schools for Public School Districts.” He looked specifically at the impact of charter schools on San Diego Unified School District. Lafer found that the annual impact of student losses was $65,902,809 and that the cost per charter school student was $4,913.

By taking the 5500 students in charter schools instead of Sweetwater schools and multiplying that number by a conservative estimate of $4,000 in cost per student the total is $22,000,000 in stranded costs for the district; more than the budget error Salkeld discovered.

enrollment graphs

Charter Student Growth Compared with District Enrollment

What Caused the Budget Error?

Gene Chavira, President of the Sweetwater Education Association (affiliate of the California Teachers Association) said he believes this budget problem has roots that stretch back to the early 2000’s when Ed Brand was serving his first term as Superintendent. Chavira referenced some strange land sales from that period. Later, during Brand’s second stint as Superintendent, he and SUHSD CFO Diana Russo established two charter schools; another move Gene found suspicious.

The two charter schools were elementary schools belonging to SUHSD. The neighboring elementary school districts were unhappy and reacted by expanding their own charter schools to include the grades 7 – 12 that were serviced by Sweetwater.

After Brand came Jesus Gandara. In 2006, two Sweetwater board members, Jim Cartmill and Arlie Ricasa, flew to Texas and personally interviewed Gandara before he was hired as the Superintendent of Sweetwater schools. It appears that the board members and their search firm ignored some obvious warning signs when they made the hire. In 2011, the board voted to fire Gandara for abuse and brought back Ed Brand to lead the district. Another odd decision, since he had just been forced out as Superintendent of San Marcos Unified under accusations of nepotism.

In April of 2014, four of the five Sweetwater board members (Jim Cartmill, Bertha Lopez, Pearl Quinones and Arlie Ricasa) plus Superintendent Jesus Gandara pled guilty to corruption charges and resigned.

In 2015, five new board members and a new superintendent took leadership of SUHSD. Chavira recalled vividly that he and many others called on the new board to conduct a forensic audit, but the board – though for it in principal – rejected spending the more than $1,000,000 required. Chavira feels that was one of two big mistakes made. The second was that they did not replace the existing finance team.

board group photo 2018

2018 SUHSD Board – Standing from the left: Arturo Solis, Frank Tarantino, Nicholas Segura, Kevin Pike. Seated from the Left: Paula Hall, Student Member Brenna Pangelinan, Superintendent Karen Janney. Photo from District

Throughout the lead up to this current budget problem, the new board has been extremely popular. In the 2018 election, Hall, Solis and Tarantino ran for reelection unopposed. Professor Karen Janney was a student, a teacher and an administrator in SUHSD. She was forced out of the district by then Superintendent Gandara. After which, she taught education leadership at San Diego State University.

This group has accumulated some amazing talent and support. The 2016 audit committee added two new members, Maricela Garcia-Centeno and Bill Kowba making this a power house committee. Existing committee member, Trustee Paula Hall, works as a financial analyst in San Diego Unified School District (SDUSD). Garcia-Centeno is a Certified Internal Auditor and Certified Fraud Examiner. Bill Kowba is a retired Rear Admiral who served both as Chief Financial Officer and Superintendent of SDUSD.

The audit committee’s 2016 report showed concerns regarding transparency and the need for more light shined on budget internals. They stated, “We are recommending the District direct the audit team so that work is not disproportionally focused on well regulated programs but performs a ‘deeper dive’ into areas that have potential of higher risk.

In 2017, the audit committee was recommendingdeeper testing for certain elements of the 2016-17 audit along with a recommendation for a special audit focusing on accounts payable, purchasing and contracts including ….” The implicit message was that the committee was not happy with the answers they were getting or perhaps not getting.

CFO Karen Michel and three members of her small team retired upon completion of the 2018-19 Sweetwater budget. All indications were that these were planned retirements.

After Salkeld’s report showing a $20,000,000 budget error, the county called in the state’s Fiscal Crisis and Management Assist Team (FCMAT). On December 17th the FCMAT study was presented to the Sweetwater board. The Voice of San Diego reported,

“FCMAT’s chief executive officer Michael Fine told board members that 302 entries in the district’s accounting system were doctored to create the impression the district had more money than it really did. ‘That my friends and colleagues, is a cover-up,’ he said, …”

This is a puzzling statement. In the report Fine says, “While the district prepares budget revisions throughout the fiscal year, detailed information provided by the district shows that budget revisions totaling millions of dollars include negative budget entries that lack sufficient supporting documentation.”  His study comes to several conclusions tending against Sweetwater that lack strong evidentiary basis and it has no details about what he later labeled “a cover-up.” Now, Fine will be conducting a fraud audit. If he does not find fraud, won’t he be open to a libel charge? Can his audit be trusted?

A December 21st Voice of San Diego headline states, “County Ed Office Takes Control of Sweetwater’s Board.” The county had issued a “stay and rescind” order which gives them veto power over some decisions made by the SUHSD board. This begs the question, why did the county which dropped the ball here jump so quickly into this drastic step when the district team which found the problem has been addressing it aggressively?

The SUHSD web-site has a response to the issues raised. The opening paragraph says,

“Over the past few months the Sweetwater Union High School District has faced significant challenges with respect to our organizational budget. … We realize that these issues may seem insurmountable at times, but we want to assure you that despite some of the doubts being cast in the public, we are moving forward with a stabilization plan that will ensure positive financial health.”

There is also a letter from Superintendent Janney about the “stay and rescind” order. She cites remarks by Dr. Mark Skvarna, a financial advisor from the county, about the limitations on the order. Janney writes, “This authority is specific to the actions that are ‘inconsistent with the district’s ability to meet its financial obligations.’”

The San Diego Union and the Voice of San Diego are Biased Against Public Education

Editorials in the San Diego Union continually attack teachers and their unions. An editorial leading up to the 2018 general election called for a former banker and charter school chief as Secretary of Public Instruction (SPI). Following a familiar destroy public education (DPE) script; another editorial created a false crisis as the predicate for an urgent plea to elect charter school executive, Marshall Tuck, over California State Assemblyman, Tony Thurmond.

In 2005, Buzz Woolley founded Voice of San Diego. It was the first digital nonprofit news organization to serve a local community in the country. Besides his interest in using new technologies for media, Woolley also is enthusiastic about education technology in the classroom. In 2013 Woolley’s Girard Foundation sent over $500,000 to companies developing software for “personalized” education and competency-based education.

The year before starting the Voice of San San Diego, Woolley and Gap Founder Don Fisher established the Charter School Growth Fund. John Walton (Walmart heir) and Greg Penner (Walmart heir) joined the board. In 2016, that fund had assets of $217,176,094 with a yearly income of $95,184,785.

A local media watch dog report tells the story of an education reporter losing her job while perusing a store about the COE. Blogger Maura Larkins wrote,

“Voice of San Diego dropped its coverage of SDCOE attorney shenanigans, and laid-off its stellar education reporter Emily Alpert.”

“Voice of San Diego benefactors Buzz Woolley and Irwin Jacobs [founded Qualcomm], who claim to care about education, could have easily paid Emily’s salary with their pocket change if they’d wanted her to stay.”

“It seems Buzz Woolley, Irwin Jacobs and Emily Alpert weren’t on the same page.”

Some Concluding Words

Superintendent Janney may have been wrong to retain the inherited financial team; however, in 2015 she had a lot on her plate. A Trustee said that Janney began by focusing on education leadership in the district. There was a widely shared belief that several administrators were in positions by dint of cronyism and that many of them were incompetent. When she was alerted to the budget issue, Janney reacted professionally. She immediately informed stakeholders and the COE.

The budget error appears to have originated within the financial department. FCMAT Director Fine claimed it was a “cover-up.” Maybe he is right but he did not present much convincing evidence; only reporting that some entries that subtracted from the deficit were not sufficiently documented. It is hard to see the motive for financial professionals engaging in this “cover-up,” but people sometimes make strange decisions.

Two mainstream media outlets in San Diego that have regularly promoted privatizing public education and “corporate education reform” have been ruthlessly attacking SUHSD. They have indicated that the leaders in Chula Vista are incompetent and corrupt. The obvious dog-whistle here is that there are too many non-whites in SUHSD leadership.

The truth is that the SUHSD team is highly competent and has delivered a refreshing era of ethics and openness to the South-bay. Karen Janney is an educator with deep knowledge and experience, plus she is a gifted leader and public speaker. The present financial team led by Jenny Salkald is much more impressive than the county or state teams who have been nothing short of unprofessional.

The real investigation should be into whom or what is motivating this unjust attack on SUHSD? Also, why are we paying all those bloated salaries at the San Diego County Office of Education and for what?