Tag Archives: philanthropy

Big Win for Denver Public Schools

7 Nov

By Thomas Ultican 11/7/2019

Denver voters rejected the portfolio model of school management on Tuesday. Candidates endorsed by the teachers union were the victors and the “corporate school reform” candidates lost. Leading up to the election, the education focused publication Chalkbeat pointed out,

“If candidates backed by the Denver teachers union win at least two of the three seats, union-backed members will have a majority on the board for the first time in recent history. That could set the stage for a shift away from encouraging school choice and school autonomy to more heavily investing in traditional schools.”

The teachers union endorsed candidates won all three of the seats up for election.

Big Money No Longer Enough

The board of directors’ at-large seat is voted on by the entire city. There were three candidates vying for the at-large seat: Tay Anderson, Alexis Menocal Harrigan and Natela Alexandrovna Manuntseva. Anna DeWitt filed for the seat and raised some money but was not on the ballot. Manuntseva did not have enough resources or organizational support to compete. The race was essentially between Anderson and Harrigan.

Harrigan was the most politically connected of the nine school board candidates. A Denver Post biography noted,

“Menocal Harrigan currently works in advocacy for expanding computer science education. She previously was an education adviser to then-Gov. John Hickenlooper, a Denver City Council aide and a staff member for Sen. Michael Bennet, who helped launch DPS’s current reform agenda during his time as superintendent.”

Anderson’s biography on the other hand looks anything but formidable. The Denver Post reported,

“Anderson, a Manual High School graduate, ran unsuccessfully for the District 4 seat in 2017, when he was 18. He currently works as restorative practices coordinator at North High School.”

Tay is now 21-years-old.

Harrigan received large contributions from Colorado billionaire, Phillip Anschutz, and from billionaire Michael Bloomberg’s daughter who lives in New York, Emma Bloomberg, and from a billionaire Teach For America champion from Silicon Valley, Arthur Rock. In total, she had over $350,000 supporting her campaign. Three independent expenditure committees spent more than $190,000 dollars in her support including $127,000 from Students for Education Reform (SFER).

It should be noted that Phillip Anschutz has a billion-dollar foundation located in Denver and owns Walden Publishing. Walden Publishing  was behind the school privatization movies ‘Won’t Back Down’ and ‘Waiting for Superman.’

Surprisingly, Tay Anderson had more than $125,000 supporting his election including $40,000 from the Denver Classroom Teachers Association (DCTA). Committees that bundle many individual contributions are allowed to make large direct donations.

At-Large Votes

Denver City Official Election Results DPS At-Large Director

The board of directors’ seat-1 contest was a three way race between Diana Romero Campbell, Radhica Nath and Scott Baldermann.

Nath was endorsed by other groups skeptical of reform, including the Working Families Party and local parent and student group Padres & Jóvenes Unidos.

Baldermann was endorsed by DCTA.

Romero Campbell had the backing of groups that favor the district’s reforms, such as the advocacy organizations Stand for Children and Students for Education Reform.

Campbell is President of Scholars Unlimited, which offers tutoring and other educational programs. She previously was director of early learning and education at Mile High United Way.  Like Harrigan, she received donations from Anschutz and Bloomberg. She also had more than $100,000 in support from the same three independent expenditure committees as Harrigan: SFER, Students Deserve Better and Ready Colorado Action Fund.

However, Campbell’s in excess of $250,000 supporting her election was dwarfed by her opponent Scott Baldermann and she was not happy about that.  It does seem a little ironic to see a “corporate reform” candidate complaining about being outspent.

Scott Baldermann’s Denver Post bio says, “he is PTA president at Lincoln Elementary and a stay-at-home father. He previously owned an architecture business.” Evidently, Baldermann is wealthy enough to finance his own campaign with more than $350,000 while contributing $10,000 to both Tay Anderson’s and Brad Laurvick’s campaigns.

District 1 Votes

Denver City Official Election Results DPS Director Seat-1

The contest for the board of directors’ seat-5 was the most competitive of the day. The teachers union endorsed Brad Laurvick for the position. He is a Methodist pastor who participated in rallies in support of striking teachers. He has a son in DPS and a daughter who hasn’t reached school age.

Candidate Tony Curcio had the support of groups that favor many of the current reforms, including the advocacy organizations Stand for Children and Students for Education Reform. He also received support from Emma Bloomberg and the same three independent expenditure committees as Harrigan and Campbell: SFER, Students Deserve Better and Ready Colorado Action Fund. Curcio had almost $250,000 in campaign support.

Julie Bañelos, a former school teacher who ran for the board in 2017, was the third candidate for seat-5. She currently works for Catholic Charities and has an impressive resume as an educator. She is an outspoken opponent of the “corporate reform.” Part of her answer for why she was running says,

“The governing body of DPS needs a champion of equity for all our students, particularly for our black, indigenous, and people of color, English language learners, students receiving special education services, and LGBTQ+ youth. As a public servant, I will materialize the values of the whole community, not the interests of the powerful few.”

Bañelos had more than $14,000 in campaign support which would have been more than adequate a few years ago, but in 2019 with the other two candidates wielding more than $200,000 in support it was not sufficient.

District 5 Votes

Denver City Official Election Results DPS Director Seat-5

The three candidates endorsed by Stand for Children and Students for Education Reform appear to be the only candidates who supported the portfolio model of school governance. They received less than one-third of the vote. Candidates opposing privatizing public schools and closing schools received greater than two-thirds of the votes cast.

A Big Repudiation of the Portfolio Model of School Governance

Jeanne Kaplan was a former school board director in Denver and is a blogger. In a 2017 article, “What’s Next”, she described how the board was captured:

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

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

This election result was a public repudiation of the portfolio model.

Neerav Kingsland, the Executive Director of the City Fund, recently wrote,

“Last year, Arnold Ventures commissioned CREDO (out of Stanford University) to study the effects of charter, innovation, and traditional schools in select cities across the country.

“Most of the cities included in the study were cities where Arnold Ventures (and now The City Fund) have partnered with local leaders to expand high-quality schools.”

The City Fund is a $200,000,000 dollar fund dedicated to expanding the portfolio model of school governance. The funds come from billionaires Reed Hastings (Netflix), John Arnold (Enron), Bill Gates (Microsoft) and Michael Dell (Dell). City Fund is very secretive about its operations.

In his post, Kingsland tried to defend the miserable results coming from Denver which he cites as the national example for the portfolio model. The truth is transportation costs are up because of the inefficient structure. Administration costs have zoomed compared to the rest of the state of Colorado and the achievement gap is among the largest in the nation. On the 2019 NAEP reading and math tests, Denver’s students were still below both the national average and were also significantly outperformed by comparable cities like San Diego and Austin.

When Kingsland says “expand high-quality schools,” he means charter schools. And for him “quality” means the school scores well on standardized tests. Lawyers like Kingsland probably don’t understand how useless those tests are for evaluating teachers or schools. If they do, it must be an inconvenient truth.

Obviously, the Denver voters have seen through the corporate smoke and mirrors and are calling for a change. No more closing schools in a poor community because they have low test scores. Instead, help those schools and their educators. No more bringing in unqualified Teach For America corps member and pretending that they are ready to lead classrooms. No more following the dictates of the American Legislative Exchange Council and removing public schools from the purview of the elected school board. No more pretending that politicians and businessmen know better how to run schools than trained experienced educators.

No more using the portfolio model to privatize public schools.

Dallas Chamber of Commerce Accelerates Attack on Public Schools

24 Oct

By Thomas Ultican 10/24/2019

Elites living in upscale mostly white Dallas communities are spending heavily to privatize public schools. Dallas demographics are basically a three way split with Hispanics (41.7%), whites (29.1%) and blacks (24%). However, whites living in trendy neighborhoods like Highland Park where Teach For America (TFA) founder Wendy Kopp grew up dominate the business community. In 2012, 16-years after a group of wealthy outsiders failed in their effort to take over Dallas public schools a new privatization agenda was launched.

When reporting on the 2012 takeover effort, award winning columnist of the Texas Observer, Jim Schutze, described that first attempt,

“In 1996, when well-funded, mainly white reformers came in with big manila folders of statistics under their arms preaching about outcomes and incomes, there was open warfare. Board meetings dissolved into riots.

“The New Black Panthers threatened to show up at school headquarters armed with shotguns. Tangles between angry speakers and district security guards were beginning to make board meetings look like Total Nonstop Action Wrestling.

“The New Black Panthers painted the white school board members as bogus crackers. Then a neighbor of one white trustee proved them right by wiretapping the trustee using racial slurs. The superintendent resigned. The next superintendent got sent to the pen. A dismal series of financial scandals ensued. The school district wound up looking like bad fruit erupted in the merciless Texas sun. So here we go again?”

In 2011, the Dallas Chamber of Commerce paid for local political leaders to visit Denver, Los Angeles and Houston to learn more about charter schools. Superintendent Michael Hinojosa and trustee Bernadette Nutall were in the group.

Before 2012, Dallas school board elections were very low key affairs. Two of the three incumbent school board trustees up for reelection ran unopposed in 2011 and the third district trustee had resigned. Mike Morath stepped forward to take that district two trusteeship. It was pretty much unheard of for a school board candidate to have raised as much as $10,000 for a campaign; however even though running unopposed, Morath’s campaign contributions totaled $28,890.00 and he spent $16,773.07.

Writing for In These Times, George Joseph explained the political change in a 2014 article:

“But since the beginning of 2012, hundreds of thousands of Super PAC dollars from Dallas’ richest neighborhoods began flowing into nearly all of the district’s school board elections. 

“Since 2011, Educate Dallas, a PAC backed by the Dallas Regional Chamber (the local Chamber of Commerce), has raised $661,953 in cash on hand for its school board war chest, and the Dallas-based education reform PAC Kids First, led by millionaire tech CEO Ken Barth, has raised $661,616. The majority of their donations come from Dallas’ famous aristocrats, including Barth, Ross Perot, Ray Hunt—an oil heir with a net worth of $5.8 billion—and Harlan Crow, a real estate heir and buddy of Clarence Thomas.”

In 2012, incumbent Bernadette Nutall was provided a campaign war chest of $54,527.06 to fend off a challenge by an unknown youth. Nutall had supported closing eleven “underutilized” schools in her district which made her popular at the chamber but angered much of her district. In that same election, Dan Micciche received $56,479.57 to run against Trustee Bruce Parrot in district-3. With an almost 60 to 1 spending advantage, Micciche easily won.

Once the new board was seated it proceeded to fire Superintendent Michael Hinojosa and replace him with Mike Miles a graduate of billionaire Eli Broad’s Superintendents Academy. At the time, Miles was serving as superintendent of schools for Harrison School District-2 in Colorado Springs. The Dallas morning news stated that Miles had “been compared with Michelle Rhee, the go-get-em chancellor who has been villainized and lauded as she tries to repair the shattered Washington, D.C. school system.” The lone vote opposed to the Miles hire came from district-6 Trustee Carla Ranger. Ranger posted an informative quote from the Colorado Gazette on her blog:

“That tough and visionary approach to education is what impressed the Texans.  Blackburn [Board President Lew Blackburn] said that they liked the steps Miles took to improve Harrison, including pay for performance and the intense performance evaluations.”

The article “Dallas Chamber of Commerce Disrupts Dallas Schools summarizes Miles three year tenure,

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

In 2015, Michael Hinojosa was rehired as Dallas Superintendent of schools.

The year before, Trustee Mike Morath had proposed a scheme based on an obscure Texas law that would eliminate the democratically elected school board and accelerate charter school growth. George Joseph reporting on Morath’s “home rule” plan wrote,

Three inside city sources told the Dallas Morning News that the mayor and school board trustee Mike Morath, a major force behind the home rule effort, view home rule as best chance to replace the elected school board with complete mayoral control or at least an appointed school board. One source claimed the mayor’s spokesperson told him that “the mayor would run DISD or oversee it. You wouldn’t have trustees. If you did, they wouldn’t be making decisions.”

Morath’s “home rule” plan was quickly embraced by the local chamber of commerce through a political action non-profit, Support Our Public Schools. Houston billionaire and former Enron trader John Arnold contributed $150,000 to the cause. Communities throughout Dallas rose up and to defeat the plan but Morath’s prominence grew.

In 2015, new Texas Governor Greg Abbott appointed Mike Morath Commissioner of Education. With no education training and a few months experience as a substitute teacher, Morath became Abbott’s best possible choice. Conservative writer Donna Garner declared, “I cannot think of very many people whom Gov. Greg Abbott could have appointed who would have been a worse choice than Mike Morath as Texas Commissioner of Education.”

Chamber of Commerce and Billionaires Continue Buying School Board Elections

Stacy Schusterman

Tulsa Billionaire Stacy Schusterman a Dallas School Board Election Donor; Sampson-Energy

In 2017, Miguel Solis the incumbent from district-8 ran unopposed. In district-6, the incumbent Joyce Forman had token opposition and easily won with 87% of the vote. In district-2, the incumbent Dustin Marshall was in for a dog fight. In fact, his opponent Lori Kirkpatrick almost won outright during the general election with 49.8% of the vote to Marshall’s 47.0%. In the runoff, Marshall handily beat Kirkpatrick 66.3% to 33.7%. Money was the difference. Marshall could outspend Kirkpatrick by more than 6 times with his $338,302.63 funding advantage over her $52,913.76.

Chris Tackett put Dustin Marshall’s contributors into a pie chart.

Dustin Marshall Contributors Chris Tackett

Chris Tackett Pie Chart of 2017 Support for Marshall

The May 4, 2019 school board elections for districts 4, 5 and 7 had similar results. The chamber of commerce slate won a clean sweep, while candidates supported by community groups, the PTA and teachers’ associations were swamped under the massive spending.

Karla Garcia was forced into a runoff by her district-4 opponent Camile White. The three big corporate PACs Ascend, Kids First and Educate Dallas all generously supported Garcia enabling her to outspend White by a ratio of 18 to 1. Garcia’s $90,132.69 campaign fund allowed her to spend more than $78 for each vote received.

In District-5, Maxie Johnson outspent his opponent David King by more than 10 to 1. Educate Dallas, Kids First and the Texas Organizing Project all made large contributions to his total campaign fund of $74,992.93.

There was a bit of a contest in district-7. The chamber candidate Ben Mackey was opposed by Brent McDougal who had considerable community support. Mackey’s total campaign contributions of $138,416.27 was by far the largest in the May election and it dwarfed McDougal’s surprisingly large trove of $35,910.76. In addition to contributions from Educate Dallas and Kids First, Mackey got a $10,000 contribution from Tulsa billionaire Stacey Schusterman.

Dallas Chamber Joins State Republican Leaders and Billionaires in School Privatization Project   

Texas blogger Lynn Davenport recently wrote about a school board plan to turn over Martin Luther King, Jr. Arts Academy to a private operator. This plan is based on the 2017 state law, Senate Bill 1882, that pays districts $1800 for each student put in privately operated schools. In this case, a highly regarded non-profit CitySquare which has no experience running schools would operate Martin Luther King, Jr. Arts Academy as a charter school. In her discussion of the district policy change that would make this possible, Kirkpatrick wrote,

“MLK, Jr. Learning Center is a neighborhood school that was selected last year as a choice school, an arts academy being referred to as a ‘Baby Booker T.’ Trustee Joyce Foreman is the lone dissenter against the privatization agenda in Dallas ISD. She is up against a supermajority of trustees winning the race to hand the neighborhood and open-enrollment schools to non-educators and non-profits under the controversial SB 1882. Trustee Foreman asked, ‘Why would we want someone else to run our best schools?”’

A school board election commentary in the Dallas Morning News by metro columnist Sharon Grigsby had the title, “Good riddance to naysayers — Dallas ISD kids finally get the trustees they deserve.” In other words, anyone who speaks out against the privatization agenda is a “naysayer.”

Dallas’s largest and most influential newspaper also ran an editorial decryingso much resistance to this school district exploring partnerships with outside organizations.” Partnerships are a way of privatizing public schools by turning them over to charter schools or other nonprofits. The Dallas Morning News is clearly an integral part of the chamber of commerce push to privatize public schools in Dallas.

As insightful education writer Nancy Bailey notes, “The partners, not the public, will own Dallas’s public schools.”

Since Greg Abbott has been governor he has signed two laws that accelerate public school privatization and end local control. House Bill 1842 mandatesintervention in and sanction of a public school that has received an academically unsuccessful performance rating for at least two consecutive school years ….” Senate Bill 1882 incentivizes school districts to hand over control of failing neighborhood schools to charter operators (referred to as “partnerships”). In Dallas local leaders are proposing using this provision to hand over control of open enrollment schools whether they are failing or not.

There have been twelve Texas schools that have been taken over by private operators under the provisions of SB 1882 and have a set of new grades. Some schools saw testing score improvement but most did not.

Texas Tribune Partnership Chart

Texas Tribune Chart of First SB1882 Privatized Schools with Grades

These privatization decisions are all being made based on standardized testing which is completely incapable of assessing school quality. The only thing they are good at is assessing a student’s family financial condition and providing propaganda for privatization.

Republican Governor Greg Abbott’s Commissioner of Education, Mike Morath, has created a program called the System of Great Schools. It is a plan to implement the portfolio model of school governance throughout the state of Texas. It is identical to the plan that billionaires Reed Hasting, John Arnold, Bill Gates and Michael Dell are financing through The City Fund. The portfolio school system management model systematically removes public schools from governance by elected boards and puts them under private control.

Dallas has a good public education system with a long history of success. That system is being hijacked by wealthy elites and their political henchmen. An awakened citizenry can stop this travesty.

New Orleans Education is Inefficient Expensive and Sad

2 Oct

By Thomas Ultican 10/2/2019

New Orleans’s public schools were targeted by the destroy-public-education (DPE) movement even before hurricane Katrina struck. Today, they are the national example of a privatized school system. DPE operatives like Neerav Kingsland, the former chief executive of New Schools for New Orleans and Managing Director of the secretive City Fund, use New Orleans to promote the portfolio management theory of school governance and to attract philanthropic dollars to their cause. However, the reality is that New Orleans’ schools are inefficient, undermine communities, have extremely high management and transportation costs, and still struggle academically. They are a sad but typical example of market-based education reform.

In 2002, George Bush signed into law the update of the Elementary and Secondary Education act known as “No Child Left Behind” (NCLB). 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 NCLB accountability measures were purposely designed to open a path for privatizing schools. He wrote,

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

26-george-bush-signs-nclb-act-2002

George Bush Signs NCLB Law January 8, 2002 – Ron Edmonds/AP-File

In 2003, Louisiana state government passed a school take-over law aimed at the low scoring schools in New Orleans. The law created the Recovery School District (RSD) which would manage the schools the state took. School performance scores (SPS) were given to schools based on testing data, attendance, dropout rates and graduation rates. Receiving an SPS rating of academically unacceptable four years in a row made a school vulnerable to takeover.

By the end of the 2004-2005 school year, the state had taken over five New Orleans schools. RSD turned all five into charter schools operated by four groups: University of New Orleans; Middle School Advocates, Inc.; Knowledge Is Power Program; and Institute for Academic Excellence. All set to begin in the 2005-06 school year.

However, privatizing five schools did little to solve the corruption problem endemic in the Orleans Parrish School Board. There were six interim superintendents between 1998 and 2005. With a lack of stable central leadership, corruption, graft, and incompetence persisted. An FBI investigation led to 11 indictments in 2004 and by end of the school year in May 2005 the district was effectively bankrupt.

In July, the Orleans Parish School Board (OPSB) contracted with Alvarez & Marsal, a financial turnaround firm from New York City with little experience in public schools. The first Alvarez & Marsal status report said,

“The conditions we have found are as bad as any we have ever encountered. The financial data that exists is (sic) unreliable, there has not been a clean audit since FY 2001-2002, there is no inventory of assets, the payroll system is in shambles, school buildings are in deplorable condition and, up to now, there has been little accountability.”

In late August 2005, Hurricane Katrina struck.

Aug 30 2015 Photo by David J. Phillip - AP

August 30, 2005 Photo by David J. Phillip/AP

Before Katrina, OPSB, which ran the public schools in New Orleans, operated 123 schools; in the spring following the storm, it was running just four.

With OPSB out of the road and RSD in charge, philanthropies like the Gates and Broad foundations were ready to help. According to Mayor Ray Nagin who is in prison,

“They said, ‘Look, you set up the right environment, we will fund, totally fund, brand-new schools for the city of New Orleans. But we don’t want to go through what you’ve been through. All that struggle you’ve been having with that school board. We don’t want to do that. We want to come in clean.’”

In her 2007 book The Shock Doctrine, Naomi Klien labeled the action of these school reform philanthropists a prime example of “disaster capitalism” which she described as “orchestrated raids on the public sphere in the wake of catastrophic events, combined with the treatment of disasters as exciting market opportunities.” She also observed, “In sharp contrast to the glacial pace with which the levees were repaired and the electricity grid brought back online, the auctioning-off of New Orleans’ school system took place with military speed and precision.”

In 2010, Obama’s Secretary of Education Arne Duncan infamously said, “I think the best thing that happened to the education system in New Orleans was Hurricane Katrina.”

In 2009, Louisiana’s Board of Elementary and Secondary Education (BESE) made it more difficult for schools to remain academically acceptable, effectively ending most of the remaining public schools in New Orleans. BESE raised the minimum SPS score for Academically Unacceptable status to 65 for the 2010-11 school year and 75 for the 2011-12 school year. In the coming school year 2019-2020, there will be no public schools in New Orleans. RSD has transferred management of charter schools to the Orleans Parish School Board which has renamed itself NOLA Public Schools.

NOLA Public Schools is Inefficient and Ineffective

At the 2016 Network for Public Education conference in Raleigh, North Carolina, the Bloomberg chair of business journalism at Baruch College of CUNY, Andrea Gabor, presented at a breakout session. She was working on a book subsequently published in 2018 with the title After the Education Wars. Andrea made it clear that she was not anti-charter school and in her book she presents the story of one particularly successful charter school, Morris Jeff, which exemplified the Deming approach to business management. She had just returned from New Orleans where she encountered many black families who were initially positive about the new charter schools after Katrina, but were now angry.

One New Orleans parent at the North Carolina session explained that during her eighth grade year she was in a class with 55-students. Their room was not air-conditioned and they were restricted to running the fan 10-minutes each hour to save on electrical costs. With the news of large scale spending on schools in black communities, residents did not care about the governance structure. It was the first significant spending on education in their neighborhoods in living memory.

OPSB was established in 1841 with a large assist from the champion of common schools, Horace Mann. However, Louisiana was a slave state and it was illegal to educate slaves. Gabor noted, “In 1867, Robert Mills Lusher, a new state superintendent of education and a ‘rabid Confederate and outspoken racist,’ argued that all-white schools should be ‘properly preserved as a bastion of white supremacy.”’ With the end of reconstruction in 1877, the schools in New Orleans were resegregated and remained that way until the 1960s.

Charter school advocates talk about the corruption and dysfunction in OPSB, however Gabor stated:

“But you don’t hear much talk these days about the legacy of white supremacy that disenfranchised the city’s majority-black residents and sought to keep them in ignorance. (As recently as the turn of the millennium, 50% of the city’s entire population was functionally illiterate.) Nor will you hear much about how the city’s white citizens fought hard against integration well into the 1960s and then, when the gig was up, fled the schools.” (Emphasis added)

Six percent of k-12 students in New Orleans are white, yet the academically top ranked and most sot after high schools are Lusher Charter School which is 53.2% white and Benjamin Franklin High School which is 40.2% white.

One more quotation from Andrea Gabor’s After the Education Wars:

“Since 2006, the average renewal rate of charter schools has been 64.8 percent. That means well over one-third of the charter schools launched since Hurricane Katrina have failed so badly that they have either been taken over or closed.”

Professor of Economics Doug Harris and his team at Tulane University are contracted to study school performance in New Orleans. It must be difficult to maintain neutrality when sharing office space on the seventh floor of 1555 Poydras Street with the pro-privatization group New Schools for New Orleans. Harris claims public schools improved considerably after Hurricane Katrina. In his new study, he attributes that success to performance-based closures and takeovers, as well as charter openings.

However, hurricane Katrina created major changes in New Orleans. The Enrollment was about 62,000 before the storm, and is 48,000 now. It is not only smaller, but less impoverished, with less concentrated poverty. Many of the poorest families left and never returned. Originally, per student spending was increased dramatically to get the schools back up and running. Now, the student spending is $1,400 per student more than before Katrina.

Professor Bruce Baker of Rutgers University reviewed Harris’s study and disagreed with his conclusion. He thinks the post Katrina changes were so ubiquitous that before and after comparison studies will never be dispositive. Baker says,

“I’m not convinced that the data available have sufficient additional precision to answer any more useful policy questions. Perhaps more importantly, the uniqueness of the policy context, conditions and changes induced by “the storm” will always severely limit any policy implications for other settings.”

Today in New Orleans, it is not uncommon for students living within view of a school, to get on a bus and travel five miles to their assigned schools. Writing in the Washington Post, Emma Brown explained, “Students were no longer assigned to schools via attendance boundaries; instead, they decided where they wanted to go and entered lotteries for a chance to enroll.” The concept of a community school that a student and all her neighborhood friends and family attended has been eliminated. Brown also shared:

“It was state officials, elected by the state’s white majority, who took over the schools from the local school board, elected by the city’s black majority. The teachers who were fired were mostly black; many of those teaching now are white, and they come from somewhere else.”

“Students traveled an average of 1.8 miles further to get to school in 2011-2012 than they did before Katrina, according to the Education Research Alliance of New Orleans.”

“One in four students attended a school more than five miles away from home.”

Transportation is not the only inefficiency in the privatized system. Since each of the charter school organizations are stand alone learning education agencies, they must have their own set of administrators. Administrative costs have dramatically risen for NOLA education. However, the cost for teachers has been reduced by replacing the formerly experienced black educators that constituted 73% of the teaching staff with mostly white Teach For America corps members who have no academic training or experience in teaching.

A huge problem with low attendance bedevils the privatized system and an extraordinary 30% of NOLA teachers resigned last year. The latest state test scores (LEAP) were released, and the scores in New Orleans stalled or dipped.

Former Assistant Secretary of Education Diane Ravitch sums up:

“So, here is the New Orleans model: Close almost all public schools. Replace them with private charters. Fire all the teachers. Replace most of the teachers with inexperienced, ill-trained TFA recruits. Close low-performing charters and replace them with other charters. Keep disrupting and churning. In the first two years, scores will go up, then stall. By year eight, “quality” will stagnate or decline. The schools will be highly stratified and racially segregated. The few high-performing schools will have selective admissions.”

“Let the Children Play” is Developmentally Appropriate Education

25 Sep

By T. Ultican 9/25/2019

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

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

Let The Children Play_0002

The Authors as Depicted on the Book Cover

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

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

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

GERM is Eliminating Play

Pasi slide

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

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

The Let the Children Play authors assert,

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

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

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

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

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

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

Deeper Play is the Key

How Play Helps Children Learn and Grow

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

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

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

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

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

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

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

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

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

Play May Be Getting a Revival

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

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

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

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

TNTP is a Part of the Destroy Public Education Infrastructure

10 Aug

By T. Ultican 8/10/2019

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

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

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

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

Wendy and Michelle

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

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

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

The Billionaire Drive to Privatize Public School

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

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

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

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

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

Irreplaceables

Baker’s Graphics Showing the Absurdity of the TNTP Claim

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

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

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

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

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

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

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

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

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

The PLUS Program has Issues

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

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

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

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

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

Unaccountable and Absurd Organizations that Should be Stopped

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

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

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.