Tag Archives: Privitization

The Association of California School Administrators (ACSA) Back-Stabs Public Education

26 Jan

ACSA endorsed a candidate for California State Superintendent of Public Instruction who actively works to privatize public schools. As a participant in the Destroy Public Education (DPE) movement, he supports initiatives undermining the teaching profession and good pedagogy.

Established in 1971 to advance the cause of public education, the ACSA has joined ranks with groups working to end taxpayer supported universal public education. The endorsement of Marshall Tuck over Tony Thurmond for Superintendent makes this clear.

Tuck and Thurmond are both Democrats. Thurmond is a progressive and Tuck is a neoliberal. The California Teachers Association (CTA) endorses Thurmond as do a long list of elected officials and organizations including Senator Kamala Harris.

Jenifer Berkshire’s article “How Education Reform Ate the Democratic Party,” describes neoliberals:

“‘The solutions of the thirties will not solve the problems of the eighties,’ wrote Randall Rothenberg in his breathless 1984 paean to this new breed [of Democrats], whom he called simply ‘The Neoliberals.’ His list of luminaries included the likes of Paul Tsongas, Bill Bradley, Gary Hart and Al Gore …. …, the ascendancy of the neoliberals represented an economic repositioning of the Democratic Party…. The era of big, affirmative government demanding action—desegregate those schools, clean up those polluted rivers, enforce those civil rights and labor laws—was over.”

Candidates Photo Fixed

Pictures snipped from campaign cyber sites and reformatted by Ultican.

Tony Thurmond spoke at the CTA delegates meeting in October 2017. He won their endorsement. The CTA news release said:

“We won’t stand for vouchers and we will not allow the privatization of public schools in the great state of California,” Thurmond told cheering delegates. He declared that resolving the teacher shortage is key to closing student achievement gaps. “I don’t know how we close the achievement gaps without closing the teacher shortage in the state.”

When Marshall Tuck answered the ACSA’s questions about “school choice,” he wrote:

“I believe it is important to preserve and strategically expand high-quality public school options for parents, …. These public options can take many forms: some are magnet programs that focus on a particular academic discipline, some are charter schools that have flexibility to innovate with new practices, and some are specialty programs, like those that focus on the arts or sciences.”

Billionaires Support Marshall Tuck

Besides the ACSA, many mega-wealthy people support Marshall Tuck. During his close loss for the same office in 2014, Tuck raised unprecedented amounts of money. Near the conclusion of that race, Tim Murphy of Mother Jones reported:

“The most expensive race in California this year isn’t the governor’s race, … it’s the race for state education superintendent, where incumbent Tom Torlakson and challenger Marshall Tuck have combined to spend nearly $30 million. Tuck, who has received big bucks from Walmart heir Alice Walton and former New York City mayor Michael Bloomberg, is pledging to rein in the powerful California Teachers Association, ….”

Under California campaign rules, a candidate seeking state office can accept no more than $7300 a year from a single entity. Because we’ve entered a new year, it is possible for individuals to have given as much as $14,600. The following table is from data reported to California Secretary of State as of 1/22/2018. Billionaires love Tuck!

Contributor Names Amount
Michael Bloomberg $14,600
Carrie (Walton) & Gregory Penner $14,600
Alice Walton $7,300
Jim Walton $7,300
Edith and Eli Broad $29,200
Richard Riordan $7,300
Laurene Powell Jobs $7,300
Reed Hastings $7,300
Doris Fisher $14,600
John Fisher $14,600
Laura Fisher $14,600
Elizabeth Stroud Fisher $7,300
Robert Fisher $7,300
William Fisher $7,300
John and Regina Scully $29,200
Brad Gerstner $7,300
Jonathan Sackler $7,300
Andrew Horowitz $7,300
David Horowitz $7,300

A Biographical Sketch of Marshall Tuck

Tuck was raised on the peninsula just south of San Francisco in the upper-middle class community of Burlingame, California. It is a mixed race community with about a 68% white, 20% Asian, 13% Hispanic and 1% black population. The median home price is more than $1,000,000.

There is no data on siblings or his parents. Tuck’s campaign cyber presence does say he is “The son of a teacher … and [he] attended parochial elementary school and public middle and high schools.”

After high school he attended UCLA, where he was a 1995 graduate with a BA in political science. In 2000, he gained an MBA from Harvard Business.

During Tuck’s 2014 race the Sacramento Bee reported, “After graduating from UCLA, he worked for two years in mergers and acquisitions at Salomon Brothers in Los Angeles.”

Tuck’s 2005 bio for the Green Dot charter schools says, “He also spent time as a consultant at Bain & Co., an investment analyst at the Upper Manhattan Empowerment Zone….” The bio also stated:

“Marshall Tuck joined Green Dot Public Schools in July 2002 as Chief Operating Officer in charge of both operations and finance. Prior to joining Green Dot, Marshall was the General Manager of the Strategic Accounts group at Model N (an enterprise software company), where he led a division focused on opening new markets for the company.”

Steve Barr a politically connected operative from the neoliberal wing of the Democratic party founded Green Dot Public Schools in 1999. He called the schools, public schools, but that is marketing. Green Dot is a private company which has a charter to run a school.

Barr has been active in politics throughout his professional career serving on the national campaigns of President Clinton, Senator Gary Hart and Governor Michael Dukakis and as a finance chair for the Democratic Party.

In 2007, a frustrated Antonio Villaraigosa, LA’s lusty mayor, had just failed to gain control over the Los Angeles Unified School District. He joined with some wealthy supporters to form a non-profit in collaboration with the district, targeting struggling schools in low-income communities for intervention. If school staff voted to opt in, the Partnership offered an alternative approach to improving student achievement, promising a collaborative role in shaping curriculum and running their schools.

The Sacramento Bee reported, “Tuck’s four years at Green Dot caught the attention of Villaraigosa, who selected him to lead the Partnership for Los Angeles Schools.”

There is not much detail available about why Tuck and the Partnership for Los Angeles Schools separated. In 2014 the blog School Matters stated, “Many of us hoped that when right-wing business banker Marshall Tuck was ignominiously forced to step down as the ‘CEO’ of the Partnership for Los Angeles Schools (PLAS), that we might have heard the last of Tuck altogether.”

Most recently, Tuck worked as an Educator-in-Residence at the New Teacher Center (NTC), a nonprofit organization working with school districts. It is notable that the Gates foundation has granted this Santa Cruz based organization a total of $18,305,252 since 2009.

Tuck’s Claims of Proven Leadership Success Are Baseless

At Green Dot he worked in finance and operations. It is unlikely that he had much impact on pedagogy. It is unreasonable to either credit or blame him for testing results. In addition, it is a well-known fact that standardized testing results do not measure teaching or school quality.

However, if one uses testing outcomes at Green Dot to bolster claims of proven leadership, then that data becomes relevant. When an LA Times report about charter schools says, “The lowest-performing, based on test scores, is the large Green Dot chain …,” bragging seems more like lying.

The Partnership for Los Angeles Schools suffered many failures during Tuck’s leadership. Teachers and parents revolted against what they called a top-down autocratic leadership after originally voting to join the Partnership.

The Sacramento Bee reported,

“… the Partnership also was marked at times by conflict with the local teachers’ union over recession-driven layoffs and tensions with teachers at the schools who felt their input was not being considered. Teachers passed a vote of no confidence at nine of the schools at the end of the first year, leading to independent mediation.”

The Bee gave voice to several teachers in the report.

‘“As teachers and parents and students, we just wanted to have an agency for what we thought would benefit our school community and benefit learning,’ Baranwal said. ‘And time and time again, they would come in and make the decision.’

‘“It all just came back down to test scores,’ Baranwal said. ‘It’s not allowing space for people to be looked at holistically. Teachers are not just a test score, students are not just a test score.’

“Gillian Russom, a high school history and geography teacher whose campus ultimately spun off from the Partnership, echoed those concerns: ‘Again and again, we felt that he decided what he wanted to do and pushed it through in a very managerial style,’ she said.”

The Bee article also noted that test scores were not so good:

“While Partnership campuses have improved by an average of almost 72 points on the state’s 1,000-point Academic Performance Index, …, the district as a whole rose almost as much during the same period.”

“That same year, the majority of Partnership campuses performed below average compared with California schools with a similar student demographic.”

Why – with all the extra resources the Partnership was given and their focus on testing – did schools test so poorly? The Partnership’s tax records reveal more than $9,000,000 a year in philanthropic donations to less than 20 schools. Additionally, the Wasserman foundation was providing many free services.

Tucks embrace of Teach for America (TFA) harmed the academic program. TFA teachers are youthful college graduates with no education training or experience outside of a five-week summer institute. A 2015 announcement from TFA shows that they were supplying more than 150 teachers to the Partnership.

The Partnership has less than 15,000 of LA Unified School District’s 700,000 students. Assuming that teachers average 20 students each, the Partnership would have about 750 teachers. That means that more than 20% of the teachers in the Partnership were untrained TFA candidates.

Tuck Opposes Workplace Protection for Teachers

John Fensterwald reporting on a Torlakson versus Tuck debate for Ed Source wrote:

“As he has done throughout his campaign, Tuck condemned Torlakson’s appeal of a Superior Court judge’s ruling in Vergara v. the State of California, overturning laws creating tenure in two years, governing dismissals and requiring layoffs by seniority.”

Tenure is defined as “status granted to an employee, usually after a probationary period, indicating that the position or employment is permanent.” Tenure insures K-12 teachers certain rights such as seniority protection and due process. It protects teachers from unjust attacks by powerful community members. It does not preclude firing for cause. I have witnesses several tenured teachers being fired for relatively benign reasons.

Since Socrates time, teachers have always been vulnerable to unjust social attacks.

When Tuck says he had to lay off more effective teachers than ones with seniority, I wonder how he measured that? Teaching is very difficult to evaluate. The seniority system works well; it is not perfect but it stops the firing of more expensive older teachers and diminishes favoritism. Which are both common problems at educational institutions.

Talk to any experienced teacher and they will tell you how much better at teaching they were after ten years than they were after five. Experience combined with training is the only certain path forward.

Assembly Women Shirly Weber of San Diego authored a bill (AB 1220) that would extend the teacher probationary period to three years and end seniority rights. Tuck told the ACSA, “It was disappointing that last-minute politicking was able to stall those efforts; that my opponent in this race was a primary obstacle to AB 1220’s passage, ….” (emphasis added)

Assemblyman Tony Thurmond offered a counter bill (AB 1164) that also extended the probationary period to three years but did not end seniority rights.

Thurmond’s bill also reinvigorates the peer review and evaluation or PAR process. The legislative analyst noted research showing, “PAR is a rigorous alternative to traditional forms of teacher evaluation and development, with research showing that peer review is far superior to principals’ evaluations in terms of rigor and comprehensiveness.”

Both Thurmond and Tuck agree that we have a teacher shortage in California. It does not make much sense – at least at present – to make the profession less attractive by removing legal protections.

Some Background on Tony Thurmond

Unlike his opponent, Thurmond could never be accused of “being born on third-base and thinking he hit a triple.” His mother was an immigrant from Panama. He was born at Fort Ord in Monterey, California, where his father, a native of Detroit, was training for Viet Nam service. Tony’s father abandoned the family of four children and it was not until Tony was 39 years-old that he saw his father again.

The family moved with their mother to San Jose, California where she was employed as a teacher. Tragedy soon struck when the six years-old Tony’s mother succumbed to cancer. He and a brother moved to Philadelphia where they were raised by a cousin.

Tony went to Temple University where he earned a BA in psychology and became the student body president.

He did his graduate work at Bryn Maw College (Bryn Mawr, PA) receiving a dual Masters Degrees in Law and Social Policy and Social Work.

Tony returned to the Bay Area with his wife Kristen in 1998. He soon had two daughters, Maya and Jayden.

For the 20 years preceding his election to the California State Assembly, Thurmond served in various positions at non-profit social service agencies.

His elective offices held are:

  • 2005-2008 Served on the Richmond City Council.
  • 2008-2012 Member of West Contra County School Board.
  • 2014-present Member of the California State Assembly

Conclusion

This is not the first time the ACSA has embraced billionaire education “reform.” In 2014, they refused to endorse Tom Torlakson over Marshall Tuck for Superintendent. On the ACSA webpage, teacher-basher, Katie Haycock’s Edtrust is championed as a partner. Now, this endorsement shows the ACSA to be a willing pawn in the DPE movement.

It is time for school administrators who believe in public education to act with good conscious and resign from the ACSA.

A Horror Story by Steven Singer the Gadfly

23 Dec

Steven shares a hoary story that has become a national crisis. Unlike a Steven King novel, this book, Gadfly on the Wall, is not a fantasy. It is impossible to overstate the damage being done to America and its children by the greedy, the self-centered and the stupid. They are set on destroying free universal public education in America.

Billionaires be wary, Steven says he is ready to kick your sorry asses.

Many people were disheartened when Donald Trump became president and installed an evangelical who despises public schools as Secretary of Education. Her agenda seems to be ending public education and creating a system of government financed Christian schools. Here, I really love Steven’s attitude. He says,

“We lived through administrations that wanted to destroy us and actually knew how to do it! We can take Tiny Hands, the Bankruptcy King any day! This is a guy who couldn’t make a profit running casinos – a business where the house always wins! You expect us to cower in fear that he’s going to take away our schools. Son, we’ve fought better than you!”

I first met the author of The Gadfly on the Wall at Chicago’s Drake Hotel almost three years ago. Educators, parents and others were arriving for the National Public Education (NPE) conference. The Drake’s lobby waiting area is at the top of a short flight of stairs next to the room where hi-tea has been served since the 19th century. It was here that I met Karen Wolfe from LA, Larry Profit from Tennessee, Steven Singer from Pennsylvania and many others.

My Singer Collage

Steven Singer Collage by T. Ultican

That evening the tall Anthony Cody was at the top of the stairs greeting new arrivals; many of whom gathered in the elegantly appointed waiting area. It was a conducive atmosphere for my first conversation with a humble bespectacled somewhat chubby Steven. I had been reading Steven’s new blog and really liked it. Later, I made some notes about the evening’s encounters intending of write about it when time permitted. Steven beat me to it. In the morning our arrival scene was covered by a wonderful post in his “Gadfly on the Wall Blog.”

I have learned that Steven is disciplined, efficient and a very hard worker. He is emblematic of the teacher blogger. His opinions are sometimes hyperbolic but when he states a fact it is well sourced and the source is readily available. I have often used sources Steven provided when doing my own writing.

Unlike education journalism in commercial and non-profit media, teacher bloggers show more integrity because their peers in the profession demand it. Also, billionaires are not underwriting their blogs. Teachers are providing unvarnished truths about the attack on public education. The Gadfly on the Wall is a compilation of three years of blogs calling out the perpetrators of the attacks on public schools for their false narratives about failing public schools, their often-racist agendas, and their manipulation of data used to justify charter schools, testing and vouchers.

I met Steven again at NPE2016 in Raleigh, North Carolina. He was the same humble likable guy but much busier. I had limited opportunity to talk with him, because he had become a central figure in the Badass Teachers (BATs) Association and he was in demand.

Teachers and their relationships with students are critical. Phony “personalized learning” sold by technology companies and “no excuses” charter schools run by amateur educators are not good enough. Heart and commitment are required. In the article called “Killer in My Classroom,” Steven tells the story of an 8th grader, Tyrell:

“Almost always calm and in control. He was well above the others academically. When one of the others lost his cool, Tyrell would help talk them down.”

Tyrell was moved out of Singer’s remedial classroom and back to regular classes. In his last conversation with Tyrell, Steven tried to convince him that he had better options than “making a stack on the street.”

Steven still wonders if he could have made a difference for Tyrell if given more time, but he will never know. He also has no way of knowing how many children he may have saved. The Tyrell saga still haunts Singer. He shares,

“And Tyrell? About a year later, I read about him in the newspaper.

“Police think it was a drug related hit. Tyrell was in the backseat. He put his gun to the driver’s head and pulled the trigger.

“Bam.

“No more future for either of them.

“Except on restless nights when Tyrell’s face keeps coming back to me.”

School Choice

The Gadfly on the Wall is organized into five sections: Introduction; Racism and Prejudice; School Choice; Testing; and Teaching. I particularly recommend the article from School Choice, “Top 10 Reasons School Choice is No Choice.” Reason number 10 identifies the root problem. Singer does not mince his words:

“10) School choice is not supported by grass roots movement. It is supported by billionaires.

“The proponents of school choice will tell you that they are only doing the will of the people. This is what parents want, they say. Baloney. … They want to steal the public system and replace it with a private one. They don’t care about your child. They just want to steal the hundreds of billions of tax dollars we pay to educate our children. This is not philanthropy. It is a business transaction meant to screw you and your child out of your rights.”

The Brown versus the Board of education decision spurred “choice.” Singer describes the uncanny resemblance charter schools have to the mid-1950’s scheme hatched by Georgia’s then Governor, Herman Talmage. He said, “We can maintain separate schools regardless of the U.S. Supreme Court by reverting to a private system, subsidizing the child rather than the political subdivision.”

The Madrasa schools of the middle east are often cited as fomenting terrorism by indoctrinating students. In his book, Frames of Mind, Howard Gardner also criticized these schools for employing – almost exclusively – rote memorization, which he said circumscribed creativity.

The modern voucher school movement is making tax money available to Christian oriented school systems that are using a similar pedagogical approach to the Madrasa schools.

This December, Rebecca Klein wrote an article in the Huffington Post, “Voucher Schools Championed By Betsy DeVos Can Teach Whatever They Want. Turns Out They Teach Lies.” She reported, “In Indiana, about 4,240 students received over $16 million in scholarships to attend schools that use the Abeka or Bob Jones curriculum, according to 2016-2017 figures from the Indiana Department of Education.”

Singer writing about the same issue, “These books include the following gobsmackers:” He lists seven gobsmakers. Here is number seven:

“7. Brown v. Board of Education is described as social activism by the Supreme Court: ‘While the end was a noble one – ending discrimination in schools – the means were troublesome … liberals were not willing to wait for a political solution.’

“Teacher’s Resource Guide to Current Events for Christian Schools, 1998-1999 (Greenville, SC: Bob Jones University Press, 1998), p. 34”

Steven goes on to say of school choice,

“The bottom line is this – voters don’t want school choice. It does nothing to better children’s educations. It is a product of segregation and racism, and even in its modern guise it continues to foster segregation and racism.”

Testing

Singer makes the argument that when comparing test scores from the US to other countries we are “comparing apples to pears.” The December 12 Washington Post reported on the latest dismal international testing results in reading by US fourth graders. A few days later, Diane Ravitch posted an analysis of these scores by David Berliner. Score on the paper and pencil version of PIRLS 2016:

  • USA 549
  • Singapore 576
  • Hong Kong 569
  • Finland 566

Berliner looks at some demographic information and says “First, we can note that Asian Americans scored 591. That is, our Asians beat the hell out of Asian Asians!” Some more US data shared by Berliner:

  • White Kids (50% of our students) – 571
  • Upper Middle-Class Schools with 10% to 24 % Free and Reduced lunch – 592
  • Schools with 25% to 50% Free and Reduced Lunch – 566

Berliner draws the conclusion, “It’s our social and economic systems, not our schools, that cause lower scores than is desired by our nation.”

Singer asserts,

“By any fair measure, America’s public education system is simply stunning. But the media perpetuates the myth that we’re failing.”

The post called “Standardized Tests Have Always Been About Keeping People in Their Place” was an eye opener for me when I first read it. I have often referred to Singer’s sources showing eugenics is the genesis of standardized testing.

Carl Brigham was one of the original pseudo-scientists claiming that their intelligence tests proved that white people possessed superior intelligence to non-whites. Singer shared this gobsmaking information:

“Brigham created a civilian test of intelligence that could be used to sort and rank students …. He called it the Scholastic Aptitude Test or S.A.T.

“Yes, That SAT.”

Page after page, Steven’s book takes on the forces working to control curriculum, and teacher professional development. His points are powerful.

Racism and Prejudice

This section begins with the article “I Am Racist and (If You’re White) You Probably Are, Too.” Other than a short introductory piece, this is how the book begins. I think that is unfortunate.

I am a white guy who grew up in Idaho, one of the whitest places on the planet. I remember my Asian stepdaughter looking for another Asian face in a busy mall in Boise and it was some time before she saw one. I was seventeen before I talked to a black person, because I had never met one. However, my teenage heart was thrilled by Martin Luther King and his fight for justice.

Racist is a word and it has a dictionary definition. Miriam Webster says, racism is “a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race” and Dictionary.com says a racist is “a person who believes in racism, the doctrine that one’s own racial group is superior or that a particular racial group is inferior to the others.”

I have heard the claim that minority peoples in America cannot be racist because they lack the financial and political power to oppress the oppressors. However, the word racist does not mean oppressor and to use the term for that meaning invites miscommunication. Racism is a sensitive subject and if miscommunication alienates people, they will not apprehend your message.

I am convinced that Steven’s central point is correct, but the implication of the opening article is if you are white; you are a racist. That cannot be true. Racism is a human problem akin to tribalism and is a worldwide plague for which white people hold no dominion.

The rhetoric about failed public schools normally refers to schools in minority communities. Based on years of ingrained racial prejudice and at best benign neglect, schools for “those people’s children” were not properly funded.

For example, a parent from New Orleans told me about sitting in middle school classrooms with 55 students and no air conditioning. Plus, the fan could only be run 10-minutes each hour. She said that students would watch the clock like a hawk for their 10-minutes. So, when charter schools came to New Orleans, many black parents were enthusiastic about someone finally promising to spend money on schools in their neighborhoods.

In this section, Steven makes many important points. He writes, “If you are not careful, being a public school teacher can be an act of colonization.” For the past more than a decade, I taught in a high school dominated by Mexicans. I was often the only white guy in class. As my experience grew, I became more and more cognizant of how important it was that instead of implementing my culture, I assimilated and venerated their culture.

I was particularly moved by Singer’s treatment of educating refugees. He noted,

“Some may shudder or sneer at the prospect of giving shelter to people in need, that is the reality in our public schools. In the lives of many, many children we provide the only stability, the only safety, the only love they get all day.”

He concluded the article on refugees:

“So if we’re considering letting in more refugees, don’t worry about me. Send them all my way. I’ll take all you’ve got. That’s what public schools do.”

I have tried to give a flavor of this wonderful book along with some of my own views. The bottom line is that Gadfly on the Wall is entertaining, informative and provocative. Thank you, Steven.

Destroy Public Education (DPE); It’s a Billionaire Fueled Agenda

15 Dec

Three researchers from Indiana coined the terminology Destroy Public Education (DPE). They refuse to call it reform which is a positive sounding term that obfuscates the damage being done. America’s public education system is an unmitigated success story, yet, DPE forces say we need to change its governance and monetize it.

We are discussing the education system that put a man on the moon, developed the greatest economy the world has ever seen and wiped out small pox. It is the system that embraces all comers and resists all forms of discrimination. In the 1980’s, it was laying the foundation for the digital revolution when it came under spurious attack.

Not only are great resources being squandered on DPE efforts but the teaching profession is being diminished. Organizations like Relay Graduate School and the New Teachers Project are put forward as having more expertise in teacher education than our great public universities. That would be amusing if wealthy elites were not paying to have these posers taken seriously.

The DPE Model Playing Out in Indianapolis

The researchers from Indiana who defined the DPE model are Gail Cosby, Nate Williams and Jim Scheurich. In 2012, Doctor Scheurich came to Indiana from Texas A&M to coordinate the Urban Education Studies doctoral program at the University of Indiana Purdue University Indianapolis (UIPUI). Gail Cosby is a former public-school teacher, a former school board member who won her seat in 2012 with DPE help and is presently in her second year of doctoral studies at UIPUI. Dr. Nate Williams received his doctorate in Urban Education Studies at UIPUI and is now teaching at Knox College.

Soon after becoming a school board member, Cosby realized the true nature of her benefactors and became an outspoken critic of the DPE agenda. While closely observing the events transpiring around Indianapolis public schools Cosby, Scheurich and Williams perceived a model for the destruction of public education. They believe that same model is being used throughout the nation.

Here are the key model components paraphrased from their work which Diane Ravitch posted:

  1. Business is the best model for schools.
  2. A local-national collaboration between wealthy conservatives. (Sometimes far right)
  3. Huge infusion of new dollars into school board elections. (Dark Money)
  4. Unified enrollment.
  5. Teach for America (or any instant-teacher-certification program) and groups like Teach Plus controlling professional development of teachers.
  6. Innovations Schools. An ALEC sponsored charter conversion model.
  7. A funding conduit for national-local wealthy individuals and organizations to support local DPE initiatives.
  8. Integration of charter schools into traditional public schools with rules favoring charter schools.
  9. Developing networks of local organizations or affiliates that collaborate on the agenda.
  10. Support for gentrification.

In Indianapolis, the big bopper is the Lilly Endowment. It has a total asset value of more than $10 billion making it three times larger than the Walton Family Foundation. The Lilly Endowment, which was established by Eli Lilly in 1937, presented grants totaling $458,522,495 in 2015. Of this total more than half went to Christian causes. As the endowment states, “The ultimate aim of Lilly Endowment’s religion grantmaking is to deepen and enrich the religious lives of American Christians, primarily by helping to strengthen their congregations.”

However, they also spend significant amounts of money on DPE efforts. Their education web-page lists the endowment’s partners in what amounts to the effort to destroy public education in Indianapolis. That list includes:

The Mind Trust – www.themindtrust.org
Teach for America – www.teachforamerica.org
The New Teacher Project – www.tntp.org

Lilly’s DPE grants in 2015 encompass:

Teach for America, The New Teacher Project and Teach Plus support DPE efforts to control teacher professional development and curriculum. The Mind Trust and Stand for Children function as money conduits for privatizing schools, lobbying state legislators and winning school board elections. All these organizations are operating in Indianapolis but most of their funding comes from outside sources. A very incomplete search revealed:

Gates Foundation

  • The Mind Trust Years 2011-1012 $539,334 + $1,420,000 = $1,959,334
  • Teach for America lists 97 entries the first 10 grants total more than $10,000,000
  • Stand for Children 111 entries fist grant listed was for $4,311,641
  • Relay Graduate School $8,954,644
  • Relay plus four other similar programs $34,700,000
  • Charter Fund the 1st of 302 entries was for $27,000,000
  • New Teacher Project Inc. in 2015 a total of $17,494,372
  • CEE Trust which is now SchoolSmart $1,250,000
  • Teach Plus total $19,094,388

Walton 2014

  • Charter Fund $6,638,000
  • Mind Trust $650,000
  • Stand for Children $350,000
  • Students First $1,250,000
  • Teach for America $22,019,240
  • Friedman Foundation for Education Choice In. $624,500
  • Relay Graduate School $1,500,000
  • Teach Plus $250,000 2013 and $250,000 2014

Broad 2014

  • Stand for Children $250,000
  • Students First $750,000
  • Teach for America $612,000
  • Charter Fund $350,000
  • Teach Plus $165,000

Arnold Fund

  • Charter Fund $10,000,000
  • Indianapolis Public Schools Education Foundation, Inc. $1,256,250
  • Kipp Foundation $10,000,000
  • Relay Graduate School $2,500,000
  • Stand for Children $6,640,000
  • Student First $7,850,000
  • Teach for America $9,482,369
  • The Mind Trust $11,075,000
  • The New Teachers Project $8,136,464

Both Stand for Children and Betsy DeVos’s American Federation for Children operate associated 501 C4 organizations. This means that instead of being a tax-exempt foundation operating under IRS section 501 C3 rules which limit political spending the C4s are not tax exempt and can spend directly on politics. What is even better for them is that they don’t have to reveal where they got the money. This kind of spending is known as dark money.

Betsy DeVos, then chairman of American Federation for Children did send DPE targeted funds to Indianapolis from the tax-free fund. Don’t know how much the C4 sent. The last form 990 filed by the C3 was in 2015. It showed:

  • Indianapolis Urban League for outreach $36,000
  • Institute for Quality Education Indianapolis $310,000
  • Network for Quality Education Indianapolis for strategic plan $100,000

Dylan McCoy of Chalk Beat Indiana reporting on the 2016 school board elections used a board seat in a small district with 11,000 students to illustrate the effect outside money is having. He wrote:

“In a district where candidates typically spend less than $10,000 on even the most competitive races, Deitric Hall, a local teacher, has raised more than $32,000. Nearly all that money is from a single political action committee: Leadership for Educational Equity, a Washington D.C.-based PAC that supports Teach for America alumni running for public office.

“It’s a small-scale version of a phenomenon that has played out in urban districts around the country as outside campaign contributions have increasingly influenced pivotal school board races. In Indianapolis Public Schools, outside contributions helped radically reshape the board in 2012 and 2014, when out-of-state funders backed a victory for charter-school supporters.”

An article in the Indystar about this situation says,

“Local democratic control of IPS schools by ordinary folks no longer exists. First, big outsider money has united with big insider money to make the cost of school board member elections far beyond the reach of ordinary folks. Second, a linked group of “local” “reform” organizations, funded largely by the same outsider-insider big money, are controlling IPS.”

Diane Ravitch summed it up:

“The business community, civic leaders, political leaders, DFER, the Mind Trust, and Stand for Children have joined together to Destroy Public Education. As they attack democratic institutions, they falsely claim that “it is all about the kids” and they claim they are advancing civil rights. Instead, it is about money and power and gentrification.”

Indiana has adopted Jeb Bush’s plan for grading schools with an A-F scheme. This plan is based almost exclusively on standardized testing which has zero ability to evaluate school or teacher quality. In addition, with the DPE forces pulling the strings, Indiana made it possible for Mind Trust to claim that six of seven Innovation schools in the Indianapolis public school system went from D and F grades to A and B grades in their first year.

The spectacular results are a ruse facilitated by having the option to use growth data instead of performance data. The scores for the schools are horrible. Gail Cosby shared the results:

“Let’s take a look at the actual percentages of students PASSING BOTH MATH AND ELA:

  • Cold Spring: 2%
  • Enlace: 28.0%
  • Global Prep: no data
  • Phalen 103: 8%
  • Phalen 93: 38.2%
  • Kipp Indy: 18.0%
  • Kindezi: no data”

DPE Model is Materializing Across the Country  

Another plan for destroying public education comes from The Gates funded Center for Reinventing Public Education (CRPE) at the University of Washington. It is called the portfolio model. The National Education Policy Center describes the portfolio model:

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

CRPE has produced a chart based on the implementation of the portfolio model. This chart is in effect a limited outline of the DPE movement in the United States.

Portfolio Implementation Map

A Screen Grab from Portfolio Model Implementation by CRPE at University of Washington

Another example of the DPE model in action comes from Kansas City, Missouri. Two giant foundations – The Ewing Marion Kaufman Foundation (nearly $2 billion in assets) and the Hall Family Foundation (nearly $1 billion in assets) are the big local funders.

The late Ewing Kaufman is the businessman hero who brought major league baseball back to Kansas City. His fund spends a lot of money on business analytics and developing entrepreneurship. They also have started their own charter schools, are funding several other charter schools and are contributing to the national DPE movement.

Some Kaufman Foundation Reported Spending, 2015-990.

  • Ewing Marion Kaufman Schools Inc. and School Buildings $12,527,932
  • KIPP Foundation $200,000
  • Teach for America $577,500
  • Leading Educators Inc. $100,000
  • The Third Way Foundation $75,000
  • Relay Graduate School of Education $135,000
  • New Schools for New Orleans $20,000
  • Data Quality Campaign $965,895
  • WestEd $258,694
  • IFF One North La Salle St Chicago – education facilities access $5,100,000
  • National Council on Teacher Quality $134,658
  • Bellwether Education Partners Inc. $87,951
  • Kansas City School district to support STEM and IB $25,235
  • Kansas City School District for expansion of New America’s Academy at Gladstone Elementary School $150,000
  • Kansas City School district to support charter school liaison position $25,000
  • City of KC, Mo. for adviser to Mayor on Ed Policy $50,000
  • The Lean Lab to promote education entrepreneurs $50,000
  • SRI International to advance STEM studies $93,670
  • Bishop Ward School $170,000
  • Various other Charter Schools $1,325,000

As listed above, the local school district did get three relatively small grants from the Kaufman foundation; two to implement charter schools in the district and one to promote the fraudulent STEM program and move curricular development out of Kansas City to the International Baccalaureate program.

Some Hall Foundation reported spending, 2015-990.

  • Plaza Academy (private school) $50,000
  • Academe Lafayette $550,000
  • Citizens of the World Charter School $650,000
  • Cristo Rey Kansas City high school private catholic $50,000
  • Crossroads Academy of KC $275,000
  • Leading Educators $452,207
  • Missouri Charter Public School Association $50,000
  • Prep-KC $523,671
  • Science Pioneers Inc. (STEM Program) $50,000
  • Teach for America – KC $1,013,000

Notice that Kansas City is not on the CRPE chart but DPE is certainly doing well there. Originally the DPE agenda was led by the Gates financed CEE Trust. That organization alienated residents. Now SchoolSmart KC is the new DPE leader and they have learned from the CEE Trust failure. Chalkbeat reports:

“SchoolSmart has carved out its own niche by backing community schools, while also embracing much of what is known as the “portfolio” model for managing schools. The idea — including common enrollment and accountability systems for district and charter schools — has gained traction in a number of cities nationwide as a growing network of well-heeled groups like SchoolSmart are pushing for districts to adopt this approach.

“Kansas City is a case study in how that vision is being advanced city by city — and why some national groups that continue to fund and support the approach have taken a backseat in favor of local actors.”

Conclusion

DPE marketing has gotten better and it definitely has huge money fueling it. However, they are selling an inferior product. That is why more than 90% of America’s students remain in public schools run be elected boards. We must protect those boards from being defiled by monied elites and save our schools.

White Man Fights Slavery; Calls for Ending Public Education

17 Nov

Lee W. Olson feels enslaved by having to pay taxes especially those that go to pay for public education. Taking action to end slavery, he filed three citizen initiatives with the Attorney General of the State of California. His “California Freedom from Slavery Act” initiative would end state and local taxes after 55-years of age. The “California Parental Rights Act of 2018” puts parents in charge of education standards. And the “California Education Tax Relief Act” exempts people with no children in public schools from paying taxes to support public schools.

Perhaps Olson would be better served to find another metaphor than slavery. People from a legacy of slavery, might be a little offended by the whining of a well-off white man. However, he is persistent.  In 2009, he filed three similar ballot initiatives addressing the same principles, if you can call them that.

Slave Home

Home of a Self-Identified California Tax Slave

Olson must be sincere in his motives; each of these initiative filings includes a $2000 fee. The Attorney General must “request the preparation of a fiscal impact analysis from the Department of Finance and the Legislative Analyst’s Office” before issuing a circulating title and summary. The state has less than 65 days for this process. The fee helps defray the cost of the approximately 200 of these proposals the state receives every election cycle. The proponents will get the fee back if they gather enough signatures to put the initiative on the ballot. Lee’s initiatives have yet to make a ballot.

Curmudgucation Inspired this Story

I read education blogs and one of my daily reads is a blog by Peter Greene of Pennsylvania called Curmudgucation. I met Peter at a National Public Education conference in Chicago. He is one of those guys that knows everything. Not in a know-it-all kind of way but in a he really has a great breadth of knowledge way. His blog is witty, creative and somehow, he is often one of the first people on the blogosphere to spy a new development.

November 10th, Peter wrote a piece he called “CA: A Silly Proposal.” His lead sentence, “It should be said right up front that this measure has little chance of making it all the way to becoming an actual law, and the only big mystery here is why a local news station would bother to cover it at all.” It seems that Peter somehow noticed the story of Lee’s no kids – no taxes for school initiative on a local Sacramento, California CBS affiliates morning news show.

I became intrigued and soon found that there was a trio of initiatives filed including the one Peter Greene referenced all submitted by:

Signature

Now that we have evangelical Christians setting up church in public schools and also running after school programs, plus corporations are legally identified as people with first amendment rights – I take kooky ideas seriously. Who is Lee Olson? How strong is the Committee to End Slavery? Do they have the ability to gather the required 585,407 signatures for each petition in the next six months?

Bolsa Chica

Google Maps Satellite View – 16458 Bolsa Chica Street, #165 Huntington Beach, CA 92649

The address appears to be an office for Olson Leland and Edwards, LLC, a real estate investment company. There promotion at connected investors reads, “Olson Leland & Edwards, LLC is a real estate company with 1 employee(s). This company has been part of Connected Investors since 07/24/2009 – Olson Leland & Edwards, LLC is a real estate company in HUNTINGTON BEACH, CA.” WPnumbers lists Lee Olson as chief executive.

A public records search finds that Lee W. Olson is 72 years old and lives in Westminster, California. A search of a real estate data, shows the Olson is 75 years old and retired. It also says a 2014 property assessment valued his home a little more than $500,000 which is modest by California standards.

To sum up, Lee Olson is a retired real estate dealer over 70 years-old and lives in Westminster, California. He still has some relationship to Olson Leland and Edwards, LLC and maintains a business address in Huntington Beach, California about 3 miles from his home. Except for the six state initiatives he has filed there are few other mentions of him in the media. He does own a web domain, http://www.lovetrumpseverything.com/, but there is nothing on it.

The Committee to End Slavery does not seem to be a functioning body. It has no web presence and there is not a mention of the group in the media that is not tied to Lee Olson’s state ballot initiatives.

Gathering over 700,000 signatures to ensure that 585,407 of them are validly registered voter signatures looks to be out of the realm of possibility. Peter Greene’s observation that why a media outlet would run this story is well founded.

Yet, A Dark Motivation Appears Here

It is the same motivation that is pushing Secretary of Education, Betsy DeVos’s drive to privatize public education. It is motivated by a fundamentlist religious belief.

Lee Olson calls one of his proposed initiatives “California Parental Rights Act of 2018.” California’s Attorney Generals official summary says in part:

“PROHIBITS GOVERNMENT FROM ENFORCING EDUCATIONAL STANDARDS AND MAKES PARENTS AND GUARDIANS SOLELY RESPONSIBLE FOR THEIR CHILDREN’S EDUCATION. …

“Changes Constitution to prohibit state and local government from requiring parents and guardians to meet educational standards.  Gives parents and legal guardians the sole authority and responsibility to educate their children, including the right to determine the venue, curriculum, and methods of education.”

Olson’s web domain name seems related to the Christian oriented love trumps everything key to life or a similar evangelical groups. The findings he wrote for this initiative would at one time have been deemed the hateful discourse of a kook. Now they are a serious and dangerous attack on constitutional guarantee of the separation of church and state.

In the findings for this initiative Olson writes:

“(1) The responsibility for the raising of children lies solely with parents, or legal guardians, in accordance with our Creators command given to parents, not the government, to “Train up a child in the way he should go: and when he is old, he will not depart from it.”

“(2) The government has immorally usurped, at gun point, the Creator endowed inviolable right of parents to control the education of their children.

“(3) The government has used its powers of coercion not only to usurp the Creator endowed inviolable parent’s rights but also to promote immoral teachings contrary to the way the Creator has said the child should go.

“(4) The government schools reject abstinence from sexual activity outside the bounds of marriage and teach that fornication is not only okay but it’s expected.

“(5) The government schools teach that homosexual behaviors are morally acceptable and should be praised, contrary to the Creator’s instructions for healthy living, by idolizing and establishing Harvey Milk Day honoring a man known primarily for his homosexual exploits rather than any good done for the public. …

“(6) Government schools have a full court press on to eradicate Judeo-Christian moral principles from any discourse in the lives of California residents.

“(7) Government school promotion of immoral sexual behaviors, especially fornication and homosexuality, …”

How did Christianity become so infused with hate and bigotry? Are these really the views of Jesus of Nazareth? I certainly don’t believe he taught discrimination against gays and lying about sex education.

I heard the points Olson made about sex education at the July 24 San Diego Unified School District board meeting. A new sex education program was being adopted. A relatively large group of people apparently from the same Christian sect started denouncing the sex education curriculum as pornographic and against God’s Law. People in the audience were holding up Bibles and cheering on their speakers. One speaker who identified himself as Mr. Brookes said that this sex education program was against God’s Law and that it promoted deviance and rebellion. He also said that Planned Parenthood is evil and that they support this curriculum.

Olson is not just one crackpot looking for attention. He seems to be part of an American religious movement working to end public education and establish a Christian theocracy.

In Olson’s initiative that could be called “No Tax Money for Government Schools”, he also has a long list of frothy findings. Here are three:

“Parents pursuing alternative education are penalized unfairly by having to not only pay for their children’s education but also by being forced to pay for the education of other children (and university/college students) enrolled in government schools via various government taxes, or other schemes, which extract their financial resources at gun point.”

“The Committee to End Slavery fully supports the inviolable right of parents to control the education of their children, including in whatever setting they choose, even the uninformed choice of enrolling in government schools. Our Creator never assigned the right and responsibility of a child’s education to a government entity; the government has usurped that inviolable right and responsibility at gun point.”

“The Committee to End Slavery condemns the theft of property (money) from Californian’s, euphemistically called taxation, to pay for government schools. Especially when their primary purpose is to create a dumbed down populace easy to control and prepared only to service the (slave) labor needs of the oligarchy that rules over us.”

It appears there is very little reason involved here and disdain for our government at all levels. This kind of thinking seems like a natural development from Ronald Regan’s nine most terrifying words in the English language; “I’m from the government and I’m here to help.” I find this kind of hatred of America and its institutions worrisome.

It is About Ending Public Education

Olson’s three initiatives are aimed at the November 2018 ballot and were certified for signature gathering on November 9, 2017. Each initiative was given an ID and a cost estimate.

17-0028, “California Education Tax Relief Act” aka “No Tax Money for Government Schools”, cost $30 billion-dollar reduction in revenue.

17-0029, “California Freedom from Slavery Act” aka “Geezers Don’t Pay”, cost $60 billion-dollar reduction in revenue.

17-0030, “California Parental Rights Act of 2018” aka “Government Schools Are Evil”, cost cannot be calculated but possibly a lot.

Lee W. Olson’s initiatives are the work of a crackpot with too much money. However, he is not that far from our present mainstream school reform. Secretary of Education, Betsy DeVos has an agenda that is not all that different from Olson’s. There is a dangerous sectarian attack being waged against both public schools and the constitutional guarantee in the second amendment of a separation of church and state.

Selling Education Technology Via the Federal Education Technology Plan

28 Sep

In January the Office of Education Technology, a unit of the U.S. Department of Education, released its 2017 National Education Technology Plan Update (NETP). The update is not a reasoned meditation on the use of education technology informed by our nations vast academic research infrastructure. It is a polemic hyping the use of technology in America’s classrooms. Director Joseph South, Office of Educational Technology US Department of Education, concludes his introductory remarks:

“…, it is now more apparent than ever that the courageous efforts of educators to embrace the role of thoughtful, reflective innovators who work collaboratively with each other and alongside their students to explore new learning models, new digital learning environments, and new approaches to working, learning, and sharing is essential if we want technology to be an effective tool to transform learning.” (page 2)

The question is, do we want digital learning environments? Are they conducive to creative and healthy development? Are there dangers involved with this approach? Are we moving along a technologically driven path without the requisite caution? The NEPT is not troubled by such doubts.

I do not oppose the use of technology in America’s classrooms. I taught high school math and physics and at one time I worked in Silicon Valley as a researcher in the magnetic recording industry. However, the best use of technology in school settings is developed by education professionals and not by technology product developers. The educators goal is better pedagogy. The developers goal is a new widget (often with a short life span) that wins in the market place.

Audrey Watters has been writing about technology in education for most of the 21st century. Audrey’s latest book is The Curse of the Monsters of Education Technology published in 2016. He made these remarks to a class at MIT on September 7th.

“I don’t believe we live in a world in which technology is changing faster than it’s ever changed before. I don’t believe we live in a world where people adopt new technologies more rapidly than they’ve done so in the past. (That is argument for another talk, for another time.) But I do believe we live in an age where technology companies are some of the most powerful corporations in the world, where they are a major influence – and not necessarily in a positive way – on democracy and democratic institutions. (School is one of those institutions. Ideally.) These companies, along with the PR that supports them, sell us products for the future and just as importantly weave stories about the future.”

I quote Watters here because his statement about the major influence of technology companies is completely borne out by a cursory read of the NETP 2017. It is not just in the US where the outsized influence of these giant technology companies is being felt. In August, the Open Review of Education Research Journal published a paper from New Zealand by Noeline Wright and Michael Peters. In Response to a 2007 document from the New Zealand Ministry of Education they wrote:

“This document advocates e-pedagogy, social learning and student-centred approaches. The lure of what digital technologies can offer in properly constructed learning contexts masks some of the ways in which it can be interpreted to fit a neo-liberal, privatised, deprofessionalised education agenda. This is an agenda using big data to create mastery learning feedback loops for learners. It is cheaper, more efficient and involves fewer teachers. However, a key issue with this kind of thrust is that the capabilities needed for successful citizenship and employment centre on creativity, adaptability, critical thinking and nuanced understandings of complex ideas. Mastery learning, instead, is often focused on providing behaviourist instant feedback, rewarding content knowledge rather than an ability to argue, critique, create and repurpose. This is because content ‘facts’ can be quantified and machine assessed.”

A Look at The NETP for 2017

Selling SEL and Technology

This graphic from page 11 is followed with, “A key part of non-cognitive development is fostering a growth mindset about learning. Growth mindset is the understanding that abilities can be developed through effort and practice and leads to increased motivation and achievement.” (proof?)

The next sentence informs readers, “The U.S. Department of Education has funded several growth mindset–related projects, including a grant to develop and evaluate SchoolKit, a suite of resources developed to teach growth mindset quickly and efficiently in schools.”

Once a student demonstrates they can pass the government sanctioned attitude test, they can get a micro-credential. Today, in China, one can earn citizenship merit badges. Behavior badging in China is explained in this video about gamifying good citizenship. Behavior modification is now a part of micro-credentialing promoted by the NETP.

The NETP is organized into five topics; Learning, Teaching, Leadership, Assessment and Infrastructure. By the time the reader gets to Assessment and Infrastructure some of the material gets redundant. Each topic is addressed with a set of assertions supported almost exclusively by antidotal evidence. After assertions are made, a report on how some school or district has successfully implemented the technology. Page one of the plan informs readers:

“This document contains examples and resource materials that are provided for the user’s convenience. The inclusion of any material is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education.”

This disclaimer is completely disingenuous. This is exactly what the document does; it promotes these materials. On page after page the services and products endorsed invariably have large endowments from the technology industry. For example, a page 11 statement,

“For the development of digital citizenship, educators can turn to resources such as Common Sense Education’s digital citizenship curriculum or the student technology standards from the International Society for Technology in Education (ISTE).”

When we look at the ISTE web-site, we learn that Dallas Dance the former Baltimore superintendent of schools who is under criminal investigation is on the board of directors. At the site you can read all about the benefits of being a corporate member of ISTE. We also discover that:

“Year around sponsor Microsoft Corporation is Supporting bold education reform, Microsoft’s mission is simple: support bold education reform to help prepare students for today’s highly competitive workforce, and support our U.S. educators with software and programs that fuel powerful learning and digital-age skills.”

In addition, the Bill and Melinda Gates Foundation has also kicked in $1.4 million to ISTE.

Common Sense says it’s “the nation’s leading independent non-profit organization dedicated to empowering kids to thrive in a world of media and technology.” It also claims that 40% of its support comes from private foundations. In January the Gate’s foundation gave them another quarter of a million dollars. They have many working relationships with tech companies and an interesting board of directors including; Manny Maceda, Partner, Bain & Company; Gene T. Sykes Managing Director, Goldman, Sachs & Co.; and Bill McGlashan, Managing Partner, TPG Growth.

It is possible to make a count of all of the similar kinds of examples to these in the NETP but it takes a while. In another claim, the NETP states, “Technology access when equitable can help close the digital divide and make transformative learning opportunities available to all learners.” (Page 17) The example given is from San Francisco:

“BGC [Black Girls Code], founded in 2001 by Kimberly Bryant, an electrical engineer, aims to “increase the number of women of color in the digital space by empowering girls of color to become innovators in STEM subjects, leaders in their communities, and builders of their own futures through exposure to computer science and technology.”

How can I find fault here? To start with STEM is and always was a fraud. As for BGC, there is a reason that Verizon, Adobe, Salesforce, AT&T, Google, Oracle and others are giving BGC money. The New York Times reports that coding is being pushed into schools by the Titans of tech. There is an obvious down side to this corporate agenda; What if in a decade coding is no longer a skill in demand? Education priorities should not be driven by self-interested amateurs.

One of the more disturbing ideas promoted by NEPT appears on page 39. The example comes from a school district in Wisconsin that used the Digital Promise educator micro-credentialing framework as a guide, teachers in the district took a technology proficiency self-assessment, which they used as a baseline for their personal professional growth. The teachers then worked by themselves and in collaborative teams to develop specific professional learning goals aligned to district strategic goals, which they submitted to district leadership for approval.

The NETP explains,

“Once these goals are approved, the teachers establish measurable benchmarks against which they can assess their progress. Both the goals and benchmarks are mapped to specific competencies, which, in turn, are tied to micro-credentials that can be earned once teachers have demonstrated mastery. Demonstrations of mastery include specific samples of their work, personal reflections, classroom artifacts, and student work and reflections, which are submitted via Google Forms to a committee of 7 to 10 teachers who review them and award micro-credentials.” (emphasis added)

Digital Promise is a technology industry Pied Piper and their supporters are the most famous in the pantheon of technology industry “philanthropy”. The list includes Bill and Melinda Gates, Chan and Zuckerberg, Bill and Flora Hewlett; Michael and Susan Dell, Laurene Jobs and on and on.

The proceeding three examples were selected somewhat randomly. They are not necessarily the most disturbing or most egregious examples of the technology industry driving education policy through the National Education Technology Plan. There are at least twenty more cases that are equally as eye popping or more so. These are just three examples that demonstrate the unhealthy influence the technology industry has over education policy.

Conclusion

The ubiquitous power of the technology industry both in terms of money and political influence makes the gilded age look like a paragon of democratic action. They are selling bad products that are harming America’s world envied public education system. Our students have never scored particularly well on standardized tests when compared to the rest of the world, but they have outscored everyone by a wide margin when it came to creative thinking, developing new industries and advancing civilization.

These giant greed infested technology companies with their neo-liberal and libertarian ideologies have tremendous wealth which gives them great political power. However, as Diane Ravich has said, “they are few, we are many.” The people still control. We need to keep doing what educators do. We need to educate America about this ongoing dangerous attack on our schools and our democracy. We need to keep exposing these profiteers lusting after tax dollars that are supposed to go to educate America’s children.

Two but Not Two Frauds: STEM and Education Technology

19 Sep

Last year, IBIS Capital produced a report for EdTechXGlobal stating, “Education technology is becoming a global phenomenon, … the market is projected to grow at 17.0% per annum, to $252bn by 2020.” Governments in Europe and Asia have joined the US in promoting what Dr. Nicholas Kardaras called a “$60 billion hoax.” He was referring specifically to the one to one initiatives.

An amazing paper from New Zealand, “Sell, sell, sell or learn, learn, learn? The EdTech market in New Zealand’s education system – privatisation by stealth?” exposes the promoters of EdTech there as being even more bullish on EdTech. “The New Zealand business organisation (they spell funny) EDTechNZ, indicates on its website that educational technology is the fastest growing sector of a global smart education market worth US$100 billion, forecast to grow to US$394 by 2019.”

These initiatives are fraud based agendas because they focus on advancing an industry but are sold as improving schools. Unfortunately, good education is not the driver; money is. Speaking this month to a class at MIT, Audrey Watters shared insights into the phenomena,

“But I do believe we live in an age where technology companies are some of the most powerful corporations in the world, where they are a major influence – and not necessarily in a positive way – on democracy and democratic institutions. (School is one of those institutions. Ideally.) These companies, along with the PR that supports them, sell us products for the future and just as importantly weave stories about the future.”

As Trevor Noah explains in this short video this influence is not called bribery.

STEM Fraud

I was the head “tribologist” (study of things that rub together) at Sunward Technologies in San Diego, when in 1995 it was purchased by Read Rite Corporation of Milpitas (Silicon Valley). Three years earlier, every interview for graduating engineers at San Diego State University was cancelled because of the downturn in demand. In 1993, our personnel department screened more than 100 resumes before I was asked to interview five candidates for a job opening in my lab. The final decision was difficult because all five were well-qualified.

When I arrived in Silicon Valley in 1996 there did not seem to be any difficulty hiring engineers, but corporations were cannibalizing each other. As soon as a company made a technical advancement, their engineers were being pursued by competitors. This looked to be a significant motivator for hi-tech corporations lobbying for H-1B visas. H-1B visas tied the worker to the company that sponsored the visa.

In January of this year Congresswomen Zoe Lofgren introduced a bill to reform the H-1B visa abuses. Her press release said,

“My legislation refocuses the H-1B program to its original intent – to seek out and find the best and brightest from around the world, and to supplement the U.S. workforce with talented, highly-paid, and highly-skilled workers who help create jobs here in America, not replace them,” said Lofgren. “It offers a market-based solution that gives priority to those companies willing to pay the most. This ensures American employers have access to the talent they need, while removing incentives for companies to undercut American wages and outsource jobs.”

To me this is the same malarkey she was spreading in 1996 when I arrived in the bay area. In 1998 the Tech Law Journal Congressional Scorecard rated Lofgren, a Democrat from Silicon Valley, in the top ten for supporting the high-tech industry. The Law Journal explained its ranking metric,

“All 100 Senators and all 435 Representatives were rated on a 0 to 100 scale on the basis of their support for high tech.  The scorecard utilized five objective criteria (roll call votes on, and sponsorship of, bills pertaining to encryption, Internet tax moratorium, securities litigation reform, H1B visas, as well as membership in the Internet Caucus.” [emphasis added]

Before the H-1B visa program, when a technology change eliminated a function, the engineers and technicians effected would be transferred to other departments. After H-1B, they were laid off and hiring firms would find ways to claim that only an H-1B applicant could fill the jobs in those other departments. The corporations gained indentured servant like control and wages stagnated.

By 2001, I was in graduate school at UCSD where I first heard about the need for schools to help train more STEM (Science Technology Engineering and Math) professionals. Like most people, I drank the Kool-aide. But, we were all victims of a misinformation campaign being waged by leaders in high-tech. As Jay Schalin observed,

“The real facts suggest that, in many STEM specialties, there is a labor glut, not a shortage.”

“The apparent misinformation continues to this day. Microsoft founder Bill Gates has been particularly vocal about supposed shortages of skilled labor in the computer industry.”

By 2004, a Rand Corporation study was already questioning these claims.

“Concerns about the size and adequacy of the U.S. scientific, technical, engineering, and mathematics workforce have grown amid fears of a dwindling labor pool and concern that this may erode U.S. leadership in science and technology and could complicate mobilization of appropriate manpower for homeland security. In the past, such fears have failed to materialize, and surpluses have been more common than shortages.”

In a 2014 Atlantic Magazine article, Michael S. Teitelbaum reported,

“No one has been able to find any evidence indicating current widespread labor market shortages or hiring difficulties in science and engineering occupations that require bachelors degrees or higher, although some are forecasting high growth in occupations that require post-high school training but not a bachelors degree. All have concluded that U.S. higher education produces far more science and engineering graduates annually than there are S&E job openings—the only disagreement is whether it is 100 percent or 200 percent more.”

The trumpeting of a “STEM shortage crisis in America” is and always was a hoax. This same con is deforming public education. The new Common Core State Standards and the Next Generation Science Standards were motivated respectively by Bill Gates (Microsoft) and Louis Gerstner (IBM). As a result they devalue humanities and glorify science and engineering based on this same fraudulent STEM claim. There must be a thousand charter schools that advertise themselves as STEM academies.

OLYMPUS DIGITAL CAMERA

Here in California this same lie is being used to promote yet another attack on local control of public schools. In July, Raul Bocanegra (D-San Fernando) announced new legislation that would create a State authorized STEM school for 800 students. It would be privately managed and sited in Los Angeles county.

The news organization Capital and Main stated, “For a district that is already the largest charter school authorizer in the nation and is still gun-shy after recently fending off a takeover attempt by billionaire school choice philanthropist Eli Broad, any scheme that promises further stratification is an existential threat.”

Diane Ravitch claimed, “LAUSD already has STEM schools, but this is Eli’s STEM school, and he really wants it.” The billionaire real-estate mogul and insurance salesman is widely believed to be the driving force behind this legislation.

The proposal would be an end run around local control. Instead of local school districts supervising the new charter school, the state board of education would be the authorizer and supervisor. It is an extreme idea that perverts further an already perverted state charter school law.

Strangely, that did not stop the two most important newspapers in southern California from supporting it.

The LA Times which gets $800,000 a year from Eli Broad wrote a really strange editorial in which it admitted that the law would be problematic and undermine local governance. But it fell back on a favorite billionaire inspired reform reason for supporting the law, “But right now, the overriding concern should be providing as many great public schools for low-income kids as we can manage.” Those billionaires just love love love poor and minority children.

The San Diego Union-Tribune editorial page gushed over the idea of creating a new privatized school based on the fraudulent STEM premise and thwarting local control. The main beguiling point was delivered in this paragraph;

“So it sounded like a great idea when two San Fernando Valley Democrats — Assemblyman Raul Bocanegra and state Sen. Anthony Portantino — introduced a bill to build a pioneering state-run STEM (Science, Technology, Engineering and Math) middle and high school in downtown Los Angeles. The idea is even more appealing because it called for educating talented minority students from poor communities without the same opportunities enjoyed by students in wealthier areas. The cherry on top was that deep-pocketed Angelenos with a desire to make the California tech world more diverse are behind this concept — that could be a model elsewhere — and are eager to provide supplemental funding.”

It seems the fourth estate no longer ferrets out fraud and corruption but is instead complicit in these nefarious plots.

Unfortunately, Education Technology is Greed Driven

Hi-Tech and digital initiatives are careening down a dark road. Because of the extreme power of hi-tech corporations like Apple, Google, Microsoft, IBM, and many others, the development of education technology is being driven by their needs and not the needs of students. Students have become their guinea pigs as they release one untested technology after another into America’s classrooms.

Technology has a potential to enhance education but it also has the potential to cause great damage.

A century ago, there were people taking correspondence courses and getting great value from them. Today, the modern equivalent of the correspondence course is the online class.

However, students at screens like correspondence students will never achieve equal benefit to students with a teacher, because the teacher-student relationship is the most important aspect in education.

Teacher-student relationships are different than those with friends, parents or siblings. My personal experience was that I felt a genuine selfless lover for my students and we communicated about many things; often personal but mostly academic. I also felt a need to protect them. In America’s public schools, a student might have that kind of close relationship with more than 40 adults during their 12 years in school. This is where the great spark of creativity and learning leaps from teacher to student.

I have put students at screens in my career, but I never found great benefit in the exercise. On the hand, I have found technologies like graphing utilities to be highly beneficial, but it was the interaction with my students that was of most value for deep learning, enhancing creativity and developing a love for learning. If technologies destroy these relationships then they become a net evil.

I quoted Audrey Watters speaking to an MIT class about hi-tech corporations and the stories they weave. Here is his description of those stories:

“These products and stories are, to borrow a phrase from sociologist Neil Selwyn, ‘ideologically-freighted.’ In particular, Selwyn argues that education technologies (and again, computing technologies more broadly) are entwined with the ideologies of libertarianism, neoliberalism, and new forms of capitalism – all part of what I often refer to as the “Silicon Valley narrative” (although that phrase, geographically, probably lets you folks here at MIT off the hook for your institutional and ideological complicity in all this). Collaboration. Personalization. Problem-solving. STEM. Self-directed learning. The ‘maker movement.’ These are all examples of how ideologies are embedded in ed-tech trends and technologies – in their development and their marketing. And despite all the talk of ‘disruption’, these mightn’t be counter-hegemonic at all, but rather serve the dominant ideology and further one of the 21st century’s dominant industries.”

A faculty colleague of mine said, “the last thing 21st century students need is more screen time.” I believe Jean M. Twenge, professor of psychology at San Diego State University and the author of Generation Me and iGen would enthusiastically agree. She recently wrote an article for Atlantic magazine describing the dangers of screen time to the current teen generation she calls the iGen. Based on her research she said,

“Teens who spend three hours a day or more on electronic devices are 35 percent more likely to have a risk factor for suicide, such as making a suicide plan. (That’s much more than the risk related to, say, watching TV.)”

“The results could not be clearer: Teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on nonscreen activities are more likely to be happy.”

“There’s not a single exception. All screen activities are linked to less happiness, and all nonscreen activities are linked to more happiness.”

“In 2011, for the first time in 24 years, the teen suicide rate was higher than the teen homicide rate.”

Obviously, many of our institutions have been corrupted by the immense power of concentrated wealth and especially by hi-tech industries. The money being chased is enormous, but there are more of us. If we educate ourselves, our families and our neighbors we can reform these greed driven forces into forces for good, but we need to pay attention.

San Diego Union Editor Continues Spurious Attack on Teachers and Public Education

30 Aug

The editorial says in the Trump era Democrats see themselves as protecting the disadvantaged but that is not true when it comes to schools. The editor claims, “When it comes to public education, however, there’s fresh evidence that state Democratic leaders are the ones siding with the powerful forces over the disadvantaged.”

Those powerful forces – in an era when billionaires like Carrie Walton Penner, Reed Hastings and Eli Broad flex their financial muscle to privatize schools –  are teachers and their unions. The evidence presented is bogus and the conclusions reached are based on willful ignorance.

The Issue – California’s ESSA Evaluation Plan

The new Federal Education Law dubbed the Every Student Succeeds Act (ESSA) is an abomination. Diane Ravitch (education historian and former US Assistant Secretary of Education under Lamar Alexander) described (August 30th) a speech given by Professor Nicolas Tampio at Fordham University. She noted:

“‘ESSA requires states to remain within the standards, testing, and accountability paradigm . . . if they want Title I funds.’ That means that if a state wants to follow a more original model of educating, such as the John Dewey model, they forfeit federal funding. ‘“John Dewey said standardized tests can only be useful to help us figure out how to help a particular child, but they shouldn’t be used to rank children, because children have all sorts of special gifts, talents, and interests.’”

However, ESSA is the federal education law. It is touted as allowing states more flexibility in how to assess schools but requires each state to deliver a plan to the US Department of Education by this September. Testing and standards are still mandated. EdWeek detailed some of the federal requirements for school assessments:

“Specifically, the new law requires states to use at least one ‘indicator of school quality or student success’ that ‘allows for meaningful differentiation in school performance’ and ‘is valid, reliable, comparable, and statewide,’ alongside academic data in their accountability systems. Schools must also be able to disaggregate data related to that indicator to show how it affects students in different subpopulations: those from all racial and ethnic groups, students with disabilities, children from low-income families, and English-language learners.”

It is California’s plan for meeting this requirement that is being bashed and particularly the California School Dashboard. The dashboard creates reports on demand built from mandated data reporting. It uses six state-indicators [(1) High School Graduation Rate; (2) Academic Performance; (3) Suspension Rate; (4) English Learner Progress; (5) Preparation for College/Career; (6) Chronic Absenteeism] and four local-indicators [(1) Basic Conditions (Teacher qualifications, Safe and clean buildings, Textbooks for all students); (2) Implementation of Academic Standards; (3) School Climate Surveys; (4) Parent Involvement and Engagement] to create reports.

The dashboard is easy to use and the information is easy to understand. I used the dashboard to access a report on San Diego Unified School district for spring 2017.

SDUSD Dashboard March 2017

It seems like the SD Union editor would like to return to the destructive ‘test and punish’ No Child Left Behind methods of assessing schools. That law was based on the false premise that standardized testing provides reliable information about quality of both schools and educators. It doesn’t.

In fact, many excellent institutions were destroyed by this misguided education policy. The one reliable inference that can be made from standardized testing is relative family wealth from one school to the next. That explains why no schools were closed in wealthy communities and many schools were closed in poor communities. Unfortunately, that is the benighted policy the editor of the San Diego Union is advocating.

In 1998 a scholar in New Zealand, Noel Wilson, wrote a thesis called Education Standards and the Problem of Error. The paper has never been refuted but it has been ignored. Basically, Wilson tells us that standards and standardized testing are so fraught with error that they are only useful as a mechanism of control. He ended his paper saying,

“We live in a world of complexity and uncertainty, a fuzzy multi-dimensional world of immense variety and diverse interpretations. What is challenged in this work is the myth that this complexity can be reduced to simple linear dimension by some sort of examination, as a preliminary to comparing with some standard of adequacy somewhere defined.”

The “Fresh Evidence”

We are told that there is “fresh evidence” supporting the claim that the ESSA plan developed by the Democrat led State Department of Education harms the disadvantaged. The editor presented this evidence:

“Thursday, Bellwether Education Partners — a national nonprofit think tank — released its evaluation of California’s proposal. While praising the plan’s vision of a first-rate education of all, the analysis is sharply critical of the plan’s most crucial components. The biggest complaints:

“The plan wouldn’t even manage to ‘capture individual students’ improvement over time.’”

This “fresh evidence” is provided by Bellwether Education Partners, a non-profit consulting group from Boston Massachusetts. It’s Co-founder Andrew J. Rotherham, worked in the Clinton administration and has enthusiastically associated himself with efforts to privatize public education since. A profile in the Progressive gives details:

“He serves on advisory boards and committees for a variety of organizations including Education Pioneers, The Broad Foundation, and the National Center for Analysis of Longitudinal Data in Education Research. (CALDER). Rotherham is on the board of directors for the Indianapolis Mind Trust, is Vice Chair of the Curry School of Education Foundation at the University of Virginia, and serves on the Visiting Committee for the Harvard Graduate School of Education. [He is a] Board member for Democrats for Education Reform.”

Bellwether is a typical “non-profit” in the school reform business. Their 2015 form 990 tax filing shows that in 2014 the 10 listed Bellwether principals took in more than $2,000,000 in salaries. None of them made less than $150,000. Since their founding in 2012 they have received more than $1,000,000 per year from the Bill and Melinda Gates Foundation for a total of $7,400,000. The tax form also showed that in 2014 they took in almost $11,000,000 of which half came from foundation grants and half came from different government agencies for services rendered.

On the Bellwether web-page is a listing of the entities with whom they claim to work. The list below is showing a few of the hundreds of groups cited:

Achieve.org, ACT, Inc, The American Center for School Choice, American Enterprise Institute, Bill & Melinda Gates Foundation, Charter School Growth Fund, Chiefs for Change, The College Board, Doris & Donald Fisher Fund, Education Reform Now, The Eli and Edythe Broad Foundation, Friedman Foundation for Educational Choice, Harmony Public Schools [aka Gülen schools], J.A. and Kathryn Albertson Foundation, The Joyce Foundation, K12 Inc., KIPP Foundation, The Mind Trust, National Alliance for Public Charter Schools, National Association of Charter School Authorizers, Nellie Mae Education Foundation, NewSchools Venture Fund, Rocketship Education, Chan Zuckerberg Initiative, Teach for America,  Thomas B. Fordham Institute, The Walton Family Foundation, WestEd, The William and Flora Hewlett Foundation

This is basically a who’s who list of advocates for the privatization of public schools and the selling of computer delivered education, euphemistically called “personalized education.”

Reed Hastings, the CEO of Netflix, sits on the board of the California Charter Schools Association. He also founded Rocketship schools, which are charter schools that put their students in cubicles learning from computers. A few years ago, he purchased a small software company in Bremerton, Washington called DreamBox Learning and is well on his way to making DreamBox the top provider of software for computer based learning. One of the six board of director members for Bellwether is Jessie Woolley-Wilson, President, and CEO of DreamBox Learning.

The editor did not get his “fresh evidence” from the graduate school of education at San Diego State University or the University of California San Diego. Nor was the evidence obtained from education researchers at UCLA, Berkeley or Stanford. It came from a “think tank” that is often referred to as a propaganda arm for “corporate education reform.” That’s weak!

Teachers and Unions; Perennial Targets of Abuse

The editorial says, “the State Board of Education has come up with an anti-accountability – accountability plan.”

The editor then emulated Chicken Little:

“This is scandalous. It is the latest confirmation that the interests of the powerful California Teachers Association and the California Federation of Teachers — which oppose meaningful attempts to evaluate the performance of teachers, schools and districts — are paramount in Sacramento.”

This is a lie!

Teachers’ unions and their members are resources for getting school improvement right. No group cares more about good education than California’s teachers. Sure, they oppose bad education policy, but they do not oppose accountability as do the editor’s friends in the charter school industry.

The California plan is required because of federal law. It is not a good approach to assessing schools. Taxpayers are already supporting a superior approach provided by the Western Association of Schools and Colleges (WASC), one of the six regional accrediting agencies in the United States. They send in teams of trained educators to spend a week or more observing and evaluating. Their final report is both an evaluation and a set of recommendations that must be addressed before a subsequent review.

Teachers have been through WASC reviews and know what authentic school evaluation looks like. Teachers also know how much damage the “test and punish” philosophy of school reform has caused.

This is Ignorance

The editorial alleges,

“The state board’s junk standards feel like the culmination of a plan that began in 2011, when Gov. Jerry Brown trashed the “siren song” of data-based education reform — even as schools in Massachusetts continue to lead the nation thanks to such reform and schools in Florida make dramatic improvements with this approach. In 2013, the state moved to scrap its STAR school accountability testing program, drawing a sharp rebuke from the Obama administration. In 2016, Brown vetoed a bill by Assemblywoman Shirley Weber, D-San Diego, to make it easy to determine school progress.”

Yes, Governor Brown trashed the “siren song” of data-based education reform. When vetoing a bill that reduced testing data percentages for school evaluation, he said, “It does allude to student excitement and creativity, but does not take these qualities seriously because they can’t be placed in a data stream. Lost in the bill’s turgid mandates is any recognition that quality is fundamentally different from quantity.”

It is true that Massachusetts went to a standards based education model and testing regime in 1993. It also doubled its spending on education between 1993 and 2001. Their average test scores are excellent, however, they also are third in the nation for largest achievement gaps.

The 2012 Florida data cited above as evidence of dramatic improvement is probably the last positive evidence from Florida. Today, Florida is an abject example of how bad test based education and privatization policies can be. The National Education Association reported about the spring 2017 testing fiasco in Florida:

“The already diminished reputation of high-stakes testing took another hit this week with the startling news out of Florida that only 27 percent of fourth graders passed the state’s comprehensive assessment test (FCAT) for writing. That’s a drop from 81 percent the previous year. The scores for eight and tenth graders yielded similarly abysmal results.”

It is true that the CTA opposed Shirley Webber’s education bill that Brown vetoed. A CTA web-site report says, “CTA urged lawmakers to defeat Assembly Member Weber’s AB 2548 because it would impose new accountability restrictions on local schools before the State Board of Education and local districts have had a chance to implement fully the accountability provisions of the new Local Control Funding Formula.” CTA was not promoting anti-accountability. It was promoting workable accountability.

The editorial ends with, “So please come to the rescue, Education Secretary Betsy DeVos. Stick up for school accountability by standing up to a state which rejects it. Stick up for needy kids. Stick up for, yes, social justice.”

That is sick. Betsy DeVos is completely unqualified for her position although extremely wealthy. She is anything but a social justice advocate. Is she really a champion to the San Diego Union? Sadly, it seems the answer is yes.