Tag Archives: reform

End of Public Schools in Milwaukee?

23 Jul

This past school year, Wisconsin taxpayers sent $250,000,000 to religious schools. Catholics received the largest slice, but protestants, evangelicals and Jews got their cuts. Wisconsin’s Department of Public Instruction (DPI) reveals that private Islamic schools took in $6,350,000. Of the 212 schools collecting voucher money, 197 were religious schools.

The Wisconsin voucher program was expanded before the 2014-2015 school year. The Milwaukee Journal Sentinel reported, “Seventy-five percent of eligible students who applied for taxpayer-funded subsidies to attend private and religious schools this fall in the statewide voucher program already attend private schools, ….”

Money taken from the public schools attended by the vast majority of Milwaukee’s students is sent to private religious schools. Public schools must adjust for stranded costs while paying to serve a higher percentage of special education students because private schools won’t take them. Forcing public schools to increase class sizes, reduce offerings such as music and lay off staff.

A mounting social division like those faced after the civil war is developing. Katherine Stewart shared that history in her stunning book, The Good News Club:

By the latter half of the nineteenth century, Lutherans as well as Catholics had developed extensive systems of parochial education. For many Protestants, however, the loss of students from those denominations was not a welcome development. It was feared that the combined force of the Lutheran and Catholic electorate would endanger the existence of public education altogether. The tensions between those who wanted universal public education and those who wanted their schools to look like their churches continued to grow. In 1874, President Ulysses S. Grant declared that if a new civil war were to erupt, it would be fought not across the Mason-Dixon Line but at the door of the common schoolhouse. In an 1876 speech in Des Moines, Iowa, he articulated the conclusion many people had already drawn concerning the continuing struggles over religion in the public schools: “Leave the matter of religion to the family altar, the church, and the private school, supported entirely by private contributions,” he said. “Keep the church and state forever separate. With these safeguards I believe the battles which created the Army of Tennessee will not have been fought in vain.” (pages 73-74) (emphasis added)

Privatizing Public Schools Not Achieving Predictions

John E. Chubb was a cofounder of the for-profit Edison Schools and a senior fellow at the Brookings Institute. Terry M. Moe was a professor of political science at Stanford University and a senior fellow at the Hoover Institution. Chubb and Moe co-authored Politics, Markets, and America’s Schools which was published by Brookings Institution Press on June 1, 1990 the same year that Milwaukee became the sight of the nation’s first school voucher program.

Chubb and Moe claimed public education was incapable of reforming itself, because the institution was owned by vested interests. They were dismissive of democratically elected school boards asserting that poor academic performance was “one of the prices Americans pay for choosing to exercise direct democratic control over their schools.”

Diane Ravitch wrote Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. In it she noted: “In 1990, John Chubb and Terry Moe described school choice as ‘a panacea’ that ‘has the capacity all by itself to bring about the kind of transformation that, for years, reformers have been seeking to engineer in myriad other ways.”’ (page 207)

Unfortunately, Milwaukee jumped on the speculative school privatization path. Chubb and Moe have been proven wrong. Voucher programs are not testing well. A recent paper from the Center for American Progress summarized the four latest and largest voucher study research efforts which all strongly indicated vouchers are bad education policy.

In December, 2017, an education writer for the Milwaukee Journal Sentinel, Alan J. Borsuk wrote, “Massachusetts and Wisconsin charted separate paths in the 1990s, and you can see the results today.” He stated,

“In the early 1990s, Massachusetts and Wisconsin were getting about the same overall results on measures such as the National Assessment of Educational Progress (NAEP), the closest thing there is to a nationwide test of student achievement.”

“In that period, Wisconsin acted to hold down increases in spending and property taxes for schools. Massachusetts acted to improve outcomes for students and increase spending, especially in places where overall success was weak.”

TUDA Graphs

Graphs Based on NEAP Trial Urban District Assessment Data for 8th Graders

The graphs above are a sample of the endless NEAP data sets illustrating Borsuk’s point.

The Wisconsin Education Association Council published a 2017 research brief that concluded:

“One of the most significant findings about the Milwaukee voucher program to date is that 41 percent of voucher schools failed since the program’s inception. Start-ups and unaffiliated voucher schools were the most likely to falter.”

“Research in Wisconsin and other states consistently shows little to no voucher school advantage, and in fact often documents significant ill-effects on students including: school closings, high rates of student attrition for lower-performing students, and decreased assessment scores in math and reading.”

In 2016, Mercedes Schneider book School Choice was published by Teachers College Press. In it she reported,

“In sum, what Wisconsin has is a 25-year-old urban school voucher program that has not produced student outcomes that surpass those of its public schools but that is not regulated. As a result, this system … allows for unchecked fraud and discrimination – even as it stands to expand.” (Choice Page 41)

Milwaukee’s Fox News channel six reported in 2016,

“More than 50 schools have shut down since the Milwaukee Parental Choice Program started, leaving students in chaos and taxpayer money unaccounted for.” 

‘”There’s government money available for people who want to open up a building and call it a school. All you have to do is get the children and [for that] all you have to do is come up with a catchy slogan,’ Rep. Mandela Barnes (D-Milwaukee) said.”

Governor Scott Walker’s 2015 budget effectively removed all caps on students from poor and middle-class families throughout the state of Wisconsin receiving private school vouchers. The pro-privatization publication EdChoice explains the 2018-2019 eligibility rules,

“Wisconsin families with income no more than 220 percent of the federal poverty level ($55,220 for a family of four in 2018–19) and reside outside of either the Milwaukee Public Schools or the Racine Unified School District are eligible. Moreover, a family’s income limit increases by $7,000 if the student’s parents or legal guardians are married. Each district will have an enrollment cap of 1 percent of its public school district enrollment. This cap will increase by one percentage point each year until the enrollment limit reaches 10 percent, then there will no longer be a cap.”

Voucher Growth

Wisconsin Department of Public Instruction Data Shows the Rapid Growth of Voucher Schools in Racine and Milwaukee

A Robust Charter School Industry Operates in Milwaukee

A 2014 report in the Milwaukee Journal Sentinel said,

“Nearly 11% of public schools in Wisconsin are charter schools, the fourth-highest rate in the nation and double the national average, according to a recently released report from the National Alliance for Public Charter Schools.”

“In Milwaukee, 32% of public schools are charters, according to Wisconsin Department of Public Instruction data.”

The Wisconsin Department of Public Instruction (DPI) defines two basic charter school structures. District charter schools which are authorized by public school districts and “independent charter schools” which are authorized by: The chancellor of any institution in the University of Wisconsin System; Each technical college district board; Waukesha County Executive; College of Menominee Nation; Lac Courte Orielles Ojibwa Community College; UW- System Office of Educational Opportunity. In either case DPI states, “The Wisconsin charter school law gives charter schools freedom from most state rules and regulations in exchange for greater accountability for results.”

The district authorized charter schools are a kind of hybrid charter school and innovation school. Innovation schools are promoted by David and Charles Koch through the American Legislative Exchange Council (ALEC). According to ALEC model legislation these schools “are provided a greater degree of autonomy and can waive some statutory requirements.” Neither charter schools nor innovation schools are operated by the elected school board. In other words, parents have no elected representative they can hold responsible for the operation of the school.

In October 2017, the United States Department of Education selected Wisconsin for a $95 million charter schools grant. The DPI notice of this grant said,

“Our federal grant will help us expand charter school access throughout Wisconsin, especially for our high school kids who are from low-income families,” said State Superintendent Tony Evers.”

“Over the five-year grant period, the Wisconsin Charter Schools Program will support the opening of 80 new or replicated quality charter schools and the expansion of 27 high-quality charter schools in the state.”

Sadly, Tony Evers is one of the Democrats who want to replace Scott Walker as governor.

On July 8, the Wisconsin State Journal ran a stridently incorrect editorial. They stated,

“Every charter school in Wisconsin is a public school.

“The many Democrats running for governor should memorize this fact, because some of them are getting it wrong.

“Charter schools should not be confused with voucher schools, which are mostly private religious schools that receive public money for lower-income students to attend.”

Charter schools are privately managed companies that sell education services to the state. They are not much different than a construction company contracting to do road work. Just because they receive tax dollars does not make them a public company. In the most recent Busted Pencils pod cast, Network for Public Education (NPE) Executive Director Carol Burris made the point that to be a public school requires two aspects. (1) The school must be publicly funded and (2) the school must be publicly governed. Parents have no vote on the governance of a charter school.

Burris also discussed the research paper jointly produced this June by NPE and The Schott Foundation, Grading the States: A Report Card on Our Nation’s Commitment to Public Schools. Not only did Wisconsin receive a failing grade, it was deemed to have the worst charter school laws in America. The reasons included: One of five states to allow for profit charter schools; if a school fails the property belongs to the charter owners not the taxpayers; nation’s longest renewal period of 5-years; and no conflict of interest requirements.

Destroy Public Education (DPE) Model Functioning in Milwaukee

The DPE model was first defined by researchers at the University of Indiana Purdue University Indianapolis (UIPUI). These scholars were Doctor Jim Scheurich coordinator of the Urban Education Studies doctoral program, Gail Cosby a doctoral candidate at UIPUI and Nate Williams who earned his doctorate there and now teaches at Knox College.

They concluded that a DPE model was being instituted throughout the nation. Three important points in the model are: (1) a funding conduit for national-local wealthy individuals and organizations to support local DPE initiatives; (2) the development of local organization networks that collaborate on the privatization agenda; and (3) a local-national collaboration between wealthy mostly conservative groups.

The national money flowing into Milwaukee to privatize public education comes from the usual sources including the Walton Family Foundation, the Bill and Melinda Gates Foundation, the Joyce Foundation and several others national non-profits.

The big local money is from the very conservative Lynde and Harry Bradley Foundation. In 2016, the Bradley Foundation gave generously to ALEC, Freedomworks Foundation, The Federalists Society and Betsy DeVos’s Mackinac Center. Locally they gave $375,000 to the Badger Institute, $500,000 to the Wisconsin Institute for Law and Liberty (WILL) and $100,000 each to Schools that Can Milwaukee and Partners Advancing Values in Education (PAVE). These appear to be yearly gifts.

Concerning school privatization in Milwaukee, the contributions to WILL and the Badger Institute are particularly noteworthy. The following statements on the WILL web site are from members of the Board of directors:

‘“WILL’s legal team was the missing link in education reform in Wisconsin and their research capabilities enhance our ability to develop effective policy.’  Jim Bender President, School Choice Wisconsin”

‘“WILL is at the forefront of the effort to expand parental choice in education. Whether publishing reports on how to craft high-quality choice policies or rigorous fiscal analyses that influence the debates in Madison, or even suing the state education bureaucracy for its failure to follow the law, WILL can be counted upon to fight for Wisconsin families.’ Jason Bedrick Director of Policy at EdChoice”

‘“After a lifetime of involvement in America’s conservative movement, I am proud to say that WILL is one of the most successful organizations I’ve been a part of and happy to see it grow and impact public policy.’ Mike Grebe Former Chairman, Bradley Foundation.”

The Badger Institute says of itself,

“The Badger Institute, formerly the Wisconsin Policy Research Institute, is a nonpartisan, not-for-profit institute established in 1987 working to engage and energize Wisconsinites …. The institute’s research and public education activities are directed to identify and promote public policies in Wisconsin that are fair, accountable and cost-effective.”

The Bradley foundation supplies the money, WILL provides the legal work and The Badger Institute lobbies the state. The school privatization ground game in Milwaukee is now run exclusively by PAVE. It has annexed Schools That Can Milwaukee. Borsuk writing in the Journal Sentinel observed,

I referred to Schools That Can Milwaukee in the past tense because it and another long-time Milwaukee education non-profit, known as PAVE, are merging. Plans for the merged organization are expected to be unveiled in coming months. There have been hints that some major players in town want a new approach to encouraging school improvement. Will the new organization be a vehicle for that? Keep an eye on this.”

Some Parting Thoughts

In the Zelman v. Simmons-Harris case, the Supreme Court ruled in a 5-4 decision that vouchers to religious school did not violate the Establishment Clause of the Constitution. This decision re-wrote more than a century worth of precedence and further eroded the separation of church and state. No matter how this case was decided, it is patently un-American to force citizens to send money to religious organizations that they do not support.

Privatizing public education is a horrible idea. Public-schools are the bedrock upon which America’s democracy is built. Now strange conservatives and their fellow traveler in the Democratic party, the neoliberals, are claiming that democratically elected school boards are an anachronism. Know this; if someone is opposing democratic governance, they are proposing totalitarian rule by the wealthy.

Democracy’s Schools: A Good Read

21 May

The unprecedented development of a pan American public education system arose between the end of the Revolutionary War and the beginning of the Civil War. In Democracy’s Schools, Johann Neem explains the origins of the egalitarian spirit manifested in the uniquely American system, the system’s rapid development from the bottom up and he presents evidence about ideological debates that are still unresolved in the twenty-first century. These explanations are informed by impressive scholarship.

Cover Photo_05192018

The Cover Art for Democracy’s Schools Employs Charles Frederick Bosworth’s Oil on Wood Painting, “The New England School” (ca. 1852)

Massachusetts philosopher and Unitarian church minister, William Ellery Channing, had a profound influence on egalitarianism in public education. He believed that within each person were “germs and promises of growth to which no bounds can be set.” Everyone was seen as inherently equal and deserving of education that develops the capacity for creating “self-culture.” Neem paraphrases Channing, “To educate some for work and others to appreciate beauty was to commit a crime against human nature.”

Neem states, “Nobody made the case for self-culture more strongly than Horace Mann.” Mann trained as a lawyer after graduating from Brown University. “In contrast to Democrats like Andrew Jackson, Whigs like Mann believed that the state had an obligation to improve individuals and society by developing their moral, intellectual, and economic potential.”

Mann’s wife of two years died in 1832. His deep depression caused good friend Elizbeth Peabody to introduce him to Reverend Channing. The reverend had a profound influence on Mann’s understanding of education. When Massachusetts established a board of education in 1837, Mann became its first secretary.

The establishment of public high schools exposed deeply held difference about education. The common schools which educated through the equivalent of middle school were rapidly embraced. With Mann leading the charge, they were adopted in one community after another. However, many Americans did not trust reformers calling for the establishment of public high schools. They wondered if higher education wasn’t just a way to justify elite privilege.

To reformers, public high schools would expose the most talented children to the kind of education that had been the exclusive heritage of the wealthy. However, their arguments did not prevail, and the public high school development advanced slowly. Neem reports, “by 1890, only 6.7 percent of fourteen- to seventeen-year-olds were enrolled.”

Writing about the “overlapping consensus” for public education, Neem says,

“Since its inception, American public education has served many masters. It sought to educate citizens, to promote self-culture, and simultaneously to prepare people for success in the workplace. The public schools reflected the complicated aspirations of policy makers, education reformers, citizens, parents, teachers, and students. In America, schools benefited from an overlapping consensus in which the various stakeholders did not always agree on why schools existed but agreed that they ought to exist. This overlapping consensus fueled the dramatic growth in public school enrollment between the Revolutionary and Civil War.

“But since Americans did not always agree on the purposes of education, public schools also generated intense political conflicts. Perhaps for most Americans, schools were practical institutions. They gave young children basic skills, reinforced the community’s morals, and prepared them to be citizens and productive members of society. But to reformers, public schools would also elevate the human spirit. To do that, the following chapters argue, reformers sought to transform the content of curriculum and how teachers taught and ultimately, to make public schools free and universal.”

Jackson to Trump 200 Years; Same Dynamic

I agree with Newt Gingrich (a politician named after a salamander), the first Democratic President, Andrew Jackson, and today’s insurgent Republican President, Donald Trump, have commonality. In 1828, Jackson, one of the largest slave owners in Tennessee, became the champion of the common man against elites. In 2016, Trump, the wealthy New York real estate developer, cultivated the aura of a champion of the common people fighting against elite privilege.

In 1818, education reformers were pushing for liberal education for all free children. University of North Carolina President, Joseph Caldwell worried that many Americans had “become avowed partizans of mental darkness against light” who were “glorying in ignorance.” Jackson’s supporters did not trust elites and thought classical liberal education was old fashioned and elitist. They wanted just the basics of reading, writing and mathematics. These sentiments and concerns are still heard today.

Channing taught that the purpose of education was to develop human beings in God’s image. His protégé, Horace Mann, was attracted to the new “science” of phrenology. Phrenology conceived of the brain as malleable which gave Mann added confidence concerning the value of universal education. In some ways, today’s standards and testing are the modern equivalent of phrenology; uninformed, potentially harmful yet a policy guide.

An enduring tenant of American public education was championed by Ohio’s superintendent of schools. He argued that both girls and boys were endowed with the faculties “of memory, of reason, of conscience, of imagination, and of will” therefore, school must ensure “all of these are to be developed” in both sexes.

It was widely believed that self-control was the key for education to cultivate the best within us. “Otherwise, people would not be free, or self-made, but remain an unformed bundle of impulses with no ability to resist immediate temptation.” There were to be no excuses. Discipline was the precondition to freedom and a key purpose of education.

The first development in a new American community was invariably the establishment of a school. Community members naturally accepted that their religious beliefs would be reinforced at school. Neem described the understanding, “A good education required shaping character, and this required religion.” However, efforts to accommodate all faiths meant eliminating those ideas that were not common. The American Sunday School Union questioned the public schools’ determination “To Diffuse Knowledge without Religion.”

In a heated debate with Frederick Packard, American Sunday School Union Corresponding Secretary, Horace Mann upheld non-sectarianism. Packard responded that Mann’s non-sectarianism reflected the sectarian principles of his own Unitarian church.

Neem shares, “The Sunday school movement emerged in order to ensure that young Americans would receive the religious education that they did not get in common schools.”

The belief that Christianity belongs in the public education curriculum is still strongly    embraced by some sectors of today’s pluralistic society*. In 2001, Dick and Betsy DeVos answered questions for the Gathering where Dick complained that church has retreated from its central role in communities and has been replaced by the public school. He said it is our hope “churches will get more and more active and engaged in education.”

*Betsy DeVos while channeling Margret Thatcher claimed there in no such thing as society.

Development and Pedagogy

There was a divide between those who supported the reformers’ programs and those who wanted just the basics of reading and cyphering. Better-off farmers were generally in favor of liberal education including studying the classics. Poorer citizens had a tendency to embrace the less costly and more practical basics only. Neem reports, “Because of their political power and the way the tax burden fell largely upon them, slaveholding elites spread an antitax gospel to convince ordinary whites that taxes were a bad thing.” Today that same gospel is advocated by wealthy elites in America’s two major political parties with a more determined effort coming from conservative funders. (emphasis added)

America’s schools were a battlefield. Violence was used as both a method of discipline and motivation. Lessons were almost exclusively memorization and regurgitation. If the recitation was incorrect students were regularly struck across the cheek, ear or bottom. Students often had their hands struck harshly and repeatedly for minor infractions. Harsh discipline combined with drill and skill pedagogy is still practiced in modern “no excuses” charter schools.

Reformers were convinced that authoritarian pedagogy was ineffectual. They started looking to innovations in Europe for guidance. As early as 1817, Archibald Murphey of North Carolina was informing the state legislature about new approaches to education in Europe. In 1819, a New York school teacher, John Griscom, published A Year in Europe. Both Murphey and Griscom praised the schools of Prussia and the Swiss educator, Johann Pestalozzi.

In 1843, Horace Mann married Mary Peabody and for their honeymoon they toured schools in Europe. Mann recognized that schools in democracies could not promote “passive obedience to government, or of blind adherence to the articles of a church.” On the other hand, he was enamored by the organization of the Prussian schools. Schools were divided into age-based grades to facilitate age appropriate pedagogy. Most of all Mann was impressed by the teachers of Prussia. He called for improvement in the status of the teaching profession in Massachusetts and improvement in training.

A popular alternative to the Prussian model and Pestalozzi’s views on pedagogy was Lancasterianism named for its originator, Joseph Lancaster. Neem explains the popularity of Lancaster’s approach,

“This approach had several advantages. First, it was cheap because Lancaster relied on older students to teach. Second, some considered Lancaster’s emphasis on repetition and competition to be effective. In groups of ten or twelve, led by a monitor, students drilled in reading, spelling, or arithmetic. Each day, every student was ranked publicly, motivating students to excel or, at least, to avoid embarrassment. Students received “merit tickets” for behavior and performance.”

Mann worried that Lancasterianism taught students to compete for external rewards and glory instead of developing appropriate moral character. He felt the system deprived students the benefit of a qualified well-prepared teacher. Mann wrote, “One must see the difference between the hampering, binding, misleading instruction given by an inexperienced child, and the developing, transforming, and almost creative power of an accomplished teacher.” Reminds one of Texas businessmen paying cash rewards to students for passing AP exams, the push for scripted education and Teach for America.

Mann was so taken by his European experience, that he wrote in official reports of the inspiring, engaging, loving classrooms he observed in Prussia. Boston’s schoolmasters replied that education “amateurs” like Mann rarely cared about what actual teachers might think. Neem notes, “The teachers felt insulted by Mann’s tone, which suggested that Prussia’s teachers were doing great things while back at home every teacher was incompetent.”

Reformers believed that by tapping into children’s curiosity and interest they would become independent learners. Experienced teachers knew that students also needed discipline, or they would only engage in what they liked. Educators felt that though nice to appeal to children’s moral sense still “Massachusetts was not some prelapsarian Eden.”

Maybe the blindness to practical classroom reality explains some of Bill Gates’s serial education reform failures.

Charter Schools and America’s Curriculum

After the Revolutionary War, states recognized the need for an educated citizenry and schools, but they lacked the capacity to develop and fund public education. Concurrent with building public schools, state governments also encouraged citizens to create charter schools called academies. By 1855 there were more than 6,000 of these state-chartered schools operating compared to almost 81,000 common schools. Neem observed,

“But American leaders ultimately concluded that academies were unable to meet the nation’s need for an educated public and worse, that they exacerbated the division between the haves and have-nots. In the post-Revolutionary era, Massachusetts governor Samuel Adams asserted that academies increase inequality because well-off families who sent their children to academies would be less willing to pay taxes for the state’s common schools. ‘Citizens,’ Adams argued, ‘will never willingly and cheerfully support two systems of schools.’”

So, charter schools were not an invention of Ray Budd in a 1970’s paper. They had existed since the time of the American Revolution, however, nineteenth century politicians and reformers concluded they were not a good fit for democratically sponsored education.

Reverend William Holmes McGuffey was a stern task master in the classroom. He expected good behavior and would tolerate nothing less. He also disliked rote memorization and recitation pedagogy. In the 1820’s, McGuffey wrote the first edition of his reader. Its readings were laced with moral lessons and Biblical verses. It taught a protestant ethic. Between 1836 and 1920, the reader sold as many as 122 million copies and most of these copies were used by several students. It has been said that McGuffey was responsible for “making the American mind.”

In post-revolutionary war America, large numbers of Catholic Immigrants arrived, and they did not like the anti-Catholic lessons taught in common schools. Protestants viewed Catholics as antidemocratic because of their allegiance to the Pope who opposed democratic reform in Europe. Catholics did not want their children abused in common schools. They started developing their own school system and wanted government support for their schools. This was just one of multiple pressure points creating the “Bible wars.”

The fight over religion in school became so intense that in 1876 President Ulysses S. Grant declared:

‘“Leave the matter of religion to the family altar, the church, and the private school, supported entirely by private contributions. … Keep the church and state forever separate. With these safeguards I believe the battles which created the Army of Tennessee will not have been fought in vain.”

I have touched lightly on just a few of the early developments in public education chronicled in great depth by Neem. My main take away from this read is that in developing universal free public education in America the foundation for democracy was forged. That foundation is under attack today. Read this book and you will deepen and reinforce your own need to protect America’s public schools.

Newest Existential Threat to Oakland’s Public Schools

10 May

A “Systems of Schools” plan has been introduced by the destroy public education (DPE) forces in Oakland, California. The plan basically posits that with 30 percent of students in charter schools, the system has become inefficient. Therefore, the school board needs to review resources and close schools in areas with too many seats and overlapping programs.

However, since Oakland’s school board has no authority over charter schools it is only public schools that can be closed or downsized unless charter schools voluntarily cooperate.

Continuing the Big Lie

A memorable line from “A Nation at Risk” reads,

“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”

Yesterday (May 7, 2018) Steve Hinnefeld writing about this report for the blog School Matters noted,

“As Anya Kamenetz of NPR reported recently, its authors were sure the education system needed change and set out to create a report that justified what they thought. Remarkably, they cited falling SAT scores as evidence of decline – at a time when many more college-bound students were taking the test, leading to lower average scores.

“The authors ‘were hell-bent on proving that schools were bad,’ Lynn University professor James Guthrie told Kamenetz. ‘They cooked the books to get what they wanted.’

“A 1990 report produced by the Energy Department’s Sandia National Laboratories broke down the flaws in the “A Nation at Risk” analysis but got little attention.

 ‘“It was great stuff,’ Golarz [former Indiana school administrator] said. ‘I remember, when it came out, thinking, ‘Finally, somebody’s unraveled this damn thing and showed all the flaws.’ But nobody read it.”’

“Nation at Risk” set the model for the DPE movement. Public education was so popular that to privatize it required denigrating it. Over the last 35 years, the DPE movement has developed an approach using local money in concert with national money to promote charter schools, denigrate public schools and campaign for privatization friendly policies like unified enrollment. The local money in Oakland is provided by the Rogers Family Foundation.

The article “Oakland is California’s Destroy Public Education Petri Dish” describes the Rogers Family Foundation and it relationship to GO Public Schools Oakland, Educate78 (previously New Schools Venture Fund) and the Oakland Public Education Fund. The late T. Gary Rogers foundation is like the queen bee of DPE Oakland with the other organizations carrying out various political and financial activities including spawning AstroTurf organizations.

The well-financed and robustly staffed DPE-oriented GO is leading the ground assault. 1Oakland, a GO led AstroTurf organization, bashes public schools and promotes the “Systems of Schools” legislation. The 1Oakland web-page states, “In September of 2017, GO Public Schools Oakland brought together community, family, and student leaders to launch 1Oakland, a campaign that is working for an exceptional, equitable, and sustainable education system that reflects our commitment to all Oakland students.”

On the GO web-site a statement from Boris Aguilar, a 1Oakland Leader, is accompanied by typically misleading statements denigrating Oakland Unified School District (OUSD). It claims,

“In the 1990s and early 2000s, families organized and established charter schools and small schools as alternatives to OUSD’s overcrowded, low-performing schools. These schools often times provided creative and culturally responsive curricula in contrast to OUSD’s one-size-fits-all, “teacher-proof” scripted curriculum.”  

The organizing for charter schools in Oakland did not come from local families. It came from billionaires and politicians including Bill Gates, Reed Hastings, Eli Broad, Carrie Walton-Penner, Jerry Brown and several other elites. The small-schools initiative was Bill Gates’s first big failed education reform idea. Small-schools generated many headlines like this one from the Washington Post, “How Much Bill Gates’s Disappointing Small-Schools Effort Really Cost.” The one-size-fits-all philosophy and scripted curriculum promoted by “education reformers” from the Bush and Obama administrations are far more prevalent in charter schools than public schools. When properly adjusted for poverty, OUSD testing outcomes reflect a high-quality steadily improving public school system.

Oakland Reach  is another AstroTurf organization with GO fingerprints on it. The Oakland citizens involved with this organization appear sincere and to have well-founded grievances. Unfortunately, they are being used to steal high-quality public schools from their own neighborhoods.

Oakland charter concentration and wealth maps

Oakland’s charter schools are all in the minority dominated flats with none in the wealthier Oakland hills as shown by these maps from Fordham and Maplight.

This new initiative’s  executive director, Lakisha Young, also paid staff at GO. Sources say that some Oakland Reach leaders traveled to Memphis, Tennessee to be trained by Memphis Lift. Memphis Lift is an AstroTurf parent organization that has enough money to pay $15 an hour for parent “volunteers” to knock on doors. Teach for America promotes Memphis list on their web site.

The new message by these organizations is “we only want quality education and don’t care whether it comes from charter schools or public schools. People in our neighborhoods deserve to choose what is right for their children and grandchildren. ‘System of Schools’ will enable managing our portfolio of schools more efficiently.” A public school advocate, Jane Nylund commented, “Essentially, the campaign is designed to embrace what I would call a Kumbaya moment; a way to deal with what CRPE calls ‘toxic local politics.”’

CRPE is the Bill Gates financed Center for Reinventing Public Education on the campus at the University of Washington. CRPE is leading the charge for portfolio districts which means managing a portfolio of schools like a stock portfolio; close the losers and open new schools. This theory ignores the well-known damage that instability causes students; especially those living in poverty.

The article “Education Cities is the National Organizer for the Destroy Public Education (DPE) Movement” relates how this national umbrella organization is providing leadership for privatizing public education across America. A recent Education Cities update says,

“Educate78 has started an #OUSDBudget blog series to delve into the Oakland Unified School District budget crisis. Most recently, the series has been tackling the question of whether Oakland has too many schools.  Educate78 is also excited to celebrate the launch of two initiatives from one of its major grantees, GO Public Schools. The new  Oakland REACH , a parent-led advocacy group and  1Oakland  –  a community-driven campaign  working with educators and elected officials to advocate for  policies that promote partnership and creatively re-design the school system in service of all students.”

The Citizens United Decision Effect on Oakland’s Schools

John Dunbar writing for Public Integrity explained,

“The Citizens United ruling, released in January 2010, tossed out the corporate and union ban on making independent expenditures and financing electioneering communications. It gave corporations and unions the green light to spend unlimited sums on ads and other political tools, calling for the election or defeat of individual candidates.

 “In a nutshell, the high court’s 5-4 decision said that it is OK for corporations and labor unions to spend as much as they want to convince people to vote for or against a candidate.”

The first year that the Citizens United ruling effected Oakland’s school board election was 2012. It is now apparent that corporations and the billionaires who control them have a lot more money than labor unions or anyone else. James Harris, who proposed the “System of Schools” legislation, was the only 2012 challenger to unseat an incumbent. Reporting on that election, the East Bay Times said,

“This year’s school board elections have involved vigorous campaigning and far more money than usual — and, unlike recent election years, all four races were contested.

 “GO Public Schools, a group of parents, teachers and community members that formed in 2008, is more charter school-friendly than the union’s leaders, and it has promoted changes to traditional union staffing rules, which the union has opposed. The GO Public Schools PAC has received three large donations of $49,000 or more, including — most recently — the California Charter Schools Association, bringing its fundraising total to nearly $185,000.

 “The group threw its weight behind Hinton Hodge, Torres and Harris, mostly through independent expenditures and the organizing of volunteers. By contrast, the Oakland teachers union PAC, which is backing Pecot, Fuentes and Hutchinson, expected to raise about $20,000.”

The big money from billionaires was mostly funneled through Great Oakland Public Schools which is GO’s independent expenditure committee registered under tax code 501 C4. The following tables are based on data from the City of Oakland Public Ethics Commission.

Go Expenditure Committee Table 2

In 2012, the support of GO helped Harris defeat incumbent board member Spearman in a close race. In addition, several well-known wealthy people gave maximum contributions to Harris, Hodge and Torres.

2012 Harris, Hodge and Torres
Received Max $700 Contributions from
Bloomberg Michael New York NY
Bradley Katherine Washington DC
Penner Greg Atherton CA
Rock Arthur San Francisco CA
GO-PAC Sponsored Oakland CA
Tepper David Short Hills NJ
Fournier Alan Far Hills NJ
Fournier Jennifer Far Hills NJ

Michael Bloomberg is the famous billionaire and former mayor of New York city. Katherine Bradley was the publisher of the Washington Post. Laurene Jobs Powell was Apple founder, Steve Jobs, wife. Stacy Schusterman inherited the Schusterman fortune and runs the $2-billion Schusterman Family Foundation. Greg Penner married into Walmart money. His wife Carrie is one of the richest women in the world. Arthur Rock is Silicon Valley royalty. He had a hand in founding several famous companies including Intel. David Tepper is a billionaire hedge fund manager from New Jersey as is Alan Fournier.

Go Expenditure Committee Table

The table above is of money contributed by a few wealthy elites compared to the total that GO’s independent expenditure committee recieved.

In 2016 Go spent a quarter of a million dollars to insure Harris and Hodge stayed on the board. In 2012 they had freely spent to elect Roseann Torres to the board, but in 2016 they spent $121,000 failing to have her unseated. Go has verbally supported London and Eng but provided them with little actual support. Go spent $65,000 to oppose Shanthi Gonzales.

The Board Discussed “Systems of Schools”

Board member James Harris proposed the “Systems of Schools” legislation. At the April 25th Board meeting, he said that Oakland had too many district and charter school programs. Because Oakland is the first California city to reach 30% charter penetration, he claimed Oakland had a unique need for his “Systems of Schools” plan. He rebutted the idea that the plan cannot work because the state law does not give the Board any power over charter schools. He compared that to accepting segregation and not taking any action just because it goes against unjust laws.

Board Vice President Jamoke Hinton-Hodge said she likes the “Systems of Schools” concept and that she was for charter schools because “traditional schools haven’t served black people well.” She also called for unity saying that GO, Oakland Education Association and “Diane Ravitch’s funded organization” need to find a way to work together.

I am guessing that Diane Ravitch is surprised to learn that she is funding an organization.

Director Roseann Torres said she did not see how “Systems of Schools” could work. She asked, “How do we enforce something if charters don’t come to the table?” She also noted that she was getting “100’s of emails” opposing the plan.

Board members Eng, London and Senn were non-committal but they all called for dialog and encouraged VP Hodge, Director Harris and Director Shanthi Gonzalez to sit down together and try to find some points of agreement.

I attended a presentation given by Shanthi Gonzales last fall and was favorably impressed. I wrote asking for her opinion. She was forthcoming and unambiguous. Her email response said,

“Director Harris is not wrong that there are areas in which we need to work together more, and special ed is the major one. As a result of the consistent dumping of high-needs students, we have a seriously unsustainable situation in OUSD, which is one of the drivers of our current budget crisis.

“But there is nothing stopping charter schools from ceasing their discriminating against SPED and high-needs students; they do not need a policy to do what they are legally required to do. The real goal is access to one of our parcel taxes, Measure G, and for us to kick OUSD students out of their own buildings to make more space for their students (they don’t like the split-site offers that we are legally forced to provide because we don’t have any more vacant sites).

 “A recent report from GO, the main supporters of this policy, found that OUSD spends $1400 on average more per student than charter schools in Oakland do, and they see that as unfair. Given that the same report also found that we have more SPED students, with more severe learning differences, and the students with the most severe academic challenges, it seems entirely appropriate to me that we would have more funding per student – serving higher needs students is expensive.

 “Until there is evidence to demonstrate what charters are saying, that they want to serve students more equitably, I do not see a need for this policy. Charter schools can simply do what they are legally required to do until they have evidence to demonstrate that they are serving students equitably. Then we can talk about a system of schools.

 “That is how I see it.”

Gordon Lafer, Ph.D., University of Oregon Labor and Education Researcher, has written a startling new paper for In the Public Interest called Breaking Point: The Cost of Charter Schools for Public School Districts. One of the tables in the paper demonstrates the special education issue Director Gonzales mentioned.

Oakland Special Education funding

This graphic shows how Oakland’s charter schools not only take fewer special education students but avoid high cost students leaving them to district schools.

Professor Lafer documents the debilitating costs for public schools caused by charter school expansion. Costs for which they cannot easily adjust. He reports,

“In a first-of-its-kind analysis, this report reveals that neighborhood public school students in three California school districts are bearing the cost of the unchecked expansion of privately managed charter schools. In 2016-17, charter schools led to a net fiscal shortfall of $57.3 million for the Oakland Unified School District, $65.9 million for the San Diego Unified School District, and $19.3 million for Santa Clara County’s East Side Union High School District.”

Oakland may be close to losing their public schools but cities like San Diego and Los Angeles are not far behind. We desperately need a charter school moratorium and for all publicly financed schools to be put under elected board control.

Newest Existential Threat to Oakland’s Public Schools

10 May

A “Systems of Schools” plan has been introduced by the destroy public education (DPE) forces in Oakland, California. The plan basically posits that with 30 percent of students in charter schools, the system has become inefficient. Therefore, the school board needs to review resources and close schools in areas with too many seats and overlapping programs.

However, since Oakland’s school board has no authority over charter schools it is only public schools that can be closed or downsized unless charter school voluntarily cooperate.

Continuing the Big Lie

A memorable line from “A Nation at Risk” reads, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.”

Yesterday (May 7, 2018) Steve Hinnefeld writing about this report for the blog School Matters noted,

“As Anya Kamenetz of NPR reported recently, its authors were sure the education system needed change and set out to create a report that justified what they thought. Remarkably, they cited falling SAT scores as evidence of decline – at a time when many more college-bound students were taking the test, leading to lower average scores.

 “The authors ‘were hell-bent on proving that schools were bad,’ Lynn University professor James Guthrie told Kamenetz. ‘They cooked the books to get what they wanted.’

“A 1990 report produced by the Energy Department’s Sandia National Laboratories broke down the flaws in the ‘A Nation at Risk’ analysis but got little attention.

 ‘“It was great stuff,’ Golarz [former Indiana school administrator] said. ‘I remember, when it came out, thinking, ‘Finally, somebody’s unraveled this damn thing and showed all the flaws.’ But nobody read it.”’

“Nation at Risk” set the model for the DPE movement. Public education was so popular that to privatize it required denigrating it. Over the last 35 years, a model for the DPE movement required local money to unite with national money to promote charter schools, denigrate public schools and campaign for privatization friendly policies including unified enrollment. The local money in Oakland is the Rogers Family Foundation.

The article “Oakland is California’s Destroy Public Education Petri Dish” describes the Rogers Family Foundation and it relationship to GO Public Schools Oakland, Educate78 (previously New Schools Venture Fund) and the Oakland Public Education Fund. The late T. Gary Rogers foundation is like the queen bee of DPE Oakland with the other organizations carrying out various political and financial activities including spawning AstroTurf organizations.

The well-financed and robustly staffed DPE oriented GO is leading on the ground in Oakland. 1Oakland is a GO led AstroTurf organizations bashing public schools. The 1Oakland web-page states, “In September of 2017, GO Public Schools Oakland brought together community, family, and student leaders to launch 1Oakland, a campaign that is working for an exceptional, equitable, and sustainable education system that reflects our commitment to all Oakland students.” 1Oakland has two visible purposes; (1) promote the “Systems of Schools” plan and (2) bash Oakland public schools.

A statement from Boris Aguilar, a 1Oakland Leader, is accompanied by a misleading denigration of Oakland Unified School District (OUSD). It claims,

“In the 1990s and early 2000s, families organized and established charter schools and small schools as alternatives to OUSD’s overcrowded, low-performing schools. These schools often times provided creative and culturally responsive curricula in contrast to OUSD’s one-size-fits-all, “teacher-proof” scripted curriculum.”  

The organizing for charter schools in Oakland did not come from local families. It came from billionaires including Bill Gates, Reed Hastings, Eli Broad, Carrie Walton-Penner and several others. The small-schools initiative was Bill Gates’s first big failed education reform idea. Small-schools generated many headlines like this one from the Washington Post, “How Much Bill Gates’s Disappointing Small-Schools Effort Really Cost.” The one-size-fits-all philosophy and scripted curriculum promoted by “education reformers” from the Bush and Obama administrations are far more prevalent in charter schools than public schools. When properly adjusted for poverty, OUSD testing outcomes reflect a high-quality improving organization.

Another AstroTurf organizations with GO fingerprints on it is Oakland Reach. The Oakland citizens involved with this organization appear sincere and to have well-founded grievances. Unfortunately, they are being used to steal high-quality public schools from their own neighborhoods.

This new initiative has an executive director, Lakisha Young, who is also paid staff at GO. Sources say that some Oakland Reach leaders traveled to Memphis, Tennessee to be trained by Memphis Lift. Memphis Lift is an AstroTurf parent organization that has enough money to pay $15 an hour for parents to knock on doors. Teach for America promotes Memphis list on their web site.

The new message from these organizations is “we only want quality education and don’t care whether it comes from charter schools or public schools. People in our neighborhoods deserve to choose what is right for their children and grandchildren. ‘System of Schools’ will enable managing our portfolio of schools more efficiently.” A public school advocate, Jane Nylund commented, “Essentially, the campaign is designed to embrace what I would call a Kumbaya moment; a way to deal with what CRPE calls ‘toxic local politics.”’

CRPE is the Bill Gates financed Center for Reinventing Public Education on the campus at the University of Washington. CRPE is leading the charge for portfolio districts which means managing a portfolio of schools like a stock portfolio; close the losers and open new schools. This theory ignores the well-known damage that instability causes students; especially those living in poverty.

The article “Education Cities is the National Organizer for the Destroy Public Education (DPE) Movement” relates how this national umbrella organization is providing leadership for privatizing public education across America. A recent Education Cities update says,

“Educate78 has started an #OUSDBudget blog series to delve into the Oakland Unified School District budget crisis. Most recently, the series has been tackling the question of whether Oakland has too many schools.  Educate78 is also excited to celebrate the launch of two initiatives from one of its major grantees, GO Public Schools. The new  Oakland REACH , a parent-led advocacy group and  1Oakland  –  a community-driven campaign  working with educators and elected officials to advocate for  policies that promote partnership and creatively re-design the school system in service of all students.”

The Citizens United Decision Effect on Oakland’s Schools

John Dunbar writing for Public Integrity explained,

“The Citizens United ruling, released in January 2010, tossed out the corporate and union ban on making independent expenditures and financing electioneering communications. It gave corporations and unions the green light to spend unlimited sums on ads and other political tools, calling for the election or defeat of individual candidates.

 “In a nutshell, the high court’s 5-4 decision said that it is OK for corporations and labor unions to spend as much as they want to convince people to vote for or against a candidate.”

The first year that the Citizens United ruling effected Oakland’s school board election was 2012. It is now apparent that corporations and the billionaires who control them have a lot more money than labor unions or anyone else. James Harris, who proposed the “Systems of Schools” Legislation, was the only 2012 challenger to unseated an incumbent. Reporting on the 2012 election, the East Bay Times said,

“This year’s school board elections have involved vigorous campaigning and far more money than usual — and, unlike recent election years, all four races were contested.

 “GO Public Schools, a group of parents, teachers and community members that formed in 2008, is more charter school-friendly than the union’s leaders, and it has promoted changes to traditional union staffing rules, which the union has opposed. The GO Public Schools PAC has received three large donations of $49,000 or more, including — most recently — the California Charter Schools Association, bringing its fundraising total to nearly $185,000.

 “The group threw its weight behind Hinton Hodge, Torres and Harris, mostly through independent expenditures and the organizing of volunteers. By contrast, the Oakland teachers union PAC, which is backing Pecot, Fuentes and Hutchinson, expected to raise about $20,000.”

The big money from billionaires was mostly funneled through Great Oakland Public Schools which is GO’s independent expenditure committee registered under tax code 501 C4. The following tables are based on data from the City of Oakland Public Ethics Commission.

Candidate Year Donor
Count
Total

Raised

GO
Ind.
Money
Go
Supported
Losers
Donor
Count
Total

Raised

GO
Ind.
Money
Harris 2012 101 $35,750 $41,155        
Hodge 2012 92 $30,325 $62,827        
London 2012 116 $18,018 $0        
Torres 2012 145 $36,635 $37,847        
Eng 2014 102 $26,824 $550        
Gonzales 2014 266 $58,051 $0 Almanzor 60 $9,200 $65,294
Senn 2014 66 $18,525 $35,518 Shakir-Gilmore 75 $16,170 $35,466
Harris 2016 63 $27,536 $144,734        
Hodge 2016 54 $18,200 $104,761        
London 2016 91 $18,085 $4,439        
Torres 2016 78 $17,725 $0 Trenado 57 $19,550 $121,521
Candidate Raised Money $350,595 Go Raised Money $654,118

In 2012, the support of GO helped Harris defeat incumbent board member Spearman in a close race. In addition, several well-known wealthy people gave maximum contributions to Harris, Hodge and Torres.

 

2012 Harris, Hodge and Torres
Received Max $700 Contributions from
Bloomberg Michael New York NY
Bradley Katherine Washington DC
Penner Greg Atherton CA
Rock Arthur San Francisco CA
GO-PAC Sponsored   Oakland CA
Tepper David Short Hills NJ
Fournier Alan Far Hills NJ
Fournier Jennifer Far Hills NJ

Michael Bloomberg is the well know billionaire and former mayor of New York city. Katherine Bradley was the publisher of the Washington Post. Laurene Jobs Powell was Apple founder, Steve Jobs, wife. Stacy Schusterman inherited the Schusterman fortune and runs the $2 billion Schusterman Family Foundation. Greg Penner married into Walmart money. His wife Carrie is one of the richest women in the world. Arthur Rock is Silicon Valley royalty. He had a hand in founding several famous companies including Intel. David Tepper is a billionaire hedge fund manager from New Jersey as is Alan Fournier.

Go Expenditure Committee Table

In 2016 Go spent a quarter of a million dollars to insure Harris and Hodge stayed on the board. In 2012 they had freely spent to elect Roseann Torres to the board, but in 2016 they spent $121,000 trying to have her unseated. Go has verbally supported London and Eng but provided them with little actual support. Go spent $65,000 to oppose Shanthi Gonzales.

The Board Discussed “Systems of Schools”

Board member James Harris proposed the “Systems of Schools” legislation. At the April 25th Board meeting, he said that Oakland had too many district and charter school programs. Because Oakland is the first California city to reach 30% charter penetration, he claimed Oakland had a unique need for “systems of schools.” He rebutted the idea that the plan cannot work because the state law does not give the Board any power over charter schools. He compared that to accepting segregation and not taking any action just because it goes against unjust laws.

Board Vice President Jamoke Hinton-Hodge said she likes the “Systems of Schools” concept and that she was for charter schools because “traditional schools haven’t served black people well.” She also called for unity saying that GO, Oakland Education Association and “Diane Ravitch’s funded organization” need to find a way to work together.

I am guessing that Diane Ravitch is surprised to learn that she is funding an organization.

Director Roseann Torres said she did not see how “Systems of Schools” could work. She asked, “How do we enforce something if charters don’t come to the table?” She also noted that she was getting “100’s of emails” opposing the plan.

Board members Eng, London and Senn were non-committal but they all called for dialog and encouraged VP Hodge, Director Harris and Director Shanthi Gonzalez to sit down together and try to find some points of agreement.

I attended a presentation given by Shanthi Gonzales in the fall and was favorably impressed. I wrote asking for her opinion. She was forthcoming and unambiguous. Her email response said,

“Director Harris is not wrong that there are areas in which we need to work together more, and special ed is the major one. As a result of the consistent dumping of high-needs students, we have a seriously unsustainable situation in OUSD, which is one of the drivers of our current budget crisis.

 “But there is nothing stopping charter schools from ceasing their discriminating against SPED and high-needs students; they do not need a policy to do what they are legally required to do. The real goal is access to one of our parcel taxes, Measure G, and for us to kick OUSD students out of their own buildings to make more space for their students (they don’t like the split-site offers that we are legally forced to provide because we don’t have any more vacant sites).

“A recent report from GO, the main supporters of this policy, found that OUSD spends $1400 on average more per student than charter schools in Oakland do, and they see that as unfair. Given that the same report also found that we have more SPED students, with more severe learning differences, and the students with the most severe academic challenges, it seems entirely appropriate to me that we would have more funding per student – serving higher needs students is expensive.

“Until there is evidence to demonstrate what charters are saying, that they want to serve students more equitably, I do not see a need for this policy. Charter schools can simply do what they are legally required to do until they have evidence to demonstrate that they are serving students equitably. Then we can talk about a system of schools.

 “That is how I see it.”

Gordon Lafer, Ph.D., University of Oregon Labor and Education Research has written a startling new paper for In the Public Interest called Breaking Point: The Cost of Charter Schools for Public School Districts. One of the tables in the paper demonstrates the special education issue Director Gonzales mentioned.

Oakland Special Education funding

This graphic shows how Oakland’s charter schools not only take less special education students but avoid high cost students leaving them to district schools.

Professor Lafer documents the debilitating costs for public schools caused by charter school expansion. He reports,

“In a first-of-its-kind analysis, this report reveals that neighborhood public school students in three California school districts are bearing the cost of the unchecked expansion of privately managed charter schools. In 2016-17, charter schools led to a net fiscal shortfall of $57.3 million for the Oakland Unified School District, $65.9 million for the San Diego Unified School District, and $19.3 million for Santa Clara County’s East Side Union High School District.”

Oakland may be close to losing their public schools but cities like San Diego and Los Angeles are not far behind. We desperately need a charter school moratorium and for all publicly financed schools to be put under elected board control.

School Transformation Without School Improvement in Atlanta’s all Charter District

1 May

Since the 2015 all charter district reforms in Atlanta, the so called “education gap” has grown significantly. This is reflected in both state and federal testing data.

I recently wrote about Superintendent Castarphen and her history of bullying staff and working to privatize public education. That post was motivated by an email from Ed Johnson providing his initial review of the just released TUDA (Trial Urban District Assessment) data from the 2017 testing cycle.

Mr. Johnson is a longtime advocate for public education. He is a native Georgian, a former NSA analyst and an expert in Deming inspired quality management. His writings have been published in many places including the Atlanta Journal-Constitution and he has been a candidate for the Atlanta Public Schools (APS) board. With his permission, I am posting his more deepened analysis of recent testing data from Atlanta.

NAEP TUDA 2017: A follow-on systemic look at Atlanta

The earlier preliminary look at NAEP TUDA (National Assessment of Educational Progress, Trial Urban District Assessment) biennial results for Atlanta Public Schools (APS; “Atlanta”) offered the immediate data story that, in recent years, since 2015, the district’s White-Black academic achievement gaps have been made unusually worse.  It was also noted that Georgia Milestones Assessment System (GMAS) annual results for Atlanta, from 2015 through 2017, coupled with Georgia Criterion-Referenced Competence Tests (CRCT) annual results for Atlanta, from 2012 through 2014, tell the same story.

Told either way, negative contributing factors in the story are implicated to be, in general, disruptive school choice as charter schools and school turnaround without school improvement.  Being driven more by ideology than pedagogy, and inclined to serve would-be oligarchs’ interests more than the public’s interests, the Atlanta Public Schools Leadership (APSL) have pressed these negative contributing factors into the district over just the past few years.  It began in 2014, with the school board hiring Meria Joel Carstarphen, Ed.D., as Atlanta superintendent.  Notably, Dr. Carstarphen once publicly proclaimed having been “trained,” presumably by her alma mater, Harvard University Graduate School of Education, to do the school turnaround work school board members wanted done.

Now by looking strictly district-level at APS, NAEP TUDA results tell a similar story of academic achievement made unusually worse since 2015.  Here, however, the story is systemic and implicates, again, school choice as charter schools and school transformation without school improvement as having detectably disrupted for the worse the district’s continuous (not to be confused with continual) upward trend since TUDA inception in each grade and subject assessed, those being 4th Grade Mathematics (4GM) and 8th Grade Mathematics (8GM), since 2003; and, 4th Grade Reading (4GR) and 8th Grade Reading (8GR), since 2002.  The “control charts” accessed in the PDF and PowerPoint links offer the story in pictures. (PowerPoint National Assessment of Educational Progress: Trial Urban District Assessment of Atlanta Public Schools through 2017, Revised.  PDF here.)

Johnson TUDA Testing Atlanta Graphic

This Fourth Grade Math Chart is an Example of TUDA Data Mr. Johnson Shared.

Johnson State Testing Atlanta Graphic

This Chart is an Example of Georgia State Testing Data Mr. Johnson Shared.

However, before going to the control charts in the PowerPoint for the story in pictures, consider the following points by W. Edwards Deming and Donald J. Wheeler (my emphasis and inserts):

“Is this chart difficult?  Patrick mastered it at age 11.  This was his science project at school.  A good start in life.  Some essential theory of variation could obviously be taught in the 5th grade.  Pupils would come out of school with knowledge in their heads, not merely information.”

—W. Edwards Deming.  The New Economics for Industry, Government, Education Second Edition (pp. 209-210).

“Figures come in, but the figures go on to charts to detect trends. The management now understand the distinction between common causes of variation, and special causes [of variation].”

—ibid. (p. 40)

“It is a mistake to suppose that the control chart furnishes a test of significance—that a point beyond a control limit is ‘significant.’  This supposition is a barricade to understanding.”

—ibid. (p. 177)

“Certain patterns of points on a control chart may also indicate a special cause.”

—ibid. (pp. 201-202)

“Before you can use data to justify any action, you must be able to detect a potential signal within the data.  Otherwise you are likely to be interpreting noise.”

—Donald J. Wheeler.  Understanding Variation: The Key to Managing Chaos Second Edition (p. 31).

After considering the story the control charts in the PowerPoint portray, one might ask: Why might Atlanta NAEP TUDA results for each of MG4, MG8, RG4, and RG8 have so suddenly shifted down for the worse in 2015 and pretty much stayed there through 2017?  And about MG8, ask: Why did it go “out of control” for the worse in 2017?

Luck, perhaps?  Certainly, one might think it was inevitable that each of the four continuous upward trends in Atlanta NAEP TUDA results, from 2002 or 2003 through 2013, would end.  After all, if one were to get six or seven heads in a row on as many flips of a coin then suddenly get tails on the very next flip, or if one were to get six or seven snake eyes in a row on as many rolls of two die then suddenly get seven on the very next roll, one might dismissively conclude: “About time.”  Or, one’s curiosity might be aroused: “Hmm.  What’s going on, here?”

Or, one might ask: What in Atlanta has been in effect since about 2015 likely to have caused the district to experience a sudden sustained shift down for the worse in each of NAEP TUDA MG4, MG8, RG4, and RG8 results?

Well, Atlanta has had school choice as charter schools and school reform without school improvement in effect since about 2015.  This being the case, the research paper Social Class and Parent-Child Relationships: An Interpretation, by Melvin L. Kohn, offers insight more rational than, it’s luck:

“We, too, found that working-class parents value obedience, neatness, and cleanliness more highly than do middle-class parents, and that middle-class parents in turn value curiosity, happiness, consideration, and—most importantly—self-control more highly than do working-class parents.  We further found that there are characteristic clusters of value choice in the two social classes: working-class parental values center on conformity to external prescriptions, middle-class parental values on self-direction.  To working-class parents, it is the overt act that matters: the child should not transgress externally imposed rules; to middle-class parents, it is the child’s motive and feelings that matter: the child should govern himself.”

Arguably, APSL’s school choice as charter schools and school turnaround without school improvement lend credence to Kohn’s research findings.  Specifically, simple observations of behavior make it clear that Harvard-trained Meria Carstarphen brought into APS with her hiring, in 2014, a way of thinking that calls for deliberately and intentionally playing on low- and working-class parents’ values of “obedience, neatness, and cleanliness” and “conformity to external prescriptions,” so as to manipulate the parents to believe and accept their children deserve training more so than education, even psychologically abusive training (i.e., operant conditioning, as developed at Harvard University).  The picture below clearly illustrates the matter.  And it is a matter that contrasts sharply with educating, more so than training, elite- and middle-class children rooted in their parents’ values of “curiosity, happiness, consideration, and … self-control” and “self-direction.”

Kindezi Charter School Picture

Photo from the Kindezi Charter Schools’ Facebook Home Page

Perhaps understanding this, the contrast, helps explain why, during this month’s school board meeting, the superintendent bristled at and pushed back on school board member Erika Mitchell’s proclamation to work with the Harper-Archer Elementary School community to include in the school’s reopening the planetarium the facility once housed when it was Harper-Archer High School.  A planetarium in the school might, quite wondrously and experientially, arouse “curiosity” in the children presumed to be of low- and working-class parents.  Can’t have that.  Curiosity aroused in such children would, of course, be contrary and disruptive to obedience and compliance training the children must get, so as to prepare them to produce, on demand, high enough scores on standardized tests to evidence being on track to “college and career ready.”

And perhaps understanding the contrast also helps explain why the APSL gives no mind to the wondrous, experiential, highly accessible world of nature right out in the backyard of Beecher Hills Elementary School.  Thus, yet another case of curiosity arousal suppression, and obedience and compliance reinforcement. Black children are deemed deserving, if only subliminally, because such is the state of their low- and working-class parents’ values.

Bottom line, results over time from both NAEP TUDA and Georgia standardized tests make it abundantly clear that, since school year 2014-2015, the APSL—the Atlanta school board and superintendent—have made schooling especially for Black children inherently more regressive, suppressive, oppressive, and untenable as a public good.  Couple that with their having made schooling more insidious, immoral, unethical, unjust, unequable, and racially discriminatory than it has ever been.

So now the APSL would dare concern themselves with early childhood education, expressly directed at low- and working-class parents of children between the ages of birth and pre-K?

Just how boldly sinister can they be?

By the way, reading the superintendent’s take on 2017 NAEP TUDA results for Atlanta can be instructive.  The superintendent demonstrates the usefulness of greatly restricting the scope and context of available data to extents that allow fabricating and serving up the best possible “good news” stories.  The superintendent comes off looking good but at the expense of losing sight of facts that might arouse, well, curiosity—well-informed curiosity.

Ed Johnson

Advocate for Quality in Public Education

****************************************************************

I have slightly edited Mr. Johnson’s emailed article to better fit this publishing format.

Choice and separate but equal schools first arose in the deep south in 1869. Of course, schools were not equal especially in terms of funding, but they were segregated. Following the Brown decision, southern governors latched onto Milton Friedman’s privatize everything ideas and embraced voucher schemes and schemes that were very similar to charter schools as a way to maintain segregation.

But this time around it is different. It is not just about segregation. It is about reducing the cost of public education. It is about tax reduction for elites and profiting off education dollars.

Laws have already been passed to designate teachers with as little as five-weeks of training “highly qualified.” In Arizona, public schools are giving high school graduates emergency credentials to work as long-term substitute teachers. In North Carolina private schools receiving government vouchers are certified even though they openly hire new high school graduates as teachers.

The promise of public education is being dismantled. Public schools with real teachers trained at university-based teacher education programs were once the expectation in America. High quality professionally run schools in every neighborhood used to be a birthright. The super-wealthy want compliant workers and no longer see a value in educating too many creative thinkers. Plenty of creative thinkers will come from high end private schools. Plus, people who think for themselves are dangerous.

The American public will eventually figure this out and demand their schools back. The first steps for undoing the damage include stopping vouchers and a moratorium on charter schools. All charter schools should be put under the management of elected school boards and TFA should be run out of town. No more fake teachers, fake schools and fake administers.

A Rotten Peach Poisoning Atlanta Public Schools

17 Apr

Sadly, the Atlantic Public Schools (APS) are careening from one destructive tragedy to the next. On the heels of the great cheating scandal of 2009, APS hired a leader of the destroy public education (DPE) movement as schools’ chief. Her “district turnaround” model includes making APS an all charter system.

Somehow, I got included in an email conversation between Ed Johnson, well-known education activist from Atlanta, Georgia, and a group of professors who study education issues. Mr. Johnson who ran for the Atlanta school board and has had opinion pieces published by the Atlanta Journal-Constitution, shared data from the just released NEAP testing. He provided eight graphs supporting the following conclusions:

“This preliminary look at APS offers the immediate data story that, in recent years, APS White-Black academic gaps have been made worse.  It is the same data story the Georgia Milestones Assessment System also tells; details differ, of course.  So-called school transformation, school turnaround, school reform, school choice, and closing public schools and opening charter schools must be considered negative contributing factors, as they promote bold, disruptive change; scripted teaching; instruction delivery; personalized mechanistic learning; and rigid academic performance.  These matters are contrary to purposeful, systemic improvement of APS as a public institution or public good.”

I assume Mr. Johnson wound not mind sharing his statement from a private email. He clearly would like this story to be disseminated. On the other hand, I will share non-public statements for the professionals but not their names.

Professor A replied, “Atlanta has a superintendent who favors charters, TFA, Relay ‘Graduate School of Education,’ and all things Reformy. Austin was very happy to get her out.”

Professor B retorted, “Castarphen is a nightmare.”

Professor A responded, “I agree.”

A professional from Georgia noted,

“Yes indeed. She’s all the reform titans’ poster super— and having been in Atlanta a few years now she is very likely to move onto somewhere bigger and for a bigger paycheck soon. Consider yourself warned other major American cities.”

Meria Joel Castarphen

Carstarphan and her father

Picture from the Saporta Report

Carstarphen was born and raised in Selma, Alabama. Her mother was an educator who spent 30 years in the classroom. In addition to her mother, Meria was raised by her father, Joseph, along with three sisters. Bearing a light complexion and a magnetic smile, this articulate black woman radiates natural appeal.

She attended Tulane University where she earned a Bachelor of Arts in Political Science and Spanish. Upon graduation in 1992, she returned to Selma to teach middle school Spanish. After four years in the classroom, it was off to Harvard. In 2002, Harvard University Graduate School of Education awarded her a Doctor of Education in Administration, Planning and Social Policy Concentration in Urban Superintendency [I guess that is a word at Harvard].

Carstarphen’s career flourished, going to Columbus, Ohio in 1999 as Special Assistant to the Superintendent. In 2003, it was Kingsport, Tennessee to be Executive Director for comprehensive school improvement and accountability. Then, the District of Columbia Public Schools (DCPS) hired her to be their first ever, Chief Accountability Officer in 2004.

By 2006, the Washington Times reported, “The D.C. public school system’s $170,000 per-year chief accountability officer is scheduled to interview for a job with another school district today, less than 18 months after filling the newly created D.C. position.” The second highest paid employee at DCPS was headed for Saint Paul, Minnesota to be the boss.

Carstarphen the Bully Arrived in Saint Paul

Doug Belden of the Pioneer Press published a postmortem article called “Critics of Meria Carstarphen speak, hoping debate influences who succeeds her at helm of St. Paul schools.” Belden wrote of an interview with a local long-serving St. Paul Public Schools administrator:

“Mary Chorewycz says she used to tell people she wished Carstarphen had been a principal before becoming a superintendent, so she would have had the experience of not just coming up with a plan but also of working with people to get it enacted.

‘”If you verbally abuse those that must carry through that plan, it really diminishes the amount that is accomplished,’ said Chorewycz, former executive director of research and development, who left in 2007.”

 “One of the last straws for her, she said, was when Carstarphen came in one morning and harangued the group of nearly 20 senior leaders for about 40 minutes, telling them in a raised voice how incompetent they were.”

 “Chorewycz, an administrator in St. Paul schools for more than 30 years, said no superintendent in her experience “has prevented or inhibited so much through disrespect of people and ideas.”

During the three years from Carstarphen’s arrival in 2006, more than half of St. Paul’s top administrators left. Belden reported that the ranks of senior administration expanded, leading to a 20 percent increase in total administration salaries.

The Pioneer Press article quoted the district’s former Executive Director of Facilities, Patrick Quinn, “Meria’s confrontational style has rendered the administrative work environment toxic.”

Austin, Texas Hired a “Reformer”

To be fair, Carstarphen took on a difficult situation to become the superintendent of Austin Independent School District (AISD). Unfortunately, she used Austin’s financial issues to advance a DPE agenda. The Austin Statesman reported,

“Carstarphen has guided the district through difficult budget years. She and her administrative team inherited a $15 million shortfall in 2009-10 and closed that gap within one year, presenting a balanced 2010-11 budget. That same year, Carstarphen pushed the district to declare financial exigency — a state of fiscal emergency that would give the district greater leeway in terminating employees, including those with current contracts. The board balked at the idea, but less than two years later, in February 2011, followed her recommendation, which made way to ax more than 1,100 positions.” (emphasis added)

The “greater leeway in terminating employees” is a repeating theme for Carstarphen. Getting out from under state education law and gutting teachers’ rights are key levers in DPE aligned “reform.”

In 2011, Carstarphen ignored mandates to consult with the teachers union over school “turnarounds” and signed an agreement to turn the operation of Allan Elementary School and Eastside Memorial High School over to IDEA charter schools. Eastside Memorial High School had struggled for more than a decade to meet the standardized testing benchmarks set by the state of Texas and NCLB. Previously it was the first school in Texas shut down, reorganized and reopened under a new name. Allan Elementary  met the Texas benchmarks but this school in a heavily Hispanic neighborhood was also targeted for charter management.

The community near these schools fought back as reported in the Austin Statesman:

“The school board approved the partnership with what critics say was little discussion, prompting a backlash from students, parents and residents who protested outside the board room and marched in the streets. The charter operator also moved into Allan Elementary in the fall of 2012; 85 percent of students transferred out.”

Vincent Tovar a parent whose wife teaches in AISD, laid out a timeline of the IDEA debacle in his blog “Walter Crunkite.” The first entry says,

“November 3, 2011: First Community Meeting at Martin Middle School.  Tom Torkelson, CEO of IDEA, responds to an Eastside Memorial student’s question about Special Education.  Torkelson states that he doesn’t believe in dyslexia.  “Dys-teach-ia” is the problem.”

A group of education activists from Tennessee, SOCM, also produced a lengthy document about the IDEA opposition. They said,

“During the forums, it soon became amply clear that IDEA’s “direct teaching” curriculum consisted of little more than constant preparation for standardized tests with the students endlessly parroting answers to questions anticipated to be on the state’s Texas Assessment of Knowledge and Skills (TAKS). IDEA later even admitted that its students in the Rio Grande Valley wore uniforms which were color-coded, not on the basis of grade or age, but on standardized test-score achievement, thus insuring the humiliation of older siblings by their more test-savvy younger brothers and sisters attending the same school!”

A researcher from Penn State University, Dr. Ed Fuller, produced a study that severely undermined the claims that IDEA charter schools were producing miraculous education outcomes.

In the November 2012 elections, three board members were replaced. In December, the new board cancelled the IDEA contract but Eastside – because of NCLB and Texas law – required a turnaround plan. The following month, Carstarphen indicated that the district did not have time to create an in-house plan, so a new private operator would be needed.

In 2014, the official annual board review of the superintendent praised Carstarphen for some work but criticized her relationships with community and staff. They did not offer a contract extension.

Vincent Tovar said, “Her corporate-reform-backed agenda didn’t fly here because we fought it, and that’s why she’s leaving.”

Austin Turned Against IDEA

Picture from SOCM Documentation of Austin Community Meeting, 2011

Hardcore DPE Style Reform Heads to Atlanta

Mark Niesse reporting for the Atlanta Journal-Constitution lead his Carstarphen story with “The probable next superintendent of Atlanta Public Schools is coming off a controversial tenure in Austin, Texas, where public ire over budget cuts and a school closing rose as much as the improved graduation rates and finances.”

Carstarphen found a perfect home. Georgia’s governor, Nathan Deal, is a DPE campaigner. His education agenda pushes the non-democratic takeover of public schools and supports privatizing them.

Carstarphen again encountered difficulties with her new employees. The Atlanta Journal-Constitution reported,

“The lawsuit, first filed in late 2015, contends the school district “has been attempting to replace experienced, higher-paid teachers with relatively inexperienced teachers at entry level salaries” since Carstarphen took over the top post in July of 2014.

 “The plaintiffs allege in court documents that the school district conducted investigations, or “witch-hunts,” against long-serving teachers.”

Another Journal-Constitution report says,

‘“After the big cheating scandal they brought in someone and basically her philosophy was, I’m going to change the culture of APS,’ said Lori Hamilton, an attorney representing the teachers. ‘And that meant out with the old.”’

 “In a separate pending lawsuit, another group of former Atlanta educators is suing the school district in connection with the decision to hire charter school groups to manage several low-performing schools.”

Atlanta magazine ran a sponsored article from the Atlanta Public Schools called “Atlanta Public Schools embarks on another full year of its journey of transformation.” The article states,

“As it moves into the 2017-2018 school year, Atlanta Public Schools (APS) continues a journey of transformation that creates choice-filled lives for each and every child in Atlanta.”

 “APS is in its second year as a Charter District, … A hallmark of the APS Charter System Plan is the implementation of signature programming for each school cluster, including International Baccalaureate, STEM, or College and Career Preparatory.”

 “In addition to the district’s core academic curriculum, APS’ Social Emotional Learning efforts … now span the district.”

Not only does APS now embrace DPE-inspired frauds, like STEM and SEL, it openly partners on the district web site with some of the most virulent promoters of privatizing America’s schools. There is a notice titled “Walton Family Foundation to Support Atlanta Public Schools Turnaround Efforts; $2.1 million investment will also expand access to student and school performance data.” The message from the Waltons says,

“We commend Superintendent Carstarphen and APS leadership for taking bold steps to improve schools in Atlanta, and know that students, parents, and educators will all benefit from these initiatives,” said Marc Sternberg, K-12 Education Director at the foundation. “Children win when parents have the opportunity to choose a great school from multiple high-quality options, and cities win when high-quality schools can grow to serve all students.”

The APS web site describes a charter district and provides a link to a PowerPoint presentation promoting it. APS officially writes,

“A charter system is a school district that operates under a performance-based contract between the local board and the state board of education. Under the Charter System, Atlanta Public Schools would gain freedom and flexibility from many state education laws and regulations in exchange for increased accountability for student achievement. A key element to charter system is moving decision making closer to where learning takes place. That means leaving decisions to the school system and to the schools within the system. It also means involving more people in the decision making process.”

Fight for High Quality Public Schools in Every Neighborhood

Atlanta, Georgia, is losing its neighborhood public schools run by elected school boards, just like Washington DC, Denver, Oakland and Indianapolis. Many American urban areas are headed in the same direction. New Orleans has already lost nearly all its public schools.

This is a tragedy. A 200-year legacy of quality public schools in every American community and neighborhood is being stolen from the people. The result will be horrible. Government spending on education further reduced and people with children paying out of pocket for competent schools. The unifying aspect of public education will be sundered.

There is a point of view that says, “The top priority of government is education.” Today, wealthy elites for reasons of personal religious view; out of control hubris; and economic greed are stealing this gift inherited from our forefathers.

“We are many, they are few.” People have the power and it is time to use it to end this mindless destruction of our free high-quality and professionally run universal public education system.

Fake Teachers, Fake Schools, Fake Administrators Courtesy of DPE

11 Apr

The destroy public education movement (DPE) has given us Teach for America (Fake Teachers), Relay Graduate School (Fake Schools) and from the Broad Superintendents Academy (Fake administrators). None of these entities are legitimately accredited, yet they are ubiquitous in America’s major urban areas.

There was a time in the United States of America when scoundrels perpetrating this kind of fraud were jailed and fined. Today, they are not called criminals; they are called philanthropists. As inequitable distribution of wealth increases, democratic principles and humane ideology recedes.

It is time to fight the 21st century robber-barons and cleanse our government of grifters and sycophants.

Philanthropy in America is undermining the rule of law and democratic rights. Gates, Walton, Broad, DeVos, Bradley, Lily, Kaufman, Hall, Fisher, Arnold, Hastings, Anschutz, Bloomberg, Jobs, Zuckerberg, Dell and the list goes on. They have afflicted us with Teach for America (TFA), charter Schools, vouchers, phony graduate schools, bad technology and bogus administrators implementing their agendas.

Without these “philanthropists” and their dark money schemes none of this would exist. Public schools would be healthy and teenage suicide rates would be going down; not up. Instead we have mindless testing, harmful technology and teaching on the cheap.

This “philanthropy” is about profits, reducing tax burdens on the wealthy, imposing religious dogma and subjugation of non-elites. It is harmful to America’s children. The attack on public education was never primarily about benefiting children. It certainly was never based on concern for minority populations.

The Absurdity of Fake Teachers from TFA

 Over the last five years, there have been several wonderful books written on the politics of education reform and the best of them all have a chapter on Wendy Kopp and TFA. Diane Ravitch gave us Reign of Error, Dana Goldstein wrote The Teacher Wars and Mercedes Schneider produced A Chronicle of Echoes. I wrote a review of Chronicle. These three books are masterpieces of scholarship and research, however, my favorite book about the politics of education is Why You Always Got to be Trippin by Ciedie Aech which is a masterpiece of sarcasm.

The basic pitch of TFA has changed since Wendy Kopp’s 1989 senior thesis, “An Argument and Plan for the Creation of the Teacher Corps.” Later when creating TFA, Kopp reached out to the National Education Association (NEA). NEA VP, Sharon Robinson responded, “Even a suggestion that acceptable levels of expertise could develop in short termers simply doesn’t mesh with what those of us in the business know it takes to do the job – much less with what our young need and deserve” (Goldstein).

Kopp replied that the new teacher corps was merely “an emergency response to a shortage of experienced, qualified teachers” in high-needs schools, “and would therefore not be telling the nation that its inexperienced members were preferable to, or as qualified as experienced teachers” (Goldstein).

However, in 1997, Kopp founded The New Teachers Project now called TNTP and installed first year TFA alum, Michelle Rhee, to lead it. TNTP advertised itself as an agency helping people transition into teaching from other careers and also providing professional development to school districts. The Rhee led TNTP infamously initiated a relentless campaign of teacher-bashing. TNTP was virulently anti-teachers’ union and anti-tenure. Rhee inspired headlines throughout the country like these from California, State Needs ‘Lemon’ Law For Teachers, California Schools May Get Break from Bad Teachers  and Escape Hatch for Incompetent Teachers Closed .

The message was clear. Public education was failing because of bad teachers. TFA and TNTP offered the solution.

Mercedes Schneider described another TFA mission change:

“Though the TFA website notes that Kopp’s organization has ‘aggressively worked to grow and deepen [TFA] impact,’ Kopp’s initial push had nothing to do with placing former TFAers in educational leadership positions. By 2001, TFA began to clearly publicize its now-twofold mission: Yes, to continue to place ‘top talent’ in the classroom in two-year, Peace-corps style. However, in addition, TFA would enable those ‘teacher leaders’ to ‘force systemic change to ensure educational equity.’” 

Wendy Kopp was a child of wealth from the tony Dallas neighborhood of Highland Park. She attended Highland Park High with a predominantly white student body and a 95% graduation rate (Schneider). That graduation rate was before the current credit recovery fraud.

While at Princeton, Kopp became editor-in-chief of the student magazine “Business Today” which was founded in 1968 by Steve Forbes. Having a circulation of 200,000 in 1987, it could charge businesses $5,000 a year for advertising (Schneider). She demonstrated her ability to raise money and developed many personal contacts with important CEO’s while running “Business Today.”

After graduating with a BA degree in Public and International Affairs, she went to New York to start her Peace-corps styled non-profit. Kropp’s first grant for $26,000 came from Exon-Mobil. Union-Carbide gave her free New York office space. She sent fellow Texan Ross Perot her business plan and he came through with a $500,000 challenge grant which helped TFA raise an addition $1.5 million. Her first hire was a friend of her brother’s, Whitney Tilson (Goldstein). Tilson would later create the Democrats for Education Reform (DFER).

Early on, there was serious push-back against TFA by education professionals. After observing the TFA summer training in 1990, Education Professor Deborah Appleman called it “ludicrous.” In 1994, Linda Darling-Hammond, then a researcher at Columbia University’s Teachers College, excoriated TFA for being “a frankly missionary program” that elevated the resume building of its recruits over the educational needs of poor children (Goldstein).

Because of this pushback and Kopp’s lack of management training and experience, TFA went through a series of existential crises. Schneider noted, “Despite the financial and organizational issues and bad press, Kopp managed to scrape by and carry TFA with her into the new millennium.”

Schneider also wrote about improving the financial fortunes at TFA,

“…Wendy Kopp declared that she had a force of young, predominantly-Ivy-League idealists for sale, and Big Money arrived on the scene to make the purchase. No more insolvency issues for Wendy Kopp and TFA.”

 The money that came in is truly staggering to contemplate. Here is one paragraph from Diane Ravitch:

“When the U.S. Department of Education ran a competition in 2010 for the most innovative programs in education, with four top prizes of $50 million, TFA was one of the winners (the KIPP charter chain, headed by Wendy Kopp’s husband, Richard Barth, also won $50 million). In 2011, a group of foundations led by the Broad Foundation made a gift of $100 million to TFA. In the same year, the Walton Family Foundation – one of the nation’s most conservative foundations – pitched in $49.5 million, the largest single education grant made that year by a foundation committed to privatization. TFA also received federal funding through AmeriCorps grants and an annual congressional earmark of $20 million. In the five years from 2006 to 2010, TFA raised an astonishing $907 million in foundation grants, corporate gifts and government funding.”

TFA has been remarkably successful everywhere except in the classroom. These temporary teachers with virtually no training nor experience are not ready to run a class. Because a large percentage of TFA teachers do not stay past two years, it is impossible to run long term studies of their effect on students. However, it is well known that TFA induced teacher churn harms children. Today, a significant number of charter school teachers come from TFA.

Ciedie Aech faced some of the most virulent forces of the DPE movement while teaching in Denver, Colorado. Her comments about TFA are both amusing and prescient. She wrote,

“Good teachers; well, good teachers, and oh surely this was obvious – even glaringly self-apparent in the fast pace of magical days devoted to a truer national compassion: Good teachers? – Were young.”

 “Oh, those Teach-For-A-Minute girls, he now declared snidely. Really, who was surprised? Everybody knew: You couldn’t count on them.”

 “Despite their designated unreliability; despite, even, their surely ungrateful lack of loyalty for stoically sticking around and “taking” the abuses created by an ever-shifting, funding-lucrative reform – huge numbers of these oft-labeled undependable Teach-For-A-Minute girls (and oh, yes, a lesser number of surely just as undependable Teach-For-A-Minute boys) were now being ever more massively produced.”

 “As a journalist followed the teaching year of a suddenly deployed troop of Teach-For-A-Minute miracle workers, ultimately, he found only one greenhorn to be exceptionally able. (And so many others who were both frighteningly and disastrously unprepared.)”

Charter Industry Has Created A Fake Education Graduate School

The well-known blogger, Peter Greene AKA the Curmugducator, has a knack for colorfully and accurately summarizing creepy agendas. He concludes an article about Relay Graduate School:

“Reformsters have managed to build and fund an entire alternate education universe in which they make up their own credentials, their own schools, their own entire system built on a foundation of nothing but money, connections, and huge brass balls. There’s never been anything like it since hucksters pitched medicinal snake oil off the back of a wagon, and it would be kind of awesomely amazing, like watching a python consume an entire elephant– except that instead of an elephant, this parallel shadow system is gutting public education in the communities where it is most needed.”

The Alliance for Philadelphia Public schools learned that their schools were using training materials from Relay Graduate School (RGS). Kate Peterson, a graduate student at Arcadia University, investigated Relay’s founders and programs for Alliance. Her policy brief apprised,

“Relay Graduate School of Education is a stand-alone school based in New York City. It began as Teacher U in 2007, when Dave Levin, co-founder of KIPP Public Charter Schools, and Norman Atkins, co-founder of Uncommon Schools, decided to develop a program that would supply their charter schools and others with high-quality teachers, which they deemed as scarce. They partnered with the founder of Achievement First, Dacia Toll, to create their program. Receiving $10 million from Larry Robbins, founder of the hedge fund Glenview Capital Management and current board member of Relay, and $20 million from the non-profit The Robin Hood Foundation, the three charter school leaders partnered with Hunter College in New York to implement their program ….

 “In 2011, it was renamed Relay Graduate School of Education and was granted a charter by the New York State Board of Regents ….”

Peterson also pointed out that the lack of scholarship and experience in education among the three founders. She wrote,

“Based on their backgrounds, it is apparent that all three charter and Relay founders have little education and training in teaching. Atkins opened a charter a year after graduating with a M.A. in educational leadership with little to no experience teaching. Levin founded KIPP two years after working for Teach for America with no formal education in teaching as well. Toll too founded a charter a year after graduating with her J.D. and teaching certificate with very little experience in education. After founding these charters, they did not go on to be teachers in them, but rather managers of them. Thus, Relay’s founders began a teacher training program without much formal education and experience in teaching themselves.”

Mercedes Schneider took another look at RSG this March (2018) and began her piece,

“Relay Graduate School of Education (RGSE) is a corporate reform entity whose “deans” need not possess the qualifications that deans of legitimate graduate schools possess (i.e., Ph.D.s; established professional careers in education, including publication in blind-review journals).”

There are now fifteen “deans” of RSG each running a stand-alone campus that they themselves founded. Mercedes notess that twelve of the fifteen have light teaching experience with TFA and also reports on the qualifications of all the “deans.” She concludes with:

“There you have it: 15 “deans”; no Ph.D.s (but one almost); no bachelors degrees in education; no refereed publications, and not a one “dean” qualified for a tenure-track position in a legitimate college of education. But who needs legitimacy when you can franchise yourself into a deanship?”

The Unaccredited Broad Superintendent Academy Trains Public Education Destroyers

Eli Broad, estimated to be worth $6 billion, made his fortune by building two fortune-500 companies, KB Homes and Sun America. He is a product of public education but is determined to privatize the system.

The Broad Academy is an unaccredited administration training program for school leaders run by the Broad Foundation.

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.”

In her book, The Death and Life of the Great American School System, Diane Ravitch related what she learned about Broad’s thinking during a 2009 meeting with him. She wrote,

“He believes that school systems should run as efficiently as private sector enterprises. He believes in competition, choice, deregulation, and tight management. He believes that people perform better if incentives and sanctions are tied to their performance. He believes that school leaders need not be educators, and that good managers can manage anything if they are surrounded by smart assistants. Broad told an audience in New York City in 2009, ‘We don’t know anything about how to teach or reading curriculum or any of that. But what we do know about is management and governance.’ The Broad education agenda emphasizes the promotion of charter schools, the adoption of corporate methods for school leadership, and changes in the way teacher are compensated.”

Broad is rich so his ideas about education – which are based on little beyond opinion – are taken seriously. He has created an administrators school that ignores 200 years of public school and scholarly experience. It is ludicrous that any state would accept this kind of training as legitimate. Unfortunately, graduates from the fake Broad academy are working in school systems across America.

Past Time to Say, “I’m mad as hell and I’m not going to take it anymore.”

Fake School

Time to stop the bi-partisan theft of public education from Americans. Stop fake teachers entering classrooms. Stop fake administrators doing damage like Deasy in LA or Bersin in San Diego or Wilson in Oakland or White in Louisiana or Bobb in Detroit or Klein in New York or etc. Perpetrators of a fake graduate schools are criminals. Temporary teachers with no credentials, no training and no experience are a hoax. Billionaire trained administrators are a menace. Time to end this charade.