Tag Archives: testing

Ugly Teachers’ Union Smear from SPN Network

8 Aug

Edward Ring of the California Policy Center (CPC) just published a scurrilous attack on public schools, teachers and their unions. This mean spirited and factually challenged screed comes from a State Policy Network (SPN) member organization. The baseless attack is more evidence of a conspiracy to avoid federal tax law by masquerading as a non-profit while carrying out a political agenda.

Ring begins by saying private sector unions might not be so bad if they are controlled and admits unions “played a vital role in securing rights for the American worker.” He then delivers this jingoistic slam, “If they [unions] would bother to embrace the aspirations of their members, instead of the multinational corporations their leaders now apparently collude with, they might even support immigration reform.”

However, according to Ring, public sector unions are an abomination and teachers’ unions are the worst of the worst. He states,

“The teachers unions are guilty of all the problems common to all public sector unions. They, too, have negotiated unsustainable rates of pay and benefits. They, too, elect their own bosses, negotiate inefficient work rules, have an insatiable need for more public funds, and protect incompetent members. But the teachers union is worse than all other public sector unions for one reason that eclipses all others: Their agenda is negatively affecting how we socialize and educate our children, the next generation of Americans.”

When I decided to leave Silicon Valley and become a teacher, my new starting salary was one-third of my former salary and for the first time I had to pay for part of my medical insurance. I never worked so hard in private industry. I was never given a vote on who would be the principal at my school. My teaching colleagues were almost all moral and idealistic role models for their students. My personal experience says this anti-teacher fulmination is baseless bull-excrement.

Ring’s stated evidence for his claims includes,

“One of the most compelling examples of just how much harm the teachers union has done to California’s schools was the 2014 case Vergara vs. the State of California.”

“In particular, they questioned rules governing tenure (too soon), dismissals (too hard), and layoffs (based on seniority instead of merit). In the closing arguments, the plaintiff’s lead attorney referenced testimony from the defendant’s expert witnesses to show that these and other rules had a negative disproportionate impact on students in disadvantaged communities.”

Before that trial began David Callahan reported on who really brought the suit. His Huffington Post article noted,

“Of course, those nine kids aren’t really bringing the lawsuit; a wealthy donor is, in effect. A nonprofit called Students Matter has orchestrated the suit, and that group in turn was created by a successful tech entrepreneur named David Welch. He founded Students Matter in 2010 and hired the top tier legal team bringing the suit, which is co-led by Theodore Olson — who was George W. Bush’s Solicitor General.”

Callahan ended his article with this timely observation:

“What I will say here is that Welch’s laser-like philanthropy is yet one more example of how money can dramatically amplify the viewpoint of a single individual if deployed strategically. And when the money is targeted at efforts to change public education, it raises profound questions about the role of money in our democracy.

“The public schools, after all, have long been our most democratic institution. What does it say when one rich guy may be able to engineer a big change in this sector in the nation’s largest state?”

The expert witnesses in the Vergara trial were not unbiased professionals. One “expert witness” called was John Deasy who trained at billionaire Eli Broad’s unaccredited school administrators academy. He later wrote,

“During the Vergara trial, I testified from firsthand experience about the real harm that these laws have in our classrooms every day. I provided testimony about the barriers these laws create for administrators and the negative impact they have on students — and on the Los Angeles Unified School District’s many great teachers.”  

While it is true that it is possible for a California teacher to gain permanent employee status (tenure) in as little as 1 year and 9 months, it is not guaranteed or typical. I took 5-years. I worked for a year as an intern and then worked under temporary contract status for 2-years. It was only then that I was signed to a probationary contract which began my 2-year probationary period. I saw many “tenured” teachers fired during my fifteen years in the classroom and some of those firings seemed unfair.

The “barriers” administrators face are rules that stop them from favoritism or other negative behavior. I experienced rank favoritism my first year in the classroom when I had no protections. Midyear, my assignment was given to the daughter of a local well-connected family who had lost her job.

Only incompetent administrators are unable to fire “bad” teachers.

The “expert witness” that appeared to most influence the trial judge was Raj Chetty. Chetty is an economist from Harvard University who is known for his since discredited claim that teachers and schools could be evaluated using standardized testing. He called it value added measures (VAM).

Audrey Amrein-Beardsley, Ph.D. specializes in research methodology at the Mary Lou Fulton Teachers College. She prophetically commented on Chetty’s testimony,

“Well…indeed, I believe we can chalk this up to a judge’s lack of understanding of the dangers of VAMs and being impressed by the sheer size of Chetty et al.’s data file. With that amount of data, they must be onto something right? I think we can also chalk this up to the defense in this case not (yet) doing an effective job debunking Chetty et al.’s methods. That, I believe, will be improved and also crucial next round. There are many holes to be punched, so in my opinion it’s the strategies of the hole punchers that are now critical to the cases to come across the country.”

Judge Treu’s verdict was reversed.

Famed statistician and education researcher Gene V. Glass tweeted:

Glass Tweet

Furman University Professor, Paul Thomas wrote, “But one has to wonder how much impact that testimony would have had if the judge had considered that most reviews of the study find it to be poppy-cock (see Baker on the Chetty et al. molehill and Di Carlo) ….”

Ring also opines, “And whenever it is necessary to reduce teacher headcounts in a district, the senior teachers stay and the new teachers go, regardless of how well or poorly these teachers were doing their jobs.”

There are many reasons to embrace seniority rights, but in education it is critical. In the first place, I have never had a job in which experience was more important. Most teachers will tell you that after 10 or even 20 years in the classroom, they are still learning and getting better. Secondly, there is no job more difficult to evaluate than teaching. Without seniority rights when politicians decide not to fully fund education, less expensive new teachers would be retained and proven deeply experienced teachers would be shoved aside.

Ring also used raw testing data reports to prove public-school and teacher failures. The federal education laws known as No Child Left Behind and Race to the Top both employed this same methodology to evaluate schools and teachers. Unfortunately, the measuring stick used is no more precise than throwing darts at a spinning wheel. Testing under-girds the fraudulent scheme to privatize public schools. Ring stated,

“And as reported earlier this year in the LA School Report, according to the new “California School Dashboard,” a ratings system that replaced the Academic Performance Index, LAUSD is failing to educate hundreds of thousands of students. In the most recent year of results, 52 percent of LAUSD’s schools earned a D or F in English language arts, and 50 percent earned a D or F in math. Fifty percent of LAUSD’s schools are failing or nearly failing to teach their students English or math.

“In the face of failure, you would think LAUSD and other failing school districts would embrace bipartisan, obvious reforms such as those highlighted in the Vergara case.”

The state dashboard does not assign letter grades. The results of this testing are highly influenced by who is being tested. Since standardized testing does reflect poverty levels and percentage of language learners among the tested subjects, a quick look at a Los Angeles Unified School District shows that they are facing monumental challenges and doing reasonably well. They certainly are not failing.

LA Unified Data

Dashboard Data and Subgroup Data from California Department of Education

Eighty-four percent of Los Angeles Unified’s students are classified as living in poverty and 26.9% of their students are language learners. Statewide those numbers are respectively 60.5% and 20.9%. These statewide numbers are staggeringly large but still the much larger numbers from Los Angeles Unified make their Dashboard results appear to outperform expectations. If the LA numbers were removed, the state percentages of students in poverty and language learners would drop significantly.

This is another example of school privatizers misusing data to claim that public schools are “failing.”

The article also claims that teachers’ union members are teaching Howard Zinn’s Marxist ideology. It is back to “good old 1955” and the communist witch hunts. It states, “As a Marxist, he’d prefer a society that resembles Stalin’s Russia.” In the FBI’s voluminous file on Zinn, he admits in an interview to being a liberal and tells FBI agents that some people might consider him a leftist, but that he was not now nor never had been a communist. Even after J. Edgar Hoover’s instance on finding solid evidence of Zinn’s subversive endeavors, none was unearthed. Zinn’s real crime appears to have been speaking out for justice and the powerless.

Federal Tax Law is Being Broken to Sell a Political Agenda

Tax exempt charitable organizations must adhere to IRS tax code 501(c)(3). The first line of the IRS code explanation states,

“To be tax-exempt under section 501(c)(3) of the Internal Revenue Code, an organization must be organized and operated exclusively for exempt purposes set forth in section 501(c)(3), and none of its earnings may inure to any private shareholder or individual. In addition, it may not be an action organization, i.e., it may not attempt to influence legislation as a substantial part of its activities and it may not participate in any campaign activity for or against political candidates.” (emphasis added)

The article which is the subject of this post was published on the California Policy Center (CPC) web-page. CPC along with the Pacific Research Institute are the California members of the State Policy Network (SPN). In its 2016 tax form, SPN says its purpose is to generate, “state policy analysis and education – identify emerging and innovative solutions to state problems, work alongside think tanks to build momentum for wide-spread education about those solutions, and develop reform leaders the goal of this project is to create a robust movement of leaders advancing free market ideas in the states.” In other words, its whole purpose is to influence legislation.

A 2013 report from the Center for Media and Democracy documents SPN’s founding:

“SPN was founded at the suggestion of President Ronald Reagan, according to the National Review and SPN’s website. In a conversation with Thomas Roe, a South Carolina building supply magnate, Reagan allegedly suggested Roe create ‘something like a Heritage Foundation in each of the states.’ So in 1986, Roe founded the South Carolina Policy Council. Similar groups – self-denominated as state-based think tanks – formed in Colorado, Illinois, Michigan, and elsewhere at around the same time. Representatives of those groups met at the Madison Hotel in Washington, D.C., and started to call themselves the ‘Madison Group.’ Roe later officially founded SPN as an ‘umbrella organization’ to provide ‘advisory services’ – bankrolled by Roe and other right-wing funders – in 1992.”

There is some evidence that the transition to SPN was bankrolled by David and Charles Koch through the American Legislative Exchange Council (ALEC). In any case, the Center for Media and Democracy report states, “SPN and its members have become major sponsors and members of the controversial American Legislative Exchange Council (ALEC).”

If you are very rich and do not want people to know you give money to privatize public schools, you can funnel it anonymously through one of the dark money funds that will contribute for you. It works simply enough. Just contribute say $50,000 to Donors Capital Fund or Donors Trust, tell them where to send the money and these tax exempt “charities” will donate for you.

The following is an example of the how funding of SPN network affiliates like CPC happens.

Donor Capital Fund 2016

In 2015, ten Individuals donated $242,000 anonymously to the California Policy Center (CPC) through the non-profit Donors Capital Fund.

A Conclusion

The article by Edward Ring was a slanted hit piece intended to undermine support for public sector unions and teachers’ unions in particular. This is clearly a political document that has nothing to do with charitable giving, but anyone giving money to further this political agenda can claim a charitable deduction. That means as a citizen I am supporting the propagation of a political ideology I find abhorrent.

Large giving to think tanks like the Heritage Foundation or the Federalist Society or the Center for American Progress is political giving. It not only should be taxed; the details of the donations should be made available to the public. Much of the giving at the Gates Foundation, the Walton Foundation, the Bradley Foundation, etc. is clearly designed to promote a political point of view. That is not charity. That is politics. It does not or at least should not qualify for non-profit status.

If we stop this tax cheating, we might see fewer of these baseless attack articles that divide people and communities.

 

 

School Choice is a Bamboozle a Hornswoggle a Flimflam

3 Aug

Two central ideologies behind school-choice are markets always make superior decisions and the cost of having local control of schools is poor outcomes. Both ideas are demonstrably untrue, but big money and power politics keep them alive.

In 2017, a national survey showed a dramatic drop in support for charter schools. A related Chalkbeat article said,

The survey, conducted by the school choice-friendly journal Education Next, found that slightly more Americans support charter schools, 39 percent, than oppose them, at 36 percent. But that marks a drop from 51 percent support just last year — one of the biggest changes in public opinion seen in the long-running survey, according to Harvard professor and the magazine’s editor-in-chief Marty West.

An internet search of “charter school growth slowing” brings up articles from around the country concerning the charter slow down. Education Week noted, “Last year, more charter schools closed than opened in the Bay Area for the first time since California passed its charter law in 1992. (California was the second state to allow charters to open.)”

To address this choice crisis, two Billionaires are starting a new national organization. A July 31, 2018 Chalkbeat article by Matt Barnum explains,

“The City Fund, as the group is being called, will push cities to expand charter schools and district schools with charter-like autonomy. It represents a big increase in visibility and influence for advocates of the “portfolio model” of running schools, a strategy that’s been adopted by cities like New Orleans, Denver, and Indianapolis.

“The group was announced Tuesday morning on the blog of Neerav Kingsland, who leads education giving at The Laura and John Arnold Foundation. According to a separate presentation created by the group and viewed by Chalkbeat, the Arnold Foundation and the Hastings Fund have already given the group over $200 million.”

Reed Hastings (Netflix Founder and CEO) is a charter school advocate who served on the board of the California Charter School Association; was the primary advocate of California’s charter school co-location law; and was also a key supporter for lifting charter school limits in California. He is a primary investor in DreamBox Learning, a company creating software to teach kids at computers. He famously stated that elected school boards need to be done away with.

John Arnold made his fortune at Enron and a hedge fund. He retired at 38-years-old. His private non-profit, the Laura and John Arnold foundation supports privatizing schools and ending democratic local control. He gives lavishly to charter schools (example: Gifted the Charter Growth Fund – $13 million).

The portfolio model of school reform calls for viewing schools like assets in a stock portfolio. Based primarily on the results of standardized testing the bottom scoring 5% of schools should be closed and replaced with new charter or innovation schools (charter like district schools). A serious flaw in this plan is the problem of error causes standardized testing to be useless for evaluating schools or teachers. Testing is a terrible ruler.

Former Assistant US Secretary of Education, Diane Ravitch, reacted to Arnold and Hasting promoting portfolio districts noting,

“Bonafide Reformer Jay P. Greene of the University of Arkansas has written several posts arguing that the portfolio model is a failure and that it is no different from a school district (although it is privately controlled). Read here. and here. The latter post is advice written to the Arnold Foundation about why it should not invest in the portfolio model. Sad. They didn’t listen.”

Innovation schools are promoted by the American Legislative Exchange Council (ALEC). They are district schools which present an operation plan for improving test outcomes and then receive autonomy to carry out the plan. Whether innovation or charter, local control of schools by democratic means is ended.

Disruption is not a good feature in education. The portfolio theory violates the need for stability. Brooke Havlik writing for Nova Education’s “Science and Learning” published “Psychologists Find School Stability a Factor in Achievement Gap.” Brooke stated, “Two new studies published this month suggest that changing schools may have a negative impact on cognitive development and student performance, especially for students experiencing chronic, high-levels of poverty.” (emphasis added)

In cities like Denver and Indianapolis, the portfolio model almost exclusively effects schools in poor and minority communities. In other words, the students most negatively impacted by this theory have their schools closed and the community loses its democratic rights.

A New Paper from In The Public Interest (ITPI) Documents the Flimflam  

This spring, ITPI published “Fraud and Waste in California’s Charter Schools.” The report documents $149,000,000 fraudulently purloined by factions of the California charter-school industry. The total of stealing stated is a summation of cases cited in media reports. The actual amount stolen is much larger.

The ITPI report also reveals how fortunes are created by gaining control of publicly financed assets. The report discloses,

“While charter schools constructed with general obligation bonds cannot be sold or used for anything other than the authorized school, schools constructed with tax-exempt conduit bonds become the private property of the charter operator. Even if the charter is revoked, neither the state nor a local school district can take control of this property. Additionally, schools constructed with private funding subsidized by New Market Tax Credits or acquired with private funds but whose mortgage payments are reimbursed through the Charter Facilities Grant Program (known as “SB740”) are typically owned without restriction.”

The American Federation of Teacher (AFT) released a new white paper, “Report on the Aftermath of the Great Depression: A Decade of Neglect.” It shares,

“Moody’s Investors Service, the bond rating agency, found that not only do charter schools tend to proliferate in areas where school districts already are under economic and demographic stress, but that charter schools tend to “pull students and revenues away from districts faster than the districts can reduce their costs.” As a result, charter schools also can add to school district credit risks, increasing the cost of borrowing. A growing body of research documents this impact.”

  • “Los Angeles: Each student leaving for a charter cost the district $3,900 in lost services.
  • “Philadelphia: Two different studies in Philadelphia found the cost of lost services to be between $4,828 and $6,898 per pupil leaving.
  • “North Carolina: A student leaving an urban North Carolina school district costs between $500 and $700 in lost services. The effect is smaller in non-urban districts.”

A Case Study in Destroy Public Education (DPE) (Part 1)

R.B. Buzz Woolley is a wealth philanthropist and venture capitalist from La Jolla, California. A San Diego Reader report from 2011 said of him,

“On the political front, meanwhile, Woolley personally donated $6500 to the California Charter Schools PAC in March and $25,000 to the Alliance of California Charter Schools Independent Expenditure Committee in June. In May, he also kicked in $10,000 for Californians Against Special Interests, a primarily GOP group mounting an initiative for a so-called paycheck-protection measure banning direct deductions of labor union dues.”

Buzz and The Mushroom House

In 2015 Woolley Purchased the Mushroom House for $5 Million

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

In 2004, Buzz Wooley was the President of the then new Charter School Growth Fund. That year, Don Fisher (Gap Inc.) and Wooley each contributed $100,000 to the fund. They were the only contributors. John Walton (Walmart) and Greg Penner (Walmart) joined the board. The next year, Buzz Wooley resigned as President.

Charter Fund Officers 2005

Image is from the Charter School Growth Fund 2005 Tax Form

The other important figure in the Thrive Public Schools case study is Nicole Assisi. Nicole attended Coronado High School and UCLA where she earned a multisubject teaching credential. Her first teaching job was leading English classes at San Diego’s Mira Mesa High School – 2002-2003 school year.

In 2003, she moved on to High Tech High where she was a teacher and project-based learning trainer until 2005 or 2006. Her linked in profile says she worked at High Tech until 2006 but it also says that in 2005 she went to Los Angeles to be an Assistant Principal at Camino Nuevo Charter Academy. In 2008, she moved on to be Principle on special assignment at De Vinci Schools (Formerly Wiseburn 21st Century Charter). She left De Vinci schools and returned to San Diego in 2013.

Nicole_CMO

Nicole Assisi from the Thrive Public Schools Web-Site

Along the way, Nicole earned a master’s degree in English and Communication/Media Studies from University of San Diego – 2004 and a Doctorate in Education from the University of Southern California – 2010.

A Case Study in Destroy Public Education (DPE) (Part 2)

The 34-years-old Nicole was provided with $8,960 from the Charter School Growth Fund and $100,000 from the Gates supported Educause to come to San Diego and start a charter school.

In the fall of 2013 she submitted a charter proposal to San Diego Unified School District (SDUSD) and then withdrew it. Soon after, she did the same thing at the Grossmont School District. Finally, in November, she resubmitted her completed proposal to San Diego Unified.

SDUSD’s charter review committee recommended her proposed Thrive Public Schools be authorized to start September 1, 2015 instead of 2014. They felt she needed more time to get a school organized and populated. In a surprise move the SDUSD Board voted 3-2 to reject the petition.

The next day Buzz Woolley’s Voice of San Diego ran an opinion piece by Nicole. She called herself “a sacrificial lamb” and said the Board “made a mockery of the entire charter-approval process, which I worked diligently to navigate.” She also wrote, “Thankfully, the County Board of Education has an opportunity to right this wrong when our appeal comes before them next week.”

The county also turned down the charter with a 3-2 vote. The county review committee had recommended against approving the charter.

Nicole really had no worries because the pro-school-privatizing State Board of Education (SBE) would come to her rescue. Though the law encourages the SBE to respect the decisions of counties and districts, it seldom does. In the spring, SBE voted 9-0 to authorize Thrive Public Schools.

The money started flowing Nicole’s direction. The known list of 2014 donations:  Woolley’s Girard Foundation $108,000, Gate’s Educause $254,500, Charter School Growth Fund $175,000 and the Broad Foundation $150,000 for a total of $688,000. The next year, Broad gave another $50,000 and the New Schools Venture Fund sent $100,000. There is another $144,000 promised from Educause.

Nicole has opened two more schools and a fourth set to open in September. Choice promoting publication, The 74, describes a co-located Thrive elementary school,

“The Juanita Hills campus is co-located with Carver Elementary, a pre-K-5 school that enrolls much higher proportions of disadvantaged students and English learners than Thrive. The two facilities share the same lot, but a long blue line has been painted down the center to separate them. A Thrive parent complained that though Carver had its own library on-site, Thrive kids couldn’t use it.”

Tom Vander Ark is a well-known promoter of education technology and public-school privatization. He described the Thrive education program,

“Curriculum such as Readers’ and Writers’ Workshop and CGI Math provide collaborative opportunities for small groups to work directly with the teacher, while other students work on Chromebooks or iPads.

“The middle school team uses Google Classroom to make and manage assignments. Math software includes ST Math and Zearn.

Kids at computers running software programs is lifeless, boring and de-personalized. It is bad education.

Thrive has actively developed the support of many neo-liberal and conservative politicians. Among their listed supporters are: State Senator Ben Hueso (D); Dede Alpert (D), Former Assembly Woman and State Senator; Kerry Flanagan, Chief of Staff, California Charter Schools Association; Tom Torlakson (D), Superintendent of Public Instruction for the State of California; Jed Wallace, President and Chief Executive Officer, California Charter Schools Association; Mark Wyland (R), State Senator. These people are enemies of public education supporting the same benighted policies as Betsy DeVos.

The three existing Thrive schools opened in the administrative area of SDUSD known as the Crawford Cluster. Like most cities, it is in San Diego’s poor and minority communities where the privatization efforts are focused. One of the reasons SDUSD’s Board rejected the Thrive petition was to protect the existing schools. There were already four charter schools within the cluster boundaries.

Crawford Cluster Map

Crawford Cluster Map from SDUSD

In 2017, Thrive announced its big advance which stands to make founder and CEO Assisi a wealthy woman. The report in the San Diego Union says,

“The 35,000-square-foot facility will be the fourth San Diego campus for Thrive Schools and will open in about 12 months at the former site of Bayside Community Center at 6882 Linda Vista Road.”

“The project’s cost became more affordable for Thrive through the federal New Markets Tax Credit Program, which gives tax credits to for-profit businesses that are helping revitalize low-income communities.”

“Civic San Diego was eligible for the program and was allowed to sell the tax credits to whoever was making the investment. In this case, the credits were sold to the bank lending money to Thrive to buy the site.”

Although paid for with tax money, the deed will belong to Thrive Public Schools and CEO Nicole Assisi.

Some Ending Observations

Thrive Public Schools is a net negative for San Diego. SDUSD is far more professional, stable and capable. Thrive undermines SDUSD budgets and divides people like the students at Carver Elementary. The charter school experiment has failed. It was a bad idea and needs to end.

Put these schools under the supervision of elected school boards and quit stealing tax payer money. School choice truly is a Bamboozle; a Hornswoggle.

 

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.

Awful Plight of the Washington D.C. Schools

2 Mar

Washington D.C. schools are classified as a portfolio district by the Center for Reinventing Public Education (CRPE). CRPE is the Bill Gates funded think tank on the campus of the University of Washington whose primary function is to promote portfolio district governance. Oligarchs and politicians call D.C. an education model. I agree. It is like when my mother held up Glenn Elmore as a model for me saying; “When you graduate from high school you’re not going to sponge off your parents the way that lazy freeloader, Glenn Elmore, sponges off his family.” [name changed]

Portfolio district management means closing some percentage of “failing schools” as determined by standardized testing and replacing them with innovation schools, charter schools, or voucher schools. In the same way a stock portfolio is managed, the continuous closing of “failing schools” and replacing them with “superior schools” is the path to education nirvana.

Only someone who has never worked with children and especially children living in poverty, could even remotely imagine this kind of disruption would lead to better schools and healthier children.

The charter school industry along with many billionaires and famous politicians call the Washington D.C. schools a great success illuminating the path for education nationwide. That is a destructive lie. The results of twenty years of portfolio style reform in Washington D.C. are grim.

The conservatives at the National Review see it. Theodore Kupfer wrote last week:

“Had attendance and credit-recovery policies been properly followed, the glitzy graduation-rate gains Obama touted would have been wiped out. Nat Malkus, an education-policy scholar at the American Enterprise Institute, puts the proper graduation rate at 51 percent — about where it was in 2011. School reform in D.C. was the education-policy success story of the 2010s; it turns out to be a fraud. (emphasis added)

A consequence of mayoral control of the schools in D.C. is politicians like the good press coverage touting school success. They have little interest in bad news. Last year, Rachel M. Cohen writing for the liberal oriented Prospect offered this observation:

“One Reason it’s become so easy for advocates to spin the city’s school reforms is that despite DCPS’s claims of being “data-driven,” comprehensive, accessible data actually remains hard to come by. As a result, it is hard for researchers to get a sense of how specific policies are working, and for the public to hold school leaders accountable.

 “Mathematica’s Glazerman agrees it has been difficult at times to obtain DCPS information to conduct research. ‘The researchers want to do research, they want access to data, and the people who control the data don’t want to give it up, except under tightly controlled circumstances,’ he says. ‘Researchers need independence and access to data, and they shouldn’t have to worry about whether the agency is going to look good—both in whether they undertake the study, and how they report results from their study.”’

In the wake of the stunning 2017 graduation fraud scandal in the D.C. schools, Valerie Strass writing for the Washington Post, said,

“On Oct. 28, 2015, the D.C. Public Schools district put out a statement lauding itself with this headline: “DC Public Schools Continues Momentum as the Fastest Improving Urban School District in the Country.”

“For years, that has been the national narrative about the long-troubled school district in the nation’s capital: After decades of low performance and stagnation, the system was moving forward with a “reform” program that was a model for the nation. The triumphant story included rising standardized test scores and “miracle” schools that saw graduation rates jump over the moon in practically no time. Arne Duncan, President Barack Obama’s education secretary for seven years, called it “a pretty remarkable story” in 2013.

“That tale is looking a lot less remarkable in the wake of revelations that educators and administrators, feeling pressure from their bosses to boost graduation rates and student performance, allowed many students who did not have the requisite qualifications to graduate.

“A city study — undertaken after media reports revealed the situation — found that more than 900 of 2,758 students who graduated from a D.C. public school last year either failed to attend enough classes or improperly took makeup classes. At one campus, Anacostia High in Southeast Washington, nearly 70 percent of the 106 graduates received 2017 diplomas despite violating some aspect of city graduation policy.”

 At the end of the article, Strauss asks a pertinent question,

“When are school reformers nationwide who have had a love affair with the D.C. model going to give it up?”

An Independent Evaluation

In 2007, the District of Columbia passed a law (Public Education Reform Amendment Act [PERAA]) that gave control of its public schools to the mayor. The law also called for a future independent evaluation of how well the public schools fared under new governance, to be carried out by a committee of the National Research Council (NRC) of the National Academy of Sciences.

A three year-long study was chaired by Carl Cohn (Co-chair), School of Educational Studies, Claremont Graduate University and Lorraine McDonnell (Co-chair), Department of Political Science, University of California, Santa Barbara. The study focused on the seven-year period from 2007 to 2013.

In the fall of 2015, I wrote an article about this lengthy study that summarizes the findings in some detail. Besides Cohn and McDonnell, a group of about 30 scholars contributed to the report.

They noted that when 50% of the students are in charter schools, parents, educators and administrators have no way of monitoring education practices or spending. D.C. functionally has 62 school districts. One for all the public schools and one for each of the 61 charter school management organizations that operate in private. The report states:

“There are no standardized formats or definitions in charter schools’ budgets or audits, though the PCSB [Public Charter School Board] is making progress in this area. The adequacy study also commented on the difficulty of ascertaining charter facility costs. In addition, the charter management organizations’ accounts are not open to the public, and there have been cases of mismanagement.” (Page 72)

“Because each charter school is an independent local education agency, the charter sector did not (and does not) have any overarching strategy to improve teacher quality (or any other factor in education).” (Page 79)

“The U.S. Department of Education has recently reported that that D.C. is among the worst school systems in the nation in providing appropriate educational opportunities for students with disabilities, and it has the worst record of any state in the country for meeting federal special education goals.” (Page 131)

It is startling to realize that the following reported results are inflated by fraudulent diplomas:

“D.C.’s public schools have had among the worst on-time graduation rates in the country. For the class of 2014, the overall rate was 61 percent, compared with the national average of 81 percent (Chandler, 2014d). For DCPS schools, the graduation rate was 58 percent—up 2 percentage points from the previous year; for the charter schools, it was 69 percent—down almost 7 points.” (Page 154)

The NRC study also analyzed data studies from EDCORE (Education Consortium for Research and Evaluation). This little-known result came to light:

“The EDCORE analyses by sector also showed that, although both DCPS [D.C. Public Schools] and charter students showed improvement, the magnitude of the gains were higher for DCPS students in every year.” (Page 177) (emphasis added)

Washington D.C.’s Destroy Public Education (DPE) Politics

In 1968, the US congress brought some democracy to the residents of Washington DC. An 11-member school board elected by city residence was to run the schools. In 1995, Bill Clinton and Newt Gingrich teamed up to bring charter schools to D.C. A city referendum in 2000 gave the mayor the right to appoint four of the school board members. Then came the PERRA act in 2007 which eliminated the school board. It:

  • established Department of Education headed by the Deputy Mayor,
  • established Office of the State Superintendent of Education,
  • established Office of Public Education Facilities Modernization (OPEFM),
  • established Office of the Ombudsman for Public Education,
  • established Interagency Collaboration and Services Integration Commission (ICSIC),
  • established State Board of Education (replacing Board of Education), and
  • gave Public Charter School Board chartering authority for all charter schools.

It took political action and money to make this happen. Like The Mind Trust in Indianapolis, Washington D.C. has Friends of Choice in Urban Schools (FOCUS) to direct the ground game for privatizing D.C.’s schools. FOCUS was established as a tax-exempt foundation in 1996. On their 2006 web-page leading up to the PERRA act in 2007, they stated:

“We believe that what ails public schooling in the District should be treated by focusing school reform efforts on the creation of large numbers of schools that:

  • Are independent of the school system or have autonomous status within the school system, including control over personnel, finances, and the academic program;
  • Enroll only students whose parents choose to have them attend; and
  • Maintain a constant focus on literacy and implement a comprehensive approach to closing the achievement gap”

The political operatives at FOCUS are well compensated through the large donations from the Walton Foundation and other “philanthropic” non-profits. In addition, they received tax payer money for some of their efforts to help establish charter schools. The following is a hyper-linked table of funders and partners. FOCUS PARTNERS

In 2007, Washington D.C. elected a new mayor, Adrian Fenty. Not only was he the new chief executive of the city, he was also the new Czar of education. The NRC report observed:

“The specific strategies that Fenty and the chancellor he appointed, Michelle Rhee, chose were prominent on the national reform agenda: an emphasis on improving human capital using recruitment, evaluation, and compensation of educators; data-driven decision making; more uniform standards across schools; and greater school-level accountability through the use of student testing and other indicators.” (Page 40)

John Merrow is a resident of Washington DC and a longtime education reporter for NPR. In 2013, he shared his view of Fenty’s choice for chancellor in his piece Michelle Rhee’s Reign of Error. He describes the utter lack of requisite training and experience Rhee and her team brought:

“The 37-year-old Michelle Rhee had been a surprise choice to lead the schools. After college, she joined Teach for America and taught for three years in a low-income school in Baltimore. After earning a graduate degree in public policy at Harvard, she took over a fledgling non-profit that recruits mid-career professionals into teaching, The New Teacher Project. In that role, she eventually ended up supervising 120 employees. As Chancellor, Rhee would be managing a school system with 55,000 students, 11,500 employees and a budget of nearly $200 million.

“She surrounded herself with people with no experience running a large urban school system. Her deputy would be her best friend, Kaya Henderson, another former Teach for America corps member who was then Vice President for Strategic Partnerships at TNTP. She would be managing the District’s 11,500 employees.”

The New Teachers Project (TNTP) which was founded by Wendy Kopp made a name for itself under Michelle Rhee by bashing teachers. This group of what Ciedie Aech calls the “teach-for-a-minute girls” was in charge. They had no training or experience, but they believed test based accountability was the answer. As John merrow wrote:

“And the novice Chancellor was basing nearly everything on the DC-CAS. [D.C.’s Standardized Tests]”

“Millet [Associate Superintendent Francisco Millet] had no doubt that Rhee was sending the message that they would be fired if they didn’t achieve those guarantees. ‘Absolutely. Principals were scared to death that, if their test scores did not go up, they were going to be fired. And they knew that she could do it.’”

This kind of pressure led to a massive cheating scandal that if it had been properly investigated would had put more people in prison than the Atlanta scandal did – including Rhee. Instead, these fraudulent results were held up as proof of concept. The 2009 confidential Sanford memo made the fact of the scandal clear.

Excerpt from Sanford Memo

Clipped from the Memo from Sandy Sanford to DCPS in 2009.  (WTR – Wrong to Right.)

One final quote from John Merrow:

“The erasures stayed buried for years. The official who had spotted the problem and urged Rhee to investigate has kept her mouth shut. Five months after she had informed Rhee of the widespread erasures, Deborah Gist resigned to become State Superintendent in Rhode Island. Rhee now publicly praises her efforts there. Sandy Sanford, who earned roughly $9,000 for his work on the memo, has been paid at least $220,000 by DCPS for various services.”

A Few Last Words

The effect of privatizing schools in D.C. is that the gap in scoring on tests between races has gotten larger. Teacher quality has gotten less certain. There are less minority teachers now and per pupil spending has gone from “$13,830 per student to $17,574, an increase of 27%, compared to 10% inflation in the Washington-Baltimore region.” There has been virtually no gain in testing scores and Washington D.C. schools remain the bottom scoring schools in the nation on the National Assessment of Education Performance.

Type Washington D.C. schools into a Google search and page after page of charter school advertising appears. A parent could seek guidance by going to the Great Schools web page for an evaluation, but that would be like going to the Ford dealer and asking which car is the best.

Washington D.C.’s schools have become expensive and unmanageable. There is no way to insure teacher competency or budgetary honesty, which means stealing is occurring. The D.C. public schools are still the best performing and safest schools in the area. (Charter schools are not public schools. They are private businesses that have a government contract.)

It is time for Mayor Muriel Bowser to step up and select a proven professional educator to lead D.C.’s schools. No more administrators from the unaccredited Broad academy or TFA wunderkinds. It is time to bring in a real professional with a record of achievement to get K-12 education in Washington D.C. on track.

Standards Based Education Reform is Toxic

14 Feb

In 1983, lawyers, business titans and famous scientists ushered in the era of standards based reform with the infamous “A Nation at Risk.” This political polemic masquerading as a scholarly paper proclaimed a crisis in American education. It propelled us careening down a path of harm. Harm for children; harm for educators; harm for communities; harm for schools and harm for democracy.

During my first quarter at UCSD’s teacher education program, I was assigned many readings including Alfie Kohn’s The Schools Our Children Deserve. By 1999, the time of the books writing, Clinton’s Goals 2000 was in force and many states were already adopting high school exit exams and other standardized testing practices. Although not impressed by this theory of education improvement, Alfie was more focused on improving education practices in public schools.

He asked, “Is it possible that we are not really as well educated as we’d like to think? Might we have spent a good chunk of our childhoods doing stuff that was exactly as pointless as we suspected it was at the time?”

Kohn believes in progressive education and opposes behaviorism. He embraces the ideas of Dewey and Piaget; he is a constructivist. He railed against traditional classroom management, teacher centered instruction, homework and grading policies. One of his criticisms of education reform in 1999 was “The dominant philosophy of fixing schools consists of saying, in effect, that ‘what we’re doing is OK, we just need to do it harder, longer, stronger, louder, meaner, and we’ll have a better country.”

Less than five years latter Kohn would write:

“I just about fell off my desk chair the other day when I came across my own name in an essay by a conservative economist who specializes in educational issues. The reason for my astonishment is that I was described as being ‘dead set against any fundamental changes in the nation’s schools.’ Now having been accused with some regularity of arguing for too damn many fundamental changes in the nation’s schools, I found this new criticism more than a bit puzzling. But then I remembered that, during a TV interview a couple of years ago, another author from a different right-wing think tank had labeled me a ‘defender of the educational status quo.’”

Standards Based Education Reform is Based on Bad Theory

Professor Ellen Brantlinger of Indiana University was an early critic of standards based education reform (SBR). Unlike the promoters of SBR, Brantlinger was a scholar whose work was peer reviewed. In a 1997 paper published in Review of Education Research, she observed that ideology preserves “existing social structures and power relations” and that SBR was based on uncritical ideology that venerated the dominant culture and subjugated minority cultures.

In another article, “An Application of Gramsci’s ‘Who Benefits?’ to High-Stakes Testing”, Brantlinger wrote:

“It seems reasonable to conclude that a number of parties reap rewards from high-stakes testing. Turning to Gramsci’s idea of hegemony (that powerful groups in society strive to maintain and strengthen their dominance by offering new evidence to justify it), it is plausible to assume that high-stakes tests facilitate the win/lose situations that justify hierarchical social relations and dominant groups’ material and status advantages.”

After the Common Core State Standards were released, Tom Loveless of the Brookings Institute conducted a study to ascertain the expected benefit from the new standards. He concluded, “Despite all the money and effort devoted to developing the Common Core State Standards—not to mention the simmering controversy over their adoption in several states—the study foresees little to no impact on student learning.”

He came to this conclusion in part by looking at the effect on testing results due to varying quality in state standards on the National Education Performance Assessments (NEAP).

Loveless also noted:

“Education leaders often talk about standards as if they are a system of weights and measures—the word “benchmarks” is used promiscuously as a synonym for standards. But the term is misleading by inferring that there is a real, known standard of measurement. Standards in education are best understood as aspirational, and like a strict diet or prudent plan to save money for the future, they represent good intentions that are not often realized.”

Loveless countered one of the more loudly proclaimed reasons for national curriculum guided by national standards:

“In the U.S., advocates of a national curriculum have for years pointed to nations at the top of TIMSS and PISA rankings and argued that because those countries have national curriculums, a national curriculum must be good. The argument is without merit. What the advocates neglect to observe is that countries at the bottom of the international rankings also have a national curriculum.”

Mathew DiCarlo writing for the Shanker Blog cited the work of Eric Hanushek, Jonah Rockoff and others to note that family background constitutes more than half the cause for scholastic achievement. He reported:

“But in the big picture, roughly 60 percent of achievement outcomes is explained by student and family background characteristics (most are unobserved, but likely pertain to income/poverty). Observable and unobservable schooling factors explain roughly 20 percent, most of this (10-15 percent) being teacher effects. The rest of the variation (about 20 percent) is unexplained (error).”

Professor Paul Thomas from Furman University shared his conclusion in an article published by Alternet “Corporations Are Behind the Common Core State Standards — And That’s Why They’ll Never Work.” He wrote,

“Noted earlier, the evidence from standards-based education has revealed that standards, testing, and accountability do not succeed in raising test scores. Related, the evidence on teaching shows that focusing on direct instruction and content acquisition is also ineffective. …. Additionally, we have ample evidence that standards and high-stakes tests do not create the democratic outcomes we seek in schools such as critical thinking, creativity, and equity of opportunity.”

Geometry Standards Posted

Teachers Are Forced to Post Standards and Teach to the Test – Photo by Ultican

Harming Students, Teachers, Schools and Communities

The real standards in a standards-based education system are the standards that get tested or as Center for Education Policy President and CEO Jack Jennings put it, “What gets tested gets taught.” A natural narrowing of curriculum occurs.

Professor Julian Vasquez Heilig of California State University Sacramento recently shared some corroboration of Jennings point on his blog “Cloaking Inequality.” In a piece he called “From Segregated, to Integrated, to Narrowed.” there is a documented account of a first-year chemistry teacher so focused on Texas testing that “The entire chemistry course was solely designed to drill students for science exit testing by utilizing multiple-choice worksheets.” The article included this outcome from Julian’s research:

“Vasquez Heilig (2011) studied majority-minority urban and rural schools in Texas and found that teachers (11 of 33) and principals (6 of 7) in his study detailed aspects of “teaching to the test” and the impact of exit testing on the narrowing of the curriculum. A high school administrator in the study acknowledged that schools are paying attention to constraints created by the current educational policy system: There’s no way around it, I mean you’d be a fool if you did not play that game, I guess you can call it … . You can easily end up being labeled unacceptable if you did not prepare the students to take the test … . Two weeks before the TAKS [Texas standardized tests] date we pull out the kids … . We let the teachers know you’re not going to see these kids for 4 days. For 4 days we do what we call the TAKS blitz.”

The National Research Council (NRC) is a part of the National Academies. It was founded in 1916 to study issues related to coordinating science and technology research for America’s possible involvement in World War I. The NRC conducted a nine-year study of the standards based education reforms mandated by the No Child Left Behind (NCLB) law. Here are a few of its findings:

“Incentives will often lead people to find ways to increase measured performance that do not also improve the desired outcomes.”

“The evidence we have reviewed suggests that high school exit exam programs, as currently implemented in the United States, decrease the rate of high school graduation without increasing achievement.”

“To help explain why test-based incentives sometimes produce negative effects on achievement, researchers should collect data on changes in educational practice by the people who are affected by the incentives.”

Standards Based Education Reform Destroyed Schools in Poor and Minority Neighborhoods

In an article he called “Test Today, Privatize Tomorrow – Using Accountability to “Reform” Public Schools to Death” Alfie Kohn shared,

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

“I try to imagine myself as a privatizer. How would I proceed? If my objective were to dismantle public schools, I would begin by trying to discredit them. I would probably refer to them as “government” schools, hoping to tap into a vein of libertarian resentment. I would never miss an opportunity to sneer at researchers and teacher educators as out-of-touch “educationists.” Recognizing that it’s politically unwise to attack teachers, I would do so obliquely, bashing the unions to which most of them belong. Most important, if I had the power, I would ratchet up the number and difficulty of standardized tests that students had to take, in order that I could then point to the predictably pitiful results. I would then defy my opponents to defend the schools that had produced students who did so poorly.”

Jessica Bacon an Education Professor from City University, New York and Professor Beth A. Ferri from the school of education Syracuse University studied the demise of Westvale, a K-5 urban elementary school in New York state. Their paper is called “The impact of standards-based reform: applying Brantlinger’s critique of ‘hierarchical ideologies’.”

It is a story that has repeated itself too often. Westvale served a population that does not test well. The demographics of the school: 95% free and reduced lunch, 40% limited English proficiency, and 20% students with disabilities. The racial makeup of the school was: 50% Hispanic or Latino, 35% Black or African-American, and 10% white.

Because Westvale elementary could not meet the testing targets set by the NCLB law, the state of New York categorized them as “Persistently Lowest Achieving” which meant the district had to select one of four remediation methods. The district chose the transformation model.

The paper reports, “Unfortunately, during this process, Westvale also ‘transformed’ from a school that had been moving towards a fully inclusive model, to one that reverted to a variety of segregated, tracked, and pullout classes.”

Today, many schools in communities that test poorly are being privatized as either charter schools or voucher schools.

In an Education Week article, “‘Defies Measurement’ Illustrates Failures of Test-Focused Policy,” David B. Cohen writes,

“In ‘Defies Measurement,’ teacher-turned-filmmaker Shannon Puckett gathers the recollections and reflections of twenty-three former students, parents, and teachers from Chipman Middle School in Alameda, California, and illustrates how a nurturing school community was gradually dismantled by the test-and-punish dynamics of education reform under No Child Left Behind. Puckett, who taught at Chipman and quit because of the changes following from NCLB, also contextualizes the eventual closure of the school, and the devaluation of what it stood for, in the broader context of education reform and accountability efforts nationwide.”

A school in which I had worked was closed because of the NCLB law. I wrote of about the “Unwarranted Demise of Mar Vista Middle School.” The piece began:

“In February, while attending a science teacher’s professional development at Mar Vista High School, I first heard the rumor that Mar Vista Middle School (MVM) was going to be closed, all of its staff dismissed and the school reopened as a charter school. Since 1961, this venerable institution has been a treasure in the poverty-stricken neighborhood situated one mile north of the world’s busiest border crossing (San Diego-Tijuana). At the March 11, 2013 board meeting (Sweetwater Union High School District) the rumor was confirmed, a restructuring plan for MVM was approved. Or as one person observed, ‘they legally stole an asset belonging to a poor community for their own purposes.’”

It turned out that the community successfully fought off the charter school conversion. The remedy became close the school and reopen it as a focus or theme school with a transformed staff. Fifty percent of the original staff was sent packing. The school is not much changed today because it is still serving the same community, but it is now called Mar Vista Academy and many lives were disrupted.

Some Last Words

Last September, the Labour Party in New Zealand captured control of the government. The news service Stuff reported, “Labour campaigned hard on scrapping National Standards in the lead-up to the September election on the basis they were neither ‘national or standard’.” Labour has rid the country of standards based education reform.

Last week brought a new initiative from the Labour government to rid the country of charter schools. Stuff quotes Education Minister Chris Hipkins,

“Both National Standards and charter schools were driven by ideology rather than evidence. Both were rejected by the vast majority of the education sector. The Government’s strong view is that there is no place for them in the New Zealand education system.”

There are twin lies supporting standards based education reform and the destruction of public education in the United States. The first lie promotes the illusion that public education in this country is failing. It never was failing nor is it failing now. The second lie is driven by market based ideology. It posits that privately-run charter schools are superior to “government schools.” A group of researchers in Massachusetts studied the results after 20 years of the 1993 state education law enactment. They reported:

“While some charter high schools with a large percentage of low-income students score high on MCAS [Massachusetts standardized tests], these schools rank much lower on the SATs. What’s more, research indicates many students from high-scoring charter schools do not fare well in college, as measured by six-year college completion rates.”

Hopefully, a political party in the United States will also realize that protecting public education is good politics. I don’t care what letter they use after their name – D, G, I or R – they will have my vote.

A Horror Story by Steven Singer the Gadfly

23 Dec

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

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

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

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

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

My Singer Collage

Steven Singer Collage by T. Ultican

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

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

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

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

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

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

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

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

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

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

“Bam.

“No more future for either of them.

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

School Choice

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

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

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

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

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

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

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

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

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

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

Steven goes on to say of school choice,

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

Testing

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

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

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

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

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

Singer asserts,

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

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

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

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

“Yes, That SAT.”

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

Racism and Prejudice

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

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

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

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

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

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

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

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

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

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

He concluded the article on refugees:

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

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

An Educators Preference for the Next California Governor – John Chiang

2 Nov

It seemed like identifying the best option for our next governor would be difficult. It wasn’t. The next governor will most likely come from the big three in the Democratic party; Gavin Newsom, Anthony Villaraigosa or John Chiang. Republican, John Fox is fighting against history and Delaine Eastin has yet to raise enough money to be taken seriously. Breitbart favorite, Travis Allan, has raised even less money than Eastin.

The Case for John Chiang (pronounced chung)

Recently, I asked the head of a Democratic Assembly member’s staff who the member was supporting for governor. He would not say but shared his own opinion. He said Jerry Brown had been successful as governor because of his fiscal responsibility. The staffer said that John Chiang was the only Democratic candidate who would control the spending of California’s democratically dominated assembly.

The 55 years-old Chiang’s education and experience include a degree in finance from the University of South Florida; a law degree from Georgetown; past work experience that includes tax law specialist for the IRS and an attorney for the California state controller’s office.

Chiang’s career in public office began in 1997 when he was appointed to the California Board of Equalization, and then was elected the following year to the same position. Chiang won re-election in 2002, and then went on to serve two terms as California state controller. In 2014, he was elected California state treasurer.

Gridlock and rancor dominated Sacramento in 2008. Governor Arnold Schwarzenegger, reacted to the ensuing budget crisis by ordering state worker’s pay to be slashed and thousands of others to be laid off. Chiang refused to comply. “Frankly, [the governor] is just trying to make me do something that’s improper and illegal,” Chiang told the San Francisco Chronicle.

The New Yorker chronicled this episode dubbing Chiang an unlikely hero,

“Under Schwarzenegger’s plan, the workers would receive their full salaries once a budget was approved. But California had enough cash in its accounts, and, in Chiang’s view, the Governor’s move could violate the Fair Labor Standards Act. Moreover, he thought, it was cruel. It was the height of the financial crisis, and mortgage defaults were up more than a hundred per cent over the previous year.”

“The Sacramento Bee, adapting the iconic image of a protester at Tiananmen Square, published a cartoon that depicted Chiang as a lone resister before a line of Hummers, with “Arnold” stenciled on the bumper of the lead vehicle. The Liberal O.C., a progressive blog, nicknamed him ‘the Controllernator.’”

Schwarzenegger sued Chiang but eventually, Schwarzenegger’s replacement, Jerry Brown, dropped the legal action.

An NBC report on Chiang notes:

“Chiang’s campaign site lists an extensive rundown of his accomplishments as controller and currently as treasurer that include restructuring the state’s debt during the recession “to generate $2 billion for schools, infrastructure and public safety” and imposing sanctions on Wells Fargo following a scandal that revealed over 2 million fake bank accounts.”

Because of the relentless attacks on public schools and educators, candidate views on education are key. Many self-styled “progressive democrats,” have adopted education positions attacking teachers’ unions and promoting privatization (Rahm Emanuel, Corey Booker, Antonio Villaraigosa). Some position statements promulgated by Chiang’s campaign:

“In 1988, California voters approved Proposition 98, which requires a minimum percentage of the state budget to be spent on K-12 education. Unfortunately, while Proposition 98 was meant to create a constitutional “floor” for education spending, it has turned into a political ceiling. As a result, California is grossly under-invested in public education.”

“We also must protect the collective bargaining rights of our educators, classified employees, professors, early childhood educators and child care providers. It is critically important that the people who interact with our students and children every day have a seat at the table and a voice on the job to advocate for the best conditions possible for our children to learn.”

“We must also increase both the quantity and quality of California’s early childhood education programs and assure free access for all working families.

“We also know that small class sizes are the key to improving student learning. We need to expand the Class Size Reduction program so our students have every opportunity to learn.”

“Cities and states across the nation are jumping on board and are finding innovative solutions to provide two free years of community college. California needs to find a way to get to that place, where we make community college free while ensuring students are on the right path through participation and graduation.”

“To reclaim the promise of quality education, we must ensure that children and their families have access to wraparound services to meet their social, emotional and health needs.”

Money, Money, Money

John Cox, the Republican gubernatorial candidate from Rancho Santa Fe, is fighting an uphill battle and he has yet to share his views on issues like education.

When Pete Wilson was running for reelection as governor in 1994, he used proposition 187 as a wedge issue. The proposition established a state-run citizenship screening system and prohibited illegal aliens from using non-emergency health care, public education, and other services in California. Another Republican candidate for governor, Ron Unz, campaigned against bilingual education. Both positions alienated many people in the Hispanic community.

Even more damaging to the image of the Republican party in California is the widely held view that they cannot govern. Californians blamed them for repeated failures to pass a budget which led to service interruptions and layoffs. Originally, Democrat, Gray Davis was blamed. However, his Republican replacement, Arnold Schwarzenegger, was also unable to pass a budget. So, intransient Republican legislators inherited Gray’s reputation as the source of the problem.

John Cox is not likely to become governor, but his views about political corruption are interesting. He states:

“Think about it. Legislators are largely funded, not by the voters, but by the lobbyists whose bills they’re going to vote on.

“You couldn’t have designed a system more fraught with temptation, or ripe for reform.”

Reforming California’s system of government appears to be Cox’s sole issue. In a system that makes it impossible that someone without access to financial resources be taken seriously, Mr. Cox became relevant. He donated himself $3,000,000.

Money on Hand July 31_2017

Campaign Funds Report to State of California

A Daily News article from this May reported on the effect of the Los Angeles School Board election for those advocating a privatized education system:

“Advocates for change include Netflix founder Reed Hastings and developer Eli Broad, who have poured millions of dollars into pro-charter groups that fund political campaigns. Their recent win in Los Angeles “portends a massive investment in the superintendent’s race and the governor’s race,” said Mike Trujillo, a Democratic political consultant who worked on campaigns for Kelly Gonez and Nick Melvoin, the newly elected Los Angeles school board members.

“There is not a better motivator than the nectar of victory to push along the issue that you care about, and that’s improving public education and ensuring that every child in every school has a high-quality teacher,” Trujillo said.

“Trujillo worked closely with Antonio Villaraigosa when, as mayor of Los Angeles, he bucked the teachers union and took control of several low-performing schools. Now running for governor, Villaraigosa has signaled that education will be a focus of his campaign. In his speech at the Democratic convention, Villaraigosa called the education split ‘the most important civil rights battle of our generation.’”

The largest contributors to both Gavin Newsom and Antonio Villaraigosa are Stewart and Lynda Resnick, the billionaires behind Fiji Water and POM Wonderful juice contributed $116,800 to Newsom and $112,000 to Villaraigosa.

Gavin Newsom also got large contributions from Trump supporter Peter Thiel, from George Soros and from Laurene Powell Jobs.

Villaraigosa scored big contributions from fans of privatizing public education; Eli and Edythe Broad ($112,800), Anschutz Entertainment Group ($56,400), and Reed Hastings ($56,400).

Chiang’s big money contributions come mostly from wealthy Chinese business people like CC and Regina Yin, owners of dozens of McDonalds restaurants who contributed $94,600.

Newsom and Villaraigosa on Education 

Villaraigosa has education views that are almost identical to the hedge fund supported group Democrats for Education Reform and the California Charter School Association. He will surely receive more large amounts of funding from these entities and their fellow travelers. His anti-teachers’ union message is popular with billionaires.

The attacks on the teachers’ union are disingenuous. Teachers’ unions are driven by impassioned idealistic young women who believe in social justice and public education. Trying to make them into enemies of the public is a cynical ploy. It is especially damaging in an era when working people have less and less protection from mega-wealth.

Gavin Newsom in more nuanced than Villaraigosa but no friend of public education. Last month Newsom responded to a question about charter schools:

“I’m not interested in the stale and raging debate about which side, which camp you’re on – are you with the charter people, are you anti-charter, are you with the teachers, are you anti-teacher. I’ve been hearing that damn debate for ten damn years. With all due respect, I got four kids. I have an eight-year-old, second grade. I have a five, three and a one year old. I’m not gonna wait around until they’ve all graduated to resolve whether Eli Broad was right or whether or not the CTA was wrong. I’m not interested in that debate. I’m interested in shaping a different conversation around a 21st century education system that brings people together, that could shape public opinion, not just here in the state, but could shape an agenda more broadly across the country, particularly in a time of Betsy DeVos and Donald Trump. We need that kind of leadership.”

During Newsom’s last run for governor in 2010, he said:

“To close this achievement and opportunity gap, underperforming public schools need more resources, and above all, real accountability for results. Accountability means ending social promotion, measuring student performance with standards-based assessments, and testing teachers for subject-matter competency.”

Newsom adopted the manifesto, “A New Agenda for the New Decade” and his goals for 2010 were:

  • Turn around every failing public school.
  • Make charter schools an option in every state and community.
  • Offer every parent a choice of public schools to which to send his or her child.
  • Make sure every classroom has well-qualified teachers who know the subjects they teach, and pay teachers more for performance.
  • Create a safe, clean, healthy, disciplined learning environment for every student.
  • Make pre-kindergarten education universally available.

Newsom has not repeated his call for charter schools, merit pay and standardized testing in 2017 but he has not retracted them either.

Newsom also embraces the tech industry. He joins their attempt to control curriculum by promoting computer science education as a core subject in k-12 schools and in universities. He also promotes their fraudulent STEM shortage propaganda.

Does Character Matter?

In 2007 both Gavin Newsom and Antonio Villaraigosa were involved with illicit affairs.

The San Francisco Chronicle reported,

“San Francisco Mayor Gavin Newsom’s re-election campaign manager resigned Wednesday after confronting the mayor about an affair Newsom had with his wife while she worked in the mayor’s office, City Hall sources said.”

Meanwhile in LA the Daily News reported:

“The revelation of a romantic relationship with television newswoman Mirthala Salinas came to light in a Daily News story today after the mayor had dodged months of questions about the breakup of his marriage.”

“For the sometimes rocky marriage of the mayor and his wife, who merged their surnames Villar and Raigosa when they married some 20 years ago, it was the beginning of the end.”

Shouldn’t bad personal conduct be a red flag when bestowing public trust?

Conclusion

If Delaine Eastin were financially more viable, then this recommendation would have been more difficult. I think I would have ended in the same place because of Chiang’s financial acumen but Eastin has always been a feisty leader with good instincts.

For the reasons stated above, I am supporting John Chiang to be California’s next governor.