Tag Archives: Walton Foundation

Billionaires Push School Privatization

14 Mar

President Donald Trump visited a private religious school in Florida on March 2, 2017, signaling once again that his education agenda will focus on school choice.

Trump DeVos Rubio in Florida

Photo by Alex Brandon of the AP taken from report in the Las Vegas Review-Journal.

The argument for privatization schemes like charter schools and vouchers is that public schools in many low-income neighborhoods are abhorrent failures. Worse yet, the poor families living there have no affordable education options and are trapped. The question is asked, “why don’t poor people have some of the same choices as wealthier people?”

A possible solution is proposed, “Instead of sending public dollars to ‘failing schools,’ vouchers could be given to parents so their children can attend private schools.” Another popular option is to use tax policy and monetary incentives to encourage privately operated charter schools. The claim is made that – because of market forces and reduction in both operating rules and oversight – charter schools will innovate and provide improved pedagogy. The traditional public schools which are encumbered by state regulations and teachers’ unions will learn from these charter school innovations and market forces will cause them to also improve.

Unfortunately, there are three base assumptions here that are wrong. While it is true that some schools have been so poorly resourced and politically damaged by both racism and corruption that they are an abomination, in general America’s public school system is amazingly great – not failing, great!

Secondly, voucher-fed private schools are not that good. Private schools that compare favorably with public schools are much more expensive than any proposed vouchers.

As for the charter school claims; they have not innovated, they have increase education costs and the lack of oversight has resulted in an endless stream of scandal. In addition, the improved pedagogy which has been touted in advertising is refuted by refereed studies.

President Trump proposed spending $20 billion supposedly by repurposing title I funds to promote “school choice.” That is a stunning number. It is equal to more than two-thirds of the spending on the Manhattan Project. The US spent about $1.9 billion on the atomic bomb development. That was estimated to be equivalent to $30 billion in 2013. Another estimate says $2 billion in 1945 dollars was equivalent to $26 billion in 2016. Mr. Trump is calling for a nearly Manhattan Project sized effort to privatize America’s public schools. Does he believe public schools in America are in that kind of crisis or is this just another feckless politician demagoging education for his own selfish purposes?

Mercedes Schneider’s book School Choice makes a powerful arguments for why “school choice” is not only an idea that is unsupported by evidence but will cause extensive damage to our world’s greatest democratic institution. She shared this quote from the longtime teachers’ union leader and one of the original supporters of charter schools, Albert Shankar.

“A pluralistic society cannot sustain a scheme in which the citizenry pays for a school but has no influence over how the school is run. … Public money is shared money, and it is to be used for the furtherance of shared values, in the interest of e pluribus unum. Charter schools and their like are definitely antithetical to this promise.”

Vouchers.

Russ Walsh teaches college reading at Rider University and publishes the blog, “Russ on Reading.” This March he wrote “School Vouchers: Welfare for the Rich, the Racist, and the Religious Right.” That’s certainly a novel take on the “3-Rs” of education. In this piece, Mr. Walsh explains vouchers:

“What are vouchers exactly? School vouchers come in many forms and since the general public is typically opposed to voucher schemes, politicians who favor them have come up with a variety of Orwellian doublespeak names for them like Opportunity Scholarships, Education Choice Scholarships, or the Education Savings Accounts. Another way states have found to get around calling vouchers vouchers is the scholarship tax credit. These schemes allow individuals and corporations to direct their tax monies to private institutions who then use the money for scholarships for students.”

Trump and DeVos went to a Catholic School in Orlando to praise and encourage Florida’s use of scholarship tax credits which appear to run afoul of the first amendment to the United States constitution’s establishment clause. It redirects public dollars to religious schools which does entangle church and state. The Americans United for Separation of Church and State say voucher programs undermine religious liberty.

In Florida, the tax credit voucher is called Florida corporate tax credits. A Florida League of Women Voters report states, “In 2006, the Florida Supreme Court ruled that vouchers paid by the treasury were unconstitutional. Florida corporate tax credits (FTC) became the vehicle to fund what initially were private school scholarships for children from disadvantaged families.”

This month a Texas Superintendent of Schools, John Kuhn, informed the Association of Texas Professional Educators about vouchers:

“Three different research studies published recently have found that voucher programs harm student learning—including one study sponsored by the Walton Family Foundation and the Fordham Institute, both proponents of vouchers. Students who use vouchers underperform their matched peers who stay in public schools.

“You heard me right. I’m not just saying that vouchers don’t help very much. I’m saying voucher programs result in students learning less than if the voucher programs didn’t exist. Giving a student a voucher to improve his education is like giving a struggling swimmer a boulder to help him swim. The Walton Foundation study said: ‘Students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools.’ A study of the voucher program in Louisiana found very negative results in both reading and math. Kids who started the voucher program at the 50th percentile in math dropped to the 26th percentile in a single year. Vouchers are so harmful to children that a Harvard professor called their negative effect ‘as large as any I’ve seen in the literature.’”

Evidence from Sweden, New Zealand, Chile and several American metropolitan areas has consistently shown that privatizing schools with vouchers not only does not improve education outcomes, it harms them. When the monies for voucher programs are removed from public education budgets, the opportunities for the 85% of our students attending public schools are reduced.

Privately Run Charter Schools

At the behest of the Los Angeles Unified School District’s teacher’s union MGT of America studied the costs associated with charter schools in LA. MGT reported, “these data indicate that LAUSD has a nearly $600 million impact from independent charter schools.” Running dual school systems increases costs. Therefore, the evidence for benefit from charter schools needs to be clear and convincing.

The National Education Policy Center at the University of Colorado recently published a compilation of refereed studies under the title Learning from the Federal Market-Based Reforms. A paper by Miron and Urschel says of charter school studies, “For example, all of the California studies either found mixed or positive results, while four out of the five Michigan studies and three out of the four Ohio studies produced negative results.”

In Learning, Miron and Urschel also noted:

“A third factor that overshadows the body of evidence on school choice is the predominance of partisan researchers and activist organizations that carry out the research. Especially in the areas of home schooling, vouchers, and charter schools, the bulk of studies that find positive impacts in favor of school choice have been conducted by advocacy groups.”

Two consistent features of modern education governance are that politicians and business men who have power enforce their own particular biases even though lacking both educational experience and knowledge. The second feature is education policy is not based on refereed peer reviewed research by professionals.

For decades, John Walton and the Walton Family Foundation promoted vouchers as the ideal fix for what Walton saw as needing fixed. In a Washington Post article Jeff Bryant wrote:

“Fully inculcated with Friedman’s philosophies, and motivated by the myth of school failure spread by the Reagan administration, the Waltons were ready for their education revolution to begin.”

After a series of defeats trying to promote vouchers, the foundation transitioned the privatization agenda to advancing charter schools. Bryant continued:

“According to a pro-union website, another member of the Walton family, Carrie Walton Penner, sits on the board of the foundation connected to the prominent KIPP charter school chain—on which the Walton Family Foundation has lavished many millions in donations—and is also a member of the California Charter Schools Association. Carrie’s husband, Greg Penner, is a director of the Charter Growth Fund, a ‘non-profit venture capital fund’ investing in charter schools.”

Search “charter school investment” and at least two pages of paid ads for charter school investment funds will appear. In March 2015, the Walton Family Foundation and the Bill and Melinda Gates Foundation co-sponsored an event in Manhattan called “Bonds and Blackboards: Investing in Charter Schools.” In the Business Insider report on this event, reporter Abby Jackson wrote:

“Hedge funds and other private businesses are particularly interested in the growth and success of charter schools. The growth of charter networks around the US offer new revenue streams for investing, and the sector is quickly growing. Funding for charter schools is further incentivized by generous tax credits for investments to charter schools in underserved areas.”

An article by the Education Law Center’s Wendy Lecker states,

“As noted in a 1996 Detroit Metro Times article, while the DeVos’ ultimate aim was to abolish public education and steer public funds to parochial schools, they knew not to be blatant about that goal. Thus, they chose a vehicle that blurred the lines between public and private schools- a “gateway drug” to privatizing public education: charter schools.”

Here in California we have a plethora of billionaires and other wealthy people working to expand charter school penetration including; Bill Gates, Reed Hastings, Eli Broad, Doris Fischer, Carrie Walton Penner and the list continues.

America’s Public Schools Rock

As I wrote in a 2014 post, the declaration that America’s public education system is failing has a long history. Diane Ravitch reported the following quote from Jim Arnold & Peter Smagorinsky on her blog.

“Admiral Rickover published “American Education, a National Failure” in 1963, and in 1959 LIFE magazine published “Crisis in Education” that noted the Russians beat us into space with Sputnik because “the standards of education are shockingly low.” In 1955 Why Johnny Can’t Read became a best seller, and in 1942 the NY Times noted only 6% of college freshmen could name the 13 original colonies and 75% did not know who was President during the Civil War. The US Navy in 1940 tested new pilots on their mastery of 4th grade math and found that 60% of the HS graduates failed. In 1889 the top 3% of US high school students went to college, and 84% of all American colleges reported remedial courses in core subjects were required for incoming freshmen.”

By the middle of the 20th century, cities and villages throughout the USA had developed an impressive educational infrastructure. With the intent of giving every child in America the opportunity for 12 years of free education, this country was the world’s only country not using high stakes testing to deny the academic path to more than a third of its students. The physical infrastructure of our public schools was of high quality and schools were staffed with well-trained experienced educators.

This system that is the foundation – to the greatest economy in the world, the most Nobel Prize winners and democratic government – has passed the exam of life. It is clearly the best education system in the world. To diminish and undermine it is foolhardy. Arrogant greed-blinded people are trying to steal our legacy.

Charter School Scourge Invading Sweetwater

1 Oct

Chula Vista, California

On Monday evening (9/26/2016), the board of the Sweetwater Union High School District (SUHSD) had petitions from three charter schools; two requesting charter renewals and one for a new school. The two renewals are co-located charters that were started by SUHSD’s previous board (four of the five resigned as part of plea deals) and the new petition is for an independent study charter.

My first teaching job was in SUHSD as a paid certificated intern, teaching 3 out of a possible 5 classes a day while completing a master’s in education at UCSD. At my new job, I was soon regaled with stories of corruption in Sweetwater instigated by superintendent, Ed Brand. I never witnessed direct evidence of this widely and firmly held belief. Brand’s first stint as SUHSD Superintendent was from 1995 to 2005.

It was surprising in 2011, when the SUHSD Board brought Brand back. He had resigned as Superintendent of San Marcos Unified in 2006, less than a year after leaving Sweetwater to assume that position.

An article in the San Diego Union speculated that Brand was pushed out in San Marcos for unethical hiring and political practices. It says in part:

“… accounts have emerged of other things not in keeping with San Marcos Unified’s image. They include Brand’s ordering the hiring of a teacher, whose husband is a state education official, even though a panel of elementary school principals in charge of hiring voted not to offer her a job; a staff party for management aboard a 112-foot historic yacht; and two outsiders infusing cash into a school board candidate’s campaign.”

The state education official was Scott Himelstein then Deputy Secretary of Education/Chief of Staff and later Acting Secretary of Education for the State of California. In that capacity he served as chief policy advisor to Governor Arnold Schwarzenegger on K-12 and higher education.

William D. Lynch was a source of outside money and according to the Union article cited above, “The High Spirits yacht, where Himelstein hosted the party, is owned by multimillionaire businessman William D. Lynch….” Lynch is an ally of Brand’s and of state Secretary of Education Alan Bersin, former superintendent of San Diego city schools. Lynch is also a philanthropist who runs the William D. Lynch Foundation for Children, which promotes literacy. Scott Himelstein is the foundation’s former president.

Given who he associates with it was not surprising to learn that Ed Brand promotes privatizing public schools. Upon returning to Sweetwater, he started working on a new charter school idea. His dream was to develop a k-16 charter system and with support from several long time cronies, he had a charter proposal written. Susan Mitchell who has an almost forty-year working relationship with Brand was the lead petitioner for the school originally named Ivy League Prep Academy but soon renamed Stephen H. Hawking Math and Science Charter School.

Like Mitchell, most of the stated charter school founders also had similar long term associations with Brand. Before the courts and voters replaced the SUHSD school board, Brand was able to open a second charter school named Stephen W. Hawking II Science, Technology, Engineering, Art and Math Charter. The schools were started as K-6 schools not through 16.

Co-Location

After the passage of proposition 13 in 1978, it became almost impossible to pass a bond issue for the construction of new school facilities in California. Amendments that gutted proposition 13’s 2/3 requirements for passing bond measures always looked popular initially but were soundly defeated come election day. In 2000, proposition 39 was narrowly written so it only reduced the requirement to pass school bonds and it required a 55% majority. A big loud political battle ensued but proposition 39 prevailed.

The charter school industry was able to slip a clause into proposition 39 that required school districts to make any excess capacity available to charter schools. This crucial point was barely noticed and not debated publically at all.

Co-location is a very disruptive unsound education policy. As Gary Cohn reported in Huffington post:

 ‘“One of the difficult things about having a charter school co-located on a district public school campus is that . . . the two schools end up competing for those things that are necessary to provide a quality education for the students,’ says Robin Potash, an elementary school teacher and chair of the United Teachers Los Angeles (UTLA) Proposition 39 Committee. ‘That includes competing for the same students.”’

 In a July 10, 2015 article for La Prensa, Susan Lazzaro wrote:

“Community advocate Maty Adato asked the Sweetwater Union High School board a provocative charter school question at the June 22 board meeting. Trustees were deliberating on the renewal of facility contracts for Stephen Hawking charters I & II. The charters are for grades K-6 and Adato wanted to know if Sweetwater, a 7 -12 district, must give up unused classroom space to a K-6 charter.”

This is a question that seems bound for the courts because besides being bad policy, in order for this co-location mandate to be hidden in proposition 39, the law had to be poorly written. Lazzaro also noted a question from one of the five new board members, Paula Hall, “What happens, she asked, if the charter schools want more of our classroom space?” Another question without an answer.

Hawking I is co-located with Castle Park Middle School and Hawking II is co-located with Southwest Middle School. This is a clear illustration of the irrationality of the charter school movement from the standpoint of the taxpayer. In these two campuses there are four administrations doing the job that two administrations did 5 years earlier. The charter school movement is driving up the education cost per student which means either class sizes must increase or school taxes must increase; probably both.

In addition, taxpayers within the school district’s boundaries obligated themselves with bonds and other taxes to pay for these schools. Now, the buildings have been partially taken out of public control and their elected representatives no longer have legal authority to represent constituent interests.

The charter school movement puts tax dollars outside of democratic control with little accountability. Even with strict public accountability, malfeasance and criminality occur. It should come as no surprise that fraud and abuse are escalating in this low accountability charter school era.

A fundamental charter school theory postulates that elected representatives developed emasculating education code depriving public schools of the opportunity for innovation and improvement. Charter schools freed from accountability promised to untie this Gordian knot and market forces were expected to drive improvement. After 20 years, we see that charter schools are better at marketing than public schools but only rarely match the public school teaching prowess. For the first time nationally, education progress appears to have slowed with the rise of charter schools.

pisa-2000-to-2012

Independent Study Charter

 Carol Burris, the Executive Director of National Public Education is currently publishing a series of articles about the charter school movement. In the second installment carried by the Washington Post she writes about independent study charters.

“Although the original intent of the independent charters may well have been to scoop up at-risk kids and give them a second chance, the lack of criteria for student placement, along with inadequate regulations have led to obvious abuses. There are now far too many independent learning charter schools whose operators, some with no background or expertise in education, make substantial salaries, ….”

The third charter school petition at Monday’s school board meeting was for a proposed new independent study charter, ACATL Leadership Academy. Their Facebook page describes ACATL’s vision:

“ACATL Leadership Academy’s (ALA) mission is to create an educational system that ensures social justice by acknowledging, understanding and healing institutionalized racism, poverty, and marginalization.

“ALA will be a non-classroom based 9-12 grade charter high school within the Sweetwater Union High School District, and will be a reed in our community known for its innovation, flexibility and strength.

“ALA will serve students 14 thru 22 years of age and will set a goal of recapturing students who have left the traditional school system. ALA will partner with students, parents and family (relatives), and community organizations to address social justice issues our youth encounter in San Ysidro, California – the San Diego International Border region of the United States.”

 This sounds great, however, taxpayers have already established Learning Centers at every high school in the SUHSD.

The public school system also provides an Adult School in San Ysidro  which is an opportunity local taxpayers are providing for “recapturing students who have left the traditional school system.” Now taxpayers are being asked to compete with themselves and support yet another facility with no real needs assessment.

In other words, publically financed schools are already performing the same function ACATL proposes with the advantage of having highly trained experienced psychologists, councilors and certificated teachers working with students. This request for taxpayer money to be taken from Sweetwater schools to finance someone’s heartfelt dream makes little sense, but California’s charter school law pretty much guarantees ACATL will get a charter.

Carrol Burris in the article I cited above also spoke to the profit motive of these kind of schools:

“In addition, running independent learning centers can be very lucrative. One of San Diego County’s largest networks of independent learning centers is the Altus Institute. It advertises on billboards and runs ads in movie theaters and on television.  Altus operates Audeo Charter, Audeo Charter II, the Charter School of San Diego and Laurel Academy. It has a total K-12 enrollment of about 3,000 students and takes in tens of millions of dollars in state and federal revenue. Like Learn4Life, its learning centers are located in malls and office buildings. Its younger students are home-schooled.

“In 2014 compensation for Altus Institute President Mary Bixby was $371,160 — exceeding the total pay plus benefits of the superintendent of the San Diego Unified School District that serves nearly 130,000 students. Bixby is a board member of the charters, a full-time employee of one of the schools and also receives compensation for being “on-loan” to two other Altus schools. Such obvious conflicts of interest would be illegal in a public school.”

 Segregation by Choice

Last year a new charter school, Imperial Beach Charter, opened up next door to my high school. A local resident remarked to me, “the people west of 13th street don’t want their kids going to school with those kids at Mar Vista Academy.”

A blogger going by the moniker educationrealist posted this observation:

“I offer this up as opinion/assertion, without a lot of evidence to back me: most parents know intuitively that bad teachers aren’t a huge problem. What they care about, from top to bottom of the income scale, is environment. Suburban white parents don’t want poor black and Hispanic kids around. Poor black and Hispanic parents don’t want bad kids around. (Yes, this means suburban parents see poor kids as mostly bad kids.)”

 I recently reviewed Mercedes Schneider’s new book, School Choice. On page 22 she writes:

“Thus, what is clear about tuition grants, scholarships, or grants-in-aid, and the history of American public education is that these were tools used to preserve segregation. There it is: The usage of choice for separating school children into those who are ‘desirable’ and those who are not.”

This following table shows the demographic difference between the Mar Vista Academy (the public school) and Imperial beach charter.

School Hispanic or Latino White not Hispanic English Learners Free & Reduced Price Meals
Imperial Beach Charter 514 (59%) 250 (29%) 160 (18 %) 544 (62%)
Mar Vista Academy 714 (82%) 45 (5%) 277 (32 %) 679 (78%)

Conclusions:

Too often, charter schools are just rouges to make taxpayers finance private schools.

Charter schools have not shown significant educational improvements and they come with significant risks. Last year the Center for Media and Democracy reported:

“Nearly 200 charters have closed in California, nearly one of every five that have opened. Their failures have included stunning tales of financial fraud, skimming of retirement funds, and financial mismanagement, material violations of the law, massive debt, unsafe school conditions, lack of teacher credentials, failure to conduct background checks, terrible academic performance and test results, and insufficient enrollment.”

In other words, many charter schools are unstable and they have shut down with no notice even mid-way through a school year.

Charter schools increase the cost of education because of the required redundant administration for the same number of students and private sector administrative incomes are normally much higher than public employment rates.

All of the charter requests to SUHSD should be denied, but under present law if that happens either the county or the state will grant the charter. Past time for an immediate moratorium on new charter schools in California. Unwinding this unstable costly charter school system will benefit students and taxpayers.

The charter school industry wasn’t an organic development. Politicians and their wealthy masters created it with massive incentives. The federal government is spending billions on promoting charters plus foundations such as the Bill and Malinda Gates Foundation, the Walton Family Foundation, the Edith and Eli Broad Foundation and the Fisher Foundation provide unimaginably large sums of money toward these privatization efforts yearly. If the elites succeed in destroying and monetizing our public education system, the opportunities for middle and working class people will significantly diminish. Just look at Detroit to see what the future holds for the poor.

The charter school movement is undemocratic and irrational. It needs to end.

 

Hagiography – Stinking Thinking and Profits

18 Sep

It is stinking thinking to ignore professionals and allow amateurs to guide almost any endeavor and that includes schools. Milton Friedman was enamored with classical liberalism and the antiquated ideas of Friedrich Hayek the Austrian economist he met at the University of Chicago. Based on bankrupt economic theories he called for ending universal public education and replacing it with a privatized system not required to educate everyone.

Classical liberalism’s flaws led to another bad economic idea, Marxism. Although antithetical in nature Marxism and classical liberalism share a striking similarity; they are both promoted by economic theorists who see people as means. The logical outcome of these ideologies is authoritarianism. Basing school reform on the writings of economists like Milton Friedman or Eric Hanushek is like Boeing Corporation basing aircraft structural safety on the philosophy of Friedrich Engels. Neither Friedman nor Hanushek know anything about cognitive development or the principals of pedagogy. They are ivory tower professors with weird schemes who have no experience in k-12 education. Letting their amateur blather drown out sage counsel from experienced professionals indicates cognitive malady.

A fundamental tenant of education reform for most economists and businessmen is demanding efficient systems that hold educators accountable for training economic assets. It is the principle that educating children is ultimately for the benefit of the state or business or military needs.

Milton Friedman may be thought of as the father “school choice” however, he was rightfully ignored for more than two decades. His ideas on education were resuscitated by the Reagan administration’s polemic, “A Nation at Risk.” Promoting a utilitarian philosophy of education, it said:

“Knowledge, learning, information, and skilled intelligence are the new raw materials of international commerce and are today spreading throughout the world as vigorously as miracle drugs, synthetic fertilizers, and blue jeans did earlier. If only to keep and improve on the slim competitive edge we still retain in world markets, we must dedicate ourselves to the reform of our educational system for the benefit of all–old and young alike, affluent and poor, majority and minority. Learning is the indispensable investment required for success in the ‘information age’ we are entering.”

A more correct view of how people in the 21 century should be viewed is put forward by Daisaku Ikeda the founder of Soka Schools. When discussing his concept of “a century of life,” he said:

“A century of life, simply put, refers to an age, a society, a civilization based on respect for the dignity of life. Respect for the dignity of life means that people’s lives, their dignity and their personal happiness must never on any account be exploited or sacrificed as a means to some end. I am speaking of a society and civilization grounded on a firm commitment that all endeavors serve to support people’s lives, their dignity and their happiness, and that these must never be used as means to any other purpose or goal.” (Living Buddhism, September 2016, page 58)

 Another of hero of mine, Martin Luther King’s views on education are instructive:

“Education must also train one for quick, resolute and effective thinking. To think incisively and to think for one’s self is very difficult. We are prone to let our mental life become invaded by legions of half-truths, prejudices, and propaganda. At this point, I often wonder whether or not education is fulfilling its purpose. A great majority of the so-called educated people do not think logically and scientifically. Even the press, the classroom, the platform, and the pulpit in many instances do not give us objective and unbiased truths. To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.

 “The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.”

 One of the loudest and most persistent voices supporting what is now widely known as “corporate education reform” is a man who served as CEO for both RJR Nabisco and IBM, Louis Gerstner. In his 1994 book Reinventing Education, Gerstner wrote:

“Schools must meet the test any high-performance organization must meet: results. And results are not achieved by bureaucratic regulation. They are achieved by meeting customer requirements by rewards for success and penalties for failure. Market discipline is the key, the ultimate form of accountability.”

Mr. Gerstner has obviously been very successful at hawking cigarettes (to children?) and technology products. Plus, he attended school and even hired people who went to school. However, none of this provides him with even a shallow understanding of education and certainly not the kind of profound understanding that would qualify him to lead the reform of America’s public school system. MLK’s quote above fits Mr. Gerstner better than one of his hand tailored suits.

Hagiography

In 2014, Elizabeth Green wrote a strange book, Building A+ Better Teacher, about improving teaching and its history. Strange because it was like two different books the first half chronicled efforts to improve teaching and went in great depth about Michigan State University and Spartan Village. It presented the history of Magdalene Lampert, Deborah Ball, Lee Shulman and Judith Lanier. It was a story of dedicated professional educators studying teaching and developing better methods and better training. The second half of the book was full of praise for a group of youthful amateurs who rejected the work of professional educators and take credit for starting the no-excuses charter school movement.

Green goes into great detail about Doug Lemov and Stacy Boyd. She recounts how Doug while in graduate school at the University of Indiana became incensed when tutoring a football player who had ability but was reading at a third grade level. She called this his turning point that led him to become obsessed with teaching. She says he eventually called a like-minded friend, Stacy Boyd and the two decided to start a new school called Academy of the Pacific Rim (APR). Green described the founders of APR:

“APR’s founders also rejected almost everything associated with ed schools, including their ideas about teaching. Many of them, Doug included, hadn’t gone to ed school.”

“Doug and his friends were just as likely to have degrees in business as in education. Instead of epistemology, child psychology, and philosophy, their obsessions were data-based decision making, start-ups, and ‘disruptions.’ They were more likely to know the name of Eric Hanushek, the economist who invented the value-added teacher evaluation model, than Judy Lanier”

One year after APR’s founding, Green left for San Francisco and Lemov replaced her as principal. After two years, Doug Lemov took a job in New York. He became the Vice President for Accountability at the Charter Schools Institute, State University of New York, Albany. It was while observing teachers at New York charter schools that Green claims Lemov gained the insight to develop “an American language of teaching” and write the successful and pedagogically backward (think 19th century) book Teach Like a Champion. (Clarification: Green indicated the opposite of “pedagogically backward.”)

The blogger, ‘educationrealist’, makes a compelling argument that Green’s account of APR’s founding is hagiography. It appears that Elizabeth Green had a message to sell and facts were not that important. ‘Educationrealist’s’ documented post says:

“In the second APR origins story which, unlike Lemov and Boyd’s claim, is well-documented, Academy of the Pacific Rim was founded by Dr. Robert Guen, a Chinese dentist, and a host of community members, who went through tremendous effort to produce one of the earliest charter applications, began in 1994 but delayed to 1995 to make a stronger pitch. The community founders clearly anticipated a primarily Asian school, although they promised to seek a diverse class. The original 1995 application shows the founders had not yet hired a principal.”

This explains the strange name. Why would Boyd and Lamov call their Boston based charter school Academy of the Pacific Rim? The ‘educationrealist’ also made this observation:

“Maybe reformers call themselves “founders” if they are early employees. John B. King, NYC czar of public schools, writes in his dissertation that the founding group behind Roxbury Prep, of which he, a black and Puerto-Rican teacher, was a member, spoke “explicitly” of their goals in the charter application. But Michele Pierce, who graduated from Stanford’s Teacher Education Program was the person identified to work with founder Evan Rudall to run the school, modeled after their work at Summerbridge. …. So King wasn’t involved in the charter application and wasn’t technically a founder, either.”

 Profits, Prestige and Connections

John King eventually found his way back to New York City and where his three years teaching at a charter school qualified him as an education leader. He was recognized as a 2008 Aspen Institute-NewSchools Entrepreneurial Leaders for Public Education Fellow (meaning he was on the privatizer fast track). After failing miserably as New York State Commissioner of Education he joined Arne Duncan in the Obama administration and is now Secretary of Education of the United States. We must be living in upside down world.

Wendy Kopp’s TFA has been an integral component of the effort to privatize public education by providing teachers to the no-excuses charter school movement.

TFA is based on her 1989 Princeton University undergraduate thesis. Members of the founding team include value investor Whitney Tilson; former U.S. Commissioner of the Internal Revenue Service, Douglas Shulman; and Knowledge Is Power Program (KIPP) President and CEO, Richard Barth. Richard Barth is also Wendy Kopp’s husband. Charity Navigator puts TFA’s net worth at $437,000,000.

Stacy Boyd’s went to San Francisco with her new husband, a fellow reformer as this puff piece in the pro-privatization publication Education Next reported in 2009:

“In January 1992, as Levin and Feinberg were writing up their applications for Teach For America, a tall, dark-haired former U.S. Education Department policy aide named Scott Hamilton was showing up for his first day at a new job. He had been hired by the Washington office of the Edison project, an effort to improve inner-city schools and make a profit. The only person Hamilton found there was a talkative red-haired 23-year-old researcher named Stacey Boyd, in whom he took an immediate interest.

“In the annals of the charter school movement, the meeting of Hamilton and Boyd would take on considerable significance, particularly in the history of KIPP. … By 1999, the couple was in San Francisco, …. Hamilton was working in San Francisco for two of the richest people in the country, Don and Doris Fisher, founders of the GAP clothing stores. They wanted him to find education projects where money from their new Fisher Foundation could make a difference.”

Stacey Boyd who had one-year experience teaching English in Japan went to the Edison Project and there met her soon to be husband who has no real education experience. The Edison Project was Chris Whittle’s dream of getting rich by developing a private school system that could outperform public schools. As Samuel Abrams book Education and the Commercial Mindset documents, the Edison Project was a fiasco that hurt both investors and students.

For unknown reasons, Stacy was subsequently hired by the Chinese dentist in Boston to be the first principal of his new school, APR. Stacey hires her friend who six year earlier had taught at a prep-school for one year, Doug Lemov. Stacy leaves and Lemov assumes the principal position for two years before he leaves. This is the extent of their experience in education. Yet they are lionized by writers like Elizabeth Green and financed lavishly by billionaire foundations.

Wendy Kopp who has no education training or experience starts “teach for a minute” and her husband becomes the CEO of the KIPP schools. Wendy and Richard who both have no teaching experience each receive grants of $50,000,000 from the Department of Education for their respective organizations. They also receive obscene amounts for money from Gates, Broad, the Walton Foundation, the Fisher Foundation and many more. Such large grants that the two $50 million grants from the Department of Education look like chump change.

The Education Next quotation above mentions Michael Feinberg and David Levine. These two each had two years’ experience teaching as TFA teachers in Huston when they started a charter school destined to be the second largest charter school chain in America, KIPP. Their five weeks of training and two years’ experience earned them almost immediate financing from Scott Hamilton and the Fisher Foundation for their new project.

As is consistent with all developments in the profit and privatize movement, all of the players seem to take credit for founding the Relay Graduate School of Education. Like the uncertified Broad Academy for Administrators, its purpose is de-professionalizing public education. Seton Hall’s Danial Katz described the school for Huffington Post:

“For those who are unfamiliar, Relay “Graduate School of Education” was singled out as an innovator by Secretary of Education Arne Duncan last November, but it is a “Graduate School of Education” that has not a single professor or doctoral level instructor or researcher affiliated with it. In essence, it is a partnership of charter school chains Uncommon Schools, KIPP, and Achievement First, and it is housed in the Uncommon Schools affiliated North Star Academy. Relay’s “curriculum” mostly consists of taking the non-certified faculty of the charter schools, giving them computer-delivered modules on classroom management (and distributing copies of Teach Like a Champion), and placing them under the auspices of the “no excuses” brand of charter school operation and teachers who already have experience with it.”

 How absurd is a graduate school of education based on the writings of a guy who has almost no experience in education? These things do not pass the smell test. Ultimately it is about getting at the massive amount of money taxpayers provide for education. In a level playing field none of these people would be taken seriously and we would have never heard of them. But they suited the interests of some wealthy, arrogant and morally bankrupt individuals. Their rewards for privatizing schools are enormous and just think about the kind of rewards the puppet masters are expecting.

In 2014, Annie Em wrote an article for Daily Kos that she called, “Is public school for Sale the Cost of KIPP.” Check out these eye-poppingly corrupt and large remunerations:

“Michael Feinberg works 30 hours a week for KIPP Foundation at San Francisco for $196,117; 50 hours at KIPP, Inc. in Houston for $216,865 for a total of 80 hours and $412,982 annually.

“David Levin works 30 works hours a week at KIPP Foundation in San Francisco for $175,000; 50 hours at KIPP New York City for $243,189; 5 hours at Uncommon Knowledge and Achievement for $50,000 NYC; and an unspecified amount at Relay Graduate School of Education NYC for a total of 85 hours+ and $468,189+ annually.

“Wendy Kopp works for Teach for America (also Teach for All, Teach for China, and Broad Center for Management of School Systems) supplying uncertified corps members to serve as teachers at KIPP for which she is compensated $468,452 annually.  KIPP schools would not be sustainable without the overworked, underpaid faux teachers provided by TFA. Wendy’s a busy girl and extremely well-compensated for having zero education credentials.

“Richard Barth works 60 hours a week at KIPP Foundation in San Francisco (while living in New York) and is compensated $374,868 annually. He, too, has zero education credentials.”

 By the way, the largest charter school system in the United States is under the control of the mysterious Turkish Imam, Fethullah Gülen.

All of this is harmful. It is stinking thinking to allow children to be educated by people that do not know what they are doing or have agendas that are not necessarily aligned with the best interests of America. It is time to end the raid on education dollars by privatized schools and phony educations schemes designed to sell technology. Opt out of charter school. Opt out of testing. Opt out of computer delivered bad education.

A Nation at Risk

29 Aug

All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to become happy creative people who can manage their own lives freely and not be coerced into an unwarranted servitude. Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by profiteers from throughout the world lusting after our public education expenditures. This report is concerned with the unwise education policies that are being proffered by the enemies of prosperity, cultural advancement and the democratic spirit of America’s citizens. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of greed fueled by antidemocratic hubris that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur—the world’s greatest school system is being destroyed by a worm in the lion’s bowels.

If an unfriendly foreign power had attempted to impose on America the sundering of democratic school governance and the purloining of taxpayer dollars that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have allowed wealthy amateurs to drown out the voice of experienced educators and let them impose their disruptive uninformed ideology on America’s children. Moreover, we have dismantled essential support systems which helped make America’s education system the bedrock of democracy and enlightened citizenry throughout the world. We have, in effect, been committing an act of unthinking, unilateral self-destruction.

Our society and its governing institutions seem to have lost sight of the basic purposes of schooling, and of the high expectations and disciplined efforts needed to attain them. This report, the result of 200 years of experience, seeks to end the misguided reform of our educational system and save this fundamental foundation of America; our public education system. We seek to renew the Nation’s commitment to schools and colleges of high quality governed democratically throughout the length and breadth of our land.

That we have compromised this commitment is, upon reflection, hardly surprising, given the unprecedented amounts of money being spent by profiteers for control at the cost our children’s future. Schools are routinely called on to provide solutions to personal, social, and political problems that the home and other institutions either will not or cannot resolve. We must understand that these demands on our schools are being met in heroic ways. Unfortunately, many political elites call our best ever prepared schools and educators failures; even forcing them to write letters to parents confirming that failure.

President Reagan noted the central importance of education in American life when he said: “Certainly there are few areas of American life as important to our society, to our people, and to our families as our schools and colleges.” This report, therefore, is as much an open letter to the American people as it is a report to the Secretary of Education. We are confident that the American people, properly informed, will do what is right for their children and for the generations to come.

The Risk

 History is not kind to those who idly ignore evil. When America’s democratic ideals are under attack by titans of industry and wealth managers both at home and abroad, the time has come to stand and be counted. The world is indeed one global village. We live among determined, wealthy, and arrogant individuals and corporations with no concern other than profits. They have become the enemies of common people, their communities and democratically governed education. We must compete with them to save free, non-usurious universal education. America’s democratic processes may once have been reasonably secure with honest dialog and sincere ideals. It is no longer.

The genius of America’s diverse decentralized education with few high stakes exams has shown through in the amazing production of its creative citizens. When standardized education and high stakes testing was embraced in Asia and the Indian sub-continent, America offered free universal education to all with multiple opportunities to re-enter a path to higher education. Our goal is creative students who can innovate and lead happy lives. Towards that end our system is clearly a humanistic approach, leading the way internationally.

One measuring stick demonstrating the success of our system might be Nobel Prize winners since 1949: America had 313 laureates; India 7; and China 8. Of the 8 Chinese, the Dalai Lama and Liu Xiaobo who won peace prizes both are considered criminals – Xiaobo is still in a Chinese prison; four are scientists who earned their degrees in the United States or Great Britain; and the two literature recipients were educated in China at international schools. It brings to mind Professor Yong Zhao’s statement at the 2015 NPE conference, “If you want results like the Chinese, follow their example.” The US has never won at standardized testing but leads the world in creative thinkers.

Our concern, however, goes well beyond matters of educational theory and social justice. It also includes the intellectual, moral, and spiritual strengths of our people which knit together the very fabric of our society. The people of the United States need to know that greedy people are trying to create a new era that will effectively disenfranchise them, not simply from having their voice heard in the education of their children, but also from the chance to participate fully in our national life. A high level of shared education is essential to a free, democratic society and to the fostering of a common culture, especially in a country that prides itself on pluralism and individual freedom.

For our country to function, citizens must be able to reach some common understandings on complex issues, often on short notice and on the basis of conflicting or incomplete evidence. Education helps form these common understandings, a point Thomas Jefferson made long ago in his justly famous dictum:

“I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them but to inform their discretion.”

Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to chart their own path, and through no manipulation by the state or industrial powers manifest their own interests fruitfully which will naturally enhance society itself.

Indicators of the Risk

Three key players in the assault on California’s public schools are Walmart heiress, Carrie Walton Penner, Netflix CEO, Reed Hastings and nativist republican politician, Steve Poizner. In 2001, they started EdVoice an organization that claims California schools are broken and must be reformed. In 2003 Poizner founded the CCSA, which funds school privatization. Walton Penner and Hastings remain as board members of both EdVoice and CCSA.

Valerie Strauss reports, “Hastings’ slap at elected boards, while offensive, wasn’t unique. Gates said the same thing when he extolled “mayoral control” of urban schools. “Instead of having a committee of people, you have that one person,” Gates said, “where we’ve seen the willingness to take on some of the older practices and try new things.” The problem, as Strauss noted, is that many of these “pet projects” have yet to deliver on their hype as a pathway out of poverty for poor kids. The darker reality is that these schools are in fact doubling as product development centers for the fabulously rich and their well-connected associates.”

From noted historian and education authority, Diane Ravitch, “For the past three decades, critics of public education in the United States have assailed it and used its flaws to promote publicly funded privatization. Corporate and political interests have attacked the very concept of public education, claiming that the private sector is invariably superior to the public sector.”

From Professor Julian Vasquez Heilig, “The hundreds of millions of dollars spent to promote privately managed schools is coming from the non-democratic foundations of billionaires such as Bill and Melinda Gates Foundation, Broad Foundation and the Walton Family Foundation. Smaller organizations including the Black Alliance for Education Options and the Libre initiative and the Democrats for Education Reform have accepted tens of millions of dollars over the years from billionaires and their foundations to press for market-based school choice.”

Jonathan Palto, Connecticut’s leading education writer, “The colossal and disastrous effort to privatize public education in the United States is alive and well thanks to a plethora of billionaires who, although they’d never send their own children to a public school, have decided that individually and collectively, they know what is best for the nation’s students, parents, teachers and public schools.”

Peter Greene, education writer and teacher, “At this point, from its rejection by assessment and education professionals, to its defeat in court, VAM [Value Added Measures – based on standardized testing] has shed any possible pretense of being a legitimate means of evaluating teachers and stands revealed for what it always was– a way to destabilize the profession and get rid of public school teachers. It remains one of the big threats to public education.”

Carol Burris, Director of NPE and former New York Principal of the Year, “Charters, regardless of their original intent, have become a threat to democratically governed, neighborhood public schools, and questions about their practices, opacity and lack of accountability are increasing as their numbers grow.”

Dale Russakoff reported in the New Yorker, that Corey Booker, Chris Christy and Mark Zuckerberg decided to take over the Newark Public Schools, “Early in the summer of 2010, Booker presented Christie with a proposal, stamped ‘Confidential Draft,’ titled ‘Newark Public Schools—A Reform Plan.’ It called for imposing reform from the top down; a more open political process could be taken captive by unions and machine politicians. ‘Real change has casualties and those who prospered under the pre-existing order will fight loudly and viciously,’ the proposal said. Seeking consensus would undercut real reform. One of the goals was to ‘make Newark the charter school capital of the nation.”’

For Secretary of Education, Obama passed over former teacher and education expert Linda Darling-Hammond in favor of Arne Duncan, his basketball buddy, who’d aligned himself with the corporate reform movement as CEO of Chicago Public Schools. As Secretary, Duncan “continued and carried the torch for pushing educational policies that don’t have basis in research, such as value-added measurements, using high-stakes testing to evaluate teachers, or continuing to promote charters schools as a silver bullet to solve inequality,” said Wayne Au, who teaches in the education program at the University of Washington.

Emily Talmage, an educator in Maine, warns about the threat of Competency Base Education (CBE), “according to the U.S. Department of Education, students will ‘no longer [be] tethered to school buildings or schedules.’ Instead, the system will require students to earn ‘digital badges’  that they will display in individual competency-profiles accessible to potential employers and investors.”

Senator Sherrod Brown of Ohio recently wrote to Secretary of Education, John King about the waste, fraud and abuse in Ohio that has grown with the charter school movement: “Ohio’s current lack of oversight wastes taxpayer’s money and undermines the ostensible goal of charters: providing more high-quality educational opportunities for children. There exists a pattern of waste, fraud, and abuse that is far too common and requires extra scrutiny.” This is a scandal occurring nationwide.

Conclusion

Each generation of Americans has outstripped its parents in education, in literacy, and in economic attainment. The educational attainment of the last few decades far surpass that of their parents, however for the first time their opportunities are diminished.

What lies behind this emerging national belief that our schools are failing? It is the amateuristic or maybe cynical belief that standardized testing was a valid measure of educational quality which supported greed exacerbated by lust.

On a broader scale, we sense that this push for billionaire supported education reform has significant political implications, for it pits the interests of common community members against corporate interest and the super wealthy. These reforms have already destroyed many schools and harmed many communities by eliminating community schools and promoting segregation. These outcomes are readily apparent in places like Detroit, Los Angeles and Oakland.

As Jefferson said, “I know no safe depository of the ultimate powers of the society but the people themselves, …” The power of any society ultimately resides with the people. If we and our neighbors demand our democratic rights, then our wonderful community schools will continue their legacy of victory for the people.

Ciedie Aech’s Wonderful Book

20 Aug

There are few public school systems in America that have been more harmed by what Diane Ravich aptly dubbed “corporate education reform” than those in Denver, Colorado. Ciedie Aech tells the story of a professional educator working in the horrific and unstable environment that developed with the extra-legal federal take-over of public schools. In reality, this is a heart wrenching story, but Aech’s sarcastic humor turns it into a delight. Any teacher in America’s public k-12 system who reads “Why is you always got to be trippin” will immediately recognize many scenes Ciedie delightfully paints while telling this dreadful story.

About the Title

 “One day when noise from unsupervised students caught my attention, I stepped into the hallway to find a group of boys throwing friendly punches outside a neighboring classroom.

 “‘Gentlemen!’ I stated reactively, clearing my throat. Happy to ignore extraneous interference, the boys continued their game. ‘Gentlemen!’ I said again, this time a little more loudly. Straightening, the boys stopped to look my way. ‘Okay, let’s go,’ I directed. ‘Aren’t you supposed to be in class?’ ‘Aw, Miss,’ two or three grumbled as the small group broke up and began to move away. Pulling at chronically sagging pants while smoothing intricately braided hair, a tall, thin young man hung back.

 “As a student who had attended one of my afternoon classes for more than six months, he knew me well. Watching his friends now amble unhurriedly down the hall, he turned to look at me in plaintive wonder. ‘Aw, Miss,’ he protested. ‘Why is you always got to be trippin’?’

 ‘“Why is I always got to be trippin’? …

 “If you don’t take pains to hold them together? If you don’t step in, over and over (and then over again) to pull them circuitously inward towards success – sometimes with no other help than the full power of your will? They struggle, they flounder; they deflate and fall apart. Desperately they count upon the people in their lives who make the effort to ‘trip.’”

 Background for the Story

If you are a fan of privatizing public schools and corporate education reform, Denver is your cup of tea. The Thomas B. Fordham Institute (one of those “think-tanks” that like the New York Times reports is more like a tax free lobbying firm than an honest evaluator of education policy) rated Denver Public Schools (DPS) the third best school choice system in the United States behind only New Orleans and Washington DC.

In the summer of 2005, Michael Bennet, who had spent the previous 2 years with his fellow Wesleyan alum, John Hickenlooper as chief of the mayor’s staff was appointed Superintendent of DPS. He previously earned a law degree at Yale and was editor of the Yale Law Journal. Prior to working for the mayor and future governor of Colorado, Bennet spent six years as the managing director of the Anschutz Investment Company. However, he had no training or experience as an educator or in education administration.

Two years before Bennet departed to become Colorado’s junior United States Senator, he hired another lawyer with no education background (other than tutoring English in Hong Kong) to be chief operating officer of DPS, Tom Boasberg. Before coming to Denver, Boasberg did a stint at the FCC, then went into the corporate world. When Bennet departed Boasberg who is now a member of Jeb Bush’s Chief for Change was elevated to Superintendent of DPS. Boasberg did obtain an administration credential from the unaccredited Broad Academy in 2009.

Then there is State Senator Michael Johnston another instant education expert from TFA. He is credited with writing the law that requires Colorado teachers to be evaluated by the discredited value added method based on standardized testing. He seems to be yet another elitist from Yale out to destroy public schools (Bennet, Booker, Malloy, King, etc.). The following from Mercedes Schneider paints a clear picture of the modern education privatizing tool:

“In his NCTQ bio, Johnston presents himself as, ‘the founder and former principal of MESA (Mapleton Expeditionary School of the Arts), a 7-12 Gates funded small high school in north Denver.’  It is increasingly common practice for former TFAers to become instant leaders and entrepreneurs, opening and leading schools without a solid educational foundation but with funding (in the case of Johnston’s school, Gates money). Johnston is a TFAer from Yale, and TFA really likes Yale. His Yale bachelors degree is in a generic major (philosophy); so, like many former TFAers ‘on the climb,’ Johnston made a quick stop to the Broad-financed Harvard Graduate School of Education for one of those educational policy masters degrees TFAers are increasingly fond of brandishing.  And make no mistake: Harvard educational policy is all about data driven assessment of supposed “teacher effectiveness.”  The Harvard Center for Educational Policy Research is funded by a cadre of now-all-too-familiar reformer foundations, including Broad, Gates, Joyce, and Rodel.”

 Just a few miles up highway 36 from Denver is Broomfield, Colorado home of the Walton family established and supervised, Charter School Growth Fund.  Carrie Walton Penner, sits on the board of the foundation and Carrie’s husband, Greg Penner, is a director of this non-profit venture capital fund that invests in charter schools. Annie Walton Proietti, niece of Carrie, works for a KIPP school in Denver. KIPP is a system to which the Walton family has donated millions of dollars.

How Ciedie Viewed the Beginning of the Harm

 “Proffered up by an unmistakably concerned and oft-professed-liberal activist, this emphatic assertion was accorded an immediate defense through an even yet more logical rationale: ‘I wouldn’t send my children there.’

“Progressive declarations like this one, coming as they did from privileged-class and generally non-minority but avowed open-minded citizens, oh, they just made so much sense – to other privileged-class and generally non-minority but compassionately troubled advocates. Holding test scores high, progressive thinkers waved what they argued to be incontrovertible truth. What had to be done? What was undoubtedly required? Was the immediate “non-negotiable” reformation of our nation’s lowest-income, lowest-scoring schools.”

 Ciedie points out:

 “When, in the name of a ‘benevolent’ intervention, you assertively malign, label, invade and destabilize those schools where, due to the wide array of issues attached to poverty and cultural disconnect, only around 40 percent of students graduate and move on to find success at a college – ultimately what you are doing in the name of your unprecedented ‘compassion?’ Is making sure that even this small but steady percent of minority students cannot progress and successfully integrate into society.”

 Soon after the reform invasion, she noticed:

 “With great determination, good educators closed their eyes. Industriously, good teachers taught themselves in an imitation of financially motivated “fixer” administrators; with great tenacity, good teachers refused a direct look at the deregulated chaos now dancing with impunity around an ever realigning array of testing and penalty practices. Hearing, and subsequently spouting, only a cautious reflection of the shallow district, state and federal dogma, good teachers offered up only a passively guarded support for the belligerent doctrine of accountability – a progressively more retaliatory doctrine which, year after year, continued to hold to the incontrovertible fact that: All of those unacceptable test scores?

“Were forevermore, always and only, the product of bad teachers.”

 About all the money for reform, Ciedie perceived:

 “So. When big money gets thrown around under the socially responsible guise of helping less powerful and politically disenfranchised citizens – benevolently offering that helpful leg up, so to speak; well, it’s a funny but historical trend that quite often this particular kind of money?

“Somehow, sort of, gets redirected.”

In one vignette Ciedie is chatting with a fellow educator. It really hit home with me, because I too teach in a “failing school” with 70% free and reduced lunch and 20% language learners. It was like my personal experience:

“One year, a few days into my Thanksgiving Break, I met up with a friend – a teaching peer who, for the past twenty years, had been employed inside a high-scoring, long-term-stably-administrated secondary school located in the suburbs of a neighboring district. When our conversation predictably turned to issues of education, it immediately became clear that, in the modern age of a low-income school accountability, what we, as public school educators, had each experienced? Diverged dramatically.

“It felt, in fact, a little like discussing educational practices as they existed here on Earth… and somewhere way out in the far reaches of the universe. On Jupiter, maybe. At one point, we paused to count up the non-teaching/nonstudent-contact days we had each had so far that fall.

“She counted two.

“I counted seventeen.”

 I loved the following observation because I have been living it for fifteen years:

“Well, now: here’s a little secret. I suppose this could be confidential. I apologize if I’m letting the cat out of the bag.

“But: More inner-city, low-income-school teachers actually, with a full intention, chose to walk into those complicated buildings; chose to work, day after day, inside those low-income, culturally-complex schools; chose to spend year upon year standing right there in front of those so many assertively labeled “difficult” children because they wanted to – than you might think.

“Oh, man. Crazy, huh?”

 Ciedie asked the obvious question:

“Why was it, the question kept rising up over the years. Well, why was it that those schools most quickly and aggressively labeled as “drop-out factories” – schools slated for closure or an endless chain of reforms, schools forced through the fatal destabilization of restructure and redesign, schools branded publicly as being underused failures, schools negatively marked with the highly publicized letter grade of an F – well, why was it that such a large percent of these schools (shoot, pretty much all of them) had traditionally served as a home to non-dominant-culture, non-privileged-class, minority students?”

 Bell the Cat

A wonderful allegory, that illustrates the folly of corporate education reform:

“Opening our scene, we move in upon a small group of administratively enterprising mice; a group of mice who have had it up to here with the never-ending litany of mouse citizen complaints about a Big Bad Cat: an omnipresent feline willing to wreak ongoing havoc upon poor, defenseless mice. Mouse-world constituents have made it more than clear: They will no longer tolerate such an unremitting harassment. Hence, the intentional meeting of mousey governmental minds.

‘“If only we knew when the cat was coming,’ sighs one contemplative legislator.

“‘A bell,’ offers another: ‘What if a bell was placed around the neck of the cat?’

‘“Yes, yes, a bell!’ A multitude of voices now loudly and animatedly agrees. Ah, the cheers; oh the excitement; and then, my, oh my, the adamantly mandated and heavily earmarked rodent legislation. A bell it shall be. An imperatively necessary warning bell to be placed preemptively around the neck of the cat. What a small, helpless rodent’s dream come true!

 “Oh – but then.

“Even with so many well-meaning and supportively exuberant legislators behind this exceptional plan; despite the brashly exacting orders which have been written into massively inflexible laws – well, gosh, as it turns out? Once these proudly enthusiastic little mice have calmed down; once each mouse has taken the time to get a direct look at reality – well, each legislator realizes that not one politician has thought of, nor painstakingly offered up, a true-life proposal for getting that excitingly legislated bell onto the neck of the cat.”

 Then Ciedie goes on to make many statements like this:

“However, in modern days; in magically modern days dedicated to the pursuit and procurement of suddenly available and minimally regulated bell-the-cat funding disbursals? Complicatedly diverse school boards comprised of multiple, non-political, equity-minded citizens – citizens who found it necessary to not only listen to, but act upon, the concerns voiced by frustrated educators, students, parents and old-school administrators:

“Well, school boards like these? Really got in the way.”

 Which leads to another observation:

“In truly compassionate days bent to the no-waiting miracles of a test-based accountability, it was not simply the mayor, now, but the mayor’s self-proclaimed Superhero Superintendent (two imperial monarchs willing to work side-by-side as an incontrovertible royalty) who both said so. Laboring hand-in-hand; uttering statements as a team – mutually these two powerful leaders could make it unambiguously clear: Both, they now claimed? Were unquestionably on board; both were ready to do whatever was necessary; both were willing, even, to spend an unparalleled amount of that governmental and/or philanthropic funding in their effort to prove just how bad the so many low-income schools placed under their royal jurisdiction: Really were.”

“In days of a statistical liability, it has become increasingly possible to find “public” school districts where the children of not only the superintendent but every member of the school board attend private schools.”

 Ciedie enlightens us to what good teacher are;

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

“Were young. Oh, very, very young.”

 About the TFA influx:

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

 A Very Sad Ending for Ciedie and Denver

“I was very assertively and unceremoniously sent home.

“Having no useful case against me save my age, my too often and too liberally expressed opinions, and, most annoyingly, my unhelpful ability to see directly through our district’s more than-a-decade-long loyalty to the implementation of community confusing smoke screens – taking advantage of a union-allowed option for a preemptive and, in days of a faster-and-faster-no-due-process-necessary modern-day evaluation, no concrete evidence required perp-walking/keys-confiscated/no-school-contact-allowed administrative leave – the district commandeered an abruptly unanticipated and overwhelmingly painful mid-year separation from my students, offering neither them nor any of my teaching peers an explanation as, strategically, they installed a brand-new never-taught-before replacement.”

A recent report by The Progressive Policy Institute (another of those tax-free lobbying firms masquerading as a “think-tank”) extols these reforms and brushes over the fact that their own data shows that the racial gaps in Denver’s schools have widened over the last decade.

In a rebuttal, Terrenda White of the University of Colorado, Boulder stated that the report utilized unreliable methods to establish cause and effect relationships. White also pointed out “widening gaps in achievement should have (but did not) temper the report’s call for aggressively expanding school choice as the best strategy for equalizing opportunity.”

San Diego Foundation Biased Toward Privatizing Schools

13 Jul

San Diego Foundation was established in 1975 and has grown to almost $700 million in assets. It’s self-described purpose: “As one of the nation’s leading community foundations, The San Diego Foundation strives to improve San Diegans’ quality of life by creating equity and ensuring opportunities to be WELL (Work, Enjoy, Live & Learn).” In 2014, they gave over $10 million to educational endeavors. The following table illustrates the spending bias against public education.

 Category of Giving Amount Granted
University and College Grants and Scholarships $6,106,052
Civic education – Libraries, Camps, etc. $1,333,266
Charter School and Competency Based Education (CBE) $1,339,802
Private K-12 Schools $1,129,225
Public K-12 Schools (Not including charters) $373,628

Competency Based Education (CBE)

Peter Greene an education expert from Pennsylvania discussed CBE in terms of education reform ideas that should die. He wrote:

“Two years ago, CBE was barely on my radar, and honestly, having lived through the early-nineties disastrous fiasco that was Outcome Based Education, I’m still kind of amazed that we’re back here. But we are. What has changed since 1991? Computers, the internet, the cloud, the sheer raw data collecting and crunching power that a company like Pearson now has at its command. In a CBE world, neither teachers nor schools are necessary– just students at their computer terminal being put through their software-controlled paces, each keystroke and answer filed away (and put to all manner of uses) in their new lifelong data record. Public education and citizen privacy would all be washed away. CBE fans are ju-jitsuing themselves some support for the approach (Quick! Run away from the evil test and take refuge in this CBE sanctuary over here!) and ESSA has opened the door wide for new “personalized” and non-BSTest-based measures of student achievement. I still think there are some serious hurdles in CBE’s path, but if it clears those obstacles, we’ll be looking at a huge threat to public education in this country (and the absolute end of teaching as a career).”

The SD Foundation granted the Girard Foundation of La Jolla $550,415 which they promptly spent on CBE development. They gave Gooru $300,000 and $105,850 went to Make It Matter LLC. Gooru is creating technology that enables CBE and Make it Matter specializes in marketing computer based “1:1” education. Personalized one to one education means a child is stuck in front of a computer with no real human exchange involved. It is terrible education policy with a huge profit potential.

SD Foundation also gave Kid Spark Education of Solana Beach $550,000 dollars to work on CBE development.

Foundations Join Forces and Support Privatizing Schools

Besides sending over $200,000 to seven charter schools in San Diego County, SD Foundation gave $30,000 to Teach for America (TFA). TFA is a program that give college graduates 5 weeks of summer training and then state education leaders allow them to teach classes mostly in charter schools. They are inexpensive unqualified teachers.

SD Foundation spending on Universities is surprising. Almost 40% of that spending is on schools outside of San Diego County totaling $2,409,711. Grants and scholarships given in the county totaled $3,696,341. One would expect an organization that “strives to improve San Diegans’ quality of life by creating equity and ensuring opportunities” would spend a greater share of their education dollars in San Diego.

The largest single grant bestowed by the SD Foundation was $2,6 5 0,7 0 9 to the Jewish Community Foundation of San Diego. The JC Foundation had net assets at the end of 2014 of $171,593,990.

The Jewish Community Foundation spending on education follows a similar pattern as the San Diego Foundation. They spent $466,830 for groups working to privatize public education most of which went to TFA ($406,330). They also spent lavishly on private schools including $146,000 to La Jolla Country Day, a decidedly upscale K-12 private school.

By far the largest grant by the Jewish Community Foundation was the $25,817,228 bequeathed to University of California San Diego. A major patron of both the Jewish Community Foundation and UCSD is the Qualcomm founder and billionaire, Irwin Jacobs.

Three more grants from the Jewish Community Foundation were interesting. They gave Cornell University $5,511,000. They also gave the Goldman Sachs Philanthropy Fund $6,362,171.  The Goldman Sachs fund asset total at the end of 2013 was $1,500,395,380. And the JC Foundation gave the SD Foundation $1,515,800. Why give money back? It is like the Charter School Growth Fund giving their benefactors from Walmart $15,000,000 in 2013. Why?

Do They Understand What They Are Supporting?

There is no denying that both of these funds contribute to a host of worthy efforts. However, are these large concentrations of wealth undermining democratic governance? Are the people making grants to advance the privatization of public schools and promotion of CBE even aware of the ramifications of their grants?

The reality is that these two funds are large but not in comparison with many other funds around California and the US. Yet, they did put a combined almost $2,000,000 towards privatizing public schools in 2014 and only about $425,000 toward support for public schools which went mostly to wealthy neighborhoods.

Our neighbors up in Los Angeles have multiple huge funds. The table below lists the seven largest.

Fund Name Asset Total
Getty Trust, J. Paul $11,982,862,131
California Endowment, The $3,668,459,217
Hilton Foundation, Conrad N. $2,576,376,157
Broad Foundation, Eli & Edythe, The $1,941,410,735
Annenberg Foundation $1,663,095,893
California Community Foundation $1,457,110,000
Simon Foundation, Norton, The $1,349,804,152

The motives for today’s education reform ideology are complicated by greed and lack of understanding. Some people truly believe that America’s public schools are failing and need disruptive reform. They are wrong. For the past, 30-years public schools have been steadily improving. In a recent Atlantic Magazine article Jack Schneider wrote:

 “Finally, consider the outcomes produced by the educational system. Critics are right that achievement scores aren’t overwhelmingly impressive and that troubling gaps persist across racial, ethnic, and income groups. Yet scores are up over the past 40 years, and the greatest gains over that period have been made by black and Hispanic students. They’re right that the U.S. finishes well behind exam-oriented countries like Taiwan and Korea on international tests. But scores are roughly on par with countries like Norway, which was named by the United Nations the best place in the world to live; and students from low-poverty states like Massachusetts outscore most of their global peers. Critics are right that 40 percent of college students still don’t graduate. But almost half of all American high-school students now head off to college each year—an all-time high. And whatever the doom-and-gloom about schools failing to address workforce needs, it’s worth remembering that the U.S has the strongest economy in the world—by an enormous margin.”

 Save Public Schools and Taxpayers

It is time to support public education and stop tax dollar scammers. The main weapons in the drive to privatize schools and create new corporate profit centers are charter schools, standardized testing and CBE.

The charter industry has become fraud riddled. Being able to innovate by removing accountability has led to uncertified teachers, unsafe schools and unprofessional schools. California’s earthquake safety laws do not apply to charter schools. Many charter schools are basically publicly supported private schools. Charter schools have no accountability to taxpayers and no curricular accountability. It is time to end this dangerous, destructive and expensive experiment by immediately moving all charter schools under the management of publicly elected boards and state education laws. Anything less is to support this continued wanton and growing fraud.

Standardized testing is worthless. It does not measure student, school or teacher competence. Colleges are all well aware that the SAT is not a good indicator of student success; high school grades are better. The only valid outcomes from standardized testing are it correlates well to family wealth and it makes for good propaganda when taking over schools in poor communities. Other than that it is expensive and harmful.

CBE is the latest scheme to sell technology to schools, mine student data and sell testing services for outcome verification. It is a terrible idea if you want children to be well educated, creative and lifelong learners.

It is clear that all recent education agendas coming from corporate entities have been about what is good for the adults at those corporations. Reform has become almost exclusively about fleecing taxpayers at the expense of their children.

Privatizing California’s Public Schools

19 Jun

The California Charter Schools Association (CCSA) and the Republican machine destroying public education in California or at least trying to privatize it; are promoting their jaded cause.

Three key players in the assault on California’s public schools are Walmart heiress, Carrie Walton Penner, Netflix CEO, Reed Hastings and nativist republican politician, Steve Poizner. In 2001, they started EdVoice a lobbying organization that claims California schools are broken and must be reformed. In 2003 Poizner founded the CCSA. Walton Penner and Hastings remain as board members of both EdVoice and CCSA.

About These Key Players

In a 2008 Sacramento Bee Article announcing Poizner’s run for governor, it said, “Poizner, 51, sold a high-tech business in 2000 for $1 billion and has spent more than $24 million of his own money to launch his political career. A socially moderate, pro-choice Republican, Poizner has gone to great lengths to woo the conservative base of the Republican Party, touting himself as a fiscal conservative.” In 2001, Poizner took a senior fellows position in the Bush white house. He was elected California’s insurance commissioner serving from 2007 to 2011.

Reed Hastings is famous for being the founding CEO of Netflix. Joanne Jacobs wrote a puff piece about Hastings for EducationNext, a conservative pro-school-privatization  publication. She opened the article:

 “Netflix CEO Reed Hastings has given millions of dollars to start charter schools. He’s put millions more into developing education software to personalize learning. But he doesn’t just give money. He makes things change. And he is not a fan of school boards.

 “The high-tech billionaire—he hit the “b” this year, according to Forbes—led and financed a 1998 campaign that forced the California legislature to liberalize its restrictive charter law. He served on the California Board of Education for four years. Hastings provided start-up funding for the Aspire Public Schools charter network and helped start and fund EdVoice, a lobbying group, and the NewSchools Venture Fund, which supports education entrepreneurs.”

 Many super-wealthy education reformers are not fans of democracy. There is a natural and dark human tendency to desire control over others. With their massive wealth, billionaire’s are capable of subverting democracy and enforcing their frequently uninformed opinions.

For decades, John Walton and the Walton Family Foundation promoted vouchers as the ideal fix for what Walton saw as needing fixed. In a Washington Post article Jeff Bryant wrote:

 “Fully inculcated with Friedman’s philosophies, and motivated by the myth of school failure spread by the Reagan administration, the Waltons were ready for their education revolution to begin.

 “John Walton launched the foundation’s battle for school choice by throwing both money and influence into a succession of voucher referendums throughout the 1990s and beyond — only to see the cause defeated at the ballot box time after time, as numerous studies have chronicled. The public, it would seem, was nowhere near as keen on the idea of vouchers as the Waltons and their ilk.”

 After a series of defeats, the foundation transitioned the privatization agenda to advancing charter schools. Bryant continued:

 “According to a pro-union website, another member of the Walton family, Carrie Walton Penner, sits on the board of the foundation connected to the prominent KIPP charter school chain—on which the Walton Family Foundation has lavished many millions in donations—and is also a member of the California Charter Schools Association. Carrie’s husband, Greg Penner, is a director of the Charter Growth Fund, a ‘non-profit venture capital fund’ investing in charter schools. And Annie Walton Proietti, the daughter of Sam Walton’s youngest son Jim, works for a KIPP school in Denver.”

 Carrie Walton Penner serves on the boards of several organizations, including the KIPP Foundation, the Charter School Growth Fund, the California Charter Schools Association, EdVoice, Innovate Public Schools and the Stanford University Graduate School of Education.

Reed Hastings is on the board of the California Charter Schools Association; the KIPP Foundation; DreamBox Learning, an education technology company; and the Pahara Institute, which provides fellowships to education leaders. On the business side, he served on Microsoft’s board until 2012 and is now on Facebook’s board.

This is a tight knit group of wealthy elites flexing their financial power to control education policy which means privatizing public schools.

The Hired Guns

Jeb Wallace is the CEO of CCSA. He is unusual in the pro-privatize set in that he did work in an elementary school in Los Angeles. He helped create a school within the school that led to a charter conversion. Wallace left LA to join Allen Bersin in San Diego to supervise charter schools in the San Diego Unified School District.

Bersin is cited by the Democrats for Education Reform as “a hero of education reform.” The citation says, “Appointed in 1998 as Superintendent of Public Education of the San Diego Unified School District, Bersin led the eighth largest urban school district in the country. In 2005, Governor Schwarzenegger appointed him as California’s Education Secretary. Bersin is a lawyer with no training in education. In her book, The Death and Life of the Great American School System, Diane Ravitch called Bersin’s tenure in San Diego a test run for corporate style education reform.

Wallace went from San Diego Unified to be COO of High Tech High, the new startup charter school sponsored by the Jacobs family, founders and major stock holders of Qualcomm Inc. The Bill and Melinda Gates Foundation provided a $9.4 million startup grant and has contributed another almost $4 million in support funding since 2000.

In 2009, Wallace moved on to be President and CEO of CCSA. The Association form 990 covering tax year 2013 listed his remuneration as $336,000.

Bill Lucia, who is the CEO of EdVoice, was a senior official at the Department of Education in the George W. Bush administration. Lucia has served as Executive Director of the State Board of Education and in a number of key staff positions within the California State Legislature, including Chief Consultant of the Assembly Education Committee, senior staff on the Budget and Appropriations Committees, and Chief of Staff and education consultant to the Chairman of the Senate Republican Caucus.

Lucia has worked in various senior education policy roles, including as COO and Director of Policy at EdVoice from March 2008 through March 2010. Prior to joining EdVoice, Lucia served as Senior Vice President for Advocacy and Policy, leading the advocacy and legal defense team at the California Charter Schools Association(CCSA). Before joining CCSA, Lucia worked as Senior Assessment Policy Liaison for Educational Testing Service.

The most recent EdVoice form 990 lists compensation to Lucia as more the $250,000.

Compassionate Love for Children Motivates the CCSA Board

This calls to mind the observation Ciedie Aech made in her wonderful book Why Is You Always Got To Be Trippin’:

 “So. When big money gets thrown around under the socially responsible guise of helping less powerful and politically disenfranchised citizens – benevolently offering that helpful leg up, so to speak; well, it’s a funny but historical trend that quite often this particular kind of money? Somehow, sort of, gets redirected.”

 Diane Tavenner the CCSA board Chairman is the Founder and CEO of Summit Public Schools, a non-profit charter management organization focused on Silicon Valley. Her reported charter school earnings for 2013 – $192,000.

Ana Ponce the CCSA board Secretary is Chief Executive Officer of Camino Nuevo Charter Academy (CNCA). CNCA is a neighborhood network of 5 elementary and secondary schools serving over 2000 students within the greater MacArthur Park neighborhood near Downtown Los Angeles. Her reported charter school earnings for 2013 – $205,000.

Christopher Nelson the CCSA Treasure is the Managing Director of the Doris & Donald Fisher Fund (Gap Inc. profits used to privatize public schools). His reported foundation earnings for 2013 – $475,000.

Cameron Curry a CCSA board member is the founder of the Classical Academy schools in north San Diego County. His organization has five sites serving 3,000 students. His reported charter school earnings for 2013 – $223,000.

Margaret Fortune a CCSA board member is the President and CEO of Fortune School of Education. There are five Fortune Schools in San Bernardino and Sacramento serving 1250 students. Her reported charter school earnings for 2013 – $226,000.

Gregory McGinity a CCSA board member is the Executive Director of Policy for The Broad Foundation. His reported foundation earnings for 2013 – $303,000.

The 2014 form 990 report to the IRS reveals that 12 employees of CCSA were paid more than $150,000 each in 2013.

Swaying Elections

 In the lead up to the San Diego County school board election on California’s June 7 primary ballot, the Voice of San Diego reported, “Partly to ensure charter schools get a fair review when they petition to open a school, CCSA is backing four challengers in the election: Powell, Jerry Rindone, Paulette Donnellon and former state Sen. Mark Wyland.” There are similar reports from around California of big money political activity supporting candidates thought to be more charter school friendly.

In 2013, the CCSA reported taking in $22,000,000. The Association declares itself to be a 501(c)(3) non-profit, which means CCSA must adhere to the associated regulations.

One of the regulations prohibits 501(c)(3)’s from engaging in electoral politics. IRS code states:

 “Under the Internal Revenue Code, all section 501(c)(3) organizations are absolutely prohibited from directly or indirectly participating in, or intervening in, any political campaign on behalf of (or in opposition to) any candidate for elective public office. Contributions to political campaign funds or public statements of position (verbal or written) made on behalf of the organization in favor of or in opposition to any candidate for public office clearly violate the prohibition against political campaign activity.  Violating this prohibition may result in denial or revocation of tax-exempt status and the imposition of certain excise taxes.” (emphasis added)

 It is hard to see how a fair reading of this code makes it possible for organizations like CCSA not to lose their 501(c)(3) status. Why are people like Carrie Walton Penner, Reed Hastings and Jeb Wallace allowed to flout this law with impunity?

When researching for this report, I noticed that the California Foundation which has over $3 billion in assets and donates to charter schools shares the same address as the CCSA. (Correction; they only share the same zip code.)

I also noticed that many of the key people involved in privatizing California’s public schools were significantly involved in California and national republican party politics. Having groups like the Democrats for Education Reform and the Obama administration joining these Republicans in the effort to privatize public schools is difficult to comprehend.

Public schools are important to both American democracy and a vibrant just culture. They are worth fighting to save from arrogance, ignorance and greed.