Jonathan Pelto tells the astonishing story of a calculated effort by Connecticut Governor Malloy and Bridgeport Mayor Finch to destroy public education in Bridgeport. First, starve the public schools of resources that they needed and to which they were entitled by state law; then declare the schools were failing and beyond help; finally, turn over the children to corporate charter chains that would get preferential treatment from the state, whoe commissioner of education founded one of the state’s charter chains.
The story is made credible not only by the facts of deliberate underfunding of the district, but by linking to an article by Bridgeport Board of Education member Howard Gardner, who was initially invited by the mayor to collaborate with the takedown of public education.
Gardner wrote in the Connecticut Post:
“Five years ago I was invited to join a newly formed education reform initiative comprised of Mayor Finch, then Superintendent John Ramos, then Board of Ed chair Barbara Bellinger, other community leaders, heads of local social service organizations, and business leaders. This organization was founded on the pretext of bolstering the performance of Bridgeport public schools, but operated under a hidden agenda shared only by a clandestine subgroup comprised of Meghan Lowney, Nate Snow and Robert Francis, and blessed by the Mayor. Suspecting that the purported agenda was not genuine, I resigned from Bridgeport Partner for Student Success, a.k.a., Excel Bridgeport.
“I walked away from BPSS over four years ago not having a complete grasp of the hidden agenda. However, subsequent chain of events have made its goals crystal clear — allow the Bridgeport Public School to be decimated, undermined; and then, point to the failure of the traditional public school system in Bridgeport. On that premise, they would build a case for alternative solutions — charter schools and corporation-based educational models. In hind sight one can deduce the various attempts to carry out this diabolical plot: the illegal takeover of an elected BBOE, the failed attempt at a charter change referendum and the hiring of Paul Vallas, public school destroyer extraordinaire.
“For his efforts in balancing the BBOE’s budget, Mr. Vallas might have left here as a hero to some; however, his results came with heavy damage to the district’s teaching/learning resources.
“This is the stark reality of Mr. Vallas’ legacy — the district has 72 less certified staff, including 27 in special education, than we had four years ago. Music, arts and other electives are non-existing at our high schools.”
There ought to be a law to punish those who harm public institutions and the children and communities that depend on them.
…and now Paul Vallas is running for Lt Governor here in Illinois. The only consolation is that there is a strong move to eliminate that office because it has no power.
Mike Barrett, we must all pray for Governor Quinn’s good health.
Unfortunately, I don’t think we got the vote out here in IL, union wise. We could have had the choice of Dillard for Governor (though I’ve never voted republican..I did in the primaries)…but are now we’re stuck with Rauner vs. Quinn/Vallas race! ahhhh will the maddness never end.
Looking forward to the day when the criminal indictments start coming down … but not holding my breath … it will obviously take a True (Non-Neo) Democrat administration and Congress put together for that to happen.
“Music, arts and other electives are non-existing at our high schools.”
Non-existing?
If you peruse this official document, bridgeportedu.com/Parents/docs/2013-2014/HSProgramStudies2013-14.pdf, you’ll see that the minimum high school graduation requirements include 80 points in electives, the single largest category (twice as much as English).
So not only are electives NOT “non-existing,” they are the single largest minimum requirement for graduation.
If you then scroll down to page 14, you’ll see the beginning of a comprehensive list of courses offered at all Bridgeport high schools. Among these are 17 courses in music and arts.
Does anyone have evidence that this listing has been falsified?
PERFORMING ARTS
MUSIC 1 FA003GEG Grades 9, 10, 11, 12 – 10 points
teaches basic music theory and is recommended for scholars interested in studying voice or any other instrument since it provides the necessary foundation of prerequisite music fundamentals.
MUSIC 2 FA004GEG Grades 10, 11, 12 – 10 points
stresses music history and appreciation, advanced theory and harmony, ear training, elementary counterpoint, arranging, and composition. Music projects of an academic and creative nature are expected of participating scholars.
Prerequisite: Music 1 or Teacher Recommendation.
CHOIR FA014GEG Grades 9, 10, 11, 12 – 10 points
is open to all scholars on a selective basis. Scholars must demonstrate a high degree of vocal proficiency and musicianship and the approval of the instructor. Since its major goal is the study and performance of choral masterpieces from various musical periods, scholars are given intensive training in the principles of vocal production, musicianship, interpretation, and the appreciation of music as it is related to musical style, literature, and history.
INTERMEDIATE BAND FA064GEG Grades 9, 10, 11 – 10 points
allows interested scholars to continue their development of techniques learned in the elementary school instrumental program or in the Beginners’ Band class available at the secondary level. The successful completion of this course will enable the scholar instrumentalist to become a member of the Advanced Band. Prerequisite: Teacher Recommendation.
ADVANCED BAND FA062GEG Grades 9, 10, 11, 12 – 10 points
is the high school performing band. This organization functions as a concert and marching band. Membership is by teacher recommendation only and requires participation in all school, community, and festival events.
PERCUSSION FA009GEG Grades 9, 10, 11, 12 – 10 points
teaches the fundamentals of all percussion instruments. Participants are required to play with the Advanced Band in all parades, concerts, and festivals.
VISUAL ARTS RALPH BUZZARD, DIRECTOR
(203) 275-1399
rbuzzard@bridgeportedu.net
ART INDEPENDENT STUDY FA061GEG Grades 11, 12 – 5 or 10 points
is open to advanced visual arts scholars who express a desire to specialize beyond course offerings. The scholar meets with the teacher in a regularly scheduled class. Research in the area of specialization is tentatively planned for the year, marking period by marking period. There is a one-person show of the scholar’s work at the end of the year.
Prerequisite: Teacher Recommendation.
CERAMICS 1 FA021GEG Grades 9, 10, 11, 12 – 10 points
explores the uses of clay as a creative medium. Emphasis is placed on construction technique, the ceramic process and the elements and principles of design as related to clay. In addition, scholars are introduced to the potter’s wheel and discover the role of ceramic art in various cultures and historical periods.
CERAMICS 2 FA022GEG Grades 10, 11, 12 – 10 points
is a continuation of clay exploration initiated in Ceramics 1. Emphasis is placed on developing advanced technical skills. Scholars develop their individual problem-solving skills and continue their exploration of clay in the cultural environment. Prerequisite: Ceramics 1
CERAMICS 3 FA023GEG Grades 11, 12 – 10 points
is a continuation of Ceramics 2 with an emphasis placed on independent study. Scholars will increase and develop advanced 3-dimensional skills in modeling, carving, and wheel throwing. Advanced assignments will draw from life experiences, current events, and historical or environmental issues. Prerequisite: Ceramics 1 & 2.
PHOTOGRAPHY 1 FA031GEG Grades 10, 11, 12 – 10 points
is an introductory course in black and white photography with an emphasis on the techniques of camera operation, film processing, and print development. Digital photography and the use of computers to produce digital photos will be examined.
PHOTOGRAPHY 2 FA032GEG Grades 11, 12 – 10 points
is a continuation of black and white photography using larger negatives and cameras with an emphasis on special effects in the darkroom and the use of the computer. The history of photography is also emphasized.
Prerequisites: Photography 1 and Teacher Recommendation.
STUDIO ARTS 1 FA039GEG Grades 9, 10, 11, 12 – 5 points
is an overview of the scope and sequence of the visual arts. Emphasis is placed on developing advanced technical skills in media and increasing art history knowledge. The acquisition of the analytical and problem-solving skills needed to create and appreciate art will be stressed.
STUDIO ARTS 2 FA040GEG Grades 9, 10, 11, 12 – 10 points
is a continuation of the study of the topics listed in Studio Arts 1. Emphasis is placed on developing advanced technical skills in media and increasing art history knowledge. The acquisition of the analytical and problem-solving skills needed to create and appreciate fine art will be stressed. Prerequisite: Studio Arts 1
STUDIO ARTS 3 FA042GEG Grades 11, 12 – 10 points
emphasizes the individual acquisition of advanced skills and knowledge in media, art history, and analysis. Scholars may concentrate their efforts in a single area of interest. Prerequisites: Studio Arts 1 & 2, and Teacher Recommendation.
STUDIO ARTS 4 FA042GEG Grade 12 – 10 points
is the culmination of the studio arts experience and stresses individual growth. Scholars may use this course for the preparation of a college entrance portfolio. Prerequisite: Teacher Recommendation.
ADVANCED PLACEMENT STUDIO ARTS FA043APG Grade 12 – 10 points
is an intensive, individualized program for art-interested scholars who produce a comprehensive portfolio that is submitted to the College Board for advanced placement credit. Prerequisite: Studio Arts1 & 2 and Teacher Recommendation.
Good news, right? Maybe compare to some private schools for perspective.
I cannot speak to all of these courses in all high schools. I can say that in one high school French 2 and French 3 are now a COMBINED course. The choir teacher left the school in frustration after many years of award-winning service. There is a course in wood shop that has had no wood for two years. I have heard that graphic design classes may not have ink. Last year due to the drastic reduction in electives, students were signed on as “business interns” or “teacher’s helpers.” A true investigation into what was once offered and now is post Vallas would be very worthwhile. The situation with reductions in special education services as mentioned by Howard Gardner are also dire.
It’s so easy for these corporate-funded & managed schools to make gullible ones like you to believe.
What is supposedly offered and what is actually done with the classes are two separate things. Just because a course is offered doesn’t mean it will be held/taught. Or like at my rural poverty district where levels 3 &4 of Spanish and French are offered, as long as there are at least ten students total for both as 3 & 4 are a combined class.
Your post shows you have no clue about the realities of scheduling classes.
OK, Duane, tell me why these electives are by far the largest REQUIREMENT that all students have to take, if the high schools aren’t actually offering the classes in the first place? And tell me why a school board member is lying and saying that electives don’t even exist?
“There ought to be a law to punish those who harm public institutions and the children and communities that depend on them.”
If public education is to be preserved, this is the new quest: We must fight for legislation that protects public schools from anyone or any entity which seeks to diminish/destroy a strong public school in every community across this country.
Amen.
gave her an AMEN. Thanks for sending.
I can now see this happening in Buffalo NY public schools also. The BOE, which will be heavy with business heads when the changing of the guard occurs, have finally gotten their wish and are pushing out the current Super. Such a shame.