Archives for category: Education Industry

One of the most absurd conceits of the “reformers” is that they are leaders of the civil rights movement of our time. They bust unions. They strip teachers of hard-won due process rights. They include in their ranks the titans of Wall Street. How long can they pretend that they have any common ground with Martin Luther King Jr., who died while helping the sanitation workers of Memphis who wanted a union ?

In this post, Julian Vasquez Heilig conducts a mock interview with labor leader and civil rights leader Cesar Chavez. Heilig seeks to show how Chavez would see today’s Status Quo billionaires and their apologists.

A sample:

“Q: How about charter and voucher approaches that help the few at the expense of the many?

A: We cannot seek achievement for ourselves and forget about progress and prosperity for our community… Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own.”

Rocketship Charters are planning to open in Nashville and Memphis, but there have been a few problems along the way.

Lisa Fingeroot of the Nashville Ledger writes that the for-profit corporation,which relies on computers to cut costs, has experienced a dramatic decline in its test scores in the past few years. Once hailed as the “next big thing” because of its high scores, that reputation has melted away, as this article shows.

 

Fingeroot writes:

 

Rocketship opened its first elementary school in California in 2008 and earned a national reputation for success with a “blended” learning model in which students spend a part of the day learning online while supervised by an aide instead of a certified teacher. The rest of the students’ day takes place in a traditional classroom.
The online learning program allows a 50-to-one student-teacher ratio, has come under fire from educators and has contributed to a drop in test scores for Rocketship students, documents show.
Even though California-based Rocketship will abandon the online program, Kristoffer Haines, senior vice president of growth and development, is accusing critics of distorting company goals by wrongly claiming the online program was designed simply to cut costs so more money could be syphoned from each individual school and used to fuel company expansion into more states.
Rocketship’s learning model has found support among many of the nation’s education reform spokesmen, including former Florida Gov. and potential Republican presidential candidate Jeb Bush, who promote the use of computers as a method to individualize student instruction.
But Rocketship took a public relations hit earlier this year when the California Department of Education released test scores showing a steady decline in student test scores between the 2008-09 and 2012-13 school years. During that period, the company grew from one to seven schools and also implemented the higher student-teacher ratio pilot.
The test scores, calculated at the request of Education Week, a national trade magazine for educators, show a correlation between growth of the company and incremental drops in test scores.
But Rocketship officials downplay the scores and blame the drop on the online pilot program, which they say will be nixed before the Nashville school opens for the 2014-15 school year.

 

The company spokesmen boast of “phenomenal results,” but “the results calculated by California officials for Education Week show the percentage of Rocketship students who scored proficient or better in English/language arts dropped by 30 percentage points in five years, and the number scoring that well in math dropped by more than 14 percentage points.”

 

In another article, Fingeroot disclosed that Rocketship had been siphoning funds from charters in one state to finance the opening of new charters in other states.

 

She writes:

 

A national charter school group tapped to open schools in both Nashville and Memphis is dumping plans to syphon money from its schools here and in California to finance expansion into other states, a company official says.

The plan by Rocketship Education to use tax dollars collected in one state to finance the opening of schools in another state has elected officials and charter school observers questioning whether the move is legal.

But that plan has been scrapped and will be replaced in May with a similar business model that shows money will not be moved from state to state, says Kristoffer Haines, senior vice president of growth and development.

Revenues generated at a Nashville school, however, could be used to help jumpstart another Rocketship school in Nashville, he adds.

Even that kind of money movement isn’t winning points from Metro Nashville school board member Will Pinkston, a vocal opponent of unrestricted charter school growth.

“Any charter operator needs to be keeping those dollars in the school and not using them to fund growth inside or outside the community,” Pinkston says.

The Metro school board has approved one Rocketship charter school, but the company has plans to ask for at least one more in Nashville.

Rocketship does not need local approval, though, because it has state approval to take over failing schools in both Nashville and Memphis through the Achievement School District established to improve Tennessee schools performing in the bottom five percent of all schools.

The Rocketship plan to fuel growth through local schools called for cutting staff to save money, and taking an additional $200,000 per year from each of the company’s existing schools to use as seed money.

“It’s called ‘cross subsidization,’ and whether it is legal or not is very questionable,” says Gary Miron, an education professor at Western Michigan University whose research includes the monitoring of more than 300 charter schools around the United States.

“Why would taxpayers in Tennessee want to pay for schools in another state,” he asks.

The plan was first found on the company’s website, but was removed when it became ammunition in a California neighborhood fight over whether Rocketship would be allowed to open a second school in the community.

Haines accuses critics of distorting the information and called the plan “outdated” because much of it was based on an old 2010 plan that was meant only for California schools and only to fund additional California schools, he explains.

In yet a third article, Fingeroot shows how “nonprofit” charter chains are very profitable through real estate transactions and high salaries.

She writes:

 

 

Even though a plan to allow for-profit charter school management companies in Tennessee is dead for the current legislative session, the “Educational Industrial Complex” is still cranking out profits, says the professor who coined the phrase.

 

“There’s not much difference in profit and nonprofits,” says Gary Miron, an education professor at Western Michigan University and a member of the National Education Policy Center in Colorado who studies and monitors charter schools.
“At the end of the year they can clear profits by putting it into salaries and bonuses for executives,’’ he explains.

 

Funds also can be moved or paid into a web of for-profit sister companies that have contracts with the nonprofit charter school.
“It’s really a scam,” Miron says of the many different scenarios that can be used. “To really follow the money, you would have to really understand the facilities companies.”
Miron is particularly wary of the real estate deals like those currently being seen in Nashville and Memphis.

 

In Nashville, the new Rocketship Education school building on Dickerson Pike is being built by a hedge fund company owned by tennis star Andre Agassi. Investors in the company provide financing for construction, and the company acts as a mortgage holder.

 

Each Rocketship school pays between 12 and 20 percent of its budget to the main Rocketship company for a facilities fee. The money is then used for the mortgage payment, says Kristoffer Haines, senior vice president of growth and development.

 

For the company’s California schools, the fee is about 18 percent. He anticipates a facilities fee in the high teens for the new Nashville school.

 

In the end, Rocketship will own the building and “the taxpayer’s interest is not protected,” Miron says. If the charter school closes, the building is still owned by the company, even though it was paid for with tax dollars via facilities fees.

 

“We’re seeing more and more of this,” Miron adds.

 

Nationally, the charter school failure rate is estimated to be about 15 percent.

 

For investing in a school project, investors are given tax credits as high as 39 percent, which allows them to double their money within seven years, says Metro Nashville school board member Amy Frogge, an active opponent of for-profit charter schools.

 

It’s an attractive enticement for hedge fund managers, who have begun flocking to Memphis charter schools to get their share, she adds.

 

The question is whether taxpayers expect their tax money to reduce class size and pay for art teachers, social workers, school nurses, and other kinds of direct school enrichment, or whether they know they are enriching hedge fund managers, investors, and executives of charter chains.

 

 

 

 

 

I am late posting this article because it appeared about the time I started dealing with health issues (a bad fall that took out the ACL in my left knee).

It deserves wide reading because it is an accurate portrait of the money and power behind the charter school movement. I commend the writers, Javier C. Hernandez and Susanne Craig for getting the story that took place behind closed doors in Albany and executive suites in Manhattan. It is the best investigative report that I have seen in the “New York Times” on the money fueling the charter movement.

it answers a few basic questions? Why did Governor Cuomo take the lead in fighting to “save” charter schools after Mayor Bill de Blasio approved 14 out of 17 new charters? How did it happen that Eva Moskowitz bused thousands of students and parents to Albany on the very same day that Mayor de Blasio had scheduled a rally to support pre-kindergarten funding? Which billionaires and millionaires put up more than $5 million to create and air attack ads on television against de Blasio? Who masterminded the deal that gave charter schools preferred status over public schools in New York City? Who arranged that they could not be charged rent, that they could expand and push public school kids out of their buildings, and that the city had to pay their rent if they opened in private space?

Spoiler alert:

The deal in the legislature “gave New York City charter schools some of the most sweeping protections in the nation, including a right to space inside public buildings. And interviews with state and city officials as well as education leaders make it clear that far from being a mere cheerleader, the governor was a potent force at every turn, seizing on missteps by the mayor, a fellow Democrat, and driving legislation from start to finish.”

Money was always a potent factor in the backroom dealings:

“A lot was riding on the debate for Mr. Cuomo. A number of his largest financial backers, some of the biggest names on Wall Street, also happened to be staunch supporters of charter schools. According to campaign finance records, Mr. Cuomo’s re-election campaign has received hundreds of thousands of dollars from charter school supporters, including William A. Ackman, Carl C. Icahn, Bruce Kovner and Daniel Nir.

Kenneth G. Langone, a founder of Home Depot who sits on a prominent charter school board, gave $50,000 to Mr. Cuomo’s campaign last year. He said that when the governor asked him to lead a group of Republicans supporting his re-election, he agreed because of Mr. Cuomo’s support for charter schools.

“Every time I am with the governor, I talk to him about charter schools,” Mr. Langone said in an interview. “He gets it.”

And more is on the way, not only for Cuomo, who not only delivered for the billionaires who love charters, but for Eva Moskowitz, who will not only get a 8 new charters–not just the 5 that de Blasio originally approved–but lots of extra money, which will not be used to pay rent:

“Daniel S. Loeb, the founder of the hedge fund Third Point and the chairman of Success Academy’s board, began leaning on Wall Street executives for donations. Later this month, he will host a fund-raiser for Success Academy at Cipriani in Midtown Manhattan; tickets run as high as $100,000 a table.”

Moskowitz claims that her schools don’t spend any more than real public schools, so it remains to be seen how she pans to spend the millions that Dan Loeb will raise for her schools in a single night.

And the sweetest part of the deal for Moskowitz’s Success Academy 4 in Harlem is that her elementary school can now expand to a middle school and take more space away from PS 149, which was once considered the host school. First, she can evict the kids with severe disabilities (her own charter has none), then, thanks to Governor Cuomo, she can evict all the other students and take the entire school away, if she wishes. Sort of like a parasite that grows and grows.

A teacher describes a new start up–open the link and see if you can find a teacher in the lineup of leaders–funded by Rupert Murdoch and aligned with the Common Core. Thar’s gold in them thar hills!

She writes:

“You probably know about this outfit already, but take a look at the team members of Teach Boost. Quite telling. I am enraged.

(By the way, we are not K-12 educators. We teach at-risk youth between 17-21 with the goal being passing the Test Assessing Secondary Completion (TASC) and college and career readiness. Of course, the test is Common Core-aligned, ensuring significant failure and dropout rates as we go forward.

Note in particular the connections to corporations, particularly Wireless Generation/Amplify:

https://teachboost.com/company/team

The TASC:

http://www.tasctest.com

Peter Dreier, a professor at Occidental College and fervent advocate for public education, asks why public education continues to lavish so much favorable attention in the leaders of the privatization movement while disregarding dissenting voices or–worse–treating our nation’s public schools shabbily.

He suggests that the Republican attack of public funding of PBS may have made the network dependent on the billionaires who favor privatization and view public schools with contempt.

With the sole exception of Bill Moyers, who has run programs about ALEC’s efforts to destroy every public service, and who recently interviewed me about the profit motive in the privatization movement, PBS has made no effort to investigate the assault on public education across the nation.

Dreier contrasts the lavish attention devoted to the privatization propaganda film “Waiting for ‘Superman,’” with the absence of attention to a remarkable new film celebrating the daily struggles of public schools in Pasadena, California. This film, “Go Public,” tells the true story of life in a public school. Will it appear on public television? That’s up to you.

The same might be said of “Rise Above the Mark,” another well-produced film that tells the story of real life in schools today and the insidious efforts to destroy public education by the powerful and complicit politicians.

David Sirota recently compelled PBS to return $3.5 million to billionaire John Arnold, who had underwritten a series on the “pension crisis,” an issue dear to him as a critic of defined benefit pensions.

Maybe Dreier’s critique will encourage PBS to give equal time to our nation’s public schools, not just their critics.

PS: I mistakenly attributed the article to another wonderful Paul–Paul Horton. Wrong! My bad!

Paul Rosenberg writes on Salon about the well-honed Fox-News style tactic of “crying wolf,” “the sky is falling,” we are in an “unprecedented crisis” to achieve political ends, in the present case, the privatization and monetization of public education. In urban districts, the privatization is gobbling up public schools and turning them over to private corporations–both for-profit and non-profit. In suburban districts, which are not prepared to relinquish their community public schools to charter chains, the gold rush is on to panic these districts into buying edu-schlock and paying consultants to train teachers to meet the federal government’s latest mandate.

What Rosenberg describes is what I earlier called the deliberate use of FUD–fear, uncertainty, and doubt–by the well-paid PR machine of the Status Quo privatizers.

Here is a small sample of Rosenberg’s comprehensive review of scare tactics and whom they benefit:

“In September 2012, for example, economist Jeff Faux, principal founder of the Economic Policy Institute, wrote an article, “Education Profiteering; Wall Street’s Next Big Thing?” which first noted, “It is well known, although rarely acknowledged in the press, that the [education] reform movement has been financed and led by the corporate class,” but then went on to note a crucial change:

In recent years, hedge fund operators, leverage-buy-out artists and investment bankers have joined the crusade. They finance schools, sit on the boards of their associations and the management companies that run them, and — most important — have made support of charter schools one of the criteria for campaign giving in the post-Citizens United era. Since most Republicans are already on board for privatization, the political pressure has been mostly directed at Democrats….

“What’s more, Faux noted, there was less money for Wall Street to play with from the sources they had burned, but the money-making opportunities in education were proliferating like never before:

“You start to see entire ecosystems of investment opportunity lining up,” Rob Lytle, a business consultant, earlier this year told a meeting of private equity investors interested in for-profit education companies….

“This is the context in which Andrew Cuomo hooked up with Wall Street, as the New York Times reported in May 2010. Cuomo’s ticket to Wall Street came courtesy of Joe Williams, executive director of Democrats for Education Reform, a PAC that “advances what has become a favorite cause of many of the wealthy founders of New York hedge funds: charter schools.” Members who met with Cuomo included “the founders of funds like Anchorage Capital Partners, with $8 billion under management; Greenlight Capital, with $6.8 billion; and Pershing Square Capital Management, with $5.5 billion.” But in retrospect, 2010 was nothing. As already noted, Cuomo has raised $800,000 from Wall Street charter school supporters — roughly half that total from Moskowitz supporters alone.

“The Philanthropic Dimension

“Money may be all the motivation Wall Street needs, but there’s more. Philanthropy has always been a means for the wealthy to extend their influence over society beyond the marketplace, to serve a multitude of functions. Northern philanthropists spent an enormous amount of money bringing education to Southern blacks after the Civil War, for example. This brought them into prolonged and complex conflicts with both Southern elites, who resisted virtually all education efforts, and with blacks who resisted the Northern philanthropists’ focus on industrial education (epitomized by the Tuskegee model), as well as their broader pattern of trying to appease Southern white racism. (See, for example,”The Education of Blacks in the South, 1860-1935.”) Although highly conflicted and complicated, these efforts eventually synergized with blacks’ own broader civil rights struggles to bring about the integration of public education in the South — at which time, Southerners’ first response was the policy of massive resistance, including the creation of private academies, and the closing of public schools.

“Amazingly, three decades later, the education panic reform movement began the process of recycling the racist Southern resistance strategies as general solutions for the purported failure of public education. Another three decades further on, those very same anti-civil rights strategies are now being touted as the key to civil rights. The reasons are at least partly psychological. After the financial crises decimated the economy, Wall Street elites and their 1 percenter allies were profoundly defensive, as seen most shockingly in remarks comparing their critics to Nazi Germany. But the “productive” manifestation of this same acute status anxiety was arguably much more destructive — that is, the intense desire to re-create themselves as moral leaders, not lepers, by recasting public education as a locus of evil, and portraying its destruction as “the civil rights struggle of our time” — which they, of course, would be only too happy to lead.”

The corporate style reformers–the cheerleaders for charters, vouchers-and high-stakes testing–like to claim that they are leading the civil rights movement of their day. They imagine themselves locked arm-in-arm with Martin Luther King, Jr., in their efforts to end collective bargaining rights, to eliminate teacher due process rights, and to privatize public education.

 

I am not sure if they actually believe this or if they think they can pull the wool over the eyes of the media and the public.

 

In this fascinating interview, Josh Eidelson of Salon puts the question to Linda Darling-Hammond: Would you agree or disagree that the Vergara case–which would end teachers’ job protections–is an extension of the civll rights movement, as its proponents claim?

 

My guess is that Linda either fell off her chair laughing, or was momentarily dumbstruck by the absurdity of the idea.

 

She responded:

 

“I can’t understand why anyone would agree. To me, it’s completely unrelated to the agenda from Brown, which was about getting equal access to educational opportunities for students — you know, initially through desegregation, but the heritage of Brown is also a large number of school finance reform lawsuits that have been trying to advocate for equitable resource distribution between districts and schools. And Vergara has nothing to do with that …

 

“Even if you got rid of teachers’ due process rights for evaluation, you would do nothing to remedy the inequalities in funding and access that students have. And in fact you might exacerbate the problem.”

 

See, Linda remembers that the Brown decision was about equity, equitable resources for schools, and desegregation, and today’s self-proclaimed reformers avoid discussing things like that. They say that poverty is an excuse for bad teachers. Martin Luther King Jr. would never have said that. They certainly don’t care about desegregation. As the UCLA Civil Rights Project and as researcher Iris Rotberg have documented, charter schools exacerbate segregation. Indeed. the so-called reformers like to boast about all-black schools that get high test scores; segregation just is not an issue for them. They don’t see any reason to reduce class size–Bill Gates and Michael Bloomberg think it should be increased. If pressed, they say that we are spending too much on education already. Things like desegregation, equitable resources, and class size are not on their agenda.

 

Eidelson asks whether the plaintiffs are right in saying that it should be easier to fire bad teachers, and Linda responds:

 

First of all, just to be clear: It is extremely easy to get rid of teachers. You can dismiss a teacher for no reason at all in the first two years of their employment. And so there is no reason for a district ever to tenure a “grossly ineffective” teacher — as the language of the lawsuit goes — because you know if a teacher is grossly ineffective pretty quickly, and it’s negligence on the part of the school district if they continue to employ somebody who falls into that classification when they have no barriers to [firing them]. And districts that are well-run, and have good teacher evaluation systems in place, can get rid of veteran teachers that don’t meet a standard and [don’t] improve after that point.

 

But in fact, the ability to keep teachers and develop them into excellent teachers is the more important goal and strategy for getting a high-quality teaching force. Because if what you’re really running is a churn factory, where you’re just bringing people in and, you know, firing them, good people don’t want to work in a place like that. So it’s going to be hard for you to recruit. Second of all, you’re likely not paying enough attention to developing good teachers into great teachers, and reasonable teachers into good teachers.

 

That’s not to say you shouldn’t get rid of a bad teacher if you get one. But you ought to be very careful about hiring and development – that makes that a rare occurrence.

 

When Eidelson asks Linda what should be done to fulfill the promise of the Brown decision, she responds:

 

First of all, we have a dramatically unequal allocation of wealth in the society, which is getting much worse … We need another War on Poverty … Because we have a quarter of our kids in the country, and more than half in the public schools of California, living in poverty.

 

And so that’s No. 1: We need to do what other developed nations do, which is ensure that kids have healthcare, housing and a context in which they can grow up healthy – in communities which still have the kinds of recreation facilities, public libraries and other supports, [including] early childhood education, that would continue to allow children to come to school ready to learn.

 

Then we need schools that are equitably funded, with more money going to the students who have the greatest needs. I’m proud to say that in California, we’ve just passed a school funding law that is probably the most progressive in the nation, and that will actually, over the next years, allocate more money to each child that is living in poverty, is an English learner, or is in foster care than to other children. And we will begin to redress some of the profound inequalities that exist today … Cities in California typically are spending much less right now – before this kicks in — than affluent districts. That’s the real thing — if we were litigating the successes of Brown — that’s the real thing that would be first on the agenda to correct.

 

And then beyond that, I think we have to be sure that the state builds a high-quality teaching force, well-prepared for all candidates. If we were a highly developed nation that is high-achieving, we would be offering free teacher education to everyone that wants to teach, in high-quality [preparatory programs] … and getting rid of the [programs] that can’t meet the bar, so that everyone comes in ready and competent.

 

Wait a minute, that’s not what Bill Gates, Arne Duncan, Michelle Rhee, and other leaders of the Status Quo want!

Sherm Koons left this comment. Check out Sherm’s blog, Tales from the Classroom. He is a veteran high school English teacher in Ohio.

 

Down the Rabbit Hole with PARCC.

It’s taken me a while to begin to wrap my head around what’s really going on with PARCC and what makes it so absolutely wrong, but standing in the hall after school today talking to some fellow teachers I think got a glimpse. As we discussed the inappropriateness of the exams for our students, it occurred to me that actually it all makes perfect sense if your goal is to generate the most data that you possibly can. If you believe that, given enough data, you can predict human behavior, environmental, societal and other factors, and all the infinite variables of existence to a degree that mimics reality, of course you would want the most data that you could get. And you become obsessed with data. And eventually you lose track of what you initially were hoping to measure. It becomes data for data’s sake. And soon it has absolutely nothing to do with education, students, or anything human. And as you disappear further and further down the rabbit hole, you can’t understand why nobody gets it but you. The reason we don’t “get it” is that IT MAKES NO SENSE. You have become lost in your never-ending quest for data. You are delusional. And you must be stopped.

Last week, Governor Andrew Cuomo and the State  Legislature passed a budget bill that allows charters to have free space inside public schools, even though the charters are private corporations. Not only that, the charters that are already located inside public schools may expand as much as they want, pushing public school children out of their buildings. In some cases, the charters will push out programs for students with profound disabilities to make way for a larger, highly privileged charter school.  If the charters rent private space, the city is obliged to pay their rent. All this, despite the fact that many charters have billionaires on their private boards of directors. Today, leaders of New York City parent organizations and community councils rallied on the steps of the New York Public Library, then marched to the office of Governor Cuomo.

 

The Governor should remember–this being an election year–that there are 1.1 million children in New York City who attend public schools. There are 60,000 children who attend charter schools. Parents will remember in August what Governor Cuomo did in April.

 

 
For immediate release
April 10, 2014

Noah E. Gotbaum: 917-658-3213; noah@gotbaum.com
Rashidah White: 646-229-1610; white.rashidah@gmail.com
Electeds and Parent Leaders Representing 1.5M NYC Public School Parents Say “All NYC Kids Matter”
Rally Against the Governor’s Giveaway of Public Space To Hedge-fund Backed Charters
This afternoon, in an unprecedented show of unity, elected officials, including State Senators Liz Krueger and Brad Hoylman of Manhattan and Council Member Danny Dromm, chair of the Council Education Committee, Hazel Dukes, President of the NAACP NY State Conference, and hundreds of parents and children from across the five boroughs filled the steps of the New York Public Library to say that all kids matter, and that the privileged few who attend charter schools should not be allowed to hijack space in our already overcrowded public schools. Then they marched to Governor Cuomo’s office where children present his representative with a large signed post-card, with counterfeit dollar bills attached, to symbolize how he has enabled his wealthy contributors in the charter lobby to engineer a hostile takeover of our public schools, over the needs of NYC’s 1.1 million public school children.

 
Said Gale Brewer, Manhattan Borough President, “It would be a mistake for Albany to force the City to provide public space for all charters or else require the DOE to pay charter rent for private space. Our City doesn’t benefit from Albany’s meddling; it can only breed resentment and the vast majority of New Yorkers will not stand for it. If Albany truly wanted to be helpful, it would make funding available to alleviate overcrowding and support class size reduction. In too many Manhattan school districts, pre-k seats have been eliminated to make room for kindergarten seats; and, year after year, class sizes continue to rise. New York City must have the ability to determine best uses for our public school buildings without intervention from Albany.”

 
“Governor Cuomo’s education budget is unfair to New York City schools,” said NYC Council Education Chairperson Daniel Dromm (D-Jackson Heights, Elmhurst). “Giving privately operated charter school students preference for space and more per pupil public funding than public school students if the city is forced to pay their rent is totally unjust. Forcing co-locations in favor of privately run charter schools and forcing out public schools creates a logistical nightmare that begs the question about where will our public school students go. We stand united against gubernatorial control of our schools.”
“Despite school leaders’ best efforts and the best intentions of the Department of Education, a co-location disadvantages students from both schools by forcing them to share already-overburdened resources,” said Assemblymember Aravella Simotas of Queens. “I applaud the dedicated efforts of community parents, teachers, and students in working towards a vision that will benefit every New York student with fair and equal access to a quality education.”

 
John Fielder of Community Education Council in District 7 in the Bronx said, “The new charter law is absolutely disgraceful. Our public schools are losing classrooms and programs right and left because of co-locations. PS 162 in District 7 had one of the best music programs in the Bronx; now with the charter school being forced into the building it may lose that program. I say, let charters pay for their own buildings because they can afford it, instead of hurting the education of our public school kids.’

 
According to Lisa Donlan, President of the Community Education Council in District 1 in Manhattan, “Parents, educators, students and community members are coming together to send a strong message to Governor Cuomo: these are our public schools , and we will not allow the Governor to bully us and hijack them to satisfy private interests. The Governor needs to improve opportunities for ALL students, not for the small number who are already protected by wealthy special interests. He could start by addressing the fact that makes our state’s schools the most segregated in the country, with NYC charter schools the most segregated of all.”

 
“Perhaps we should thank Gov. Cuomo for finally uniting 1.1 million families across all five boroughs. To minimize co-locations in New York City’s public schools, we stand as many…we stand as one,” said Deborah Alexander, a member of Community Education Council in District 30 in Queens.

 
Miriam Aristy-Farer, President of Community Education Council 6 in Upper Manhattan said, “To ignore what the state owes the public school children from the Campaign for Fiscal Equity lawsuit was wrong. To further fuel the divide in our city by giving more funding and power to charters was not only short sighted but foolish. To then allow these same charter lobbyists to flood parents’ mailboxes with propaganda, saying we should thank the Governor, is particularly outrageous.”

 
“Traditional public schools will now suffer even greater financial strains, thanks to the NY legislature and Governor Cuomo mandating NYC pay rent for all charter schools. I appreciate charter schools and the competition they create for better schools. I just wish we had more safeguards in place to ensure charters retain all students, especially those with disabilities. Far too many charters counsel students out of the school. The charters “cream” the high performing and less costly students while the local zoned public schools absorb the costs of providing services to the students with the most needs,” pointed out Mike Reilly, Community Education Council member from District 31 on Staten Island.

 
Noah E. Gotbaum, Vice President of Community Education Council District 3 in Harlem and the Upper West side said, “12,000 New York City public school students have traded classrooms for rat-infested trailers, almost half a million of our children sit in schools above capacity, and all 1.1 million face class sizes at levels not seen in decades. So why have Governor Cuomo and the Senate Coalition leadership given unregulated expansion rights to all new and existing charters, and handed over control of our public school buildings to the charter school lobby, while defunding the 94% of kids in public schools? Because the hedge fund-driven charter lobby told them to.”

 
“During the Bloomberg years, our communities had a difficult time communicating the educational needs of our schools to the disconnected educrats in Tweed. Now the people making decisions are in Albany and even more removed from direct input from the stakeholders. What does a state charter school authorizer know about my Brooklyn neighborhood!? NOTHING! And now these folks are in charge! Is this any way to run a school system? As we say in Brooklyn, you bet it ain’t!” said David Goldsmith, President of the Community Education Council 13 in Brooklyn.

 
Andy Lachman of Parent Leaders of the Upper East Side said: “For the majority of NYC public school children this budget spells D-O-O-M. It dooms public education and puts control of education in the hands of private citizens and corporations. It will mean less funding for public schools and larger class sizes in an already overcrowded system. It will mean fewer essential services, and less space for art and physical education, already lacking in too many schools.”

 
Rashidah White of Community Education Council in District 5 in Central Harlem said, “In the national competition to “Race to the Top”, Albany legislatures have not only neglected to provide standard state regulated learning environments for some of our country’s most needy public school children, but their decision last week leaves them ill equipped to even enter the race at all. The parceling off of NY State’s constitutional obligation to provide equitable education to all students and the funneling off of public resources to corporate backed charters is wholly unconstitutional and must be reexamined.”

 
Kemala Karmen of the group NYCpublic said, “The voters of New York City gave Bill de Blasio an overwhelming mandate to charge charter schools rent. Now Andrew Cuomo, who seems to take his marching orders from the wealthy hedge-funders who donate to his campaign, has reversed that popular mandate to make the city pay charter rent. This is outrageous and undemocratic. Every single public school child in New York City is a potential victim of this budget. Lock up your teachers and your guidance counselors, because the city may have to lay them off to pay for the leases of well-financed charters.”

 
Ellen McHugh, member of the Citywide Council on Special Education said, “Please Governor Cuomo, be a Governor for every child. If you want to be a champion of education, see to it that the Campaign for Fiscal Equity settlement is implemented. Don’t abandon the most vulnerable 109 students with special needs at PS 811, who will be evicted by the charter school for the sake of a favored few. Where will these students go? To a Success Academy, which refuses to enroll disabled children? I don’t think so.”

 
Leonie Haimson, Executive Director of Class Size Matters said, “ While the Governor claims he is the ‘students lobbyist’ his new budget favors the pet charter schools of his contributors while cheating 1.1 million public school children out of space and resources, at a time when our schools are already hugely overcrowded and our class sizes the largest in fifteen years. Kudos to our elected officials and the parents elected to serve on Community Education Councils, for speaking out against this unfair and damaging mandate, and insisting that all NYC kids matter, not just a privileged few.”
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When Mayor Bill de Blasio was being hammered by $5 million of emotional attack ads accusing him of “evicting” 194children from one of Eva Moskowitz’s Success Academy schools in Harlem, the Mayor called Paul Tudor Jones to plead for a truce.

Paul Tudor Jones is a billionaire hedge fund manager who is heavily invested in privately-managed charter schools. He manages $13 billion in his business. Being so very rich and successful, he decided to fix poverty. He created the RobinHood Foundation to raise money from his rich buddies, and it has done some good work. It raises $80 million in a single night at its nnual dinner.

Jones now has a big goal. He wants to save public education.

Never having been a teacher nor a public school parent (not clear if he ever attended a public school), he nonetheless feels fully qualified to redesign American education based on the same principles he learned as a successful hedge fund manager.

The money of Jones and his friends is now used to destroy a basic democratic institution, which they don’t like. Their money supports schools that cherry-pick students who are winners, just as they manage their investments. The idea of equal opportunity has no role in his world.

That may be why the negative TV commercials about de Blasio never explained that no students were being evicted from charter schools; they wanted more space to grow a middle school in PS 149 in Harlem, which meant the actual eviction of students with severe disabilities.

But in the world of Paul Tudor Jones, students with disabilities don’t count. They are not winners. They must be evicted to make more room for kids with high scores.

Aren’t we lucky to have Paul Tudor Jones to redesign American education? To tell us how to train teachers?

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