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Senator Mark Kelly: We Need Great Public Schools, Not Vouchers

By dianeravitch
May 6, 2026 //
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Senator Mark Kelly of Arizona is a decorated military veteran and a former astronaut. He recently introduced legislation to roll back Trump’s federal voucher program. The Wall Street Journal denounced Kelly’s proposal, and he responded with this letter to the editor.

He wrote:

Your editorial “Mark Kelly’s Bad Education Choice” (April 18) misses some key facts. We can all agree on one thing: Every parent wants their kid to get a quality education that sets them up to succeed. There’s no better path to the middle class than our public schools. I’m the son of two cops. I went to public schools from kindergarten through the U.S. Merchant Marine Academy. That system gave me a shot, and every kid deserves the same, no matter where they grow up. Massive voucher programs threaten that.

Take my state. Arizona’s universal voucher program now costs about $1 billion a year and is growing. In your editorial, you note that’s only 8% of the state’s education budget, but that billion dollars is forcing real tradeoffs in the state budget, like cuts to community colleges and water infrastructure in a state facing a severe drought. Meanwhile, more than half of voucher recipients were already being privately educated. That means in Arizona hundreds of millions of taxpayer dollars are going to subsidize private tuition for families who were already paying for it.

The federal tax credit your editorial defends isn’t free, either. You acknowledge this reality when you criticize clean energy tax credits. With these education tax credits, the cost could reach as high as $50 billion in lost revenue in a single year. That adds to the federal deficit and will likely largely benefit wealthier Americans’ taxes because the credit is nonrefundable. Likewise, because the scholarships can go to households with up to 300% of the area median income, it will subsidize families who can already afford to spend thousands out of pocket to send their kids to private schools.

And public schools across the country will pay a price. When students leave, funding drops. Schools cut programs and staff, sometimes creating a downward spiral. It’s happening in Arizona now. Then what “choice” does a parent have when their local school closes? I support parents who choose private school or homeschooling for their kids. But if we want better outcomes for everyone—higher scores, higher graduation rates—the answer isn’t to take resources out of public schools, it’s to make them better.

I refuse to accept that in the richest country in the history of the world, only a small percentage of our kids get a good education. We should aim higher. My dream when I was a kid was to become an astronaut. I got to achieve that. Every kid deserves the chance to chase their dream too, and that starts with good public schools.

Sen. Mark Kelly (D., Ariz.)

Categories Arizona, Budget Cuts, Education Industry, Funding, Supporting public schools, Vouchers

NYC Parents and Activists Block “AI-themed” High School

By dianeravitch
May 5, 2026 //
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Parents and activists banded together to persuade the New York City Board of Education (aka the Panel on Educational Policy) to reject a proposal to open an AI-themed high school.

Matthew Haag wrote in The New York Times:

In Brooklyn, an artificial intelligence program helps public school students pronounce words. In Queens, high school students ask Google Gemini how to improve their essays. And in the Bronx, students in a robotics lab consult an A.I. tool before building parts on a 3-D printer.

As teachers and students in New York City and across the United States have increasingly embraced artificial intelligence in the classroom, school leaders in the nation’s largest school system were set to make one of their biggest splashes yet — the opening of an A.I.-focused high school in Manhattan next school year.

But on Monday, the new schools chancellor, Kamar Samuels, abruptly halted the creation of the school amid a groundswell of opposition to the rapid adoption of the technology and its potential harms.

In an interview, Mr. Samuels said that he understood the concerns and questions parents have about artificial intelligence in the classroom and its safety and impact on critical thinking. “I want to be able to think about the technology in a very thoughtful way,” Mr. Samuels said.

Despite the decision not to proceed, school leaders in New York City and beyond remain bullish on the future of artificial intelligence in education and its potential benefits. They argue that it could transform teaching and learning, a claim also promoted by companies that sell the tools, and that it would be irresponsible to ignore or restrict the technology.

But New York parents have expressed concern about the artificial intelligence programs used in schools or accessible on students’ computers, as well as the lack of information about the applications and data they collect. Some families recently delivered to Mayor Zohran Mamdani a petition with thousands of signatures calling for a two-year moratorium on generative A.I., such as chatbots.

“The intense outrage among parents in New York City is as great as I’ve seen it on any education issue that I’ve been working on for 25 years,” said Leonie Haimson, an education advocate in New York City and member of the Coalition for an A.I. Moratorium.

Leonie Haimson, a member of the Coalition for an A.I. Moratorium, said that she has witnessed “intense outrage” among New York City parents over A.I. use in schools. Credit…Madison Swart for The New York Times

Under Mr. Samuels’s leadership, the city’s Education Department has started to develop guidelines for how teachers and students should use artificial intelligence. Last month, the school system published its first playbook for A.I., developed in consultation with educators and education technology companies.

The creation of the new high school, known as Next Generation Technology High School and located in the financial district of Manhattan, was expected to be another major step toward the embrace of artificial intelligence in a school system whose decisions, because of its size, often influence other districts. A vote on the creation of the high school by a 22-member education oversight panel was scheduled for Wednesday.

The group’s chairman, Gregory Faulkner, said that he did not believe a single member would have voted in favor of it. Mr. Faulkner said that out of the many emails he received and conversations he had with parents, just a handful of comments were supportive of the school.

“If there’s anything that even has a hint of A.I., there’s strong opposition to it,” Mr. Faulkner said. “People are very nervous about the technology and how it is going to be used.”

Since this is a gift article, feel free to open and finish reading.

Categories Curriculum, Education Industry, Failure, New York City, Parents, Technology

Shawgi Tell: In Minnesota, Charter Schools Frequently Fail and Close

By dianeravitch
April 28, 2026 //
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Shawgi Tell keeps close watch over the checkered evolution of charter schools. He discovered that Minnesota, the first state to open a charter school, beats every other state when it comes to charter closure and failure.

It bears remembering the reason why almost every state has authorized charter schools. When Arne Duncan announced the Race to the Top competition for a share of $5 billion, every state that applied had to first authorize charter schools. That requirement turbo-charged the growth of charter schools.

He writes:

The first charter school law in the U.S. was passed in Minnesota in 1991. The first charter school in the country, City Academy High School, opened in St. Paul, Minnesota in 1992. Since then charter school laws have been passed in 47 states, Washington DC, Puerto Rico, and Guam.

Over the past 34 years many charter schools have failed and closed in Minnesota. According to a 2025 article titled “More Minnesota charter schools are facing possible termination,” “In 2024 [alone], nine charter schools closed, the most ever. But records show another 10 charter schools could face termination.” It is worth noting here that, like many privately-operated charter schools across the country, most charter schools in Minnesota are highly segregated.

On April 23, 2026, Hoodline featured an article titled: “Charter Shock: AFSA Parents Scramble As Twin Cities Ag‑STEM School Shuts Down.”

What is interesting about this article is that it speaks to the shock, trauma, and abandonment that families and educators always feel when a charter school fails and closes abruptly, which is how charter schools close nine out of ten times. This article also highlights the same reasons that charter schools fail and close every week: declining enrollment, mismanagement, financial malfeasance, and/or poor academic performance.

Hoodline reports that, “The Academy for Sciences and Agriculture (AFSA), a Twin Cities charter serving students from pre-K through 12th grade, will shut its doors at the end of this school year, leaving families in Little Canada and Vadnais Heights scrambling for new schools.” AFSA first opened in 2001 (25 years ago).

The article continues: “Parents say the announcement came out of nowhere. Several told 5 EYEWITNESS NEWS they had little warning. ‘Yes, it was sudden’, parent Kevin Cedeno said, adding that his son is having a hard time with the news.”

It appears that “the school [which focuses on science, the environment, and agriculture] has dealt with declining enrollment since the pandemic.” And like so many other charter schools nationwide, AFSA also experienced “oversight gaps” and problematic “procurement and contracting practices,” according to Hoodline. Conflicts of interest and poor accountability are common in deregulated charter schools operated by unelected private persons.

In related news, Agamim Classical Academy, a K-8 charter school in Edina, Minnesota, founded in 2015, will also be closing its doors in June 2026. Watershed High School, a charter school located in the city of Richfield, Minnesota, will also be closing its doors at the same time. The privately-operated charter school was open for only four years.

Old and new charter schools fail and close every week in America. The proponents of such schools openly and publicly embrace the idea that the “free market” should be the arena in which schools operate, which means that schools are a commodity and susceptible to the chaos, anarchy, and violence of the “free market.” This arrangement is seen by “free market” idealogues as a modern humane way to organize education and other services and social programs. In this setup, nothing is guaranteed and everyone fends for themselves. The right to education is replaced with the notion that education is an opportunity, something you shop for like a consumer. Education is reduced to chance and luck. “Buyer beware” is the only rail guard.

“Choice” and “competition” are some of the buzzwords attached to this outmoded approach to life. Thus, “parents are empowered” to choose which school to send their child to when in fact charter schools actually choose students and parents. This is why so many groups of students are under-enrolled in these “free schools of choice” that are said to be “open to all.” 

Parents are also led to believe that the philosophy of winning and losing is in no way problematic. Thus the notion of a school lottery is openly normalized in the charter school sector, meaning that some students will get into their “school of choice” while others will not. There is no concept of guaranteeing everyone’s basic right to a high-quality, free, fully-funded public education controlled by a public authority worthy of the name. You may or may not get a “good” education. How is this possible in the richest country in the world? Why is education a gamble in the 21st century?

To be sure, privatization creates and exacerbates numerous problems. See here for a detailed discussion of these problems.

According to the Minnesota Department of Education there are 173 charter schools in Minnesota today serving around 70,000 students.

Shawgi Tell (PhD) is author of the book Charter School Report Card. He can be reached at  stell5@naz.edu. Read other articles by Shawgi.

Categories Charter Schools, Education Industry, Failure, Minnesota

Jan Resseger: Linda McMahon Decides Which Federal Programs Live or Die, Not Congress

By dianeravitch
April 27, 2026 //
1

Jan Resseger, the most reliable analyst of federal programs, reports on the Trump administration’s decisions to increase or decrease or eliminate federal programs at will–regardless of Congressuonal direction.

By the way, be sure to read The New Yorker‘s fascinating dissection of the career path of wrestling entrepreneur and Secretary of Education Linda McMahon. Wrestling prepared her for politics, says writer Zach Helfand.

A brief excerpt:

Eventually, Linda McMahon came to be “tombstoned” (held upside down and slammed on her head) by a wrestler named Kane, “stunnered” (put in a three-quarter facelock jawbreaker) by Stone Cold Steve Austin, sexually assaulted, cheated on, driven to seek a divorce, lusted over, and sedated. Vince tried to get Shane to slap her in a scene, but Shane [her son] refused. Stephanie [her daughter] slapped her, though, and she slapped Stephanie. McMahon’s most memorable story arc involved Vince demanding a divorce, triggering a nervous breakdown in the ring which rendered her catatonic. For months, Vince would roll out her limp body in a wheelchair and subject her to various humiliations. The wrestler Trish Stratus, who was kissed and groped by Vince in a scene in front of a vegetative McMahon, has recalled that during rehearsal Linda asked, “If I drool, would that be more effective for my character?”

Before the election, I foolishly predicted that Trump would never get rid of the Department of Education because many Republicans support it. I did not anticipate that Trump would appoint a Secretary willing to hollow it out by transferring most of its programs to other departments.

Resseger follows up by showing how McMahon has cut and rearranged the budget:

If you have been tracking what is happening to federal funding for the nation’s public schools, you won’t be surprised to learn that Education Week‘s Mark Lieberman continues his role as the best reporter on this subject.  Here are two updates from last week.

How will federal funding flow this year once most of the Department of Education’s programs have been sent to other federal departments through interagency agreements?

Lieberman reassures state education officials and school district leaders that most key programs will continue to have their funds released “through the U.S. Department of Education’s grant portal this summer… Programs like Title I aid for disadvantaged students and the Individuals with Disabilities Education Act (IDEA)… allocate funds for school districts, but by law the money flows first to states in two batches, one on July 1 and another three months later… In a statement, an Education Department spokesperson said the agency is ‘committed to delivering formula funding by the July 1 deadline.”

Operation of Title I is traveling to the Department of Labor, and the work IDEA is traveling to the Department of Health and Human Services.  Lieberman describes what is expected to happen with Title I: “The Department of Labor’s Employment and Training Administration in recent months has advertised new education grant competitions ‘on behalf of the U.S. Department of Education,’ and the two agencies have touted their collaboration in jointly running the competitions.  Still, most staffers overseeing those programs still work for the Department of Education. The postings announcing grant availability list Education department email addresses under the section with contact information.”

To what extent did the Trump Administration Violate the Congressional power of the purse last year?

Lieberman reports that data recently released by the Department of Education shows that under Linda McMahon’s leadership, the Department of Education “sidestepped Congress on more than $1 billion in education spending.”

“The Education Department, under President Donald Trump, subsequently subtracted appropriated funding from more than a dozen programs and instead added those dollars to other priorities, according to an Education Week analysis of congressional justification documents the White House published this month as part of its fiscal year 2027 budget proposal… The Education Department typically publishes its ‘spending plan’ mere weeks after Congress passes a new fiscal year budget, confirming allocations lawmakers laid out in their budget bills.  Congress approved fiscal 2025 spending (last year’s final federal budget) in March of last year, but the Education Department’s spending plan never materialized. That means the recently published numbers offer the first glimpse at how the executive branch decided to spend funds Congress appropriated more than a year ago.”

Here are merely some of Lieberman’s examples of what the new numbers show.  “For four Education Department programs, the Trump administration spent more than what Congress had prescribed: charter schools ($60 million added), civics instruction ($140 million added), historically Black colleges and universities ($439 million added), and tribal colleges ($56 million added).  To come up with those added expenditures, the Trump administration effectively zeroed out another four programs entirely, rerouting a total of $463 million for teacher preparation, public television, university foreign-language studies programs, and Hispanic-serving higher education institutions.  For another eight programs, the executive branch underspent the allocation Congress approved. That included redirecting hundreds of millions of dollars for minority-serving institutions within a higher education grant program—Aid for Institutional Development—that the Trump administration has argued violates the Constitution.”

Lieberman explains where McMahon’s department found $60 million to add to charter school spending: “To bolster the Charter Schools program, the agency depleted the entire $31 million allocation for the Ready to Learn grant program, which supports the development of educational TV programming for young children. The remaining $29 million boot for charter schools came from portions of fiscal 2025 allocations for four other programs: Magnet Schools ($14 million), Javits Gifted and Talented ($9 million),  Statewide Family Engagement Centers ($3 million), and Assistance in Arts Education ($3 million). The Trump administration last year slashed ongoing grants for each of those four programs as well as dozens of others, arguing in many cases that individual grantees were engaged in diversity-related initiatives that contradicted the president’s priories. But for most of those changes, the department offered no public announcement, instead notifying individual grant recipients with little warning that their awards had been discontinued.”

Perhaps there will be less cutting or rearranging of Congressionally allocated education dollars in the coming year: “Lawmakers included language in the fiscal 2026 budget law they approved in February that much more explicitly restricts movement of money from one program to another. The Department has already begun soliciting new grant applications for programs it moved to disrupt or shutter last year… Lieberman reports that the ranking members of the Senate and House appropriations committees, Sen. Patty Murray (D-Wash.) and Rep. Rosa DeLauro (D-Conn.) “said they prioritized unambiguous guardrails in the fiscal 2026 budget to block the Trump administration from further reprogramming funds.”

Lieberman adds, however, that Office  of Management and Budget (OMB) Director Russell Vought has threatened to use “pocket rescissions,’ in which the executive branch proposes to rescind appropriated funds so late in the fiscal year that the money expires whether Congress approves the changes or not. In other words, this year, Congress could allow Congressionally appropriated dollars expire.

Lieberman quotes Sarah Abernathy, who served for a decade as executive director of the Committee for Education Funding, a federal budget advocacy group: “This is the first time I’ve ever seen an administration say, ‘We have tons of authority to make our own decisions about funding levels for programs.’ “

Categories Academic Freedom, Accountability, Billionaires, Budget Cuts, Charter Schools, Curriculum, Disruption, Education Industry, Elementary and Secondary Education Act (ESEA), Extremism, Trump, U.S. Department of Education

Miami-Dade Board Reluctantly Approves Five Schools for Controversial NYC Charter Chain

By dianeravitch
April 27, 2026 //
8

Success Academy (originally called Harlem Success Academy) wil open five charter schools in Miami. The board had the paperwork for only one day, but were pressured to make a decision or have the decision made by a special magistrate.

SA is run by Eva Moskowitz, a former New York City Council member. She has nearly 60 charter schools in NYC. The chain is amply funded by billionaires, including several Wall Street titans.

Her debut in Miami is facilitated by a gift of $50 million by billionaire Ken Griffin.

Under a law passed recently, SA is authorized to move into any school with empty classrooms. In NYC, this is called co-location. It inevitably creates bad feelings between the public school and the charter school, because the charter school–especially SA–is better funded than the public school and has better everything.

Moskowitz hopes to enroll 8,000-10,000 in Miami and then expand into other parts of Florida.

Board member Luisa Santos, who represents the district Homestead Senior High is in, expressed concern for what the co-location would mean for students with disabilities. 

“ On paper it may look like we have the seats, but in reality, once I started looking at how you implement this year one and year two, at the specific school in my district, the reality would be that you’re doubling and tripling up some of those highest need students into environments that frankly will become very chaotic,” Santos said.

SA is a “no-excuses” charter chain, which has strict rules about student behavior. It retains the power to oust students who don’t conform to its rules.

It has been controversial in NYC for multiple reasons. For high student attrition; for high teacher turnover; for accepting only students with the mildest disabilities; for ousting students who can’t comply or keep up; for bringing students to legislative meetings at the city or state levels to lobby for more funding for charter schools; for Moskowitz’s compensation (close to $1 million a year including bonuses); and for using a powerful, wealthy campaign PAC to support candidates who back charter expansion.

The students who survive 12-13 years of SA get very high test scores.

Categories Accountability, Budget Cuts, Charter Schools, Corporate Reform, Education Industry, Florida, Funding, Harlem Success Academy, Miami

Florida: A For-Profit Charter Firm Plans to Cash In on Public School Revenues

By dianeravitch
April 24, 2026 //
4

Jason Garcia, investigative reporter, explains how giant for-profit charter chain Academica plans to grab a bigger share of local property taxes. Academica long ago figured out the importance of working with the right lobbyists and contributing generously to the right politicians. Their efforts have paid off in bigger profits.

Garcia writes:

In late February, toward the end of this year’s regular legislative session, Republican leaders in the state Senate introduced a measure to make public school districts across Florida give a bigger share of local property taxes to privately run charter schools.
The idea seemed to catch some senators by surprise when it was presented to the Senate Finance & Tax Committee as part of a larger package of proposed tax cuts and changes. The charter school provision prompted an extended round of sometimes-confused questioning during the hearing; Sen. Ed Hooper, a Republican from Clearwater who is a part of the Senate GOP leadership team, confessed that even he did not fully understand it.
But there was someone who knew about the property tax plan in advance: Academica Corp., the charter school management giant that stands to profit from the change.
Records obtained by Seeking Rents show that the sponsor the Senate tax package shared a draft of the charter school language with a lobbyist for Academica the week before it was filed for the rest of the public to see. An aide to Sen. Bryan Avila (R-Miami Springs) emailed the still-secret tax-sharing scheme to Academica lobbyist Andreina Figueroa with a one-word subject line: “Review.”

Categories Accountability, Charter Schools, Education Industry, Ethics, Florida, For-Profit, Funding

An Activist in Indianapolis Mourns the Death of Public Schools

By dianeravitch
April 21, 2026 //
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Nigel Long is a graduate of Shortridge Public High School in Indianapolis and the parents of students in the Indianapolis Public Schools. He lived through the systematic destruction of his city’s public schools. He opposed the so-called reformers, as he watched them erode and finally eliminate democratic control of the public schools.

Here he expresses his outrage at the theft of democratic control of the city’ schools. His article was posted by the Indiana Coalition for Public Education.

Nigel Long wrote;

Guest Blog – How to Steal a Public School System: The Indianapolis Playbook

I want to talk about what happened in Indianapolis recently, not just for us, but for every city in America.

The Indianapolis Public Education Corporation board was announced. An unelected body now controls school closures, buildings, property taxes, and transportation across the entire boundaries of Indianapolis’ largest and oldest school district. 

David Harris, the man who founded the Mind Trust in 2006, chairs the board. Janet McNeal leads Herron Classical Schools, a network the Mind Trust incubated. Edward Rangel runs Adelante Schools, another Mind Trust launch. Dexter Taylor leads Paramount Brookside, same ecosystem. The IPS board members included were elected with the same dark money that’s been buying school board seats since 2012. And Micheal O’Connor, the consultant the city paid over half a million dollars in public money to design the process that produced this board is now its acting executive director. This board didn’t emerge from the community. It was assembled by the people who funded the takeover.

“This board didn’t emerge from the community. It was assembled by the people who funded the takeover.”

This is the final chess piece in a 20-year game. And I know that because I was there for the first one.

I was a 9th grader at Shortridge High School when the Mind Trust brought John Legend to Indianapolis. I remember being on that field trip, sitting in that room, caught up in the excitement of a global superstar telling us that the future of our schools was bright. I didn’t know then that I was watching the beginning of the end of IPS as we know it. I was a kid. I didn’t know what any of it meant.

I graduated from Shortridge 13 years ago. And I have spent the years since watching that moment slowly reveal itself for what it was.

John Legend wasn’t there for us. He was there to give community cover to the privatization of Indianapolis public schools: a coordinated decades-long effort involving the Mind Trust, Stand for Children, RISE Indy, the Walton Family Foundation (Walmart), Bloomberg Philanthropies, Reed Hastings (Netflix), John Arnold (Enron), and the political allies who carried their water at the statehouse. The money trail is all public record. You don’t raise $134 million and fly in a Grammy winner because you’re running an education experiment. You do it because you need people to stop asking questions.

Since 2006, the Mind Trust has raised over $134 million (their own number, from their own website) working toward this exact moment. They used dark money to purchase school board seats. They ran a legislative process that was designed from the beginning to land exactly where it landed.

The cruelest part of this privatization agenda is that real parents with real concerns were recruited, conditioned, and in some cases compensated to be the public face of something they were never given the full picture on. Their frustration was real. What was done with it was manipulation. They took the pain of Black and brown families navigating a broken system, pointed it in the direction that served them, and called it community engagement. That’s not parent voice. That’s manufactured consent with a marketing budget.

And long before any institution took an official position, there were everyday people in this city, parents, teachers, neighbors, who saw exactly what was happening and said so out loud. They got dismissed. They got ignored. They got outspent. The community has been screaming about this for years. What happened recently is what it looks like when nobody in power listens or cares about the community they are tasked to serve.  

When nearly twice as many people testified against this plan as those who supported it, it didn’t matter. The votes were already lined up. The legislation was already written. The board members were already chosen.

That’s not democracy. That’s the performance of it.

My grandmother had a saying: fat meat is greasy. It means learning a lesson the hard way after ignoring advice that was right in front of you.

A lot of us have been saying this for years. The receipts have been public. The Mind Trust got exactly what they came for. Now all of us — students, parents, educators, communities — have to live in whatever comes next. If this is the first time you’re hearing it, I hope today is the day it becomes impossible to ignore.

I want to be clear about where accountability lives here because this is not a partisan story. State Republicans wrote the legislation and pushed it through. Local Democrats, on the city council and beyond, had every opportunity to protect democratic governance in this city and chose not to. Mayor Hogsett convened the very process that produced these recommendations and appointed the board that will now run our schools. There is no version of this story where the spineless performance of our local elected officials doesn’t deserve to be named directly.

Both parties failed Indianapolis. Full stop.

IPS spent years being held up as a broken system that needed fixing. What actually happened was a live demonstration of how to take a public school system apart and replace democratic accountability with private control without firing a single shot. The enrollment flight that became the justification for this takeover was engineered by the same organizations now running the solution. And everyone in that room when the final vote was cast knew exactly where it was going.

I say this as someone who cares about every child in this city, Black, brown, white, charter school, public school, all of them. Every student in Indianapolis will feel this. Charter families included. This was never about kids versus kids. It was always about who controls the institution.

This was never about kids versus kids. It was always about who controls the institution.

We are living through modern day colonialism dressed up in innovation language. And the proof is in the outcome. Our schools are more segregated today than they have ever been. That’s not an accident. That’s by design.

The IPS that shaped me — that shaped generations of Indianapolis kids — has potentially changed forever. That matters beyond politics because schools are not just buildings and test scores. They are where communities build identity, pass down culture, and figure out who they are. This city has a documented history of coordinated institutional action against Black communities that most people were never taught. Crispus Attucks was built in 1927 to keep Black students out of white schools, segregation dressed up as institution building. Indiana Avenue, once a thriving Black cultural and economic district, was deliberately destroyed between the 1950s and 1970s through highway construction, IUPUI expansion, and eminent domain. Over 12,000 people were displaced. 400 acres of Black history erased. Coordinated by universities, hospitals, city leaders, and state government. Busing in 1981 put the burden of desegregation on Black children while white families simply moved further out. And now this. One day this moment will be remembered alongside all of those — another decision about Black children where the outcome was predetermined before the community ever had a real say. Different decade. Different language. Same intention.

IPS was first. This sets a dangerous precedent for every district in this state. The Indianapolis-Marion County townships, the rural districts, the suburban districts. Any community that powerful people decide isn’t capable of governing itself is vulnerable to exactly what happened here. That’s the part that should terrify everyone regardless of where your kids go to school. This isn’t just about Black and brown communities anymore. It’s about who gets to decide that a community isn’t smart enough or capable enough to make decisions about their own children’s education, and then build the infrastructure to take that power away from them. Indianapolis just showed them how.

The only chance we have going forward is making sure our next mayor isn’t full of shit. And it means holding every elected official, Democrat and Republican, local and state, accountable for what they did and didn’t do when it mattered.

Here’s what I know. The ability to elect the people who make decisions about your children’s education is not a bureaucratic detail. It is democracy’s most basic promise. When you erode that at the school board level and nobody stops it, you have established that it can be done. And if it can be done with education, the institution we trust most with our children and our future, then nothing is off the table.

This feels like a loss because it is one. But public schools have survived worse because the communities behind them refused to quit. That community is still here. It has always been here. No appointed board can change that. The fight doesn’t stop today.

Show up for our school boards. Know who represents us. Demand better from our mayor, our city council, our state legislators.Get involved in our local elections like our kids’ future depends on it, because it does.The people making these decisions are counting on our exhaustion. We can’t give it to them.

Nigel Long is a cultural organizer, event producer, and community builder based in Indianapolis. He is the Founder of SoundOff and serves as Chairperson of BLACK: A Festival of Joy. He is a proud graduate of Shortridge High School and an IPS parent.

Categories Accountability, Charter Schools, Competition, Democracy, Disruption, Education Industry, Ethics, Extremism, Indiana, Indianapolis, Inequity, Privatization

The Corporate Takeover of Public Schools in Indianapolis

By dianeravitch
April 21, 2026 //
4

So-called reformers continue to pursue a fantasy: they believe that changing the governance of public schools will lead to improvement in the education of children.

And so they advocate for mayoral control, state takeovers, charter schools, vouchers.

They choose to ignore the overwhelming consensus among education researchers that the home lives of children has a far greater impact on children’s school performance than the governing structure.

Here is a case in point, offered by In the Public Interest.

If you’re worried about corporations taking over public schools, this next sentence will not allay your worry: The state of Indiana just turned over much of the responsibilities for the city of Indianapolis’ schools–public and charter–to something called the Indianapolis Public Education Corporation (IPEC).

“This new organization will be charged with building and transportation management for both charter and traditional public schools,” reports Governing. “It will also be charged with creating a single set of evaluation criteria for both types of schools.”

Admittedly, it’s a nonprofit corporation and its nine board members are appointed by the mayor with statutes to determine the corporate board’s membership: three come from the Indianapolis Public Schools [IPS] board of commissioners–which still exists, three from the charter school industry, and three with administrative and financial expertise. 

In reality, however, four board members are from the charter industry. Its board chairman is David Harris, who founded the Mind Trust-Indianapolis, the driving force pushing the charterization of the district. Harris is the President and CEO of Christal House International that operates the Christal House Academy charter chain. According to the organization’s 990 tax form, in 2025, Harris received $554,148 in compensation.

But IPEC inserts a layer of control and bureaucracy beyond–or, better put, around–Indianapolis’ elected school board. At least as troubling as that is the fact IPEC was given the authority to levy property taxes that it can use to fund–with public money–charter schools. This puts charter schools on equal footing–and funding–with public schools–a dangerous precedent that is certain to be attempted elsewhere. 

One of IPEC’s first orders of business is likely to be placing on the November ballot an operating referendum since IPS’ expires at the end of this year. While Indianapolis Public Schools expects a $40 million deficit for the year, that might have been addressed if IPS’s attempt to place an operating referendum on the 2023 ballot hadn’t been derailed by the charter school industry and the Greater Indianapolis Chamber of Commerce. 

For public school advocates, the implications of the new, non-elected board are clear–and disturbing.

“What is occurring in Indianapolis is part of a growing movement to destroy the neighborhood school governed by the community and replace it with a corporate vision of schooling that sees the marketplace and competition as the primary drivers of quality,” Carol Burris, executive director of the Network for Public Education, tells In the Public Interest. “We are now more than thirty years into the charter school experiment, and we have yet to see the miracle.”

Jeff Hagan
Communications Director

Categories Education Industry, Indiana, Indianapolis, Parents, Research, Students

New Hampshire: The Dirty Secret of Vouchers for All

By dianeravitch
April 20, 2026 //
2

Garry Rayno, writer of “The Distant Dome” for inDepthNH, has been covering the legislature for many years. The presence of a large faction of libertarians in the legislature make it difficult to predict what they will do.

In this post, he reviews the likely consequences of passing a voucher bill for which everyone is eligible.

Rayno wrote about what vouchers will accomplish: They will subsidize the well-to-do while diminishing the resources of poor districts.

He wrote:

This week the House will vote on what is perhaps one of the Republicans’ biggest priorities, universal public school open enrollment or Senate Bill 101.

The bill has changed since it left the Senate with a new funding source so one town’s school property tax dollars are no longer sent to another school district following one of its students.

Under the new plan, the district enrolling another district’s student would receive a $9,000 payment from the state’s often tapped Education Trust Fund which was originally established to hold state tax dollars for public education separately to guarantee the state meets its obligation to provide its students an adequate education and to pay for it.

Over the last five years about $130 million dollars has been drawn from the trust fund to largely subsidize the education of children who were not supported by the state dollars because they are in private, or religious schools or homeschooled and their parents were footing the bill.

Despite two superior court rulings the state is not meeting its obligation to pay for an adequate education for its students, lawmakers have not seen fit to increase state aid to public schools which receive about $4,200 per pupil in state aid, along with differentiated aid for poverty, English language learners and special education making the average per pupil aid around $5,000 per student.

If this bill passes, and it probably will, even more money will be drawn from the Education Trust Fund to pay for students moving from one public school to another.

The State Department of Education declined to predict how many students might take advantage of the new open enrollment policy, so just how much of a hit the trust fund will take is not known.

The trust fund is not the only entity that will experience financial loss with the new policy.

The school district losing the student will lose his or her state aid which ranges from $4,200 on the low end to about $8,000 on the high side.

Chances are the districts losing students will be in property poor communities that can ill afford to lose any state aid for their schools without impacting property taxes. Even if they reduce staff if enough students leave, many costs like buildings, electricity, heating and transportation will remain the same.

The district receiving the students will receive the $9,000 per student state aid but its average per pupil cost is likely to be higher than the state average of about $23,000 per student.

That means the receiving district will have to pick up the difference in theory although adding a few students is not likely to change overall costs much.

And the big issue still hanging over the open enrollment bill is who pays for a student’s special education costs who transfers.

The sending district is responsible for those costs, so some — and it may actually be many — school districts will be sending the receiving districts substantial checks to cover special education services which have been growing steadily more expensive with the state and federal governments not living up to their obligations to pay those bills.

That means local property taxpayers in a sending district will continue to pay the majority of the special education costs for their student if he or she transfers out of the district.

Under the bill, parents are responsible for their student’s transportation to the new school although they can make arrangements with the receiving districts to drop their student at a convenient bus stop, but that is not guaranteed.

Looking at the bigger picture, who will be able to participate in the new open enrollment scheme? Probably not a single parent — most likely a mother — who has to work one or two or three jobs to support her children, or poor families with both parents working.

The largest group served by the open enrollment plan will be children of well-to-do parents who have the time and money to drive their children the 10 or 50 or 100 miles to the school of their choice be it for academics, the theater, music, art or athletic program, or even the special education services, to schools in property wealthy school districts.

Once again it is the reverse Robin Hood concept where the property wealthy districts and wealthy families receive the greatest benefit while the property poor districts and their families will see less state aid and dwindling educational resources for their children.

Much like the state’s voucher program, while it was originally touted as a way for low-income parents to access the best educational environment for their children, the greatest benefit is to those families wealthy enough to send their children to private or religious schools or to homeschool their children.

There is a lot of rhetoric about open enrollment providing the best educational experience for children, but that is only true if you can afford to and have the time to transport their children to another school district.

Since the supporters of the voucher program or Education Freedom Accounts, were able to open the program to any eligible parent in New Hampshire last year regardless of income this year, they have proposed several other ways to expand it beyond the legal cap of 10,000 students this year and 12,500 this coming school year by opening it up to military families and allowing EFA students to take classes at their local public schools at no cost.

When the program originally passed, EFA students were not allowed to go back to their former school for a class or two, there was a bold black line.

Now supporters of the program want to blur the line which is fine for the student and his or her parents but not the school districts which lost the state aid associated with those students.

The proposed changes do not help those low-income parents who were used to finally get the program passed by including it in the budget package during the 2021 session, but are now seldom mentioned. The program did not have the votes to pass on its own five years ago.

If the voucher program were truly helping kids who do not do well in the public school environment from low-income families, there would be a lot less opposition.

Those kids are a small minority and do not receive the vast majority of the benefits.

Those who benefit from the new open enrollment program are the same people who benefit from  the voucher program, those wealthy enough to send their children to private and public institutions and homeschool, not those leaving public schools, who are few and far between and a declining percentage.

The greatest beneficiaries of this “school choice” push are not the ones who need government’s help. They can do quite well on their own.

And all of these changes to public education do nothing to reform it or fund it adequately, but do make it more difficult to provide for the educational needs of 90 percent of the state’s children who attend public schools.

And that is the bigger picture too many people fail to see.

Categories Accountability, Education Industry, Education Reform, New Hampshire, Privatization, School Choice, Vouchers

Arizona: State Supt. Intervenes to Save Failing Charter School owned by Multi-Millionaire

By dianeravitch
April 14, 2026 //
2

In Arizona, the state charter board did the right thing: it planned to close an online charter school with a long record of failure. But the owner of the charter school was a big Republican donor. And he was a multi-millionaire, who had been richly rewarded by his ownership of Primavera. He had a meeting of the minds with the State Superintendent of Schools, Tom Horne. Horne is a strong believer in choice. Suddenly, Primavera’s grades were recalculated and closure of the piggy bank was off the table.

Veteran reporter Craig Harris told the story for Channel 12:

PHOENIX — For more than a year, Arizona’s largest online charter school, Primavera, and its multi-millionaire owner, Damian Creamer, faced the very real possibility of being shut down. 

Plagued by poor academic performance and mounting scrutiny, the State Charter Board had already taken multiple steps toward revoking the school’s charter in 2025.

But in a surprising turn of events, Primavera has been given a lifeline — thanks to an intervention from Republican State Schools Chief Tom Horne.

The decision sparked frustration among board members who had spent months working toward closure.

Longtime board member James Swanson, reflecting the general mood of the 11-member board.

He said the board acted within its authority to hold Primavera accountable after students recorded “D” letter grades for three consecutive years ending in 2024.

Board Chairwoman Jessica Montierth echoed that sentiment after the 9-2 vote, noting the significant time and effort invested in the case. 

“Our authority is based on following through with policy and procedure, and that’s what we have done,” she said, adding that the outcome was difficult to accept given the circumstances.

The controversy surrounding Primavera intensified following a 12News investigation early last year. 

The 12News Investigates report in February 2025 revealed that the school’s owner, Creamer, had paid himself $24 million since 2017.

At the same time, the school consistently underperformed academically as the Charter Board gave Primavera its worst annual rating four times: Falls Far Below Standard. Two times, Primavera got the second-worst rating: Does Not Meet Standard. 

The free-wheeling at Primavera is a byproduct of Arizona’s loosely regulated charter school industry that allows owners to make as much money as possible for years with public funds. 

But in March 2025, the Charter Board formally voted to begin the process of shutting the school down after it received three consecutive annual “D” letter grades.

Creamer, who did not attend Tuesday’s meeting, previously attributed the low grades to administrative errors. 

He argued that Primavera should have been evaluated under alternative school standards rather than traditional ones. 

And he appealed directly to Horne, after having the support of Republican leaders who also lobbied the Charter Board on his behalf. 

“We’re so grateful for Tom Horne,” Creamer, a major GOP donor, said during a press conference in mid-March 2025. “For working with us so that we can correct this administrative error.”

Horne twice that month said he wasn’t going to intervene. 

“My first priority for all public schools is academic success,” Horne said in March 2025. “It is important that charters and district schools alike are held accountable for the quality of education they provide. The Board’s action demonstrates that these are not just words, but actions. Primavera is being held accountable and losing its ability to operate because of poor academic results.”

Horne, however, later allowed Primavera to privately meet with his staff and present new records to his office.

The board accused Horne of taking the “unprecedented steps of retroactively reclassifying Primavera from a traditional school to an alternative school, reopening prior-year data, and allowing the submission of additional information.”

That was key because traditional charter schools are evaluated under higher academic measures, while alternative schools, which typically serve higher-risk or non-traditional student populations, are evaluated with different performance expectations.

It’s unclear when Horne, who is currently in a tight re-election campaign against Treasurer Kimberly Yee for the GOP nomination, made all of the changes. 

But Charter Board officials on Tuesday said Horne’s intervention resulted in the Department of Education indicating the school would have received three Alternative “C” grades instead of three “D” grades under the traditional model. 

The board, in a statement, said this “after-the-fact rewrite of Primavera’s academic performance fundamentally changed the facts underlying the Board’s case long after enforcement had begun, effectively removing the Board’s ability to proceed under its established authority.”

Remember, “it’s all about the kids! No child should be trapped in a failing charter school! Parents know best!”

Categories Accountability, Arizona, Charter Schools, Education Industry, Ethics, Failure, For-Profit, Fraud
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