Archives for the month of: July, 2013

Long Island principal Carol Burris recently examined the effects of Michelle Rhee’s IMPACT program in DC.

It was started in 2009. By now they have enough data to identify all the great teachers, right?

They know enough to demonstrate whether three great teachers in a row closes the achievement gap, right?

But test scores in D.C. have been nearly flat since IMPACT was adopted.

The achievement gap in D.C.–for both blacks and whites, Hispanics and whites–remains the largest of any urban district tested by the National Assessment of Educational Progress.

So what happens to Rhee’s favorite tale about three great teachers in a row?

Apparently IMPACT has neither identified them nor found enough to make a difference.

Instead, the teacher attrition rate has increased.

By now, only “great” teachers should be left standing.

But obviously it doesn’t work that way.

 

The Los Angeles Times reports that the Los Angeles Fund for Public Education (co-founded by Superintendent John Deasy and some of the city’s wealthiest citizens) will contribute $750,000 to revive arts education in that city’s public schools. Teachers will receive training to integrate arts education into math, social studies, and other areas of the curriculum.

This is a sad response to the gutting of arts education in the LA schools.

Integrating the arts into other subjects is a ruse. Children need to sing and dance and learn to play musical instruments. They won’t do that in math class or history. Eliminating arts teachers is not the way to revive arts education.

Bear in mind that the district has cut funding for the arts by 41% since 2008 and currently devotes only 2% of elementary school time to the arts.

The story makes the following points:

“After five years of brutal cuts in arts education, Los Angeles Unified is gearing up to bring more music, dance, theater and visual arts into core academic classes under a three-year, $750,000 initiative to be announced Thursday by the Los Angeles nonprofit group funding the effort.”

And this:

“In October, the L.A. school board directed the district to craft a five-year “Arts at the Core” plan that would nearly double such funding to its 2007-08 level of $32 million. Among other things, the plan aims to restore some traveling arts teachers, who spread their time among multiple elementary schools; their numbers have been slashed by half to just over 200 last year.”

And this:

“The ratio of middle school students to art teachers in the district is 413 to 1, compared with 68 to 1 in Beverly Hills Unified…”

Idaho just recently approved Teach for America as a “state sanctioned vehicle for the preparation of teachers in Idaho.”

At first I thought this was an April Fools joke but it isn’t April.

The weakest aspect of TFA claims is its “preparation” of teachers in only five weeks. If that is all it takes, then teaching is not a profession but a job for temps.

Travis Manning, a high school English teacher in Idaho explains why this is a very bad idea.

John Hechinger of Bloomberg News has unearthed the unsavory practices of the “debt relief” industry.

These are loan sharks that advertise that they will help people pay off their students loans, then charge them as much as $1,600 for services they could get for free from the government.

It is a good business, but it preys on uninformed people.

It is best to be informed, know your rights, contact your Congressman’s office to find out what is available before falling for these lures.

When the Los Angeles school board prepared to elect a new president, Superintendent John Deasy let it be known that he might resign if Richard Vladovic won the election.

Vladovic won by 5-2. The two nay votes came from outgoing president Monica Garcia and her ally Tamar Galatzan.

Before the election, there were rumors that Vladovic was under investigation for verbally abusing board employees, and newspaper accounts suggested that Deasy was trying to derail his candidacy. That did not help their working relationship.

The new board passed a resolution endorsing class size reduction, a measure opposed by Deasy. Deasy favored a motion by Galatzan proposing more money for high-needs students, which was postponed by the board.

In a show of defiance, Deasy said he would comply with the resolution that was not passed because the board did not forbid him from doing it. Deasy opposes reduced class size because it will mean hiring more staff.

This is what he told the LA School Report (a pro-corporate reform newspaper):

“The Board voted down the directive to have me come and do it,” said Deasy, referring to Galatzan’s local spending resolution. “[But] they can’t stop me from doing it; we’re doing it anyway. If they had voted to prevent me from doing it… well they didn’t think of that.”

“The Superintendent explained that the future spending plan the Board ordered him to produce will comply with the Board-passed Kayser resolution regarding staffing (or as Deasy derisively called it, a “directive to hire every human being on the West Coast”) but will also include some form of the local spending plan he and Galaztan have been advocating.”

When the unions learned that Deasy would ignore the board vote, they wrote a letter to the board.

They raised the question about why Deasy intended to flout the authority of the board he works for.

With a number of strong wills converging, this will be worth watching.

Bottom line: How long will Deasy last as an employee of a board whose leadership he does not like or trust, and how long will the board tolerate insubordination by Deasy?

Karen Francisco, editorial page editor of the Fort Wayne Journal Gazette, writes that she is often asked to explain what a charter school is. She used to say that it was a publicly- funded school that is exempt from many state regulations in exchange for higher accountability.

But now she sees failing charter schools turn into voucher schools or go shopping for an authorizer with low or no standards.

She writes:

“If I’m feeling less charitable, I explain that charter schools are an effort to weaken and destroy teacher unions. Charter operators hire primarily young, inexperienced teachers; work them to death and then decline to renew their contracts when they should be giving them raises.”

But when she read about the bond investors’ conference this week, she realized that the driving force behind charters is not accountability, it’s not just union-busting, it’s profit.

William Mathis, a former school superintendent in Vermont, now associated with the National Education Policy Center, analyzed the proposed legislation of both Democrats and Republicans and finds that both parties have no understanding of the damage wrought by No Child Left Behind.

Washington insiders continue their hapless crusade to “reform” the schools by high-stakes testing and privatization. The Democrats want the federal government to do more of it, and the Republicans want the states to do it. Neither has a vision for the future.

Neither shows the slightest indication that they understand the real problems of American education, many of which have been inflicted by NCLB and Race to the Top.

So instead of ditching the failed policies of the past dozen years, both parties cling tenaciously to them.

He concludes:

“When Abraham Lincoln called on the mystic chords of memory, he drew upon those principles that bind us together. He drew upon the common good. At that time, equality was so embraced that it found Constitutional power and protection in the thirteenth amendment. At the beginning of the twentieth century, a wave of state Constitutional amendments enshrined public education because a functioning democracy demanded education and equality for all. In 1965, when we dreamed of a great society, we furthered our reach with the supportive help of the ESEA.

“Today, both Democrat and Republican versions of the reauthorization give vacant, distracted nods to these principles. They fail to ring with great purpose. They do not stir the soul. They are unlovely and parrot our social and economic strategies. In both they punish the poor, loudly proclaim liberty and
equality, and provide only the rhetoric of opportunities.”

 

This post was written by Sharon Higgins, a parent activist and indefatigable blogger in Oakland, California. Her blogs include “Charterschoolscandals,” wherein she tracks the amazing variety of graft, theft, corruption, scandals, and other predictable consequences of deregulation of public money with little or no oversight (I.e., privatization). She has written on many occasions about the proliferation of Gulen-inspired charters, which are now the largest chain in the nation.

Higgins writes:

This weekend, hundreds of people from all over the country, mostly Turkish Americans, are traveling to Saylorsburg, Pennsylvania, to protest Fethullah Gulen at his remote compound in the Poconos. Among other activities, Gulen’s followers (a.k.a. the “Gulen Movement”) operate a global network of schools, including the largest charter school network.

Yesterday, an Associated Press report about the protest was picked up by news agencies across the US. A local paper published a more in-depth piece (“Protesters expected at Saylorsburg Islamic center: West End cleric criticized by opponents of Turkish regime.” Pocono Record, 7/10/2013). Both articles mention that a Facebook page was created two weeks ago to organize the event.

In conjunction with the major Pennsylvania protest on Saturday, July 13, a small protest will take place at a Gulen Movement-associated charter school in Oakland, California.

In addition, Mary Addi, the former Ohio Gulen charter school teacher who appeared on last year’s CBS 60 Minutes report about Fethullah Gulen, has started an online petition calling on the Obama administration to investigate the “Gulen-inspired” charter schools for “violating the civil rights of American teachers and administrators for the past eleven years by blatantly ignoring federal age, nationality, and gender equal opportunity laws.” It needs our signatures.

How the protest and the Turkish uprising are tied to Fethullah Gulen and his followers

The Pennsylvania protest is an extension of the Turkish protests that have been drawing international attention since late May. The Turkish uprising is against actions and policies of the country’s leadership and Islamist-leaning Justice and Development Party (AKP), the ruling party which took power over a decade ago. These excerpts describe how Fethullah Gulen and his followers are directly connected to the current Turkish regime:

— “Gülen is considered one of [Turkish Prime Minister] Erdoğan’s most powerful allies but is reviled and feared by much of Turkey’s population.” — “Letter from Turkey: The Deep State.” The New Yorker, 3/12/2012

— “But the [Gulen movement’s] stealthy expansion of power — as well as its tactics and lack of transparency — is now drawing accusations that Mr. Gulen’s supporters are using their influence in Turkey’s courts and police and intelligence services to engage in witch hunts against opponents with the aim of creating a more conservative Islamic Turkey… We are troubled by the secretive nature of the Gulen movement, all the smoke and mirrors,” said a senior American official, who requested anonymity to avoid breaching diplomatic protocol. ‘It is clear they want influence and power. We are concerned there is a hidden agenda to challenge secular Turkey and guide the country in a more Islamic direction.’” — ““Turkey Feels Sway of Reclusive Cleric in the U.S.” The New York Times, 4/24/2012

— “When the moderate Islamist AKP took power in 2002, the Gulen movement provided indispensable support for [Prime Minister Erdogan] with its extensive influence in the media, police and judicial system.” — “Who is Fethullah Gulen, Turkey’s Powerful Cleric in Self-Exile?”, International Business Times, 6/6/2013

— “Followers of [Fethullah Gülen] have established a global network of schools, banks, insurance funds and media outlets. They present themselves outwardly as modern, but pursue an uncompromisingly Islamist agenda. And increasingly, they are calling the shots within the Turkish government…” — “Turkish Power Struggle: Brotherly Love Begins to Fray in Ankara.” Der Spiegel, 6/25/2013

Where’s that big, investigative piece, Mr. Hayes?

As an American Foreign Policy Council report of March 2013 astutely points out at its conclusion: “The charter school experiment has resulted in the United States being the only country in the world where the Gülen Movement has been able to establish schools fully funded by the host country’s taxpayers.”

Got that everyone?

In March 2012, Chris Hayes, host of MSNBC’s All In and Editor at Large at The Nation tweeted this question: “How come no one has done the big, investigative piece on Turkish Imam Fethullah Gulen and his movement’s global school network?”

Well that’s a really good question, Mr. Hayes. With most taxpayers still in the dark about this secretive and controversial group and its highly questionable and alarming activities — and with four new Gulen charter schools opening next month (bringing the total to 139 schools in 27 states) — maybe it’s time for you to press on that using your influence as an important member of the US media.

By Sharon Higgins
Oakland, California

When New York State Comptroller Tom Di Napoli informed Eva Moskowitz’s Success Academy charter chain of his intention to audit its financial records, the corporation sued to block the audit of public funds on grounds it was unconstitutional.

According to the story in a legal journal,

“Success Academy claims that a 2009 ruling by New York’s highest court found the Legislature overstepped its bounds by passing legislation in 2005 that authorized the comptroller to audit charter schools.
“Despite fine-tuning in 2010 that resurrected the audits, they’re still unconstitutional, Success Academy claims.”

In fact, Di Napoli has audited other charters based on the change in the law in 2010 that was written specifically to authorize the Comptroller to audit the use of public funds.

In one of Success Academy’s letters to the Comptroller, it asserts that the comptroller lacked the authority to conduct such audits under the state constitution, which authorizes reviews “of any political subdivision of the state” – which charter schools are not.”

Not being “a political subdivision of the state” is another way of saying that the charter corporation is a private contractor, NOT a public school. This has been the standard line of charters across the nation to evade state labor laws and other laws that apply to public schools but not to private contractors.

Eva Moskowitz’s Success Academy charter schools (originally called Harlem Success Academy) have been ruthless in grabbing public school space from existing schools and crowding their “hosts” out.

Currently they are involved in taking space from a Harlem public school dedicated to children with special needs.

Moskowitz has several fabulously wealthy hedge fund managers on her board. It is a shame that they are unwilling to contribute the money to buy or lease space for their charter, instead of pushing out the city’s neediest students.