Archives for the month of: July, 2013

Jonathan Pelto reports that Debra Kurshan, the state’s “Chief Turnaround Officer” is leaving for another position after eight months on the job.

What a close and cozy world these corporate reformers inhabit!

As Pelto writes:

“Commissioner Pryor has announced that Kurshan, who previously served as the head of School Portfolio Development for Mayor Bloomberg’s school privatization efforts and also worked as a consultant to the superintendent of the Louisiana Recovery School District in New Orleans, is leaving the state to join an unnamed education consulting firm.

“Before her short stints with the Bloomberg Administration and Paul Vallas’ old Louisiana Recovery School District, Kurshan was with the education reform group, Education Pioneers, where she worked at Village Academies Network, a charter school management organization operating two schools in Harlem, New York.”

“In New York City, Kurshan worked on closing public schools to make room for charter schools and co-locating charter schools in public school spaces.”

Have you noticed that “turnaround” is a synonym for privatizing?

These reformers feel no association with public education. They see their mission as helping kids move to privately managed schools.

Do they ever reflect on the end game?

The public is beginning to awaken to the realities of what is deceptively called “school reform.”

Read David Sirota’s terrific piece on how they are unraveling, here.

First, what is happening in state after state, in direct response to federal policy, is school destruction, not reform.

Second, the end game for the so-called “reformers” is privatization, not reform.

Everything the “reformers” advocate fails to produce better education.

Charters and vouchers are not only privatization, but they promote greater segregation and social stratification.

The endless testing regime has generated a backlash that reaches into every district in the nation.

The recent release of the NAEP Long-Term Trend data for 2008-2012 showed virtually no improvements in test scores for that period of time, just as NCLB and Race to the Top converged.

The “reformers” are the status quo.

It is a status quo that is bad for students, bad for teachers, and bad for the quality of education.

At some point, the public will demand change, and the reformers will be finished.

Gary Rubinstein is a former member of Teach for America, and he is now one of its toughest critics. He is also its best friend, but TFA doesn’t know it. His criticism is always fair and insightful, never angry or mean spirited. If TFA would listen to him, it could reclaim its original mission and goals.

Because it does not listen, it does not learn. Instead, it cements its image as a narcissistic, elitist, arrogant organization that recruits bright young people and sends them ill-prepared into some very tough schools.

In this post, Gary explores how TFA cultivates condescending attitudes towards students, parents, and communities while indoctrinating its trainees to believe that failure in school or in society is the fault of bad, uncaring teachers. Implicit in this attitude is the belief that caring–a TFA specialty–will be enough to overcome all obstacles. Implicit too is the belief that the youngsters in TFA are infinitely smarter than those failed veteran teachers.

Twenty years of this posturing by the organization can create a bad reputation, especially among veteran teachers, whose help the TFA kids need.

TFA would be wise to listen to Gary. He gives them good advice.

A bit over a year ago, I wrote about the arrival of a new superintendent in Dallas. Mike Miles is a man with a military background who is a graduate of the unaccredited Broad Superintendents Academy. What could go wrong?

He had a long list of goals, for example:

“By 2020, he says, the graduation rate will be up to 90% from the 2010 rate of 75%.

By 2020, SAT scores will jump by 30%, and 60% of students will achieve at least a 21 on the ACT.

80% of students will be workplace ready, as determined by assessments created by the business and nonprofit communities.

He will create a new leadership academy to train principals in one year, based on what sounds like NYC’s unsuccessful one.

Teachers will be observed up to ten times a year, and these observations will factor into a pay-for-performance plan.

All classroom doors must be open all the times. so that teachers may be observed at any time, without warning.

Principals will have one year “to demonstrate that they have the capacity and what it takes to lead change and to improve the quality of instruction.”

Miles did not say how he intends to measure whether principals have this capacity.

By August 2015:

“At least 75 percent of the staff and 70 percent of community members agree or strongly agree with the direction of the district.

At least 80 percent of all classroom teachers and 100 percent of principals are placed on a pay-for-performance evaluation system.At least 60 percent of teachers on the pay-for-performance evaluation system and 75 percent of principals agree that the system is “fair, accurate and rigorous.”

But things did go wrong.

A reader sent this commentary. If you live in Dallas and you have a different perspective, let me know.

The reader writes:

A year later, and what has Dallas seen?

1. Bloodletting has extended to principals. Board formally fired two principals, both popular with teachers and students.

2. Board no longer supports Miles. Budget meetings last week were nasty. Board was very unhappy with $4 million spent for a “principals academy.” Board members realize that their favorite principals are in Miles’s crosshairs, and they realize there is probably no good reason for that.

3. Miles’s staff has been wracked with dissent. His hand-picked “cabinet” of seven or eight top aides has fallen apart, with some positions turning over three times in a year, with experienced and respected pro administrators leaving abruptly, and with one indicted in the Atlanta cheating scandals. The TFA hire hasn’t worked out.

4. Texas has turned on teachers AND administrators.

5. Dallas ISD has what looks like zero swat in Austin, with the legislature refusing to restore death-dealing cuts to education from a year ago.

6. Test results and fair measures of student performance seem to have stalled.

7. Summer school had to scale back. Teachers refused to work for extra money because they fear arbitrary evaluations, which continue during summer school classes.

If there is a single, clear educational advance in Dallas, can someone point it out to us?

Alas, our wishes of good luck were all the teachers got.

This is a stunning research job by Jersey Jazzman about the money tree that is turning canny businessmen into multimillionaires by investing in charter schools.

They package financing from the U.S. Treasury Department, the U.S. Department of Education, the Walton Family Foundation, and they spin it into gold–for themselves.

The family charter group he describes controls over $100 million in real estate. They have gotten very, very rich.

Here is his conclusion. Please read the whole post. It is jaw-dropping.

“…while we can debate the relative merits of charter schools, one thing is quite certain: any notion that the charter industry is “all about the kids” needs to be dismissed, because there are adults who are clearly making a lot of money off of charter expansion. And it’s not just people like the Zuluetas: Bruno himself, according to Building Hope’s 2011 tax return, earned $388,709 in compensation and another $56,865 in benefits for a year’s work. In contrast, the average Florida teacher salary is $45,723.”

These are the same people who claim that teachers don’t put children first. What do they put first? It is not the children.

– See more at: http://jerseyjazzman.blogspot.com/2013/07/make-big-money-building-charter-schools.html#sthash.9D3ptFh6.dpuf

It is not news to readers of this blog that public education is under attack in cities across the nation by a politically powerful and heavily funded privatization movement. In some states, this movement has moved into the suburbs as well.

This video pulls away the mask of reform and explains in clear detail the nexus of connections behind the privatization movement in Minneapolis. This district was once the largest in the state. Due to the proliferation of privately managed charters, it is now the third largest in Minnesota.

The video has no production values. It is a simple narration of a complex graphic that displays the web of relationships among powerful foundations, one very powerful family, national organizations, and corporate interests.

All the big players have converged on Minneapolis: 50CAN, DFER, TFA, and many more, abetted by one powerful local family that owned the city’s biggest newspaper, sold it, and now owns the online newspaper Minnpost.

Charters in Minneapolis are more segregated than the public schools and get lower scores.

These inconvenient facts do not slow the advance of the privatization movement. They present themselves as idealists, and some are fooled by the rhetoric about “saving minority children from failing schools” and “closing the achievement gap.” They are flush with cash and federal tax credits, and fueled by ambition, a love of power, media adulation, and–for some–tidy profits.

Left to their own devices, they will restore a dual school system, both publicly funded, one free to kick out students, the other a dumping ground for the kids unwanted by the charters.

Left to their own devices, they will destroy public education in America.

In response to a judge’s ruling that he lacks the proper credentials to be a superintendent in Connecticut, Paul Vallas will fight for the job. The attorney for the city will lodge an immediate appeal. The governor says it is a local issue, but says that if he ran Chicago, Philadelphia, and New Orleans, he must be qualified even if he doesn’t meet the demands of the law.

Lots of interesting things going on about education but I have to say something about what is happening in Egypt.

I am a historian by trade, and I care passionately about democracy and the democratic process.

I don’t think a modern society can evolve when democracy is stifled.

The people are not always right but they should always have the right to participate in choosing their leaders.

That is why I am very uneasy about the military coup in Egypt.

The papers list all the problems with Morsi, but he had one big advantage: He was freely elected in a fair election.

He had legitimacy because he was elected. Those who ousted him lack legitimacy.

If the people don’t like what he was doing, they should go to the polling places and vote him out.

Knowing that the U.S. government pumps over $1 billion each year into the Egyptian military, which is supposed to encourage regional stability, I am even more uneasy.

I wonder if our government gave a wink and a nod. The silence of the White House and the State Department is very loud.

I don’t much care for Islamist regimes. But I care very much about democracy.

We–and the Egyptian military–undermine it at our peril.

This comment was posted today:

 

Our approach to discipline is just one facet of the structure offered by Achievement First’s 25 non-profit, college-preparatory public charter schools. This structure provides students with a consistent, safe and productive environment in which they can reach their full academic potential. Our system of consequences, which include demerits, acts as a deterrent to making poor choices. Each week, students who make good choices—displaying traits that will help them achieve future success—far outnumber their peers who are not making the right decisions.

While the structure we provide may be more robust than that at other public schools, so is the caring, nurturing environment we foster. We consistently recognize and reward good decisions with merits, assemblies, public shout-outs and messages on our bulletin boards. Students who display good citizenship, grit and leadership are frequently celebrated and publicly recognized by their classmates and teachers. High school students who have shown responsibility, maturity and academic excellence earn access to college-ready lounges, rooms that are equipped with games, foosball tables, and televisions.The message is clear: good decisions are rewarded with accolades and opportunity. Our frequent opportunities to celebrate academic and character growth are only possible because of the structure offered at Achievement First, a structure built on both discipline and joy.

Achievement First also recognizes that there were an unacceptable number of suspensions at some of our schools last year and we are working hard to address this important issue. At Achievement First, we are constantly reflecting on and refining our policies in partnership with our parents, and we remain dedicated to a culture of high expectations and a college-preparatory environment as part of our promise to families. Despite reaching an unacceptable level of suspensions, we are proud of the outstanding student achievement that has resulted from our overall approach. On the 2012 fourth-grade Connecticut Mastery Test, AF Hartford Academy Elementary students outperformed their peers in Hartford by 37 percentage points at or above goal in an average of math, reading and writing, and their statewide peers by 5 percentage points at or above goal in an average of math, reading and writing.

AF Hartford Academy Elementary parents are very satisfied with the education their children are receiving. Despite the unacceptable number of suspensions, few AF Hartford Academy Elementary students leave the school for “unacceptable” reasons such as concerns with instruction or culture. In the 2011-12 school year, 3 percent of students left the school for unacceptable reasons. On the 2012 Achievement First Parent Survey, 92 percent of AF Hartford Academy Elementary parents agreed, “I would recommend this school for parents of other students in the city.” Similarly, 99 percent of AF Hartford Academy Elementary parents agreed, “The school has very high academic standards and a rigorous curriculum.”

Jonathan Pelto reports that the judge who recently ruled that Paul Vallas was not qualified to serve as superintendent of schools in Bridgeport because he did not meet the requirements of state law decided today that he must vacate his position immediately.

Here is the story in the Connecticut Post.