Archives for the year of: 2014

Next year, students of Hispanic descent will be a majority in the public schools of Texas. Yet the voices of Latino parents, educators, and advocates are seldom heard in legislative hearings. Instead, it is usually business leaders calling the shots.

A new organization called the Latino Coalition for Educational Equality has emerged to express their views and to release the results of a survey.

What issues are at the top of their agenda: adequate funding and well-prepared teachers.

“School finance is, by far, the biggest priority the groups identified, and the report summary echoes a lot of what the Mexican American Legal Defense and Educational Fund (MALDEF) has argued in its piece of the everlasting school finance lawsuit: that Texas’ school funding is based on what lawmakers want to spend, not what a quality education actually costs, and that cuts in school funding have meant scaling back bilingual education programs.

“Interestingly, the teachers surveyed here are all bilingual teachers—either working in school districts or enrolled in teacher prep programs—and they were far more concerned with teacher quality, school accountability and access to books than school funding. Lopez says that’s a reflection of their more direct interaction with classrooms. “School finance obviously is intertwined in every issue,” she says. “You can’t advocate for more materials and more appropriate materials or resources without it being a school finance issue.”

“Teachers and advocates also agreed, according to the report, that “increasing the number of well-prepared Latina/o teachers” should be a top priority—a finding that squares with research suggesting that Hispanic teachers tend to stay in high-needs schools longer, bringing stability to classrooms as well as a cultural relevancy that helps students relate to lessons.

“It’s also worth noting what’s not listed among the top priorities: charter school chains, vouchers and full-time online schools, which the report dismisses as “privatization experiment efforts” that siphon money away from the schools most kids attend. In other words, if you ask Latino teachers and activists—and not Sen. Dan Patrick—there are plenty of “civil rights issues of our time” more pressing than school choice.

“It’s not that teachers and advocates were opposed to charter schools or any particular group of reformers, Lopez says, just those “who come in who have no historical participation in a community, and see it as a potential market.”

In a two-part article called “Florida’s Charter Schools: Unsupervised,” Karen Yi and Amy Shipley of the Sun-Sentinel describe how the state’s weak laws allows charter school operators in South Florida to profit while wasting taxpayers’ money and children’s lives.

South Florida has more than 260 charter schools. Local districts are supposed to oversee them. The laws about who may open a charter school are lax. Charters open and close, and millions of dollars disappear. Is every charter a fraud? No. But members of the charter sector hold key positions in the state legislature, and the charters are the pride of former Governor Jeb Bush, so there is little effort to rein in the miscreants.

The article begins:

“Unchecked charter-school operators are exploiting South Florida’s public school system, collecting taxpayer dollars for schools that quickly shut down.

“A recent spate of charter-school closings illustrates weaknesses in state law: virtually anyone can open or run a charter school and spend public education money with near impunity, a Sun Sentinel investigation found.

“Florida requires local school districts to oversee charter schools but gives them limited power to intervene when cash is mismanaged or students are deprived of basic supplies — even classrooms.

Once schools close, the newspaper found, districts struggle to retrieve public money not spent on students.

Among the cases the newspaper reviewed:

“• An Oakland Park man received $450,000 in tax dollars to open two new charter schools just months after his first collapsed. The schools shuttled students among more than four locations in Broward County, including a park, an event hall and two churches. The schools closed in seven weeks.

“• A Boca Raton woman convicted of taking kickbacks when she ran a federal meal program was hired to manage a start-up charter school in Lauderdale Lakes.

“• A Coral Springs man with a history of foreclosures, court-ordered payments, and bankruptcy received $100,000 to start a charter school in Margate. It closed in two months.

“• A Hollywood company that founded three short-lived charters in Palm Beach and Collier counties will open a new school this fall. The two Palm Beach County schools did not return nearly $200,000 they owe the district.”

The laws were written to make it easy for anyone to open a charter school.

“State law requires local school districts to approve or deny new charters based solely on applications that outline their plans in areas including instruction, mission and budget. The statutes don’t address background checks on charter applicants. Because of the lack of guidelines, school officials in South Florida say, they do not conduct criminal screenings or examine candidates’ financial or educational pasts.

“That means individuals with a history of failed schools, shaky personal finances or no experience running schools can open or operate charters.”

“The law doesn’t limit who can open a charter school. If they can write a good application … it’s supposed to stand alone,” said Jim Pegg, director of the charter schools department for the Palm Beach County school district. “You’re approving an idea.”

“Charter-school advocates say the complexity of the application, which can run more than 400 pages, weeds out frivolous candidates. But school officials in Broward and Palm Beach counties told the Sun Sentinel some applicants simply cut and paste from previously approved applications available online.”

Charter operators can receive approval and funding before they know where their school will be located. Two iGeneration charters in West Palm Beach opened 11 days after school started.

“As students showed up for class, parts of the building remained under construction. Classrooms had not undergone required fire inspections and sometimes lacked air conditioning, district documents show. The iGeneration charters bused their high schoolers on unauthorized daily field trips because they didn’t have enough seats at the school, records show.

“On one trip, they lost a student. Though she was found four hours later, district officials immediately shut down the schools.

“Because of the quick shut-down, the iGeneration charter schools were overpaid nearly $200,000, according to the Palm Beach County school district. The schools have not returned the money.”

Academic chaos is not unusual:

“A former teacher at the Ivy Academies stored her classroom supplies in the trunk of her car. Every morning, she’d wait for a phone call to find out where classes would be held that day.

“I would never know where we [were] going,” said teacher and former middle school dean Kimberly Kyle-Jones. “It was chaotic.”

“The two Ivy Academies lasted only seven weeks.”

District officials didn’t know where the “nomad campuses” were.

“The biggest tragedy is what happened to those students during the course of time they were in that charter,” Broward Schools Superintendent Robert Runcie said. “When you get a lot of private actors coming into the marketplace, folks are in it to make money … Public education is not a place for you to come to make money.”

Some of the charters don’t know how to run a school or to provide basic supplies. In one, the lights were turned off because the school didn’t pay its elecrtticity bill. Children are the losers.

“Every time a charter school closes, dozens of children are displaced — in some instances, mid-month. Many return to their neighborhood schools where some struggle to catch up because their charters did not provide required testing, instruction in basic subjects or adequate services for those with special needs.

“This isn’t just a regular business. This isn’t a restaurant that you just open up, you serve your food, people don’t like it, you close it and move on,” said Krystal Castellano, a former teacher at the now-closed Next Generation charter school. “This is education; this is students getting left in the middle of the year without a school to go to.”

When charters close, district officials are often unable to collect money that the charter didn’t spend:

“State law requires that furniture, computers and unspent money be returned to the districts, but when officials attempt to collect, charter operators sometimes cannot be found.

“We do know there have been a few [charter schools] … where hundreds of thousands of dollars were never spent on kids, and we don’t know where that money went,” said Pegg, who oversees charters in Palm Beach County. “As soon as we close the door on those schools, those people scatter … We can’t find them.”

“When a Broward school district auditor and school detective went searching for Mitchell at the Ivy Academies in September 2013, he left through a back door, records show. District officials said they have yet to find him, or to collect the $240,000 in public money the schools received for students they never had…..

“When the Miami-Dade school district demanded the return of more than $100,000 it overpaid the Tree of Knowledge Learning Academy in 2009, the year-old charter school ceased operations. The district did not recoup the money.

“It’s almost mind-blowing what’s going on,” said Rosalind Osgood, a Broward School Board member. “They just get away with it.”

Two-thirds of South Flotida’s charters are run by management companies, which further complicates the money trail. These companies collect between 10 and 97% of all revenues.

“They’re public schools in the front door; they’re for-profit closed entities in the back door,” said Kathleen Oropeza, who co-founded FundEducationNow.org, an education advocacy group based in Orlando. “There’s no transparency; the public has no ability to see where the profits are, how the money is spent.”

Given the low bar for opening charter schools in Florida, the number is expected to increase dramatically over the next five years. There are more than 600 charters in the state now. And there will be no more supervision than there is now.

Part 2 of the series tells the story of Steve Gallon, who was banned from working in Néw Jersey because of fiscal improprieties but welcomed as a charter leader in Florida.

This is a good article about Lily Eskelsen Garcia, who assumes the presidency of the NEA in September 1. She taught for many years in Utah, ran unsuccessfully for Congress, and was Utah’s Teacher of the Year.

Read her interview with Valerie Strauss. She knows how stupid VAM is, and she has a few choice words for Campbell Brown. She thinks Arne Duncan is a nice man who is “wrong, wrong, wrong.” Lily is passionate about the testing mania that is warping American education. She says that educators should do what’s right for kids and forget the reformers (easier said than done when the “reformers” control the legislature and hold the governorship and pass laws that are bad for kids.)

She has the potential to be a great voice for teachers, and early indications suggest that she won’t sell her soul or her members to get “a seat at the table.” The question is whether she is prepared to fight that nice man who is Secretary of Education and who demands more testing and more firings based on test scores.

State Education Commissioner Stefan Pryor announced that he would not serve a second term and was seeking other opportunities.

Jon Pelto, who hopes to run an independent campaign for governor, says that Governor Dannell Malloy is cutting his losses because of Pryor’s outspoken advocacy of charter schools. Also, says Pelto, Malloy realizes he has alienated teachers and is trying to win back their votes.

When the charter school Jumoke Academy and its parent organization FUSE were embarrassed recently, with the revelation that its CEO had served time in prison and had falsely claimed a doctorate, Pryor’s championing of charter schools became an embarrassment.

The unasked question is whether Governor Malloy will pick another charter booster if he is re-elected.

Shortly before 1 p.m., the blog passed 14 million page views!

Although I am not afflicted with Triskaidekaphobia, I am nonetheless happy to move on to 14. I confess I am a wee bit superstitious. After all, this was the time that I crushed my knee, underwent two surgical procedures, and am still struggling to recover full mobility.

Fourteen million page views doesn’t mean that the blog has that many daily readers. It means that over a period of 26 months, that is the number of times that someone has opened the blog to read an entry. On a slow day, I have 15,000 readers. On a good day, I have 30,000 or more. On my best day ever, I had almost 70,000.

Best of all, I have great readers who correct my errors, send news tips about their schools, their city, or state., and maintain a high level of discourse.

The blog has a larger purpose than giving me a perch or giving readers the latest news. Its central mission is to help build a grassroots movement against high-stakes testing and privatization of our nation’s public schools and in favor of sound policies that improves education for all children. I respect the men and women who do the hard daily work of education. I believe in public education. I believe in equity for children and schools. I love learning. I have low regard for those who seek to turn our children and their education into Big Data. For as many days as are left to me, I will fight for the humanistic values of genuine learning, not the guessing game or ritualistic responses of standardized testing.

I read every comment you post–there are now nearly a quarter million. I don’t permit cursing, although I ignore innocuous “hell” and “damn” stuff. I occasionally delete especially vicious comments. I do not allow insults directed personally at me (it’s my blog). But 99.999% of comments do get posted. I welcome dissent and debate. I welcome civil disagreement.

My personal goal is that I can walk on two legs unassisted long before we reach 15 million!

Paul Thomas here takes on some of the most sacred beliefs of U.S. culture. He argues that poverty is destiny, and that education is not the great equalizer. He says that wishing it were so does not make it so.

He writes:

“In the U.S. both poverty and affluence are destiny, and those who shudder at that reality are confusing verbs: Yes, poverty should not be destiny, but false claims will never allow us to achieve that ideal.”

Thomas quotes Matt Bruenig, who wrote:

“One convenient way to describe what’s going on is that rich kids are more likely to get a better education, which translates into being richer and wealthier as adults. It is certainly the case that richer kids are more likely to get a college degree, and it is certainly the case that getting a college degree leaves you much better off on average than not getting one. But this does not explain the full picture of social immobility. Take a look at this super-complicated chart, which I will describe below….

“So, you are 2.5x more likely to be a rich adult if you were born rich and never bothered to go to college than if you were born poor and, against all odds, went to college and graduated. The disparity in the outcomes of rich and poor kids persists, not only when you control for college attainment, but even when you compare non-degreed rich kids to degreed poor kids!

“Therefore, the answer to the question in the title is that you are better off being born rich regardless of whether you go to college than being born poor and getting a college degree.”

Thomas says that our popular myths have a dark side. They allow us to blame the poor for being poor, for not working hard enough, for lacking “grit.”

We do not live in a meritocracy, saysThomas, but in a society where race and class determine most people’s destiny.

He does not wish to be considered a fatalist. Instead, he says, we must “Commit to social and education policy grounded in equity, and not in competition or market forces.” So long as we believe that it is up to each individual to rise or fall on their own, without regard to large social and economic forces, nothing will change.

It is hard to remember who is suing whom in Louisiana. Fortunately we have Mercedes Schneider to keep us updated on the three different lawsuits, each of which is pursuing a different issue related to the Common Core and the PARCC tests.

Try to remember this: as a high school teacher, Schneider is no fan of Common Core and PARCC. She is also no fan of Jindal or White. Jindal used to be a fan of Common Core a and White, but a few months ago, he decided to withdraw Louisiana from the Common Core. State Commissioner John White and the state board–most of whom were Jindal allies–are loyal to the Common Core and the tests.

Now with all that context, read the post.

Carol Burris and Biana Tanis take a close look at New York’s Common Core tests and find them deeply flawed. Burris is a high school principal on Long Island and Tanis is a public school parent and special education teacher in the Hudson Valley.

State officials celebrated paltry results: the passing rates on the reading test were flat and increased in math by 4.6%. But nearly 2/3 of the state’s children did not reach the state’s unreasonably high proficiency level. Testing experts and state officials knew in advance what the results would be. Why do they stubbornly cling to the outworn cliche that raising the bar improves achievement? We thought that idea was discredited by the abject failure of NCLB. If a run er can’t clear a four-foot bar, how will he clear a six-foot bar?

Burris and Tanis show that certain groups, such as students with disabilities and English language learners, did very poorly. The content was far beyond their capacity. Fifty percent of the questions were released, and the authors show that many were age-inappropriate. What is the logic of giving 7th grade content to a 5th grader?

Here is an example:

“In addition to passage difficulty, the questions themselves required skills out of the reach for many young children. Consider this fourth-grade question on the test based on a passage from Pecos Bill Captures the Pacing White Mustang by Leigh Peck.

Why is Pecos Bill’s conversation with the cowboys important to the story?

A) It predicts the action in paragraph 4

B) It predicts the action in paragraph 5

C) It predicts the choice in paragraph 10

D) It predicts the choice in paragraph 11

Visualize the steps required to answer this question. First, 9-year-olds must flip back to the conversation and re-read it. Next, they must go back to the question and then flip back to paragraph 4. Complete this step 3 more times, each time remembering the original question. In addition to remembering the content of each paragraph, they must also be mindful that choices A and B refer to the action in the related paragraph, while choices C and D refer to a choice. Similar questions were on the third-grade test. Questions such as these are better suited to assess one’s ability to put together a chair from Ikea than they are to assess student’s understanding of what they read.”

Is it any wonder that parent anger towards the Common Core is growing in New York? This is a blue state; these parents are outraged by a state policy that labels their children as failures based on tests that are developmentally inappropriate. Why does the state want 2/3 of its children to be branded as failures? If this is what Common Core means, it will have a short life indeed. It may be fine for the kids bound for the Ivy League, but most kids are not. We need common sense more than Common Core.

Hopefully, you read Owen Davis’ story about what was driving charter expansion in Newark. It precedes this one in the queue.

In this post, EduShyster interviews Owen Davis about his investigation of the Newark situation. What’s the story? Money and real estate. Gentrification. What used to be called “slum clearance.” $5 billion in bonds for charter construction. I have reached a point where I long for a financial writer to take an interest in this burgeoning industry.

The education side is almost as puzzling as the financial side. Most of the teachers in the new charter schools are Teach for America recruits, so they are likely in their first or second year of teaching, then they will be gone. How can this kind of teacher churn produce sustainable change? Why do conservatives want to eliminate public education?

The title of this article has a one-word answer: money. In this shocking article, journalist Owen Davis explains how the expansion of charters in Newark is driven by two factors:

1) the availability of millions of dollars in federal school construction bonds that have been showered on the charter schools but not the public schools;

2) the Chris Christie administration’s decision to withhold funding specifically designated for the repair and renovation of existing public schools.

Put these two factors together and you get a city with gleaming charter schools and crumbling public schools.

The story is framed around the struggle of a family and a community to keep its public school, Hawthorne, from being shuttered. They eventually win a one-year reprieve, but it feels temporary. The governor and some very wealthy people plan to turn Newark into a free market of schools, and part of their plan is to let them rot, then close them down.

Here is a key element:

“When a charter school moves into a new building, it’s not unusual to see millions of dollars poured into renovations ranging from structural repairs to slick paint jobs. In the case of a school like Hawthorne, plugging the leaky ceilings and safeguarding against mold would likely be top priorities.

“The 2009 federal stimulus authorized states to allocate $22 billion in qualified school construction bonds (QSCBs), which allow cash-strapped schools to secure interest-free bond financing. Banks that finance school construction receive subsidies from the feds equivalent to some benchmark interest rate around 5 percent. Banks can pull in a tidy profit, as can the motley cast of counsels and intermediaries who ink the deals.

“Of the $440 million in QSCBs New Jersey received, nearly three-quarters have been approved – and so far, every penny has gone to charters. TEAM Academy alone gobbled up $138 million. This exclusive allocation of QSCBs to charter schools is highly unusual. California and Texas, for comparison, each allocated less than one-fifth of their QSCBs to charter schools.”

But while all the new money was dedicated to charter schools, state money for repairs dried up:

“Just as New Jersey earmarked its federal school bonds for charters, Christie was busy slashing education budgets and hobbling the department charged with repairing needy urban schools, the School Development Authority (SDA).

“Established in 2000 to remedy stark funding disparities, the SDA controls billions of dollars for construction in disadvantaged districts. When Christie entered office, he shrunk the department’s staff by 30 percent and restricted its outlays to a trickle.

“Basically there wasn’t any work being done,” says Moriah Kinberg of Healthy Schools Now, a coalition that advocates for school repairs. While over 700 projects broke ground in the decade before, not a single project was initiated and completed between 2010 and 2013.”

Newark elected Ras Baraka as its mayor to protest the Christie plan to eliminate public schools. But Christie doesn’t care. He is still in charge of the schools. He is the master.