Archives for the year of: 2014

Karin Klein of the Los Angeles Times wrote an excellent editorial about the disastrous decision to spend $1.3 billion on iPads for every student and staff member of the LA schools. It should be a cautionary tale for every school district that is about to invest hundreds of millions or billions of dollars in new technology.

 

The District’s Inspector General investigated the purchase and found nothing wrong. But he never looked at the emails that passed between district officials and the winning vendors (Apple and Pearson). The school board never released the results of that investigation. Now a federal grand jury has been impaneled to look at the evidence of possible wrong-doing, and that is a very good thing. The grand jury will also examined the botched computer system that cost millions of dollars and never performed as it was supposed to.

 

She writes:

 

When the school board reached a severance agreement with Deasy in October, it issued a statement that board members do “not believe that the superintendent engaged in any ethical violations or unlawful acts” in regard to the emails. That statement was completely inappropriate considering that Bramlett’s investigation into the emails was still underway—as it is now. The board has no authority to direct the inspector general’s investigations—but it can hire and fire the person heading the staff office, and controls his office’s budget. (In fact, just a week or so before the board made its statement, Bramlett’s office pleaded for more funding, according to a KPCC report.) The statement could be seen as pressuring the inspector general not to find wrongdoing; in any case, board members are in no position to prejudge the matter.

 

For that matter, none of us are in that position. The emails could be perfectly legal and appropriate—or not. It’s unknown whether even a federal grand jury will be able to ferret out the full picture, since many earlier emails were apparently deleted and aren’t available. And if it uncovers ethical rather than legal problems, the public might never know; the grand jury is looking for evidence of crime. Federal crime at that. This might not be the best mechanism for examining the iPad purchase. But the investigation at least ensures that an independent authority is examining the matter, unimpeded by internal politics or pressures.

 

Yes, the public has a right to know and a right to expect that public officials will act in the best interests of students. As for the huge purchases for technology, we in New York have learned that even the sharpest and most ethical city officials have trouble monitoring the technology purchases. The largest financial scandal in the city’s history occurred recently, when a company called Citytime won an IT contract for $63 million in 1998 which ballooned into a $600 million payout; the principals went to jail. The school system’s ARIS project, launched in 2007, was supposed to aggregate data on the city’s 1.1 million students; it was recently dumped because so few teachers or parents used it, at a loss of $95 million. There were other instances where consultants bilked the city, in large part because no one supervised what they were doing.

 

Is there a moral to the story? Choose your own. Mine is that these multimillion dollar technology purchases must be carefully monitored, from beginning to end, to be sure that the public interest is protected and served. The problem is that many school districts lack the expertise to know whether they are getting what they paid for, or getting a pig in a poke. When even New York City and Los Angeles can be misled, think how much easier it will be to pick the pockets of mid-size and smaller districts.

On November 28, the Wall Street Journal published an opinion piece by Eva Moskowitz, CEO of the Success Academy charter chain in Néw York City. Moskowitz claimed that the neighborhoods with the most charter schools saw the greatest gains for their public schools. She called the expansion of charter schools a “windfall” for public schools.

This seems counter-intuitive since charters often have fewer (or no) students with disabilities and few English language learners or disruptive students. This means that the local public schools have more of the students who require extra resources. Thus, the “windfall” is hard to discern.

Fortuitously, young scholar Horace Meister decided to check the data.after working at the Department of Education headquarters for more than a decade, he knows how to analyze the numbers.

 

This is his analysis:

 

The Wall Street Journal recently decided to publish an essay signed by Eva Moskowitz, the founder and CEO of Success Academy Charter Schools in New York City. In the essay Ms. Moskowitz defends the role of charter schools in public education. Obviously the editors at the Wall Street Journal did not bother to fact-check her writing, so we will do their work for them.

 

Ms. Moskowitz attempts to defend charter schools from two accusations 1) that they cherry pick students and that 2) this cherry-picking has negative consequences for local public schools and the students who attend them.

 

Although she raises the cherry-picking issue she never fully addresses it. We will not let her get away with that. Ms. Moskowitz brags about how many students at Success Academy are eligible for free lunch. She forgets to compare this to the averages at the local public schools. We will do her work for her and for the editors who should have insisted that she do this.

 

 

The 2014 Progress Report data, used to compare the performance of all New York City public and charter schools, was released last month. These data show that Success Academy in Harlem serves 9.5% fewer students receiving free lunch, 18.5% fewer students on public assistance, 64% fewer students who live in temporary housing, 46.8% fewer English Language Learners, 44.6% fewer special education students, and 93.2% fewer of the highest need special education students than the average for public elementary and middle schools in District 5 in Harlem.

 

Whether on purpose or by accident, it is clear that charter schools are cherry-picking students. This may be because they spend most of their marketing budgets, which are vast and had been subsidized by the public schools for many years, on outreach to only specific students. This may be because they refuse to enroll students, even those who win the lottery, if they do not attend pre-enrollment summer school or meet other criteria. It may be because students who misbehave are suspended or expelled at sky-high rates. It may be because the parents of students with challenges do not bother to apply. Whatever the causal explanation, charter schools serve a select student population.

 

Ms. Moskowitz argues that the data show that public schools in districts with more charter schools had improved test performance over the years as compared to districts with fewer charter schools. Her evidence is of such poor quality that, were it not for her obvious ideological agenda, it is hard to explain how a former professor with a PhD could make such elementary errors. Some errors are of methodology others seem to be outright falsehoods.

 

One falsehood is Ms. Moskowitz’s claim that District 5 in Harlem now ranks higher in proficiency on New York State English and Math exams than District 29 in Queens. She says this can only be explained by the fact that Harlem has more charter schools. But her whole premise is bogus. Again, looking at the Progress Report spreadsheet, elementary and middle schools in District 29 in Queens have an average proficiency rate in English that is 68% higher than District 5 in Harlem. In Math the schools in District 29 in Queens have a proficiency rate that is 75% higher than District 5 in Harlem. Not surprising given the lower poverty rates in Queens, but also contrary to Ms. Moskowitz’s claims.

 

Is there a correlation between the proportion of charter schools in a district and improved public school performance? Ms. Moskowitz does not answer this question, although she pretends to. Instead she makes unsubstantiated claims. Charter schools often go into neighborhoods and districts that are gentrifying.

 

Success Academy, with its expansion into Williamsburg, Park Slope, and Lower Manhattan, despite community opposition, is particularly notorious for employing this tactic. Harlem, the neighborhood that Ms. Moskowitz spends the most space discussing, is a prime example of a gentrifying neighborhood. It is equally likely that changing demographics can account for improving test scores, not the spread of charter schools. Ms. Moskowitz does not bother to control for this and obviously the editors of the Wall Street Journal did not care to ask her to. Why bother if she is saying what they want to believe?

Sarah Blaine*, a lawyer and mother in Néw Jersey, took the 4th grade PARCC sample test. She has a daughter in 4th grade. Blaine was outraged by the test questions. She wrote a letter to the members of Governor Christie’s PARCC Task Force and urged them to take the test before they make their recommendations.

She writes:

“I have a fourth grade daughter. She was first identified for our district’s gifted and talented program for English Language Arts in kindergarten, as she came into kindergarten reading chapter books. Her vocabulary and analysis skills remain quite advanced for a child of her age. And I can tell you that she retains the ability to imagine. Do you remember that, the ability to imagine with ease? Do you remember your childhood, when you could create imaginary worlds and people them with imaginary characters just by wishing them into existence? Do you remember building forts and castles that were as real to you as could be? For a moment, for just a moment, I ask you to call upon what is likely your long-stagnated power of imagination. Imagine yourself at nine or ten years old. Imagine your room, imagine your friends, and imagine your school work.

“Then sit down. Keep yourself in your nine or ten year old mindset. Boot up your desktop, or power up your laptop, or unlock your iPad. Navigate to the PARCC website, at parcconline.org. Navigate to the 4th grade English Language Arts PARCC practice test. Open it in front of you, right now, as you read this comment. If you refuse to sit down to take the sample tests yourself, then with all due respect I submit that farcical as this task force — with its 6 week window to issue recommendations — might be, you are not meeting you obligation as member of this task force. Remember as you work through the 4th grade PARCC practice test that you are not your current self — you are still your nine or ten year old self.”

Will they take the challenge? Will they take the test?

*Sarah Blaine was the writer of “Arne’s Worst Idea Yet,” cited on this blog.

In this post, EduShyster asks a question that more and more people are beginning to ask: Why don’t poor minority students get to have public schools?

 

There was much celebration and anticipation when the state announced it was building a new high-tech STEM school in the Boston neighborhood of Roxbury called The Dearborn STEM Academy.

 

She writes:

 

Now if by chance you’ve yet to watch any of this season of As the School Turns: $70 Million Dollar Listing, here’s what you’ve missed so far. Things got off to a rousing start with the news that, after seven long seasons, the Dearborn STEM Academy was FINALLY going to get a brand new building. That sound you hear is the studio audience applauding wildly. You see, this was to be the first new public school building in Boston in more than a decade and would feature all sorts of cool STEM stuff, like state-of-the-art science, technology and engineering labs. This wasn’t just a feel good story, viewer, it was a feel great story as the $70 million project symbolized a major investment in Roxbury and in the future scientists, engineers and STEM-sters who live and go to school there.

 

But then the authorities decided it would not be a neighborhood public school but a citywide charter school. When there was strong negative reaction from the public, the city determined that the school would not be a charter but would be run by a private operator. EduShyster was suddenly reminded of what happened in Chicago:

 

If by chance you happen to be viewing this show from, say, Chicago, you’re probably feeling like this is a repeat. You see, on Chicago’s South Side a very similar battle has been playing out over the future of Dyett High School, the last open-enrollment high school in Bronzeville. After the Chicago Public Schools announced plans to close the school, students, parents and community leaders fought back, putting forward their own story line: for a community-based plan to make Dyett a neighborhood STEM school. And just like in Boston, officials in Chicago blinked. Dyett can stay open, but there’s a catch: a private operator will be brought in to run the school. Community organizer Jitu Brown—take it away. *Why can’t we have public schools? Why do low-income minority students need to have their schools run by private contractors?* As Brown sees it, handing the school to a private operator isn’t much better than closing it. *We want this school to anchor the community for the next 75 years. We’re not interested in a short-term contract that can be broken.*

 

That was not the conversation in Boston. The city is going to pick one of two finalists to run the $70 million school, both private contractors. Did anyone mention the word “privatization”?

Mercedes. Schneider read an article in Forbes about Carrie Walton Penner, the family member now in charge of education strategy for the Walton Family Foundation. Schneider blew a fuse. Maybe more than one. Carrie wants lots and lots of charters so that the free market will force the public schools to compete. Just like Walmart forces mom-and-pop stores to compete by cutting prices and forcing them out of business.

Schneider writes about the Walmart business model. While family members are billionaires, Walmart workers work for low wages, and some apply for food stamps. Walmart, she says, has even used prison labor to cut costs.

Walmart is closely allied with ALEC and favors the model legislation that helps big corporations and the 1%.

What really annoys Schneider is that Carrie promotes YES Prep as a model for the nation because, allegedly, 100% of its graduates enroll in four-year colleges. Since Schneider had only recently deconstructed the YES Prep story, she was flummoxed that the Forbes writer reported the tale without investigating the backstory. Like the 40% attrition rate. Like the schools’ requirement that students get accepted into a four-year college or they can’t graduate.

She concludes:

“This Forbes writer brushes off criticism of the likes of YES Prep as the “anticharter crowd derid[ing] the gains.”

“I’m fine with this labeling. I certainly do “deride” so-called “gains” that are little more that student deselection via student-handbook-encouraged attrition.

“But I will make a deal:

“When Carrie Walton Penner enrolls her children at a predominately-TFA-staffed charter school as their principal means of formal education, and when she publicizes their test scores as evidence that the charter model she promoted for other people’s children has served her children well, then I will consider the charters that she pays for with money that should go to paying Walmart workers a living wage as being “successful.”

“Not a minute sooner.”

Former Mayor Rudy Guiliani has a unique theory about why Eric Garner died. It was not because a police officer choked him until he died. No, it was because the teachers’ union blocked charters, vouchers, and merit pay. I am not sure whether he wanted Mr. Garner to go to a charter school or the police officer. Maybe both. If there is an edge, he went over it.

His remarks reminded me of the incident during his term in office when police brutalized a man named Abner Louima, and one of them allegedly said, “It’s Guiliani-time.”

Sarah Blaine, a lawyer who wrote the earlier post explaining the absurdity of Arne Duncan’s plan to grade colleges of education in relation to the test scores of the students taught by their graduates, here responds to a question about the possibility of litigation. By the way, if you want to comment on Arne’s plan, here is where you write: https://www.federalregister.gov/articles/2014/12/03/2014-28218/teacher-preparation-issues

 

 

Sarah Blaine writes:

 

There’s a lot to be said for impact litigation, and if someone offered me the opportunity for employment working on meaningful anti-reform education-related impact litigation, I’d be the first to say yes. Education Law Center in NJ, for instance, has done great work over the years, but they’re one tiny organization (and they haven’t offered me a job). And funding is a huge issue here — impact litigation isn’t cheap, and while I do my blogging for free, I do need to earn a living from my day job.

 

The reality is that there are doctrines — for a reason — that prevent the judiciary from overstepping its role in our balance of powers system. Lawsuits are typically blunt instruments, and they can certainly have unintended consequences. It’s a lot easier (and less costly) to stop a specific proposed regulation or law, such as this one, from becoming the law of the land than it is to challenge that regulation or law once it’s been passed. If you don’t like the proposed regulation, take action to stop it now by calling public attention to it and filing a comment opposed to it. You’ve got 56 days for public comment (although there is a petition going around, for whatever it’s worth, seeking to extend that time).

 

I don’t think the sort of “umbrella” lawsuit you envision is viable or practical. Rather, lawsuits need to be brought by particular plaintiffs who have standing to sue, against particular defendants who have caused particularized and specifically stated harm. If plaintiffs don’t have standing, the suit will be thrown out on a motion to dismiss, and perhaps some problematic caselaw will be made as a result. So impact litigation needs to be carefully planned and targeted at where it will do the most good. An umbrella lawsuit that takes on standardized testing, charter schools, funding injustice, value-added measurement, and whatever else we’re so frustrated by is not something that’s realistic, regardless of whatever a lawyer-show on TV might have implied.

 

The proper venue for taking on the “big picture” of corporate reform is not a courthouse (although courthouses are powerful possibilities for dealing with concrete and targeted issues); rather, it’s a grassroots movement, covered by the media, that seeks to influence legislators and executive branch members to roll back the tide of their harmful policies. It’s not easy, and it doesn’t come with the possibility of a judge’s stamp of approval saying that we’re right, but it’s how we get things done in a democracy that hopefully will refuse, despite the odds allied against it, to be beholden to big money, big business, and big philanthropy.

Ever since Governor Mike Pence was elected in 2012, he has steadily chipped away at the power of Glenda Ritz, the state commissioner of education who was also elected in 2012 but on the Democratic line. In this solid red state, Ritz got more votes than Pence.

Ritz is an experienced educator, and she has worked to improve public schools and the teaching profession, whereas the Governor and Legislature prefer to gut both of them.

Pence created an alternate education agency to take away Ritz’s authority. Now he has a plan to finally crush her office altogether.

According to the Indiana Economic Digest, citing an editorial in the Tribune-Star:

“Power wins.

“Unless some virtuous political maverick at the top levels of Indiana government appears this winter, the dynasty running Hoosier government will finally complete its two-year-long crusade to wither its last obstacle to full dominance. Gov. Mike Pence announced the check-mate move Thursday as he laid out his goals for the upcoming session of the General Assembly.

“The governor wants legislators to give the Indiana State Board of Education members the power to pick their own chairperson. Under existing Indiana law, the state superintendent of public instruction automatically serves as the board’s chairperson. In other words, the voters decide who chairs the Board of Education. In 2012, they emphatically chose Glenda Ritz, a school-teacher Democrat, as their state superintendent over Republican school-reform star Tony Bennett. The defeat galled Republicans. They never accepted the people’s choice.

“So, with every tool possible, they’ve relentlessly circumvented Ritz, usurping the authority attached to her job. Republican legislators suddenly embraced an idea tossed around for decades — making the superintendent a governor-appointed position, rather than an elected one. With the GOP holding super majorities in the state Senate and House, the only thing preventing it from following through with that tactic was its blatantly obvious political motivation.

“Pence’s proposal injects a new twist. Instead of ousting Ritz, the change drains a huge amount of her remaining power. The other 10 members of the Board of Education — all appointed by Republican governors — would select their chairperson to set the agenda for education policy in Indiana. Ritz would be reduced to just another member, because the others would certainly not choose her.

“Disappointingly, the Republican leaders of the Legislature endorsed Pence’s plan last week. House Speaker Brian Bosma and Senate President Pro Tem David Long expressed their frustration with the embarrassing dysfunction between the governor’s board and Ritz, calling it a “sideshow” and framing Pence’s proposal as a solution. Ritz is not the problem. The problem is the power party’s refusal to tolerate a rejection of their ballyhooed education reforms by the same voters who simultaneously approved of the Republicans’ efforts in other aspects of governing.”

NBC in Miami noticed that a large number of charter schools were opening and closing. Forty-nine charter schools have closed in South Florida in the past five years, with more than 40% owing money to the state. The children who enrolled in these schools were dropped with little notice and had to scramble to find a new school.

In Broward County alone, 12 charters have closed, owing $1 million in taxpayer funds unaccounted for.

Florida has more than 600 charter schools. 246 have closed in the last five years. They come, they go, the kids are left behind.

The Progressive has become a leading journal covering the new world of corporate-style education, where data, high-stakes testing, and free-market ideology are the hot policy ideas.

Be sure to watch this hilarious video.

And be sure to read the story about Profit-Ship here.