Archives for the year of: 2014

Parent leaders from across Néw York City are rallying tomorrow at 4 pm to protest Governor Cuomo’s deal to give more space, more money, and free rent to the charters that enroll 6% of the children in the city’s schools. This giveaway to billionaire-funded charters occurs at the same time that many public are overcrowded, and class size is at its highest point in 15 years.

BREAKING:

Rally at NY Public Library and March On Governor Cuomo’s Office Tomorrow to Draw Hundreds of Outraged Parents from All Over City

Elected Parent Leaders from Citywide and Community Education Councils Across five boroughs Unite Against Gov. Cuomo’s Attacks on Public Education and Demand Fair Treatment of Public School Students

In an unprecedented show of unity, elected parent leaders and public education advocates from all five boroughs will gather to say all kids matter and to protest the selling off of public school buildings by Governor Cuomo and the State Senate leaders to the charter school lobby, by giving preferential rights and funding to the 6% of New York City students in charter schools while the needs of 1.1 million public school students remain unmet.

WHEN: Thursday, April 10, at 4 PM.

WHERE: Steps of the NY Public Library, Fifth Ave. at 41st Street. Following the rally participants will march to the Governor’s Office at 633 Third Avenue at 40th Street.

VISUALS: Parents, advocates, and students holding balloons, signs and flashing fake money.

WHO: Council Education Chair Danny Dromm, State Senator Bill Perkins, NAACP Head Hazel Dukes, former Council Education Chair Robert Jackson, other Council Members, parents, advocates and students, led by Community Education Councils and Citywide Councils from all five boroughs, elected by parents to represent their 1.1 million public school children.

WHAT: Community Education Council members, parents, advocates, and students, educators and elected officials protest how Governor Cuomo and legislative leaders are creating a two-tiered education system, in which the charter school lobby will now be given veto power over New York City’s public school buildings, and any new or expanding charter will be provided free on-demand public school space or private accommodations paid for by the city. Meanwhile, public school students – a majority of whom sit in overcrowded classrooms, buildings and trailers – have no such rights, and still wait for the equitable funding from the State as promised by the state’s highest court in the Campaign for Fiscal Equity decision.

Co-sponsored by Citywide and Community Education Councils; Alliance for Quality Education (AQE); Brooklyn New School PAC; Change the Stakes; Class Size Matters; ICOPE (Independent Commission on Public Education); MORE; New York Communities for Change (NYCC); New York Lawyers for Public Interest; NYCORE; NYCpublic.org; ParentVoicesNY; Parent Leaders of Upper Eastside Schools (PLUS); Partnership for Student Advocacy; Teachers Unite; Time Out from Testing, WAGPOPS (list in formation)

Yesterday I gleefully reported that Karen Klein, who writes editorials about education for the Los Angeles Times, had opted her own daughter out of the state test. The Los Angeles Times has supported most aspects of what is called “reform ,” so I was glad to see that Klein had realized how the current overuse of testing had undermined the love of learning , not only for her child, but for all children. Far be it from me to criticize anyone for changing their mind. Klein has a powerful role, and her epiphany could signify a recognition by the LA Times of the harm that standardized testing inflicts when allowed to become both the measure and the goal of education.

Robert Skeels was not so forgiving.

He writes:

“I’m glad that you’re sparing your own child the abject effects of this year’s test. However, I recall sitting across a table from you in early 2013 when you conducted the school board endorsement interviews and having to endure your scoffing at me for suggesting that we end the high-stakes standardized test regime for all students. Your exact words were “if we do that, we’d go back to the ‘Johnny Can’t Read’ days.” I remember how astonished I was that a professional journalist covering education could be so ignorant of pedagogy that they’d cite Flesch’s right-wing phonics garbage as their defense of the unholy policy trio of No Child Left Behind, Race to the Top, and Common Core State Standards.

“So don’t expect those of us who have been trying to defend all children from the effects of standardized tests—the worst of which robs them of that very fleeting joy of learning—to welcome you aboard. Unlike your offspring, privileged in every regard, there are countless other children who have had their opportunity to love learning stolen by mind numbing test preparation in the name of profits and propaganda.”

I understand Skeels’ anger. But I will welcome the repentant sinner into the fold with open arms if she does understand that her decision was not just about what’s best for her child but what’s best for all children. If her views change the LA Times’ editorial policy on high-stakes testing, then I count it as a signal victory for those who have fought this issue for many years, including Robert Skeels.

I know how hard it is to change sides, to admit error, to admit in public that you were wrong.

Those who oppose the current misuse of testing should seek more converts and welcome them with own arms.

Charter schools regularly mobilize students and parents, put them on buses, and ship them to legislative hearings dressed in identical tee-shirts to lobby for more charter schools or more funding. This works to the benefit of the billionaire hedge fund managers who control these charters, as it expands their power to create even more racially segregated schools while boasting of their leadership in “civil rights” activism. These tactics also demonstrate that charter schools are not public schools. No state would allow a superintendent or a principal to bus their students and parents to demand more funding. This is nothing more than a cynical use of children as political pawns.

The article included a graph showing the rapid growth of charter schools, which was abetted by the Obama administration’s Race to the Top. States had to lift their cap on charters to be eligible for RTTT’s $4.3 billion in funding. To show how bipartisan this effort is to create more segregated schools, note that the CEO of the National Alliance for Public Charter Schools, Nina Rees, previously worked as a senior education advisor to Vice President Dick Cheney.

The hearings occur with this backdrop: top officials at UNO, Chicago’s largest charter chain, resigned after disclosure of alleged nepotism and conflicts of interest in spending $98 million of state funds for new construction; the Chicago Sun-Times published a study showing that charters do not outperform district public schools; the Noble Network of charter schools, financed by some of the city’s wealthiest citizens, collected $400,000 in fines for minor disciplinary infractions from low-income families.

This story appeared in the Wall Street Journal:

Charter-School Fight Flares Up in Illinois

Protesters Rally at Capitol to Denounce Bills That Would Curb Growth of the Public Schools

By STEPHANIE BANCHERO
April 8, 2014 9:16 p.m. ET

Hundreds of protesters filled the rotunda of the Illinois State Capitol on Tuesday denouncing nearly a dozen bills that would curb the growth of charter schools—the latest scuffle over expansion of the independently run public schools, which are spreading nationwide.

The Illinois legislature is considering 11 bills that would, among other things, limit where charter schools can be located, ban them from marketing themselves to students, and abolish a commission that has the power to overrule local school boards and grant charter licenses. The skirmish follows recent charter flare-ups in Massachusetts, Tennessee and New York, where Gov. Andrew Cuomo and New York City Mayor Bill de Blasio got into a standoff over the schools.

Teachers unions often oppose charters—funded by taxpayers but run by independent groups—because they typically hire nonunion workers and, labor leaders argue, drain money from struggling traditional public schools. Proponents say charter schools offer parents a choice and are free to adopt innovations such as instituting a longer school day and year, or laying off teachers based strictly on performance.

Andrew Broy, president of the Illinois Network of Charter Schools, said this year’s legislative session is the “worst session for charter schools in the history of Illinois” and said passage of the bills could be the “death knell” for charter expansion. “These bills…weaken the communities that charter schools serve, which, in Illinois, are mainly African-American and Latino.”

Others say the bills, many of which are being pushed by teachers unions, are necessary to boost accountability and provide a check on charter-school growth. Karen Lewis, president of the Chicago Teachers Union, said charters exacerbate inequality and segregation in schools by “skimming off” more advantaged students. She also noted data showing Chicago charters, on average, have higher suspension and expulsion rates than other city schools.

“Charters are being used to destroy traditional public schools and, in this budgetary climate, we see no reason to open more of them,” she said.

In the past decade, the number of charter schools more than doubled to 6,440 nationwide and student enrollment more than tripled to an estimated 2.6 million, according to the National Alliance for Public Charter Schools, a nonprofit that advocates for charters. Still, that is only about 5% of total public-school K-12 enrollment in the U.S., according to the group.

Nina Rees, the group’s president, said charters’ rapid growth makes them a prime target for opponents, and she worries that a “union win” in Illinois could “embolden” those in other states. “It could send a message that if they [unions] gather enough momentum and coalesce, they can win,” she said.

Ms. Rees and others also are concerned that the recent skirmishes highlight a political divide among Democrats, who had been seen as increasingly supportive of charters. Both Mr. de Blasio, who sought to rein in charters, and Mr. Cuomo, who wants to see them flourish, are Democrats. The governor eventually negotiated a budget deal mandating that the city provide charters space inside traditional school buildings, but also included money for expansion of regular public-school pre-K programs, which the mayor wanted.

In Chicago, shrinking public-school enrollment and the budget deficit prompted Mayor Rahm Emanuel to close about 50 schools last year. But the board of education, appointed by the mayor, this year approved opening seven new charters, incensing the teachers union and many community activists. A few months later, the state launched an investigation into spending at one of the city’s largest charter organizations.

Charter tensions, which had been largely confined to Chicago, moved to the suburbs when a group tried to open an online charter school last spring that would draw students—and revenue—from 18 communities. Local school boards voted it down, but the group appealed to a new state commission with the power to overrule the local bodies. State lawmakers enacted a moratorium on virtual schools so the issue became moot.

But Rep. Linda Chapa LaVia, a Democrat who represents some of the suburban districts, said the specter of a commission trumping local wishes prompted her to file a bill to eliminate it, only a few years after she voted to create it. Ms. Chapa LaVia said she didn’t realize at the time the group would have “so much power” and said she opposes “an outside authorizer who can overrule a school board.”

Lucy Reese, who attended Tuesday’s rally and is the mother of two charter-school students, said parents should have the right to choose the best school for their children. “I am not going to get a lot of second opportunities when it comes to educating my kids,” she said.

Write to Stephanie Banchero at stephanie.banchero@wsj.com

In a big step forward for real school reform, Néw York City Schools Chancellor Carmen Farina announced that promotion would no longer be based in a single standardized test, but on multiple measures. This is a major change from the Bloomberg era, when test scores were the single most crucial determinant of whether students would be promoted or failed.

Here is the announcement:

CHANCELLOR FARIÑA ANNOUNCES NEW PROMOTION POLICY FOR STUDENTS IN GRADES 3-8

Multiple Measures to Replace State Test as Driver of Promotion Decisions

Schools Chancellor Carmen Fariña today announced changes to the Department of Education’s promotion policy for students in grades 3-8 with standard promotion criteria. The proposed new policy, upon approval of the Panel for Educational Policy (PEP), would go into effect this school year in order to comply with recent changes in State law and to allow educators to make decisions about the students they know best while maintaining high standards. The policy will be voted on at the PEP meeting in May.

“We have listened and worked closely with families, teachers and principals to establish a new promotion policy that complies with State law and empowers educators, takes the temperature down around testing, and keeps rigorous standards in place,” said Schools Chancellor Carmen Fariña. “This new way forward maintains accountability, but mitigates the unintended consequences of relying solely on a single test. Through a comprehensive evaluation of student work using multiple measures, our new policy is a step forward for students, parents, and schools.”

“It’s absolutely vital that students are ready to succeed in the next grade when they are promoted. The best way to do that, as the governor and legislature have affirmed, is to use multiple measures to make sure students are ready for promotion,” said New York Education Commissioner John King. “We’ll work together with NYCDOE to make sure all our students are on the path to college and career readiness.”

Ten years ago, the DOE implemented a student promotion policy based on State exam scores. That approach, while intended to raise expectations for all students, often led to teachers “teaching to the test” and caused a great deal of anxiety in school communities.

Going forward, instead of having student promotion from one grade to the next based solely on exam results, teachers and principals will now determine which students are at risk of not making sufficient progress based on a more comprehensive, authentic review of their classroom work in addition to their test scores. This shift to multiple measures represents another important step toward aligning our teaching with the more rigorous Common Core standards. This new approach will bring New York City in accordance with other districts in the State and with the recent changes to the State law.

To develop the new policy, the Department consulted with and gathered feedback from families, teachers, principals, and education advocates. Many identified that, under the current policy, a student’s body of work over the course of the entire year was overlooked in favor of a single, standardized exam. To remedy those concerns and incorporate multiple measures in accordance with State law, the DOE plans to implement several important changes:

· Empowering Educators – Based on a review of student work from the year, teachers and principals will identify the students they believe may be at risk of not being able to succeed in the next grade, even with support. State test results for the lowest-performing students will continue to be shared with schools in June. Schools may use this information as one of multiple pieces of evidence to assess student readiness for the next grade level, but they may not use it as the primary or major factor in those decisions.

· Authentic Student Work – Teachers will complete promotion portfolios for students identified for possible retention. The guidance provided to schools about this process will be revised so that student promotion portfolios align to the Common Core, represent real classroom learning, and incorporate student work already completed throughout the school year.

· Consistent, Rigorous Standards – The reviews of student portfolios in schools across the city will be judged against clear, consistent, criteria aligned to the Common Core. Superintendents will oversee this process for their schools.

“The NYC Department of Education’s new promotion policy reflects the best available research and is good common sense,” said Dr. Linda Darling Hammond, Professor of Education at Stanford Graduate School of Education. “Students are more than test results, and this sound policy reflects that fact. Promotion decisions will be based on multiple measures and will consist of a comprehensive review of the skills they’ve learned in the classroom. In addition, children will receive more useful supports to improve their skills so they can progress on a solid foundation.”

“The new promotion policy recognizes the scientific consensus that promotion and retention decisions should never be based solely on a child’s performance on a single standardized test,” said Dr. Aaron Pallas, Professor of Sociology and Education at Teachers College at Columbia University. “This change returns the responsibility of assessing a child’s readiness for the next grade to the educators most knowledgeable about his or her academic performance throughout the school year — the child’s teacher and principal.”

“Although the old policy was designed to end social promotion through grade retention, thousands of students were still entering high schools throughout New York City unprepared academically,” said Dr. Pedro Noguera, Professor of Education at Steinhardt School of Culture, Education and Development at New York University. “The Chancellor’s proposal will provide schools with a broader range of tools with which to assess a student’s performance. If these can be combined with effective, early interventions, we should see a significant increase in the number of students who graduate from high school college ready.”

As in past years, students whose promotion portfolios demonstrate that they are not ready for the next grade level, even with support, will be recommended for summer school. Superintendents will review school-level decisions before they are finalized. In the past, when students completed summer school, their promotion was ultimately tied to a second standardized test in August. This year, student work from summer school will be incorporated into the promotion portfolio. Principals will review these portfolios in August and make a holistic promotion decision for each student. Superintendents will continue to review promotion appeals for cases in which a parent disagrees with the principal’s decision.

In 2013, consistent with prior school years, approximately 10% of students in grades 3-8 were recommended for summer school, with 2.5% ultimately retained. The DOE anticipates consistent levels of retention with this new approach.

Students with disabilities and English language learners who have different promotion criteria will not be impacted by this change in policy. Moreover, the promotion policy for students in grades K-2 and high school will remain consistent with previous years.

The new policy requires a revision to the Chancellor’s Regulation A-501, which will be voted on by the Panel for Educational Policy at its May 29, 2014 meeting. If the PEP approves the policy, the revised policy will go into effect this year.

Jersey Jazzman reports on Camden’s portfolio district plan.

What does that mean? More charters.

What is the secret of their success?

Excluding children with disabilities.

Excluding the kids with the highest needs.

Doesn’t federal law prohibit this?

Apparently this is not a priority for the U.S. Department of Education or the Obama administration.

As hedge funders will sometimes acknowledge, those kids are not our problem.

Veteran journalist Bob Braun obtained a copy of Newark’s administrative payroll, and it is a shocker.

Braun writes:

“A third of Newark’s public school teachers face layoffs. The contracts of seven employee unions, including nurses, cafeteria workers, and laborers, have expired and the administration of state superintendent Cami Anderson refuses to settle. Counselors were laid off. Public schools have been stripped of assets and allowed to crumble. Cami drove the district into a $40 million budget hole but, despite all that, she has given hefty raises to the district’s top administrators, according to a Newark Public Schools document this site obtained. Just as Gov. Chris Christie takes care of his friends, Anderson’s loyal pals, from New York, New Orleans, Teach for America, and charter schools, make big bucks in the city school administration at the expense of Newark’s school children.”

One staffer got a raise from $75,000 to $135,000.

Another from $131,500 to $175,000.

Another from $140,000 to $175,000.

On it goes.

What are the metrics for their value added?

Parents are not allowed to see the Common Core tests. Teachers do see them. Here is what the teachers at PS 29 in Cobble Hill, Brooklyn, say about the tests.

Dear Diane,

WOOHOO! Don’t you feel we’ve reached a turning point? It is amazing to see all of the incredible acts of resistance bubbling up all over the country!

Thank you,

Michelle Kupper
CEC 15 member
Parent, PS 29 Brooklyn

—-

At PS 29 in Cobble Hill, Brooklyn, teachers could not wait any longer to speak their minds about the tests. For too long, they had felt the curriculum growing more restricted, the pressure mounting to get their students to perform, and an increasing dissatisfaction with the profession they so love. A group of six progressive teachers wrote a strong position paper on testing with the intention of moving the conversation along in the neighborhood and forging a path of resistance against the testing machine.

Last year, a forum was held at the school about high-stakes testing. Teachers voiced their concerns about the high-stakes nature and growing prominence of the exams. This year, a group of like-minded teachers and parents came together to form an Education Action Committee. The teachers on this committee drafted the resolution and presented it to the staff as test prep was getting underway. They had the resolution ready to go before the tests began. Out of respect for the community and the families helping to ready their children for these stressful exams, however, they decided to delay its release until after the exams were over. It became clear – with the ELA’s incredibly developmentally inappropriate content and ambiguously worded questions – that they could wait no longer to go public with their sentiments.

They advocate for parents to join the movement against high-stakes tests; they advocate that parents raise their voices and take meaningful actions such as contacting legislators and making informed decisions for their children about the tests; and they advocate for parents to gain a better sense of teachers’ sentiments about high-stakes tests and make public the conversations about tests that have been happening in private for years.

The full resolution is below. Thank you to the growing throngs of parents, students, and educators all over the country raising their voices TOGETHER!

PS 29 Teachers Resolution

April 4, 2014

Over the past decade, standardized tests have taken on greater importance in New York’s public schools. New York City’s students now take state ELA and math exams in grades 3 through 8, and their performance on these tests is linked to promotion, middle- and high-school admissions, teacher evaluations and school progress reports.

Because the tests are now aligned with the Common Core State Standards, they have become more difficult, resulting in much lower passing rates across New York City and State. The tests have also become longer: elementary school students will spend between seven and nine hours taking the state tests this month and next, and students with testing accommodations may have to sit for as many as eighteen hours of testing this spring. Moreover, during March and April, students in testing-grade classrooms can spend up to three hours per day preparing for the state tests.

As teachers, we feel the impact of these changes in our classrooms. In testing grades, the anxiety that students and teachers have about the state exams is palpable. Some students break down in tears during testing and related test-prep sessions, knowing that their performance impacts not only their promotion to the next grade, but also their chances of getting into choice middle and high schools.

Compounding the emotional turmoil, teachers in testing grades must narrow their otherwise rich curricula in order to make room for test prep. Subjects like social studies, word study and read aloud are cast aside, and valuable social-emotional learning and exploration must be limited in order to make sure that students are ready for the exams come spring.

High-stakes tests require that teachers narrow not only their curricula but also the skills they emphasize. As teachers in testing grades prepare students for the state exams, they must often put aside their emphasis on skills like elaboration and creative thinking in order to teach kids to write formulaic responses and find the one right answer.

Even the lower grades have been affected by these high-stakes tests. The pressure to prepare students for their upcoming years of testing has cut time for exploration and play. Additionally, that pressure has increased the need for students to meet, at times, developmentally inappropriate milestones in reading and writing.

Beyond the scope of individual classrooms, high-stakes tests have significant consequences for a school as a whole. As teachers are pulled from their programs to accommodate the proctoring and scoring of exams, a number of critical support services, ESL periods, ICT classrooms and specialty programs are disrupted for nearly a month.

When used correctly, we believe that assessment is a powerful tool. At PS 29, we constantly assess our students, collecting meaningful data that informs our day-to-day instruction. Unlike the high-stakes tests, our assessments improve the education we provide.

Across grades, we feel with great certainty that the rise of standardized testing—and most specifically, its high-stakes nature—has eroded real student learning time, narrowed the curriculum and jeopardized the rich, meaningful education our students need and deserve.

As such, we, the undersigned, believe that it is crucial for teachers to raise our voices on these issues, and we resolve to stand together to advocate for the elimination of the high-stakes nature of standardized tests.

Sincerely,

Kim Van Duzer
Leah Brunski
Rachel Knight
Peter Cipparone
Sara Thorne
Susannah Sperry
Liz Sturges Cosentino
Carolyn Rivas
Sophia Soto
Kristen Adamczyk
Sarah McCaffrey
Mollie Lief
Chantelle Luk
Melissa Bandes Golden
Frank Thomas
Jackie Lichter
Tristram Carver
Jessica Albizu
Hana Pardon
Lisa Cohen
Dan Turret
Lauren McGivney
Adam Gerloff
Bradley Frome
Izzi Kane
Molly Dubow
Kathy Nobles
January Mark
Jasmine Junsay
Nadira Udairam
Aaron Berns
Monica Salazar-Austin
Rachel Certner
Alice Pack
Marisa Noiseux

The mainstream press in Ohio is starting to take a closer look at charter schools, many of which are money pits for big donors to Governor John Kasich and the legislature.

The Akron Beacon-Journal published a remarkable, three-part series on charters, looking closely at the peculiar financial operation of the for-profit White Hat management company.

In this article, the reporter discovered that most charters won’t tell anyone who is in charge.

Journalists learned that most charter schools will not provide basic information. They are neither transparent nor accountable.

“The calls were made as part of a school-choice project by the Akron Beacon Journal and the News­Outlet, a consortium of journalism programs at Youngstown State University, the University of Akron and Cuyahoga Community College.

“In a phone-call blitz that began in early January, students in the journalism lab called 294 of Ohio’s 393 charter schools in operation at the time, seeking basic information:

“• Who runs the building?
• Who is that person’s supervisor?
• Who is the management company in charge?
• How does one contact the school board?
• When does the board meet?

“Public accountability was difficult. Of the 294 called, the results by March 26 were:

“• 114 — more than a third — did not return messages seeking information.
• Eight refused to answer.
• Seven said they would call back but did not.
• 73 provided some of the information.
• 80, or about 1 in 4, provided the information requested.

“By law, Ohio charter schools “must follow health and safety, ethics, public records and privacy laws; and comply with open meetings laws,” states a 2014 position statement by the Ohio Alliance for Public Charter Schools. Citizens are not required to provide reasons for the requests.”

In the second article in the series, a reporter finds that board members of White Hat charters has no idea where the millions of taxpayer dollars go.

“As a board member of four publicly funded charter schools in Akron and Cleveland, Charlotte Burrell will watch this year as $5.3 million in taxpayer money passes through her financial reports.

“She knows most of it will go to White Hat Management ­— a private, for-profit Akron-based company that runs 32 charter schools in Ohio. But unlike an elected school board member who can obtain intimate details about spending, her hands are tied. What White Hat does with the money, she said, is beyond her control.

“She does, however, control “unrestricted net assets.”
She pointed to the line item on a budget at a joint board meeting in February for two of the charter schools — University and Brown Street academies. Of $2.1 million in expected yearly funds, unrestricted dollars for both schools totaled roughly $1,500, or less than 0.1 percent.

“That’s what we concern ourselves with the majority of the time,” she said.
She’s satisfied, so long as a school treasurer — employed by White Hat — says the money spent by White Hat adds up.

“So, who is in charge of the nonprofit, publicly funded Ohio charter schools that 20 years ago did not exist? This school year, more than $900 million in state and local tax dollars — some of it approved by local voters — will be transferred from local schools to charters.

“In Ohio, charter schools are required to satisfy strict federal guidelines as nonprofit organizations under Section 501(c)3 of the Internal Revenue Code, including board autonomy. If the board is not independent of the company, the IRS is supposed to throw up a red flag.
But state law allows private companies to throw out nonprofit boards that challenge them.

“At many White Hat-operated schools, this already has happened. Last summer, boards in Akron and Cleveland expressed dissatisfaction with White Hat, so White Hat forced them out and new boards were formed.
The three unpaid board members who attended the February meeting said they were recruited by White Hat to serve. They turn over 95.5 percent of funding to White Hat, which then hires the staff, pays the bills and gives rent to its for-profit affiliates that own the tax-exempt school properties.”

.

“The IRS’ checklist to qualify for federal tax-exempt status draws a bright line between the charter-school governing board and the management company hired to run the school. The company should not create the board or recruit the members, and any evidence of boilerplate contracts from one school to the next suggests the company may be in control.

“Richard Schmalbeck, a Duke University professor of law and a former tax law attorney, said the description of relationships between private companies and Ohio charter schools may be problematic.

“The charter schools appear to be run by a for-profit organization,” he said.
Because the private company creates and owns the nonprofit school, then recruits a governing board that would give a favorable contract to the private company, “There may be a private benefit problem. Charities are supposed to operate exclusively for charitable purposes, and not for the purpose of advancing for-profit business ventures.”

“Schmalbeck is disappointed but not surprised that the IRS, buried in applications, might carelessly grant tax-exempt status to a nonprofit created or controlled by a private company. “If these facts are accurate and fully disclosed to the IRS, I think the IRS should withhold 501(c)(3) status,” he said.

“Ohio law requires schools to obtain 501(c)(3) status. The federal government allows 27 months to apply. Some charter schools are created and disappear in less than two years.
University and Brown Street were created by a White Hat attorney in September 2011, or 28 months ago. The board for each school, represented by the same attorney, had yet to file as of mid-March.

“Last year, the Ohio Department of Education (ODE) barred the creation of four White Hat schools when the state determined that boilerplate contracts would strip too much power from the boards.

“So directors who owe their position and continued appointment to White Hat are voting a lucrative operator contract to White Hat. Since a community school is a public entity, ODE feels this is not permissible,” ODE’s Mark Michael wrote in an email rejecting White Hat’s applications.
This was a rare event, though, because the legislature has shifted direct regulation of charter schools from the state to school-choice friendly groups known as sponsors — such as Buckeye Community Hope Foundation, a two-time sponsor of the school at 107 S. Arlington St.

“Initially sponsored by ODE and known as Hope Academy University Campus, the state handed over control after State Rep. John Husted — now secretary of state and a recipient of at least $139,033 in campaign contributions from the Brennans — sponsored legislation that effectively stripped ODE oversight.

“Buckeye Community Hope then took over. Peggy Young, director of the group’s Education Division, takes the position that the boards have ultimate authority.

“We’ve seen boards fire management companies, so in that sense they have ultimate control of the school,” Young said.

“However, when 10 school boards attempted to fire White Hat, it didn’t work out so well. Because White Hat had trademarked school names and bought up real estate through affiliate companies, the renegade boards couldn’t force White Hat out of the building.

“All but one has since contracted with another private company, this one a Delaware-based affiliate of a Florida company founded by a former White Hat employee.

Young saw that as the board maintaining control.

“I’ve had boards do that. They move next door. They have the students. The records,” Young said.

The old buildings didn’t stay empty. They have students and teachers, and board members who say they were recruited by White Hat.

And their attorney, Amy Goodson, whose name is on incorporation papers for several White Hat-managed schools, said it’s “pretty typical” that lack of wherewithal forces boards to enter contracts with big name companies.

“What happens is, I can’t say broadly, but in the case of University and Brown Street, those were education models that White Hat creates,” said Goodson, who is paid by the board. “It’s kind of a chicken and an egg thing because you have to have someone start this.”

Burrell is unaware of her predecessors’ disapproval of White Hat. To the contrary, it’s been “fabulous” working with White Hat, she said.

When asked if she could provide some of the financial information that prior boards continue to seek in court, she replied: “That comes under the management company, not the board. So you would have to interview those persons at White Hat.”

A third article describes IRS rules supposedly governing the tax exempt status of charter schools.

Doug Livingston can be reached at 330-996-3792 or dlivingston@thebeaconjournal.com. Contributing to this story were NewsOutlet reporters Matt Hawout and Sara Rodino.

TheNewsOutlet.org is a collaborative effort among the Youngstown State University journalism program, the University of Akron, Cuyahoga Community College and professional media outlets including, WYSU (88.5-FM) and The (Youngstown) Vindicator, The Akron Beacon Journal and Rubber City Radio (Akron).

http://www.ohio.com/news/local/irs-sets-rules-on-how-charter-schools-qualify-for-tax-exempt-status-1.477137

Lets hope that journalists keep asking questions. The public has a right to know who and what they are funding, and where the money goes.

John Thompson, teacher and historian, here reviews the testimony in the Vergara trial of economists Raj Chetty and Tom Kane. They are believers in economic models for judging teacher quality. Thompson concludes they are seriously out of touch with the real world of teachers.

Thompson reviews their testimony and writes:

“Chetty, Kane, and other expert witnesses are assisting in an all-out assault on teachers’ most basic rights. I disagree with them, but I can see why they would believe that their research is relevant to 3rd through 8th graders in math and, to a lesser degree, elementary reading classes. But, even though they have not studied high schools, they are participating in an effort to also destroy the rights of high school teachers.

“And, nothing in their research could possibly support the opinion that once current laws are stricken that data-driven evaluations in non-tested subjects would likely benefit students in those classes. Up to 80% of students are in classes that remain virtually unstudied by value-added researchers. Yet, they are so confident in their opinions – based on their goal of addressing the bottom 5% of teachers – that they are helping a legal campaign (based almost completely on the opinions of some like-minded persons) to strike down duly enacted laws.

“Of course, I would also like to understand why a few corporate reformers are so convinced in the righteous of their opinions that they have initiated this assault on teachers. But, I’ve already gone too far down the path of trying to speculate on why they engage in such overreach. I just hope the Vergara judge has the inclination to look deeply into both the testimony of expert witnesses and how it is very different than the evidence and logic they have presented in written documents.”

Anthony Cody connects the dots. Bill Gates has invested more than $2 billion in promoting Common Core because he sees the need for a standard curriculum. When speaking to the National Board for Professional Teaching Standards, Gates explained that the standard electrical plug in all 50 states facilitated innovation.

Cody shows how the Common Core makes possible a standard platform for all kinds of devices. These devices essentially take over the role of the classroom teacher. Gates might at long last achieve his dream of larger class size, fewer teachers, great cost savings. Other vendors are ready with their product line, ready to plug into the standard curriculum that has long eluded suppliers of educational materials.

Cody believes that the best motivation for learning does not from a device but from human interaction.

He writes:

“It is understandable why people who have made their fortunes on the transformation of commerce and industry through the almighty combination of computers, software, data and the internet would project a similar revolution in our schools. However, there is a fundamental difference between commerce and the classroom. Our students learn in a social environment in which human relationships remain central. A model which makes a device central to the learning process is flawed.

“These devices have some value as tools. I am not suggesting they be abandoned. I am suggesting that they are being greatly oversold, and the imperative to standardize our classrooms so they become uniform “sockets” that will allow these devices to readily plug in is misguided. We stand to lose far more from this stultifying standardization than these devices can ever provide.”