Archives for the month of: March, 2014

Half a century ago, as the civil rights movement grew in strength and intensity, “school choice” was understood to e a synonym for segregation. Leaders like Dr. Martin Luther King, Jr., fought for a democratic and equitable public school system. But, oh, how times have changed. Now there are organizations led by African Americans who want vouchers and charters to escape the public schools. No matter that such schools promote segregation. These 21st century leaders want school choice.

Why?

Julian Vasquez Heilig explains here how billionaires have co-opted minority groups to join their campaign to fight unions, fight teachers, and demand privatization.

The answer will not surprise you.

“Under the mantra of civil rights, billionaires such as Eli Broad, Bill Gates and the Koch Brothers and the powerful corporate-funded lobby group the American Legislative Exchange Council (ALEC) are using venture philanthropy and the political process to press for school reforms in the United States.

“The ongoing Vergara law case in California in which nine students are suing the state over teacher tenure laws, is backed by Student Matters, a non-profit that has received donations from the Broad Foundation and the Walton Foundation, run by the Walton family that founded supermarket chain Wal-Mart.

“The driver behind the case is a campaign to loosen labour rules in order to make it easier to fire “bad” teachers, under the argument that their presence discriminates against disadvantaged children. Opponents of the case argue that it is a blatant attempt to change the conversation from the realities of California’s divestment in education — the state is 46th in the nation in spending per student in 2010-11, and 50th in the number of students per teacher.

“What these organisations and other others such as the the Koch brothers, Bradley Foundation, Heritage Foundation, Students First and Jeb Bush’s Foundation for Excellence in Education – all supposedly supporters of school reform – have as a common denominator is a vision of a profit-based market approach to education.

“School vouchers are one of the primary education reform policy approaches pressed by the billionaires and the business lobby. Voucher programs, which provide public funding for students to attend private schools, have become more popular in the US in the past several decades.”

He adds:

“….these special interests are supporting vouchers and other neoliberal reforms contrary to the interests of students of colour. In doing so they will shift the US education system to maximise corporate profits, while limiting democratic control of public schools.

“These same billionaire “reformers” have co-opted the equity discourse by offering a carrot to minority groups. This can sometimes be in the form of millions of dollars as in the case of the Black Alliance for Educational Options and Parents for Educational Freedom in North Carolina. But all this hides the inequity that profit-based approaches to education foment.”

The New York State Senate has written a budget bill that opens the public coffers to charter schools and guts mayoral control in New York City. If the Republican-controlled Senate has its way, the charters will get more money, will not pay rent, will get new slots for pre-K, and will be protected against any effort by Mayor de Blasio to reverse decisions made by the lame-duck Bloomberg administration.

In the past, Mayor Bloomberg gave the charter operators whatever they wanted. He was also a major funder of Republicans in the State Senate. The very sizable campaign contributions by hedge fund managers (Democrats for Education Reform) to New York politicians are paying off for the charter operators, which enroll 3% of children in New York State and 6% in New York City.

According to the report in the New York Daily News,

“The Senate’s budget proposal expected to be unveiled later in the day would bar Mayor de Blasio from rescinding co-location agreements with charters, boost per pupil funding for charter school students, and prohibit school districts from charging rent to charters that co-locate in an existing public school building, the Daily News has learned.

“The measures are part of a comprehensive seven-point charter school plan expected to be put forward in a one-house budget resolution by the Senate Republicans and five dissident Democrats who control the chamber together, sources briefed on the plan say.

“De Blasio recently rescinded co-location agreements with three charter schools operated by former City Councilwoman Eva Moskowitz. The Senate plan put together by Senate GOP Leader Dean Skelos and his members along with the Independent Democratic Conference led by Sen. Jeffrey Klein would reverse that, sources said.

“Under the proposal, the sources said, any charter school that was approved to co-locate in a public school building prior to Jan. 1, 2014 would be protected. The measure will state that any significant change in school building utilization relating to co-location shall not be authorized without the consent of the charter school.

“Charter schools in New York City receive nearly 30% less in public funding per pupil than traditional public schools. The Senate plan would boost the basic tuition amount the city would transfer per pupil to the charters.

“Charter schools for the first time would also be eligible to receive separate state building aid funding after de Blasio cut $210 million in city capital money earmarked for the charters that build in private locations.

“The plan would also pressure the city to provide public space for charters by creating an additional cost to the city if they don’t. Under the plan, sources said, the city would be required to pay an additional 25% on top of the per pupil money it gives out to charter schools so a charter can go into a private space.

“And in hopes of protecting charter schools from future problems with the city, the Senate would allow them to apply to the SUNY Charter Institute or the state board of Regents to oversee and supervise them, rather than the city.

“The Senate would also authorize charters to provide full-day prekindergarten programs, something Gov. Cuomo has said he would also push.”

Governor Cuomo has received about $800,000 from charter supporters in the financial and real estate sectors. To protect their favorite hobby, the governor now proposes to take control of funding charter construction and co-locations. This would effectively nullify mayoral control in New York City and assure that Cuomo’s sponsors in the charter sector can expand at will into other people’s public schools. With the governor’s help, they can insert their privately managed schools into public school buildings, kicking out kids with special needs and kids from the neighborhood. The governor will also make sure that his political patrons never will be asked to pay rent for their use (or usurpation) of public space.

Governor Cuomo is ably representing the interests of the hedge fund managers and the real estate moguls who contributed to his campaign, as well as the 3% of students in New York State and the 6% in New York City enrolled in charter schools.

Money rules!

Media Contacts:

Julian Vinocur, Julian@aqeny.org, 212.328.9268

Dan Morris, dlmcommunications@gmail.com, 917.952.8920

Firestorm Over Governor Cuomo’s & Senate Majority’s “Pay-to-Play” School Politics

Political Donations from Wealthy Charter Investors Fuel “Gubernatorial Control” over NYC School Issues

New York, NY— Currently, the State Senate Majority is considering a budget proposal that reportedly would invest state funds in capital construction for privately-run charter schools and would undermine the power of NYC to make its own determinations on charter school co-locations and charter school rent.

Governor Cuomo immediately reinforced the Senate proposal by saying today on the Capitol Press Room radio show that charter schools are “the big issue in the budget.” As reported by ChalkbeatNY, the Governor and the Senate Majority have been the beneficiaries of huge campaign contributions from the financiers and ideological backers of privately-run charter schools. New York’s lead education & civil rights advocates released the following statement:

“The ‘pay-to-play’ school politics we are witnessing today between the Governor and Senate Majority is an outrage. The real civil rights issue of our time is that Governor Cuomo has completely abandoned his constitutional responsibility to provide adequate funding for the 97% of students in public schools across the state. Unfortunately, the majority of public school students do not have rich Wall Street honchos to make the Governor pay attention to them,” said Hazel Dukes, president of the NAACP’s NYS Conference.

“Governor Cuomo is the master puppeteer of this ‘pay-to-play’ fiasco, pulling strings in the Senate to get ‘Gubernatorial Control’ over New York City school issues. It’s a power play to satisfy the big-money political donors that want corporate charter school chains to thrive at the expense of public school students. The Governor is the biggest beneficiary in Albany of shady ‘pay-to-play’ interests who want to privatize education, and he is taking it out on the 97% of parents, students and teachers that want him to stop his assault on public schools,” said Jonathan Westin, Executive Director of New York Communities for Change.

“Governor Cuomo has not toured a single public school since he took office, and yet he wants ‘Gubernatorial Control’ of New York City schools. Give me a break—Governor Cuomo has turned his back on the 97% of students across the state attending public schools, but now he says charter schools are his top priority in this budget. Meanwhile the Senate Majority has school districts crying for relief from underfunding, yet they want money for charter schools. It looks like Governor Cuomo and the Senate Majority are bending over backwards for the charter school lobbyists who are big campaign donors,” said Zakiyah Ansari, public school parent and Advocacy Director for the Alliance for Quality Education.

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I earlier posted a five-minute video presentation in New Zealand by Dr. David Hursh.

Here is the full presentation.

This is a wide-ranging interview with Salon that started as a discussion of the Network for Public Education, then went on to discuss budget cuts, high-stakes testing, Common Core, Race to the Top, privatization, and much more.

Professors Robert Scott and Scott Imig of the University of North Carolina at Wilmington released a new survey showing strong parent opposition to recent legislation affecting public schools and teachers.

They found that over 94% said that education was headed. In the wrong direction.

Over 94% think that teachers should be paid more.

96% disagreed with removing extra pay for getting a master’s degree.

Nearly three-quarters oppose using standardized test scores in teacher evaluations.

77% trust educators to make decisions about education, but less than 1% trust the legislators to do so.

See also this report in the local media.

For reasons unknown, Connecticut appears poised to endorse New York state’s odd lesson plans for Common Core.

This Connecticut blogger pulls apart the first grade lessons, previously discussed on this blog.

The blogger refers to a small portion of what first graders are supposed to learn (subjects that might well fit better in high school and/or college, that is, if one expects depth of understanding):

“A further examination of Domain 4 means reviewing its 81 student objectives. That number is not as intimidating as the language in the content area objectives. The first ten objectives state that “by the end of this unit, students will be able to….”:

“Locate the area known as Mesopotamia on a world map or globe and identify it as part of Asia;
Explain the importance of the Tigris and Euphrates Rivers and the use of canals to support farming and the development of the city of Babylon;
Describe the city of Babylon and the Hanging Gardens;
Identify cuneiform as the system of writing used in Mesopotamia;
Explain why a written language is important to the development of a civilization;
Explain the significance of the Code of Hammurabi;
Explain why rules and laws are important to the development of a civilization;
Explain the ways in which a leader is important to the development of a civilization;
Explain the significance of gods/goddesses, ziggurats, temples, and priests in Mesopotamia;
Describe key components of a civilization…”

Why do six-year-old children need to learn the word “perplexed”? There is actually a good reason. The content of the first grade lessons will surely make them feel perplexed. Better: why should they know the word “apoplectic”? You know why.

David Tansey and Elaine Weiss collaborated to write this very insightful article about what happens to young black men in the District of Columbia public schools.

Tansey learned how to connect with his students on a human level, to talk about the issues that matter in their lives, to discuss the purpose of education.

With all the boasting about test score gains in D.C., the article reminds us that the district has a gaping achievement gap, and that the relentless focus on testing is not the mechanism to educate the kids who are still left behind. They are left behind not so much by their scores as by the institutional and societal neglect that surrounds their young lives.

Tansey, speaking of his experience in leading an after-school program, writes:

Clubs like mine make up for some of this gap in opportunity. They allow students to witness what graduation could mean, and they motivate students to achieve what students before them have. But we have not prioritized such components of the high school experience. Indeed, teacher churn has made it almost impossible to provide DCPS students with experiences beyond the classroom. The Gentlemen of Dunbar is the only non-athletic after-school program that has existed for more than four years straight. This makes students feel like they are simply riding the standards-based conveyor belt to graduation, whatever that signifies.

I believe we can do better. But it will take an honest reassessment of what really fosters “success.” Then we have to take on the equally difficult task of determining how to duplicate our experiences for students whose status in life does not provide a familiar, beaten path upward. I recommend we start by speaking to students about how they see the world. Making use of this second lens might give us the depth of insight into social mobility our nation so desperately needs. And it is infinitely more likely to produce NAEP scores that advance, rather than impede, that mobility.

Ted Mitchell, CEO of the NewSchools Venture Fund, was selected by the Obama administration to hold the #2 job at the U.S. Department of Education. Mitchell is a strong proponent of privatization. The NewSchools Venture Fund exists to promote privatization. Of course, we should not be surprised that Arne Duncan chose the CEO of NSVF for the second most important job in the Department. After all, he invited Joanne Weiss, then CEO of NSVF, to run Race to the Top, then made her his chief of staff. From the beginning of this administration in 2009, public schools were considered obsolete and given a back seat.

Politico.com reports:

TED TALKS: Ted Mitchell, nominated to oversee higher education at the Education Department, filed his financial disclosure statement – and his connections to charter schools and education technology run deep. The CEO of the NewSchools Venture Fund, Mitchell sits on at least a dozen boards of non-profit organizations and for-profit companies, including two ed-tech firms, a seed fund for blended learning schools, a charter network and Khan Academy. The 44-page financial disclosure form also lists Mitchell’s numerous – but generally small – investments in technology and education companies, including the publishing house McGraw-Hill, Apple, Google, Microsoft and the Apollo Group, the for-profit company that owns the University of Phoenix.

– Mitchell is also an adviser to Salmon River Capital, a venture capital firm that has invested heavily in online, for-profit Capella University. If confirmed as under secretary, Mitchell would focus on higher education. One contentious issue the department is facing includes the regulation of for-profit colleges. Department spokeswoman Dorie Turner Nolt said Mitchell is in the process of resigning from all boards on which he sits. “Under our ethics policies, Ted won’t be able to participate in any matter pertaining to an organization where he sat on the board for at least a year,” Nolt said.

Professor David Hursh of the University of Rochester visited New Zealand, where he explained so-called “education reform” in the United States. He very bluntly describes the bipartisan agenda that is proving to be harmful to students, teachers, and public education.

Hursh met with educators in Australia and New Zealand over a five-week period, encouraging them to resist the high-stakes testing movement.