Archives for the month of: March, 2014

Bill Moyers is one of my heroes. He is one of the few people in the media who is as concerned about the privatization and monetization of the public sector as I am. He has a long memory, and he has not forgotten that a good society needs both a strong public sector and a strong private sector. Nor has he forgotten that the real civil rights movement was about tearing down the walls of a segregated society and creating equal opportunity for all, not the current effort on the part of billionaires to promote school choice and decimate public education.

I enjoyed talking to him. Here is the full interview as it aired on PBS.

Prepare yourself.

 

Thousands of readers opened the “Confessions of a Teacher in a No-Excuses Charter School.”

 

Many were horrified. Some couldn’t believe what she wrote.

 

Some said that there are certain kinds of students who come from dysfunctional homes and need this sort of structure.

 

She sent me this video, which is a demonstration of robotic responses in “Whole Brain Teaching.” 

 

What do you think of this as education?

 

 

Governor McCrory has had a new idea.

Given the terrible morale of teachers in his state and the exodus of veteran teachers, it is important for the state to act quickly to support its teachers.

But that is not his idea.

 

He wants to use Race to the Top dollars to pay $10,000 each to 450 teachers across the state.

Since merit pay and bonuses have not had a positive effect anywhere else, consider this just a way of getting rid of RTTT money fast.

He previously announced a plan to pay new teachers more, which will be a boost for the TFA that the far-right governor and legislature are bringing to the state, but he has no plans to raise the salary of experienced teachers.

The proposal sounds similar to a plan McCrory floated last summer, when he announced his intention to use $30 million of Race to the Top funds for an Education Innovation Fund that would reward 1,000 top teachers with $10,000 stipends. That proposal was met with criticism by State Board of Education members at a meeting shortly after his announcement.

In September, NC Policy Watch reached out to Gov. McCrory’s education advisor, Eric Guckian, to see if the Education Innovation Fund was on the table. While the name seemed to have changed by then, policymakers were still moving forward with the idea.

“The goal of the Governor’s Teacher Empowerment Network is the same as the Innovation Fund was, to get the money in teachers’ pockets,” said Erin Gray, Guckian’s assistant. “However, the process of how the teachers receive this money is different. We want to be able to reward as many teachers as possible with this network and produce innovative [sic], master, leader teachers to not only benefit from the extra pay, but will be active to reform schools and lead other teachers.”

Today’s announcement about the GTN comes at a time when the state’s entire teacher workforce has not received a raise since 2008, with the exception of a 1.2 percent pay increase in 2010. Recently ranked 46th in the nation in teacher pay for the second year in a row, North Carolina is also dead last in teacher salary growth over the past decade.

– See more at: http://pulse.ncpolicywatch.org/2014/03/24/mccrory-announces-plan-to-give-450-teachers-10000-bonuses-with-race-to-the-top-funds/#sthash.USLAC2Vj.dpuf

 

 

This article, which I wrote for the New York Review of Books, connects the dots that I have been writing about these past few weeks.

It shows how the charter lobby spent $5 million to attack Mayor de Blasio, completely derailing his own progressive reform agenda of universal pre-kindergarten and afterschool programs for adolescents.

The charter schools serve 6% of New York City’s children, 3% of New York state’s.

Yet because of the power of the billionaires funding their movement, they are on the verge of getting state law changed to guarantee that can get free space in public schools.

The charter lobby’s generous campaign contribution to Governor Cuomo made him their ally.

All in all, a shabby demonstration of the power of money in politics, now intruding into education, where the wants of the few trump the needs of the many.

 

Listen and watch as these parents in New York City tell you why your children should opt out of the state tests.

The high-stakes standardized testing is a massive waste of time. The results come in long after your child has changed teachers.

 

The teachers learns nothing of value from the tests: just the scores.

 

The tests have no diagnostic value.

 

It is a horse race with no point other than to steal instructional time, to rob your child of the joy of learning.

 

The only way to stop it is to say NO.

 

Don’t feed the machine.

 

Remember that your child’s data is being mined even as he or she takes the test.

 

Say NO.

I will be discussing privatization this weekend with Bill Moyers.

Jack Schneider, a historian of education at the College of the Holy Cross, writes that public schools actually outperform private and charter schools but it is a deeply kept secret.

There is a reason.

Private schools and charter schools build their brand.

They aspire to be selective.

They market themselves to create a sense of scarcity.

Parents think they are lucky if their child is accepted.

Public schools don’t have scarcity: they accept everyone.

They don’t have a brand: they are the community public school.

They don’t put up flyers, send out post cards, buy television advertising, boast that they are better than the competition.

Schneider writes:

None of this is intended as a takedown of private and charter schools. Many do good work, and they should be valued for that. Rather, the point is that public schools suffer from a divergence between public perception and measurable reality. Knowing this, we might conduct fewer conversations about an ostensible crisis in public education, driven by the troubles of a small number of schools, and, instead, concentrate on the importance of cultivating positive reputations among the vast majority of public schools that are doing just fine. Traditional public schools need not build their brands in order to ensure survival—after all, they educate 90 percent of young people. But they may need to do so in order to secure the good faith of the American public—faith that is essential to a healthy and thriving system.

 

The problem is that it is expensive to build a brand identity. Why should public schools spend hundreds of thousands of dollars to compete with the charters or with each other, when all that money should go towards paying for the arts, smaller classes, supplies, and other needed resources?

Strange to say, the column was underwritten by the Gates Foundation and Participant Media, which sponsored “Waiting for ‘Superman,'” which did so much damage–unfairly, unethically–to American public education.

Maybe the Gates Foundation would agree to spend $1 billion restoring the public reputation of public schools, which it has done so much to vilify–unfairly.

 

 

I met a Los Angeles named Geronimo at the Network for Public Education meeting in Austin. Of course, that is a pseudonym. Geronimo, who often comments here, met Joanne Barkan, who wrote a post about philanthropy here.

 

Here are Geronimo’s reflections:

 

One of the great pleasures of my NPE experience in Austin was getting to talk to Joanne Barkan at length.

In Los Angeles, we have felt the full brunt of “philanthropy”. It has been used as the cudgel to infiltrate the entire operating status of LAUSD by dictating the terms of the pedagogy our kids receive and the orders we teachers are expected to follow. The fact that Gates and Broad have placed not only “their man” John Deasy in the top position, but they have funded other positions in District Headquarters.

Worse, we have no idea how much money they give to Deasy personally nor others in Deasy because they are “private” donations.

It is easy to call yourself a “philanthropist” but often times, philanthropy is politically motivated. I guess this can be good or bad depending on whose side of the “giving” you are on and if this sort of barter is good for your cause.

In an article in THE LA TIMES by Howard Blume on September 15, 2011
(http://articles.latimes.com/2011/sep/15/local/la-me-schools-fund-20110915), we read about how the drive to “philanthropize” LAUSD became public:

“Los Angeles schools Supt. John Deasy and Hollywood philanthropist Megan Chernin have launched an effort to raise $200 million over five years to benefit local public schools.

“The collaboration, in the works for several months, was announced in a letter signed by Deasy, Chernin and Los Angeles Mayor Antonio Villaraigosa.

“The letter strikingly lists failures of the Los Angeles Unified School District but also asserts that “for the first time in the District’s history, the conditions for bold change are present…. The time is now to harness this potential and it is our responsibility to do so.

“Besides Chernin, the nascent board of the Los Angeles Fund for Public Education includes education philanthropist Casey Wasserman — who has given directly to L.A. Unified in the past — as well as former educator and artist Nancy Marks and Jamie Alter Lynton, a former journalist who is married to the chief executive of Sony Pictures Entertainment.

“‘Donations could support districtwide initiatives, such as a new training program for principals, among other things. They could also bring to the district effective approaches used at charter schools,’ said spokeswoman Amanda Crumley.

And here is the unquestioned-Philanthropic-philosophy-in-a-nutshell kicker of the LA TIMES article:

“One selling point for participants is that the elected L A. Board of Education would have no direct control over the money.

“‘As you know, the innovation Los Angeles’ students need cannot start within a rule-bound bureaucracy,’” the letter states.

“Key education donors have refused to give much, if anything, to L.A. Unified because they question how well the nation’s second-largest school system would use the money.

HOW WOULD THEY USE THE MONEY? At least the decisions would have been democratic and transparent.

HOW HAS DEASY USED THE MONEY? I’ll let history judge.

During the Great Recession, LA. Unified, like other urban districts, had been hard hit by state funding shortfalls, resulting in thousands of layoffs, larger class sizes and a shorter school year. It was the perfect opportunity for “philanthropists” to come in and work their magic under the pretext of providing schools with much needed assistance.

The unions were at their weakest point (and currently, in LA, the union is on life-support).

Deasy, who became superintendent in April, 2011, has made pursuing outside philanthropic financial support a high priority. But this financial support brought political support with all the quid pro quos that have made LAUSD more of a corporation than a democracy. The Big Money is steep inside LASUD and has definite favorites as to who gets to define what “good education” is. Just look at all the money that now gets poured into the School Board races and who “philanthropy” backs. Look at how philanthropists treat teacher unions and the quality-of-life issues they raise.

If this was the NRA who had this sort of inside influence to organizations, people would be outraged. These Philanthropists and our Superintendent uses kids as human shields. They say they will withdraw their money if their policies are not implemented. This sort of hostage taking is obscene and Deasy stays in power because of this implicit threat.

Philanthropy where these multi-billion dollar decisions truly affect the profits of the ones giving the “donations” taints the whole process. Gates and Broad put their money and their “charity” to the very areas that they profit from.

Education is political BECAUSE it is Big Business. To ignore that reality is to be willfully ignorant.

And the Philanthropists have tried very hard to turn Education into Big Business behind the scenes while maintaining their pretense of Switzerland-like neutrality in their public persona claiming to the public: “We just want to help education be better.”

Kind-hearted souls indeed as they write their pro-Reform Op-eds in The Wall Street Journal.

Meanwhile, on the micro-scale of my individual classroom, my kids have to hoe a vastly different path that the Reforms now prescribe their net worth. The billionaires say this is what you get.

Kids. Your education is NOT a Democracy.

If you don’t like it, your solution is very simple. You can always leave the public system to where Gates, Broad, Alter-Lynton, Duncan or Obama send their kids to school.

And finally you will get the education these philanthropists truly believe in.

Thanks again, Joanne for your insight and commentary and commitment to the cause. You continue to be inspiring.

 

Denis Smith is a retired school administrator who worked both as a sponsor representative for charter schools as well as a consultant in the state charter school office. In this five-part series, he offers his perspective about charter school governance and how this mechanism designed to provide transparency and accountability for public entities is sorely lacking and may in fact be the “fatal design flaw” of these schools.

 

Part Three

 

Ohio charter school governance and management issues aren’t exclusive to national chains like Imagine. Here is a case history of one school that was operated by the founder and who hand-picked the board, treasurer and school staff.

 

In 2010, an attorney from a law firm in Wilmington, Delaware that represented an educational publisher called to ask my help in collecting payment from a charter school that had an overdue debt of more than $50,000. The attorney also told me the bill was more than three years old.

 

That’s not the only beef he had with the school. “Do you know how much the school administrator is being paid”? he asked. When I replied that I didn’t know because the state did not maintain a database containing compensation for charter school administrators, he told me. “She pays herself $156,000 to run a school with 175 students and there doesn’t seem to be anything left to pay my client.”

 

When I looked further into the situation and contacted the school sponsor for more information, a tale quickly unfolded of a school with no internal and external controls. The treasurer, a family member of the school head, had ignored invoices sent from the company demanding payment, and the attorney, who wanted to personally bring the situation to the board, could not find any information about where or when they met to discuss school business.

 

As it turned out, the president of the governing board was a close friend of the school’s director, as were several other members of the board. When the attorney contacted the school and asked about the board and their meeting schedule, he was denied this basic information. Stonewalled by the school at every turn, it was at that point that he contacted the state department of education.

 

A phone call to the State Teachers Retirement System soon revealed that no salary information had been sent by the school treasurer to determine payments owed by the school. The school, which had been open for about four years, was ultimately closed by the sponsor.

 

Although the school was operated by two family members and thus not part of a national chain like Imagine, it still contained the same fatal genetic flaw prevalent in too many charter schools – a non-functioning governing board serving not the students and families but the school directors who appointed them. In the post-mortem conducted with the closure of the school, it was apparent that the board was invisible and displayed no curiosity about how the school director and treasurer – family members – required some observation of their performance as well as collective visioning so that the board itself could affirm its role and purpose. In addition, the long-term friendship between the governing board president and the school director prevented the board from functioning and providing the oversight necessary for guaranteeing a free and appropriate education for the students as well as the stewardship necessary for protecting public funds.

 

Sadly, the tale related here has occurred again and again in Ohio since the inception of the charter school program more than fifteen years ago. It is entirely possible that some of the board members had no idea about the size and scope of the compensation that two members of the same family received when compared to the size of the school and the share of state revenue it received. But when a person serves as a member of a board, they must accept that as a trustee for the school, they assume several legal responsibilities which include these basics:

 

Duty of Care – Exercise reasonable care when making decisions as a steward of the school and ensure that all those associated with the school will be held accountable for their actions.
Duty of Obedience – In fulfilling the public’s trust, ensure that the State’s funds will be used to fulfill the educational mission of the school and not for a private purpose.
Duty of Disclosure – Disclose any transactions in which a governing authority member may be involved and where an actual or perceived conflict of interest situation exists.
Duty of Custodian of a Public Trust – Manage public funds for public purposes and not private benefit, comply with Open Meetings requirements and respond to citizen and media request for information about the school and its management.
Duty of Diligence – Determine that deadlines for all required reporting are met, including monthly financial reports, and closely examine reports to determine any trends or variances in the condition of the school.
It should come as no surprise that when problems occur at the governance level – and we have already made the point that by their very design, charter schools contain some fatal design flaws – symptoms of other problems will soon become evident, including poor academic results, financial issues, and staff turnover. Tomorrow, let us examine another case study to see how another governing board fared in meeting its duties and responsibilities.

The New York Daily News reports that  the revolt among the state tests is growing among parents. State officials are doing whatever they can to tamp down the parent rebellion against the state’s obsession with testing. No one at the State Education Department ever speaks of the “joy of learning,” as New York City Chancellor Carmen Farina did when her appointment was announced. The state department seems to be filled with statisticians, bean counters, technocrats, and bureaucrats who never read for fun, never enjoyed learning, don’t like learning. They love data. Data fill them with joy.

 

“…The revolt against the education overlords in Albany was gathering steam Thursday as parent organizers at Public School 368 in Harlem said they will not subject their kids to the annual English Language Arts (ELA) and math exams that begin next week.

Kimberly Casteline, whose 8-year-old son attends the school, said the tests are unfair.

“A child can have a bad day, a child can be a bad test taker,” said the Fordham University professor. “Test taking does not equate to learning and that’s where we’re getting these two concepts conflated.”

Casteline and the other refuseniks believe the emphasis on standardized exams takes the joy out of learning and forces teachers to teach to the tests.

“I decided to opt my son out of the test after realizing that he was going to spend six valuable days of the school year taking the test, and even more days preparing for the test,” Casteline said.

Jasmine Batista, who has two sons the school, said the test needlessly stressed out her 10-year-old.

“He was concerned that he would not go on to the next grade,” she said. “He was crying, he had no appetite, he couldn’t sleep. He was so happy when that test was done.”

Now her 8-year-old is feeling the angst.

“My third-grader is now also stressed out because of what he saw his older brother go through,” she said.

Donnie Rotkin, a former public school teacher who is now an academic coach at two elementary schools in northern Manhattan, echoed the worried moms.

“Too many schools spend weeks, months, narrowly focused on preparing kids for these tests,” said Rotkin.

While surveys show that many public school parents share those sentiments, so far very few have yanked their kids out of the classroom on testing days.

Last year, 5,100 of the 1.2 million students who were supposed to take the tests statewide didn’t do so, officials said.

He was crying, he had no appetite, he couldn’t sleep. He was so happy when that test was done. State Education Department spokesman Dennis Tompkins defended the testing as “one of many tools that should be used to measure student growth and help inform instruction.”

“The year, the parents of more than a million students across the state will ‘opt-in’ to the state assessments,” he said…..

But the rebellions in schools like P.S. 368 are spreading across the city and gaining in strength, the anti-testing advocacy group Change the Stakes claims.

Administered for roughly one hour per day over six days, spread out over five weeks, the results are used in decisions to promote students, evaluate school performance and educators, and figure into bonuses for school staffers whose students do well on the tests.

There are no official consequences for the kids who opt out of the tests. Instead of being judged on how well they did on the standardized exams, they will be evaluated on their school work.