This reader commented on a post called “Is the Charter Movement Imploding?” That post reviewed some recent egregious charter school scandals.
He wrote:
“One purpose of school privatization is to bring about “deregulation” of the education system. wherever and whenever deregulation has been permitted to proceed, the result, for public goods and services, has been disastrous. The financial collapse of 2008 was the direct outcome of deregulation. Deregulation was supposed to lead to greater efficiency in the provision of housing and in financial services. Instead it wiped out trillions in individual and social wealth; it nearly destroyed the American economy; and it created a deep, deep well of misery and suffering. The high priests of neoliberalism who called for deregulation should have been made to eat their hats. Their bogus theorizing did not lead to the paradise they promised; instead it put many people in hell. All deregulation of finance achieved was the enrichment of predators and parasites, who preyed on the vulnerable and the desperate by scams, deception and outright criminal acts.
“The deregulation of public education, by leave of privatization, is creating similar opportunities for the unscrupulous and untrustworthy. Because there are no hard and fast criteria for opening a charter school (except a religious commitment to corporate education reform), it’s obvious that this wide open “wild west” frontier where public money is there for the taking was bound to attract venal and criminal types, who have no business at all being around children. Connecticut is notable, because the gap between rich and poor communities is extremely stark, and the State is under legal pressure to make school funding more equitable. But the powers that be in Connecticut are closely connected to the Wall St Hedge Fund Crowd (some of the very people who brought about the 2008 economic collapse), and it is this power which is strongly pushing school privatization. The Hedge Fund Predators don’t care who gets a charter school, just so long as charter schools are created. And the Democratic Governor Malloy is all too willing to oblige his patrons. Malloy is a low character with high ambitions. He would sell his mother to advance his career. But seeing as no one is interested in buying his mother, Malloy has decided to sell out minority children in Connecticut’s poorest cities.
“Deregulation of financial services led to the destruction of many poor neighborhoods, as people were given mortgages they could not manage. The mortgages were given because they were ultimately insured by the Federal government. Private investors got stinking rich by fraud and deception. Homeowners got foreclosed. And the general public picked up the tab for unethical and criminal profiteering. As the Charter school movement continues to grow, you can see the same sorry pattern. Charters are given to crooks, incompetents and charlatans. Some of them make out like bandits. Children in the charters are often given a dreadful education. Neighborhood schools are ruined. Profiteering is at the public expense, as hardly any charter school could survive without public funding. I would not say that the Charter school movement is imploding, but this prospect can’t be ruled out in the future, as deregulation is just another name for ongoing and deepening chaos.”

I certainly think there is room for appropriate regulation in any market. What regulations should be imposed on charter schools? We hear a great deal about scandals in some states, yet very little about scandals in other states. Perhaps the states with few scandals can provide models of regulation for the scandal prone states.
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In Ohio, the Department of Education is now threatening to investigate and punish the very teachers who exposed the scandals at the Gulen schools under the guise the teachers did not properly report the issues in a timely manner. That chilling approach right out of regime politics will certainly result in a model with few scandals.
Checks and balances are a good model. Protect the rights of teachers (and all workers) on the job with Freedom to Assemble and Freedom of (protected) Speech, plus due process with collective bagaining and, voilà, you have a model.
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Perhaps Ohio could look to Minnesota or even Kansas as better models of regulation. We also hear relatively little from New York in the way of financial scandals.
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Minnesota’s had its share of charter embezzlers and charlatans.
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Joanne Simons,
No doubt every state has had its share if financial scandals involving K-12 education, both in charter schools and traditional school districts. The interesting question concerns how different regulatory approaches infuence the likelyhood of a financial scandal.
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What you “hear” and what is reality are two different things. What did Reagan say “trust but verify”? The relative absence of scandals in any industry should make a stakeholder wary. Remember, much of the media that does the “telling” is controlled by a relatively few wealthy individuals. The Columbus Dispatch is a good example. Vehemently anti-teacher, they pursued a “data rigging scandal” against the public schools with almost daily front page stories. The result was an aggressive, state wide investigation where even the appearance of statistical anomaly resulted in suspicion. All public schools, whether guilty or not, were investigated. Contrast with the Gulen schools allegations. The Dispatch is almost apologists defending other Gulen schools in the state. Instead of a full investigation into all Gulen schools, ODE is quietly limiting the scope to a few in Dayton. Could it be the campaign donations and trips to Turkey showered on important GOP politicians affect public policy? All is not right in Oz, Dorothy.
We have a model. It is basic rights of teachers to free speech, free assembly, due process, petition of grievance, and collective bargaining. Very American. This is a check the other interests, not always focused on students, but rather profit, self-worth, and a host of varied beliefs. What I can not understand is why The Reformers reject the foundations of American freedom and liberty and instead want to silence teachers and destroy rights.
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MathVale,
Perhaps Ohio could learn from dome other states how to regulate charter schools.
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You “don’t hear a lot” because you don’t listen, “teachingeconomist”
In New York, for instance, the Brighter Choice network scams were extensively exposed for years without your noticing.
http://charterschoolscandals.blogspot.com/2010/05/albany-preparatory-charter-school.html
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…and don’t forget the infamous Eve Moskowitz and her excesses…dragging young students to Albany to lobby for even more wealth from her growing charter empire.
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Ellen
I know that folks here object to her salary and competition for space, but how do the financial scandals of New York City’s charter schools as a group compare to the financial scandals of New York City’s public school district?
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Perhaps states with few scandals are only now just getting started in the game because they had a good thing going (read: caps on charters) until Race to the Top required that the flood gates be open.
NC.
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Or perhaps they have better regulations and or enforcement.
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Did.
This show just opened in NC. We don’t know what’s going to happen. I think you are proposing a study at intermission. Wait until Act II is well underway and then re-ask your question.
Compare NC to Massachusetts in a few years (if Massachusetts continues to uphold their cap on charters).
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The deregulation (dismantling) of public education in favor of Charter Schools and vouchers has, as Bruce Baker so aptly described, NOT improved education. There is no evidence that it is a principle that really works. There is lots of evidence that it works great to deliver public dollars to charlatans, parasites, and other greedy folks. Where are the kids is all of this? How have we been duped into delivering our children and our resources into the hands of unscrupulous, money hungry, snake oil salesmen? Three answers for you:
1-Standardized testing measures and compares the wrong things.
2-Focus is on the money, not our children. Children are not blank slates or putty they are individuals.
3-The religious zeal to promote all things “Market Driven” and anti-government.
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Dear all readers:
Please remember that it is worth to point out and to spread out this info to others, as follows:
Charters are given to crooks, incompetents and charlatans. Some of them make out like bandits. Children in the charters are often given a dreadful education. Neighborhood schools are ruined. Profiteering is at the public expense, as hardly any charter school could survive without public funding.
If there were more investigations, more charter scandals would be disclosed.
When will public officials call a halt to the scams, conflicts of interest, self-dealing, nepotism, and corruption?
There is one defensible role for charter schools and that is to do what public schools can’t do. There is no reason to create a dual school system, with one free to choose its students and to cherry pick the best students, while the other must take all students.
There is no reason to give charters to non-educators.
There is no reason to allow charter operators to pocket taxpayer dollars for their own enrichment while refusing to be fully accountable for how public money is spent.
Most of all, Where public money goes, public accountability must follow. Back2basic.
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Let us not forget that the same people who promote deregulating charter schools support ever increasing regulations for neighborhood public schools. The game is rigged to favor charter schools on every conceivable level.
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To answer the question: Those at the top of the economic pile!
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Diane, how are you feeling these days? thousands of us concerned and hoping your frequent posts mean you are recovering…
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While we’re busy here fighting off a full scale attack on the democratic institution of public education, critics on the left offer some criticisms that might bring our struggle to a new (and necessary) level, if we can deal with them constructively.
Lois Weiner, a professor of education at New Jersey City University, gives eloquent evidence that our task is more fundamental than returning to some former time of democratic school governance. She gives great respect to Diane’s work, but calls for several courageous new steps.
“Building, Not Rebuilding, Public Education”
“Fighting corporate education reform is less about restoring the old system to its former glory than building a just one for the first time.”
“In effect, [Diane Ravitch] proposes a return to the post-World War II social democratic compact, inflected by a commitment to the Civil Rights Movement’s campaign for school integration. One insurmountable problem with this strategy is that capitalism rejects the compact. But even if we could win back the compact, it was a Faustian deal. Teachers unions, like the rest of labor, were bureaucratized and greatly weakened by the quid pro quo that gave them collective bargaining but took away the capacity to intervene directly on issues that go to the heart of teachers’ work, especially school organization and curriculum. This is not a past to which we should want to return.”
“Pressed by activists to criticize teacher union leaders, in particular her longtime friend, American Federation of Teachers President Randi Weingarten, for endorsing the Common Core and commending legislation that links teacher evaluation to students’ standardized test scores, Ravitch has declined, arguing this creates divisions.”
“But the divisions already exist because union reformers are challenging the local and national leadership in both of the national teachers unions. The question is whether we will encourage activists to democratize their unions…”
https://www.jacobinmag.com/2014/07/building-not-rebuilding-public-education/
In fact, Diane has been supportive of social justice unionism, and has recently made it clear she wishes for leaders like Randi and Lily to take more courageous positions. Her recognition that union leaders must answer to their members was late in coming, but is welcomed.
I disagree overall with Lois Weiner’s objections to our work to move (and split) the Democratic Party. We do have a way to hold elected officials accountable, and deep, well-reasoned efforts are underway towards a populist working class majority in this important cycle. I hope the left will put aside its reflexive condemnation of electoral politics, and help build that broad movement.
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I can’t quite tell what exactly it is that Weiner’s proposing. But the critique in this article is very, very smart.
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A cousin of mine (Republican, but public school supporter until Common Core) stated it sort of like we have to decide if teachers are artisans or just deliverers of goods from on high. Just today when my new principal asked what I hoped to see from our entire staff going into the new school year I said (as music teacher) I wanted to see support and understanding that we ALL contribute to the children’s academics. By no fault of their own (I assume), many classroom teachers are so tied to whatever the curriculum coach (I will never understand the need for that role) is guiding them on (M-Class or Dibbles or whatever) they think the specials are secondary to that curriculum (and if it is the curriculum tied to testing, one can understand why they think that way). So yes, I agree. . .we do have to get away from classroom teacher delivers what comes from on high, curriculum coach makes sure they deliver it “right,” and the rest of us are there to keep the kids while they meet with the curriculum coach (I mean, a lot of the schools are structured like that. . .it doesn’t stop the arts and PE teachers from being effective or doing their jobs well, but it does negatively create the perception of a pecking order. . with curriculum coach at top, then classroom teacher, then everyone else)—and I think that is a negative in the way we structure our focus in public schools right now.
All I know is that next year when I take my son to kindergarten I have no intention of saying: “I’ll bet you can’t wait to meet the other stakeholders in learning 20th century skills so you can be college and career ready! Hopefully your teacher will do well on E-Vos so you can see him or her in the hall the next year, if your school is even still here. Come on let’s go! ”
We did this. I agree—we have to build, not go back. But I’d take what I had in the 1980s (as far as curriculum coach not being the Ruler of the Death Star) to what I see now.
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The original article, in New Politics, is worthwhile reading. I think this was well-put:
“Teachers unions plant the seed of democracy in schools by giving teachers collective voice about the conditions of their labor. Even when collective bargaining restricts the union’s legal authority, a teachers union with a highly conscious, active membership that has assimilated the lesson that members are the union, not staff or elected officials, can exert pressure over many informal work arrangements. However, while the union’s presence provides opportunity for teacher voice, it does not automatically do the same for parents, students, or community. To the extent the teachers union does not consciously push to extend democracy in the school to include those affected by union agreements, it undermines its legitimacy and contradicts labor’s claim of speaking for working people. So while Benson is correct that as a rule when unions “raise the standards of those who are victorious, they tend to lift the standards of the class, even those not organized,” it is also the case that support for unions, including teachers unions, eroded precisely because of the attenuated impact of union victories on those who were not union members.”
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As you know, we don’t have a true union in NC (no bargaining rights). We tried, but to no avail.
but I think in noting this paragraph (from the original article) points out the irony of all things. Doesn’t our success always constitute our downfall? Unless we know when to tighten it up a little.
Our strengths are almost always, in certain contexts, our weaknesses. Right? The key is (if we want something to succeed) to learn how to keep things in check and balance. . .
oh, checks and balances. Remember that idea?
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Please share Mark Naison’s recent web episode “Are Charter Schools todays version of sub prime mortgages? its a very concise example of the discussion in this post! http://bit.ly/1suGDip
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Thanks for the link.
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I have been asking that, so happy to see an article on it.
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“Keys to the Treasury”
Wall Street had to bide
‘Til after their collapse
To get a public ride
To socialize their craps
Charters get the goods
Before they do the crime
But like the Wall Street frauds
They’ll never do the time
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