This post was distributed by Bill Phillis of the Ohio Equity and Adequacy Coalition.
He writes:
The charter school industry does not exist to “fix” public schools; its ultimate goal is to privatize public education
Public common schools have been and still are the crown jewels of America, in the majority of communities across the country. But a cabal of greedy and ideologically driven people believes that anything done by public agencies and institutions undermines capitalism. These people are putting their desires for money and power above the common good.
Dr. Thomas M. Stephens Professor Emeritus, College of Education and Human Ecology, Ohio State University and Interpersonal Psychological Coach provides the following perspective.
Political operatives who favor Charter Schools have stacked the deck in three critical ways.
First, they hyped the failures of public schools by misrepresenting why public schools are unable to fully meet the educational needs of all their students. They are accomplishing this trick by attributing students’ learning problems primarily to the quality of teaching, while ignoring how family culture and children’s poverty affect teaching and learning. In doing so they fabricate the role that poverty plays as the major factor in student achievement.
This simplification, that teaching is the main reason for students’ school success, has also been widely claimed by teachers and their professional organizations, despite years of research evidence to the contrary. Thus the corollary of that falsehood has become a convenient hammer for enemies of public schools: mediocre teaching is the main reason for students’ failures.
Secondly, they create narrow and flawed metrics and standards that determine what constitutes successful schools. They further game this system by politically changing the metrics and standards so that ultimately fewer and fewer public schools will meet these phony standards. These requirements force public schools to waste precious resources in time and money to meet these figments of what constitutes “successful schools”. This clever deception is designed to phase out public schools like a block of ice that slowly melts away.
Third, they hype results of these “failures” to entice public school parents to get “free quality education” by enrolling their children in charter schools. They use paid advertisements with funds that have been transferred from public school tax receipts for this purpose. All of these machinations are facilitated by “bought” legislators who are indebted to the charter school industry.
These “stolen” public funds are also used to underpay instructional staffs while overpaying the for-profit administrators and their corporate sponsors. Excessive leasing and rental fees are also paid with public money to the same entities that own or are related to the charter schools. All of these actions are the result of elected officials who have sworn to uphold Ohio’s constitution!
Politicians are aided in this chicanery by several federal and state court decisions that have made theft of public school funding legal. These decisions allow corporations to use funds they received from public schools to support political campaigns and travel, lodging and sumptuous meals for politicians whose votes they are buying. All of this is provided with money that had been legally authorized for public education!
Those well-intentioned individuals and organizations who naively believe a public school/charter school collaboration can work for the benefit of our youth and their communities by tweaking current policies and regulations misunderstand the problem we face: the charter school industry does not exist to “fix” public schools; its ultimate goal is to privatize public education.
The single best way to stop this systematic destruction is for public school advocates and their organizations to unite under one umbrella. This coalition must include parent groups as well. Then put both political parties and their minions on notice. Expose their real intentions and help the electorate remove them from office.
William Phillis
Ohio E & A
Ohio E & A | 100 S. 3rd Street | Columbus | OH | 43215

Reblogged this on Crazy Normal – the Classroom Exposé.
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I’m sending this to Troy Singleton of the NJ Assembly. He is on the Education Committee and touts himself as a “progressive democrat” who believes in charters. I’m so glad he’s put me on his mailing list! He’s not so glad, though.
Enjoy your reading assignment, Assemblyman!
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The author states that the charter school movement does not serve to “fix” public schools but rather serves to privatize education. I am wondering what readers think of the Harvard School of Education’s latest initiative… see link: http://news.harvard.edu/gazette/story/2014/11/a-new-lesson-plan/?utm_source=SilverpopMailing&utm_medium=email&utm_campaign=11.12.2014%201
I think Harvard’s program is in response to all the TFA backlash and criticisms arising and of the need to keep the department thriving. But I wonder, is Harvard’s new program just a trojan horse? They want public approval and they will get it because they indeed will be providing the future teachers with a lot more than 5 weeks of training and this includes an option for the masters. BUT… will they be promoting the benefits of charter schools vs public schools thus leading to even more charter schools? Will the Harvard recruits believe they are better than most teachers and therefore deserve merit pay? If they believe in merit pay, will they support unions which create salary scales which reflect dedication and years of experience? Should I be cynical of the Harvard Education department’s new initiative? These are questions running through my mind. Their star education teacher (Katherine Merseth) who teaches math is an “expert” on charter schools. For me charter schools are tantamount to privatization and union bashing. Also, they plain to train these future teachers to teach math, English and science. Why not all the subjects like music, PE and the arts too? Is this because they will continue to promote strengthening content areas in tested subjects (thus possibly supporting the high stakes testing model)???
So these are the questions I wonder about when thinking about Harvard’s new initiative… Will there be an explosion of charters (greater than what already exists) in an attempt to eradicate public schools? Wondering what readers’ initial reactions are about this?
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I’m sure you’re aware of the Chinese program to undermine cultural areas like Tibet?
“Beijing’s new policy of population transfer into Tibet threatens the very existence of Tibetan culture, religion and national identity. Mass immigration by Chinese settlers into Lhasa and other areas in the Tibet Autonomous Region (TAR) has been exacerbated by economic reforms, especially since 1992. This transfer reduces the Tibetans to a minority in their own country, which in turn disenfranchises them from the future political process.”
http://www.tibet.org/Activism/Rights/poptransfer.html
I think this is what the HGSE is doing – spreading about their culture and influence through the school systems (esp. Boston) abutting the campus, where these folks are going to do their practice teaching, then get hired for admin positions. We’ve just elected a billionaire governor, Harvard, ’79 who is a fan of charters. Looks like a perfect storm.
*Just ’cause you’re paranoid doesn’t mean they’re not after you.
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And Chris Gabrieli (twice failed gubernatorial candidate) is in on this, too:
“Chris Gabrieli is an entrepreneur across the fields of business, education, and public policy. As one of the nation’s leading thinkers in education, he has been at the forefront of the movement to rethink the school calendar.
Following his success as a venture capitalist, Chris co-founded Massachusetts 2020, a non-profit organization with the mission to expand the economic and educational opportunities for children and families across Massachusetts.”
http://www.timeandlearning.org/?q=chris-gabrieli
Gabreili’s other claim to fame? He’s one of the authors of “Promise and Paradox: Measuring Students’ Non-cognitive Skills and the Impact of Schooling” from Peter Greene’s takedown of the Brookings Institute, posted on Diane’s blog today.
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This is very interesting.
I wonder how differently Kopp’s senior project would have gone if Oriceton had taken it on as a project, rather than her structuring it through corporate and philanthropic donations.
Perhaps that is what should have happened.
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Princeton.
Not Orinceton.
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Since the placements include charter schools, where students are most likely to learn how to be a drill sergeant teacher, I think the aims are apparent. It also sounds like a fast track to a master’s degree, in order to capitalize on all the TFA wannabes at Harvard. I would not be surprised if TFA soon partners with them.
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Send this everywhere including the AFT! This is a blueprint for the corporate agenda in every city and state.
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Maybe Yale or Princeton will develop a Reggio Emilia style program for its seniors considering entering education. Now that would be a great showdown!
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Yes, that really would be wonderful. Unfortunately, I know of no organizations willing to throw $20M towards supporting such a great model of education.
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I think we make a strategic mistake in casing all charters under one umbrella as all being part of a movement. In some cases, local districts have created a place for chaters to arise by failing to provide the flexibility, even autonomy, for traditional schools to innovate and flourish. Heavy handed, top down management has made the grass look greener elsewhere.
I don’t believe charters should exist; but we need to push governing bodies – mostly school boards – to provide what it takes to make the grass actually green in our traditional schools.
This is an argument parents understand better than (however valid) cries of privatization.
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Peter’s point is spot on. Several years ago, in my role as a state official, I met with a delegation of several people representing a mid-size Ohio school district who were exploring an option of creating and sponsoring a charter school within their own district. They said the district was under pressure to offer “choice options.” When I explained that my own daughter had a choice to attend magnet elementary schools in our own district that offered math and science, literature, arts and world languages concentrations, the staff and board members looked at each other and said they had not considered such options. Public education advocates need to preempt the “choice” advocates (aka known as privateers) and offer magnet and other types of programs within their districts that counteract these folks who offer choice options by saying there is no choice for students in “traditional” (does that mean one size fits all) public school districts. It’s well past time to counteract the assault of privateers by offering and promoting public school choice ourselves within our own borders.
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Yes, You are right! We need an investment in an ad campaign for magnet schools. That way we have quality control, transparency ,over site, and the money doesn’t leak like a siv to the “powers that be,” who wish to do nothing but profit and influence future consumers. But, first we must make it illegal for teacher unions or charter schools to donate to political campaigns and stop lobbyist from destroying a system with serves the public good.
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Many of the criticisms offered here of charter schools apply to magnet schools as well. I think there will be significant opposition to magnet schools because of thier creaming of students and distruction of neighborhoods because the students on a block might well all go to different schools.
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However, magnets are part of the local districts in regard to funding, resources, and oversight. Charters are not.
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LG,
The charter for the Walton Rural Center charter school is held by the local school district. Is that charter allowed, or is there some other objection that you wish to raise?
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TE, I object to the Walton Foundation spending $1 billion to promote vouchers and charters, i.e. privatization and non-union schools.
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Dr. Ravitch,
Once again, Walton is the name of the town were the school is located. The town was founded in 1871, about 50 years before Sam Walton was born. As far as I know, it has as no relationship with the Walton foundation. Here is a picture of the city hall/town library:
h
ttp://upload.wikimedia.org/wikipedia/commons/thumb/4/41/Walton_City_Hall_in_Walton%2C_Kansas.jpg/1024px-Walton_City_Hall_in_Walton%2C_Kansas.jpg
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Ops.
The link to the image did not come up. Let me try it again:
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“The charter for the Walton Rural Center charter school is held by the local school district. Is that charter allowed, or is there some other objection that you wish to raise?”
Without more thorough detail, it is difficult to comment one way or the other. However, a charter school that works within a school district and not separately is a shining example of helping students with specific needs–philosophically the whole argument for charters that was proposed in the first place so many decades ago.
The charters that exist to “compete with” (try, take away from) the district schools, the charters that exist for the profit of top administrators, the charters that exploit both students and staff with impossible and time-consuming social-conditioning requirements, the charters that “counsel out” (that is, legally get rid of) students because they are “not a good fit” (too difficult to teach), the charters that operate with little regulation, yes…I object to these.
Does the Walton Rural Center fall into the category of a charter that engages in any of these heinous practices?
It is a common tactic to use the magnet school argument when defending charters. However, we have a huge problem if we cannot define parameters. Magnet school programs are meant to operate within the neighborhood school buildings and utilize the same general resources as the general programs, facilities included. They are beholden to the same regulations as the general programs and utilize a great deal of the same staff. They are part and parcel of the school districts wherein they operate, not some other entities that exist because a group of so-called philanthropists decided they wanted to “try” investing in education. They are akin to Advanced Placement courses on steroids where a group of students follow a specific course of study–not unlike the college prep/business/vocational tracks that many high schools have employed for the last 50 or more years. Magnets operate within the system which justifies their tax-payer funding.
I wish charter advocates would stop comparing charters that are separate entities to magnet schools. I think the biggest problem here is that, yes, there are some charters (very few and far between) that are actually working with the local districts and there are very few magnet schools that are operating like separate entities. Perhaps it comes down to semantics–it would be best if we could get the terminology correct when referring to these schools. Therein lies the biggest problem with this argument.
Since you asked to what I object, it is the incessant comparison of apples to oranges–when will we get off the flawed “charters are the same as magnets” argument? With very few exceptions, they are not the same kinds of schools no matter how many examples one attempts to cherry-pick to somehow prove a trend. Naming a school here end there does not amount to actual research–that brand of arguing is distorting a trend based on anecdotes. It is persuasive to a point, but it hardly amounts to scientific analysis.
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LG,
Let me take you “heinous practices” one at a time
Does the Walton Rural Center charter school “compete with” (try, take away from) the district schools?
Yes because it must convince students to attend the school, and those students must come from other schools in and out of the district. Funding must, to some degree, follow the student. The same is true for magnet schools as well of course.
Does the Walton Rural Center charter school exist for the profit of top administrators?
The Walton Elementary school was likely to be closed by the district, so the principal would have lost her job had the school not changed to a charter school. Of course magnet schools need principals as well, and those principal positions might not exist without the magnet school.
Does the Walton Rural Center charter school exploit both students and staff with impossible and time-consuming social-conditioning requirements?
This would be difficult to answer without fleshing out what you might mean by exploitation. The children do take care of chickens and sell the eggs to raise money for the school.
Does the Walton Rural Center charter school “counsel out” (that is, legally get rid of) students because they are “not a good fit” (too difficult to teach)?
This seems unlikely to me, and I would guess that fewer students leave the Walton Rural Center charter school than leave qualified admission magnet schools.
Does the Walton Rural Center charter school operate with little regulation?
It certainly operates with less regulation than traditional catchment schools. I suspect that a catchment school would not be allowed to keep chickens and goats, for example, because some parents in the catchment area might have objections.
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The problem, it seems to me, has to do with intent and purpose as well as the use of tax money. If schools are operating within the parameters of the rules and the laws, and if the laws are the same for charters and public schools, then there isn’t a huge issue to be dealt with. One can’t compare apples and oranges in this situation. To assume that all public schools are good or bad is illogical. To assume that all charters are good or bad is illogical. However, to allow one group to operate without the same requirements and transparency of operations is unfair to the other. To allow tax money to be funneled into the pockets of so-called “administrators” who know nothing about education is preposterous. If a particular charter in a particular district is managed and has the same accountability as the public schools, or if it is a public charter school, there should be no conflict of interest. Some people seem to mix up the definitions. Also, from state to state, the rules and requirements are different. In Ohio, the charter schools don’t have proper oversight or governance. But, our governor seems to think that it is just fine. A tiny few are getting wealthy, producing no results, and he doesn’t seem to care. He and the current State Board of Education seem to make the rules as they go, and no one seems able to control their manipulations. They just ignore questions, change agendas, refuse to talk, or walk out of meetings if they don’t wish to be criticized or confronted. Now, that is great governance. And, Ohioans re-elected this guy.
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“…it must convince students to attend the school, and those students must come from other schools in and out of the district. Funding must, to some degree, follow the student. The same is true for magnet schools as well of course.”
Why does a school (a side trip into anthropomorphicism?) need to convince students to attend it? Why was the local school likely to be closed?
Why should funding follow a student when that funding belongs to the community to operate its facilities? Per pupil funding is a formula to help approximate the expenses for resources in order to run the schools. Schools are community buildings–they just don’t exist for those “taxpayers” who happen to have school-aged children. They exist for the hood of the community.
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LG,
A school needs to attract students because students are the reason for a school to exist. If the school in Walton looked like the other catchment school,in the district, why go to Walton? If Walton could only enroll students in the catchment area, the school and likely the town, dies. The only hope for the community of Walton was a charter school.
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“The problem, it seems to me, has to do with intent and purpose as well as the use of tax money. If schools are operating within the parameters of the rules and the laws, and if the laws are the same for charters and public schools, then there isn’t a huge issue to be dealt with. One can’t compare apples and oranges in this situation.”
Absolutely well-put, Deb.
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TE, sounds like the population is very spread out. In some parts of extremely remote Alaska, I believe many families homeschool to avoid having to trek mikes through treacherous terrain just to attend a school on a daily basis. However, if the terrain isn’t all that treacherous, why not send transportation? Isn’t education important enough to do this? The charter obviously accept students who travel–there is no excuse to have to “set up a charter school” in order to have enough enrollment to sustain a school.
Isn’t there a school on some island up in New England (I want to say in Maine) where there is a total of about 8-10 students ranging in all ages? The school is about as large as the one-room school houses you would find in the US circa mid-1850s. The students do not have the traveling issue all living nearby since they are concentrated on the island, but they are successful with a very low enrollment.
Still, how would a charter be necessary to increase enrollment? Just spread the district out to the county level. I still do not understand why a less-regulated charter is better than a regulated school with students from a larger area. Sounds like a weak argument to force a charter on people.
I think there’s more to the story than just enrollment issues–does this charter cater to a specific religious or cultural bent? I cannot help being suspect of the rural areas when it comes to diversity or a lack thereof. Charters are ways to keep out certain “riffraff” that are “different from the rest of us,” read people with which we do not want “our children” going to school. Do they purport that people walked with the dinosaurs? 😛
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I agree with you, Peter. In fact, many parents in the first parent trigger school in the nation, are trying to go back to the “home” district to show them how things truly can be done better for all the schools that weren’t affected. They should listen.
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While I agree with the majority of the arguments in this article, I strenuously disagree with the assertion that “teachers did this to themselves,” in stating that teachers in general have supported the notion that teaching alone is the cause of student success or failure. I have NEVER met a teacher who thought this, but we sure get the demands from on high. Just yesterday, at a school where a friend of mine teaches, the principal told the faculty that, “This is the age of teacher accountability for students’ grades.” This horrifying premise is the kind of nonsense that is demanded of teachers day in and day out by administrations, superintendencies, state legislatures, the USDOE, and “reformers.” BUT, there is no accountability for parents, students, or any of the above groups. The ONLY “accountability” is for teachers. Is it any wonder that so many teachers leave in the first five years of their careers or become administrators? Most of the teacher at my school have not yet received any formal evaluations this year, even though state law now requires every teacher be formally evaluated three times a year. HOWEVER, I’m sure that my building administration and district administration will find some way to blame myself and my colleagues for this.
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“I strenuously disagree with the assertion that “teachers did this to themselves,” in stating that teachers in general have supported the notion that teaching alone is the cause of student success or failure.”
Sorry ToW,
I thoroughly agree that the teachers, led by their nose ring attached to the back side of the administrators pants/skirts, have, in conjunction with said administrators, indeed brought this on themselves and more unfortunately onto the students. The vast majority are GAGA*ers through and through and have bought into the mythos of “hero teacher” and “let’s go team, get the highest scores” crap. There has been nary a peep out of those GAGAers against educational malpractices that should have had them screaming at the top of their lungs against such idiocies. They didn’t, most still don’t and those of us have have shouted out have born the brunt of their silent complicity.
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oops forgot the *
Going Along to Get Along (GAGA): Nefarious practice of most educators who implement the edudeformers agenda even though the educators know that those educational malpractices will cause harm to the students and defile the teaching and learning process. The members of the GAGA gang are destined to be greeted by the Karmic Gods of Retribution upon their passing from this realm.
Karmic Gods of Retribution: Those ethereal beings specifically evolved to construct the 21st level in Dante’s Hell. The 21st level signifies the combination of the 4th (greed), 8th (fraud) and 9th (treachery) levels into one mega level reserved especially for the edudeformers and those, who, knowing the negative consequences of the edudeformers agenda, willing implemented it so as to go along to get along (see GAGA). The Karmic Gods of Retribution also personally escort these poor souls, upon their physical death, to the 21st level unless they enlighten themselves, a la one D. Ravitch, to the evil and harm they have caused so many innocent children, and repent and fight against their former fellow deformers. There the edudeformers and GAGAers will lie down on a floor of smashed and broken ipads and ebooks curled in a fetal position alternately sucking their thumbs to the bones while listening to two words-Educational Excellence-repeated without pause for eternity.
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For the record, Duane, I am NOT a GAGAer. But even those teachers who go along to get along have NEVER said that teachers are the main (or only) reason for student success or failure. I know where you’re going with this, and I agree with you in large part, but I feel like the argument from the original article is a little like blaming the victim. Not everyone is able, for a variety of reasons, to fight back like you and I do. In my mind, it’s not fair to expect that everyone can.
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People observe the outcomes brought upon those of us who fight back and master the appropriate lessons.
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Can someone provide a link to a site or research publications in which Charter Schools have been evaluated and deemed better than public schools? I am searching for some reliable evidence for the argument for charter schools. How successful have they been over time, what populations have they served, etc. I have had two mailings from legislators indicating Charter Schools have a good record of preparing students in areas where parents believe their local public schools are not providing their children a good education. Is there a reliable source of data making comparisons between charter and public schools indicating what populations of students are being better served by charters?
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Marilyn, check the websites of the Center for Education Reform–a major advocate of charters–and the Thomas B. Fordham Institute. Read David Whitman’s “Sweating the Small Stuff” or Jay Mathews’ book about KIPP called “Work Hard, Be Nice.”
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Thanks Diane, I will check out those resources.
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Research by such organizations was bought and paid for by charter supporters, so their claims of charter efficacy are questionable at best. Since Arne Duncan’s Chicago is the model for the nation, see:
“Charter Schools in Chicago: No Model for Education Reform”
Click to access Chicago-Charters-FINAL.pdf
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Hostile takeover of the public schools across the country, the misuse of public tax dollars, harassment and intimidation tactics against the teachers who have become the enemy.
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An excellent plan, very well-stated:
“The single best way to stop this systematic destruction is for public school advocates and their organizations to unite under one umbrella. This coalition must include parent groups as well. Then put both political parties and their minions on notice. Expose their real intentions and help the electorate REMOVE THEM FROM OFFICE.” (Emphasis mine.)
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Ohio re-elected a bunch of anti-public school people to state offices. The governor appoints people who are for private education. Many people are against this, but so many people think that they have to vote for a Republican or God will strike them dead. I just feel like screaming.
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I have always maintained that students are individual works in progress, not a person at the mercy of a “bad” teacher of environment at school. School is training for life. Are jobs always a good fit? Heck, no. Personalities don’t always work together. That happens in schools, too. Anyone who blames one person and 10 months from a person’s life on that person’s success or failure is working with numbers and paper, not with human beings.
I have watched students come from varying backgrounds, and while I think poverty is a key factor in students having problems, I think the number one thing that every child needs is an interested and dedicated parent. Not a picky, pushy, hovering parent, but one who seeks to understand his child and his capabilities, strengths and weaknesses. If the child has no real loving advocate, no amount of money can make up for that. Sure, a teacher who cares and is qualified to teach is essential, but most teachers aren’t idiots or incapable of working.
If public schools were to look at experienced teachers as an asset and make them available to assist and tutor and be the glue that binds the past with the present, using methods that have worked, provide one on one direct eye contact and an opportunity to fill in the gaps for the emotional and educational needs, we could help move this country forward, work with the parents, too, and stop the madness that seems to be going on.
So much money is used to provide chromebooks and laptops and other tech devices … that are eventually thrown out … having no compatible software and not being able to update the systems to ever changing upgrades that are really downgrades.
Yet, what district wants to actually employ a kindly, loving, knowledgeable older educator who could provide a link to reality? Oh, yes, and who would pay them for what they are worth? They only want volunteers who may not be able to afford the gasoline to get to the school.
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But if the goal is privatizing, is it more likely ideological and not financial?
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Privatization is neoliberal economic ideology, based on market principles, It’s very much financial.
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people in finance tell me that it isn’t, and that from an investment standpoint there’s not a lot there. I wonder if it feels that way to those of us in education because it’s all we have, and so we assume they are taking it for the economic value. Would our arguments be strengthened if we left that viewpoint out? (just thinking out loud—-I certainly know that people are making money on charters and therefore that’s why some of them get in on the game, but from the highest end, is it really about money? Bill Gates doesn’t need money—-therefore, I don’t think that’s his motivation.
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I saw this today. I wonder. Are charter schools being used like subprime mortgages used the unsuspecting?
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With money comes power. Neoliberal privatization serves as an instrument that increases power for elites, which enables the elites to reduce democracy for the masses. Billionaires such as Reed Hastings have called for the elimination of elected school boards. They pour money from their foundations into charter schools, which do not have elected boards, and they fund candidates in school board races (that are not in their own communities), as well as political candidates in mayoral controlled districts, who will be puppets that shut down neighborhood schools and replace them with charters.
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Within this statement, you can find NJEA’s official stance on charter schools:
http://www.njea.org/news/2014/10/16/njea%20testifies%20on%20charter%20bill
This is an example of trying to work with the government on getting the bad out–namely charter corporations–and encouraging the good–local control. I think he was very eloquent and extremely respectful, however, I do not see a committee lessening the influence of politics as long as politicians get to choose who serves on said committee. Why not have an election? 😛
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