Archives for the month of: February, 2015

Bruce Baker of Rutgers University here analyzes the claims of a charter advocacy group called “Families for Excellent Schools.” Its latest “study” argues that New York City wastes money on low-performing schools as compared to high-performing schools. Baker points out that the “low-performing schools” have higher proportions of children with disabilities and others with high needs, as compared to the high-performing schools to which they are compared. Baker says the FES “study” is “totally bogus.” He has a few other choice phrases to describe this politically motivated analysis.

 

It is useful to bear in mind who the “families” for excellent schools are. Last year, this group spent $5 million or more to attack Mayor Bill de Blasio while demanding legislation to protect charter schools and to open more. This suggests that these are not your ordinary charter-school families. It is not that easy to raise $5 million in a few days or weeks. The “families” are the Walton family, the Eli Broad family, and the families of other extremely wealthy people. One may safely assume that none of these families has their own children in public schools or in charter schools.

Ramon Cortines, interim superintendent of schools in Los Angeles, said that the district can’t afford to buy iPads or computers for every student and staff member. This is a repudiation of his predecessor John Deasy’s signal initiative, which was couched as a civil rights issue.

“Los Angeles Unified School Supt. Ramon C. Cortines said Friday the district cannot afford to provide a computer to every student, signaling a major reversal for his predecessor’s ill-fated $1.3-billion effort to distribute iPads to all students, teachers and school administrators.

“Instead, Cortines said, the L.A. Unified School District will try to provide computers to students when needed for instruction and testing.

“I don’t believe we can afford a device for every student,” said Cortines, who added that the district never had a fleshed-out framework for how the devices would be used in the classroom and paid for over time.

“Education shouldn’t become the gimmick of the year,” Cortines said in a meeting Friday with several reporters.”

Thanks to the Keystone State Education Coalition for sending daily updates, invluding these.

Governor Wolf complained that Philadelphia public schools could not afford the loss of revenue to charters. The public schools have an $80 million deficit, and more charters will increase rhe deficit. Charters complained because they wanted more approvals.

SRC feels heat for adding five charters

KRISTEN A. GRAHAM, INQUIRER STAFF WRITER LAST UPDATED: Thursday, February 19, 2015, 7:59 PM POSTED: Thursday, February 19, 2015, 5:31 PM

The School Reform Commission continued to take heat Thursday for its decision to approve five new charter schools, with critics from both sides railing against the action. Mark Gleason, executive director of Philadelphia School Partnership, said he was “deeply disappointed” that the SRC approved only 2,684 seats Wednesday, rejecting proposals by qualified schools.

PSP, a well-funded, controversial nonprofit dedicated to expanding strong schools, had offered $25 million to help defray new-charter costs, but for now, that money is off the table, Gleason said. Advocates of wide charter expansion cited pent-up demand for strong charters, with thousands on waiting lists for the schools, which are paid for with public dollars and run by independent boards but authorized by the Philadelphia School District. Others, including Gov. Wolf and the teachers union, say that any new charter seat strips children of needed resources in the already financially desperate district.

http://www.philly.com/philly/education/20150220_SRC_feels_heat_for_adding_five_charters.html#67IgxL85B3MRbfB5.99

SRC blasted from both sides on charter vote

SOLOMON LEACH, DAILY NEWS STAFF WRITER LEACHS@PHILLYNEWS.COM, 215-854-5903 POSTED: Friday, February 20, 2015, 12:16 AM

ELECTED OFFICIALS and education reformers yesterday voiced frustration with the School Reform Commission’s decision to approve five of 39 charter applications.

The commission voted during a raucous meeting Wednesday to grant charters to Independence, MaST Community, KIPP, Mastery and Freire. The approved applicants are the first stand-alone charters granted in the city since 2007 and will provide an additional 2,684 seats by 2019.

Despite the measured approach, those on both sides of the issue were unhappy with the outcome.

http://www.philly.com/philly/news/20150220_SRC_blasted_from_both_sides_on_charter_vote.html#6THjO0RWyR9hZD64.99

Gov. Wolf decries Philadelphia’s charter school expansion

York Dispatch by THE ASSOCIATED PRESS POSTED: 02/19/2015 01:23:42 PM EST

PHILADELPHIA – Philadelphia’s School Reform Commission has approved just five of 39 new charter school applications, but Gov. Tom Wolf and a teachers’ union say any new charters will be a financial strain on the city’s public school system. Wolf issued a statement after Thursday’s vote saying the district, which projects an $80 million budget deficit next school year, can’t responsibly handle the approval of new charter schools.

The commission granted conditional three-year charters to: Independence Charter School West, KIPP Dubois, MaST Community, Mastery and Tech Freire.

http://www.yorkdispatch.com/breaking/ci_27558115/gov-wolf-decries-philadelphias-charter-school-expansion

Mike Turzai “Very Disappointed” Philadelphia SRC Only Approved 5 New Charters

Pa. Speaker of the House says there could be financial consequences for the Philadelphia School District.

Philly Mag Citified BY HOLLY OTTERBEIN | FEBRUARY 19, 2015 AT 11:39 AM

Pennsylvania Speaker of the House Rep. Mike Turzai says he is “very disappointed” that the Philadelphia School Reform Commission voted Wednesday night to approve only five of 39 new charter school proposals. The Allegheny County Republican made clear by Thursday morning that the SRC’s vote could have consequences: He says it “makes it tougher” to have a discussion about reinstating the charter reimbursement line item in the state budget. The phrase “charter reimbursement line item” might sound wonky, but it represents a potentially huge amount of money for the Philadelphia School District. Former Gov. Tom Corbett eliminated the line item in 2011, cutting more than $100 million annually from the city’s schools.

Public school advocates and education reformers alike have urged GOP leaders in Harrisburg to put the line item back into the budget. Many see it as the most feasible way to persuade Republican and rural lawmakers to provide more money to Philadelphia’s schools.

Turzai originally told us the SRC’s vote “negates” the conversation on reinstating the line item.

“If they’re not going to provide the charter schools for the parents and grandparents that want them,” Turzai said, “I think that negates the discussion.” Jay Ostrich, a spokesman for Turzai, later walked back his statement, saying the speaker “misspoke” and meant that the SRC’s vote makes the conversation more difficult.

Read more at http://www.phillymag.com/news/2015/02/19/mike-turzai-disappointed-src-new-charter-schools-philadelphia/#8I36q3J0wzACtRdv.99

The rightwing group ALEC has long promoted state charter appeals board so that charters turned down by local boards can appeal to a friendly Governor-appointed state board.

Philadelphia’s School Reform Commission authorized five new charters of some three dozen proposed.

Guess what?

“Charter school providers turned down in Philly can make a case before state appeals board

WHYY Newsworks BY BILL HANGLEY FEBRUARY 19, 2015

Marc Mannella is a veteran of the Philadelphia education reform movement, but his education in the finer points of charter law may have only just begun. “One way to look at tonight was that it was a night only lawyers could love,” said Mannella on Wednesday, after the School Reform Commission shot down two of his three proposed new charter schools. As the head of KIPP Philadelphia, Mannella must now decide whether to turn those lawyers loose. Until this year, the SRC had the final say on Philadelphia charters. But thanks to an amendment included in last summer’s cigarette tax bill, charter providers can now appeal the SRC’s decisions to the state’s Charter Appeal Board. It’s that board that now has the final say over which charters open, and which ones close.

http://www.newsworks.org/index.php/local//item/78701-charter-school-providers-turned-down-in-philly-can-make-a-case-before-state-appeals-board/

EduShyster has a guest columnist, Susan DeJarnatt, a law professor at Temple University and Philadelphia public school parent. She writes here about how Philadelphia’s public schools and children are likely to be affected by a gift of $25 million to open more charter schools. Philadelphia’s public schools were grievously wounded by drastic budget cuts over the past few years, imposed by the state. Its students are overwhelmingly poor and racially segregated.

 

DeJarnatt writes:

 

Philadelphia still isn’t quite choicey enough for the choice choosers at the Philadelphia School Partnership (PSP). The PSP wants more charters so much that it has offered to pony up $25 million to cover the cost of 11,000 new *high performing seats.* No one—not even PSP—thinks the math works. But the real math problems are in the demographics of the charters whose expansion the PSP is proposing to underwrite. These *high quality* schools aren’t teaching the same kids that attend District schools, which means that granting them more seats will decimate the remaining District schools. This *gift* will keep on giving—till Philadelphia has no more public schools.

 

This is not a gift that keeps on giving. It is a very high-maintenance gift:

 

Philly’s deepest pocketed education reform organization calculates the cost of adding 11,000 new *high performing* seats at $21,783,214. But the real bill will be much more—both because the charters plan to add many more seats, and because PSP low-balled the cost, which the District estimates as $7,000 per seat or $77 million and growing year by year. Confused yet? Perhaps an analogy would help. Say I *give* you $50,000 because your house needs some serious repairs. But you only get the money if you use it to buy a new house for $500,000. The ongoing mortgage and costs will be on you, of course—too bad if you can’t keep up with them and end up in foreclosure.

 

 

DeJarnatt points out that there are big differences between the “high-quality” charter operators and the District’s student body. 86% of the District’s students are poor; most of the charters serve smaller percentages of poor students. 10% of Philly’s public school students are English language learners; most of the charters serve fewer or no ELL students. Only 14.18% of the District’s students are white; most of the charters enroll many more white students.

 

The upshot? With few exceptions, the charters enroll different demographics from the public schools. In addition, the charters benefit from large infusions of extra money provided by their sponsors, and even by the PSP that wants to close public schools and open privately managed charters.

 

Some of these schools also benefit from very significant infusions of extra cash beyond the funding they get from the District—cash that isn’t available to individual District schools. According to their 990 tax returns, KIPP got just shy of $2 million in grants or contributions in 2012, while Mastery pulled in amounts ranging from a low of $1,237,912 for Clymer up to $9,210,232 for Mastery Charter High School. Most of the Mastery schools listed amounts in the $1 to 2 million range. PSP itself gave Mastery $3.5 million in 2013.

 

Meanwhile we can’t even attempt to do the math on one other important consideration. Who are PSP’s funders and how do they stand to benefit from any decision to further expand charters in Philadelphia? PSP would benefit from remedial civics classes too—to reinforce the principles that public education is a public good and transparency is key to democracy.

 

Is this a gift horse or a Trojan horse? Will it deplete the public schools of more students and resources? Of course. Will it promote the collapse of public education in the City of Brotherly Love, the city where our nation’s Constitution was written to establish our government? Most likely.

 

Strangest of all in the PSP description of charters by is the reference to “high performing seats,” as though chairs in charter schools get higher test scores. Students “perform,” seats do not. The reports on charter school performance show that charters seldom outperform public schools when their enrollments are similar, unless they have far greater amounts of money to spend on small classes and other expensive perks.

 

PS: At a tumultuous public meeting, the Philadelphia School Reform Commission approved five new charter schools.

Peter Greene is a problem for me. He can easily toss off two or three hilarious, original posts every day, and I can’t keep up with him. I keep trying. So ignore the original publication date.

In this post, he live blogs the experience of taking a sample PARCC test. What strikes him and the reader is that the questions are often confusing and usually very boring.

This is how he begins:

“Today, I’m trying something new. I’ve gotten myself onto the PARCC sample item site and am going to look at the ELA sample items for high school. This set was updated in March of 2014, so, you know, it’s entirely possible they are not fully representative, given that the folks at Pearson are reportedly working tirelessly to improve testing so that new generations of Even Very Betterer Tests can be released into the wild, like so many majestic lion-maned dolphins.

“So I’m just going to live blog this in real-ish time, because we know that one important part of measuring reading skill is that it should not involve any time for reflection and thoughtful revisiting of the work being read. No, the Real Readers of this world are all Wham Bam Thank You Madam Librarian, so that’s how we’ll do this. There appear to be twenty-three sample items, and I have two hours to do this, so this could take a while. You’ve been warned.”

The first six questions are about DNA. Greene screams with frustration as he imagines his students tuning out.

If you want to know what our government spent $180 million to develop, read this. It may be coming to your children or students.

The Massachusetts Business Alliance for Education commissioned a study comparing MCAS, the 20-year-old state assessment system, and PARCC, the federally funded Common Core test. It concluded that PARCC is superior to MCAS in preparing students to be workforce and college ready.

This is a surprising conclusion, since MCAS has been in use for two decades and PARCC is not only untried but very controversial. When Arne Duncan handed out $360 million to create two consortia to develop tests for the Common Core, PARCC enlisted 24 states and DC. Now, only 10 states and DC are sticking with PARCC.

Even more surprising are the reports about a lack of well-prepared workers. Massachusetts is by far the most successful state in the nation, as judged by NAEP test scores. Maybe test scores don’t translate into the skills, behaviors, and habits that employers seek. But how do these business people know that PARCC will be better?

Gene V. Glass, distinguished professor emeritus at Arizona State University, made a stunning discovery: the President of the State Board of Education is CEO of a charter school, which pays him and his family handsomely. The state of Arizona does not care about conflicts of interest, especially where charter schools are involved.

 

He writes:

 

A few years back, Arizonans saw the Chairperson of the State Charter School Board award a charter to a non-profit foundation (which was really K12 Inc., the online school provider), then be hired by the foundation to head the Arizona Virtual Academy, and then be hired by K12 Inc. as a vice-president for something-or-other. She continues to occupy the latter two posts.

 
Arizona simply doesn’t recognize things called conflicts of interest. I could list dozens concerning public education. A staff member the Board of Regents once told me that in Arizona if you declare your connections, then you can no longer be accused of having a conflict of interest. Perhaps this qualifies as some minimal level of ethical behavior.

 

A new flagrant conflict of interest has just become apparent to me. A man named Greg Miller is president of the Arizona State Board of Education. There is also a man named Greg Miller who is CEO of Challenge Charter School in Glendale, AZ, a suburb of Phoenix. Matching up photos of the Board president and the charter CEO leaves no doubt that these two individuals are one in the same Greg Miller. Mr. Miller, a civil engineer for 25 years, founded Challenge Charter School in the late 1990s and for a while served as principal. His current title is CEO. Mrs. Pam Miller, his wife, once served on a school board; the Challenge Charter Schools website lists no current duties for Mrs. Miller. But daughter Wendy Miller was appointed Principal of Challenge Charter School the same year in which she earned her MBA.

 

Glass posts the IRS form 990 for the charter school. Remember, the head of the Miller family is the president of the Arizona State Board of Education.

 

Greg Miller, the CEO of a school “system” with about 650 students, is being compensated to the tune of $145,000 annually. His wife receives the same salary, though her duties are never enumerated at the website and her position is only described as “Executive Director/Vice-PR,” whatever Vice-PR is. The Miller’s daughter Wendy, who has degrees in Public Administration and Business, receives a salary of more than $120,000 for acting as Principal/Secretary. Basically, the Miller family, while working assiduously 60 hours a week each as reported on their IRS form, is taking about $425,000 a year out of the coffers for salary.

 

Glass observes:

 

 

Crony capitalism, conflicts of interest, charter schools lining the pockets of amateur entrepreneurs, “quasi-private” schools being operated at public expense, an increasingly segregated state school system … it’s just education reform Arizona style.

 

 

[P.S. Please do not confuse this family with one of my favorite movies, “We Are the Millers,” which is hilarious, involves criminal activity, and does not involve conflicts of interest.]

 

 

 

 

 

Helen Ladd, Professor of Public Policy at Duke University, and her husband, Edward Fiske, former education editor of the New York Times, reviewed the recently released letter grades for schools and here explain what they mean. 

 

They write:

 

In a nutshell, we need to figure out how to break the link between poverty and achievement in our schools. A crucial first step is to support policies and programs that directly address the particular challenges that poor students bring with them to school.

 

The most striking pattern that emerged from the letter grades from the NC Department of Public Instruction was the near-perfect correlation between letter grades and economic disadvantage. The News & Observer reported that 80 percent of schools where at least four-fifths of children qualify for the federal free or reduced lunch received a D or F grade, whereas 90 percent of schools with fewer than one in five students on the subsidized lunch program received As or Bs.

 

The fact that, on average, students from disadvantaged households perform less well in school than peers from more advantaged backgrounds has been documented at all levels of education.

 

What can we do? Ladd and Fiske say there are three possible strategies:

 

1. Reduce poverty directly. That will be politically difficult and take time, even though it is the best response.

 

2. Ignore the problem. This is the approach of No Child Left Behind and Race to the Top.

 

They write about this approach of denial:

 

Policymakers often rationalize their denial of the relationship between poverty on achievement because they sincerely believe that schools should offset the effects of low socio-economic status. Others fear that setting lower expectations for some groups of students – what President George W. Bush called the “soft bigotry of low expectations” – will become a self-fulfilling prophecy. But in both cases, simply wanting something to be true does not make it true.

 

Still other policymakers cite examples of schools serving low-income students, such as some of the Knowledge as Power Program (KIPP) charter schools that have managed to “beat the odds” with disadvantaged students. Consistent with such exceptions, according to The News & Observer, about 5 percent of North Carolina schools where at least three-fifths of students qualify for subsidized lunches, received As or Bs as letter grades, some of them charters. But such successes are often largely attributable to these schools’ success in attracting students from the high end of the ability or motivational spectrum, or to substantial supplemental funding from foundations, or to extremely hard work of their teachers. Absolutely no evidence exists that the few success stories can be scaled up to address the needs of large proportions of disadvantaged students.

 

3. A third – and far more preferable – approach is to acknowledge that while we are not going to be able to eliminate poverty any time soon, we can find ways of targeting the specific ways in which poverty hampers learning. Put another way, we can address the particular challenges that disadvantaged children face as they pursue their education.

 

Fortunately, we already know a lot about these challenges. A wide body of research has demonstrated how poor health care – both physical and mental – and the lack of quality early childhood education translates into low cognitive performance. Research by one of the authors, Helen Ladd, and two colleagues has shown that quality early education programs reduce the need for spending on special education later on.

 

Other research has documented how poor children often have limited access to the language and problem solving skills that serve as springboards to future learning. We know how family poverty also translates into limited access to books and computers at home or to the enrichment that comes from vacation travel….

 

The challenge for policymakers is to look for ways to minimize the impact of the particular challenges that many disadvantaged children face. We should, in short, look for ways to provide children from low-income families with the same sort of education-enriching experiences and resources that middle-income children take for granted.

 

They give examples of valuable interventions such as school-based health clinics, early childhood programs, after-school and summer programs, and other “wraparound” services.

 

The message of the letter grades, say Ladd and Fiske, is that the relationship between poverty and low school achievement can no longer be denied.

 

 

 

 

In Newark, a dozen or fewer students continue their sit-in in the office of Cami Anderson, who was appointed by Governor Chris Christie to turn Newark into an all-choice district. The students demand that Anderson meet with them and the local school board or resign.

Their protest has received national and international coverage.

Margaret Mead said:

“Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.”