Archives for the month of: March, 2015

Josh Kaplowitz joined Teach for America to help others and was assigned to a D.C. public school where he had trouble controlling a class of second graders. One of them was especially rambunctious and demanded to go to the bathroom repeatedly. What happened next is not clear. The child said the teacher pushed him out of the room and to the floor; the teacher said he guided him out of the room. Kaplowitz was accused of assault. He was arrested, taken to a police station, detained overnight, fired, and sued for $20 million. The district eventually settled with the mother for $90,000. It was a nightmare for all involved.

 

A decade later, after he had gone to law school, married, had children, and was working for a law firm in D.C., Kaplowitz got a message on Facebook from the student who had accused him of assault. He was in college, playing football, and doing well. He wanted to meet Kaplowitz. Kaplowitz had to make a decision: to meet or not to meet?

 

What happens next is a fascinating story.

Dora Taylor, public education activist in Seattle, can’t understand why two elected officials want to split Seattle into two school districts that are likely to intensify racial segregation.

 

For Dora Taylor, this is personal:

 

“I feel very strongly about this bill because my dad had no other choice but to live in the Central District when he was growing up in Seattle because of a city covenant that did not allow African-Americans to live outside of a boundary determined by the city. That meant little opportunity for my dad to grow beyond that border. He was fortunate enough to have a high school coach, at Franklin High School, who saw his talent and with his coach’s help, my dad, Brice Taylor, was one of the first three African-American students to attend the University of Southern California even against the wishes of the college president, but that’s another story.

 

“My dad went on to become the First All American at USC in football and that opened doors for him. Not everyone had that kind of opportunity. That’s why, what I term the Apartheid Bill, hits home for me. Some people find fault in my use of the term “Apartheid” but that is how I perceive it, through my lens.

 

“The Seattle Public School system reverted back to neighborhood schools not long ago which re-segregated our schools. Then with transportation cuts, it became even more difficult for students to attend special programs outside of their neighborhoods.

 

“Now, Representatives Sharon Tomiko Santos and Eric Pettigrew want to split the city in half along racial lines again, through legislation, into two separate school districts, separate but not equal. This is why politicians should not determine education policy. Either they don’t know enough to make an informed decision or they are following through on a donor’s agenda.”

Bob Braun’s controversial article about Pearson spying on students’ social media accounts is online again, after having disappeared last night for some hours in a “denial of service.”

 

I hope Bob Braun is able to get to the bottom of the matter and tell us why his website was “suspended” last night. Was he hacked? Did the site crash because of the number of users trying to access it at the same time? I hope we find out.

I am on the email list for an organization called “In the Public Interest.” It follows privatization in every sector, including education. The current newsletter is eye-opening. If you want to know how private interests have finagled their way into making a killing off public sector dollars, read this e-newsletter and subscribe (free).

 

Here is my favorite privatization story of the week:

 

National: Top executives of the Blackstone Group, owner of the janitorial services company GCA Services Group, pull down massive annual compensation. Stephen Schwarzman, Blackstone’s CEO, received $656 million in dividends and pay; and its real estate chief Jon Gray took in $205 million, for a combined total of $861 million. GCA has faced repeated accusations of low pay. The New Haven Register reported in 2011 that “a proposed GCA contract for custodial services would plunge 200 New Haven, Connecticut, Public Schools custodians into poverty, according to a research report by the Political Economy Research Institute at the University of Massachusetts.”

 

I have trouble understanding why some billionaires refuse to pay workers a living wage. Why was it so hard for the Walton family, each of whom is a billionaire, to agree to pay their workers $9 an hour? Why are so many of their workers part-time, even when they are eager to have full-time jobs? The billionaires pay great compensation to their executives, apparently, but think that the people who do the daily work of the corporation can get by on 20 hours a week at $9 an hour.

 

Open the link about GCA. It isn’t just accusations of low pay that have been a problem:

 

GCA Services placed two custodians with drug and sex offense criminal records in schools. One of the custodians, in Tennessee, was charged with the rape of a 16-year-old student in a closet on school property during school hours. It was later discovered the employee had a criminal record for aggravated battery, assault and theft of property. Another, in Texas, was a registered sex offender who was found in a school locker room dead, with his pants down and a bag over his head. A GCA official said about the incidents, “You have to understand, we hire a lot of people. I think a couple of incidents with 20,000 employees is a pretty good batting record” (“Ky. district hiring service, despite problems,” Associated Press, June 6, 2010; “Teamsters: Outsourcing custodians is a bad idea,” Naples Daily News, May 30, 2008).

 
A GCA Services custodian stole $900 from a day care center at Pasco-Hernando Community College in Florida that he was hired to clean after-hours. The GCA employee was arrested (“Police: Janitor Cleaned Day Care Out of $900,” St. Petersburg Times, November 26, 2008).

 
Rockford, Illinois, School District parents, teachers, principals and other staff were unhappy with GCA Services’ custodial work there. Reports complained that “trash wasn’t removed from classrooms, carpets weren’t cleaned and tile floors weren’t swept. The reports also indicate chemicals had been mixed improperly, resulting in health issues with students and teachers. There also were allegations of thefts from the schools, with custodians suspected,” reported the Naples, Florida, Daily News (“Documents: Custodial group gets poor marks,” June 19, 2008).

 
A GCA custodian had been working for four months at a Tennessee middle school before she was arrested in January 2011 as a fugitive from Texas. The employee had violated her probation on a felony drug conviction. A GCA official said the company had conducted two background checks including a fingerprint check before hiring the woman (“Company to review workers after fugitive found,” Associated Press, January 16, 2011).

 
The University of Tennessee in April 2012 decided to end its contract with GCA and move all cleaning work in-house. The university said that although the base cost was $500,000 higher than what it paid to GCA, it would break even after accounting for extra services like carpet care or hard-floor maintenance (“UT to use in-house custodial services,” Knoxville News-Sentinel, April 18, 2012).

I just read a comment posted by a reader, who pointed out that Pearson has an official policy about the use of social media.

 

Here is a portion:

 

How we use social media
Here you’ll find details of how we use social media such as Facebook and Twitter and the kind of response you can expect from us.
We have an active presence on social media and encourage students to use it too. It’s a great way to find information and share ideas, particularly when you’re revising for exams……

 

We also:
review Tweets about our brands (e.g. ‘Edexcel’ and ‘BTEC’) that don’t directly tag our profiles
monitor social media platforms such as Google+ and other online forums
We may not reply directly to these types of posts, but we monitor them to make sure that any of you with questions are getting the answers you need.
Monitoring activity on social media allows us to continuously improve the service we offer by keeping us up-to-date with what you’re saying about us online. In the past, this has helped us to identify problems with our website, driving improvements to our student pages.
Discussing us or our assessments online
Sharing ideas with others online can be really beneficial when you’re studying or revising. However, there are limits to the amount of information you can share, and you need to be careful not to break the rules. If you’re in doubt about what you can and can’t discuss, it’s always best to check with your teacher.
Sharing too much information with others is an example of ‘malpractice’. Other examples include:
copying someone else’s work or allowing your work to be copied
allowing others to help produce your work or helping others with theirs
being in possession of confidential material in advance of an exam
taking unauthorised items into an exam, such as a mobile phone or extra notes
passing on rumours of exam content
discussing the content of an exam before the paper has been completed in other parts of the world
threatening or harassing staff at an awarding organisation.
We have an obligation to investigate any case where there is the suggestion that you’ve acted improperly. If you are found to have broken the rules, you could face one of the following penalties:
a warning
the loss of marks for a section, component or unit
disqualification from a unit, all units or qualifications
a ban from sitting exams for a set period of time.
We understand that sometimes you are going to talk about us and our assessments with your friends. During stressful periods, some comments may not be very flattering. However, we’d like to ask you to act responsibly when discussing us or your exams and coursework online.

 

 

After Bob Braun published a post breaking the news that Pearson was spying on students’ social media during PARCC testing, his blog was shut down. If you read his note below, it will not be clear to you, as it is not clear to me, whether his site was shut down by the attack or by him, “to stop the attack.” Frankly, I would have no idea how to shut down my site. If you clicked on the link, you got a screen that says, “This Account Has Been Suspended.”

 

Bob Braun posted this note on his Facebook page:

 

TO MY BLOG AND FACEBOOK FRIENDS: My site has been attacked and has been shut down to stop the attack. You might want to contact Pearson and let them know you don’t appreciate suppression of legitimate news.

https://www.facebook.com/bobbraunsledger/posts/643285842467702?fref=nf

 

Here is the text of the original post and here is the original link: http://bobbraunsledger.com/breaking-pearson-nj-spying-on-social-media-of-students-taking-parcc-tests/

 

MARCH 13, 2015
BREAKING: Pearson, NJ, spying on social media of students taking PARCC tests
 ” Pearson, the multinational testing and publishing company, is spying on the social media posts of students–including those from New Jersey–while the children are taking their PARCC, statewide tests, this site has learned exclusively. The state education department is cooperating with this spying and has asked at least one school district to discipline students who may have said something inappropriate about the tests.

 This website discovered the unauthorized and hidden spying thanks to educators who informed it of the practice–a practice happening throughout the state and apparently throughout the country. The spying–or “monitoring,” to use Pearson’s word–was confirmed at one school district–the Watchung Hills Regional High School district in Warren by its superintendent, Elizabeth Jewett.
Jewett sent out an e-mail–posted here– to her colleagues expressing concern about the unauthorized spying on students. She said parents are upset and added that she thought Pearson’s behavior would contribute to the growing “opt out” movement.
In her email, Jewett said the district’s testing coordinator received a late night call from the state education department saying that Pearson had “initiated a Priority 1 Alert for an item breach within our school.”
The unnamed state education department employee contended a student took a picture of a test item and tweeted it. But it turned out the student had posted–at 3:18 pm, after testing was over–a tweet about one of the items with no picture. Jewett does not say the student revealed a question. Jewett continues:

 

“The student deleted the tweet and we spoke with the parent–who was obviously highly concerned as to her child’s tweets being monitored by the DOE (state education department).
“The DOE informed us that Pearson is monitoring all social media during the PARCC testing.”

[Note from Diane: The link now says, “This Account Has Been Suspended.” I am not sure what this means. Some think his site crashed because of so many people trying to open it at the same time. Perhaps it will be back up soon. I hear it is posted on Bob Braun’s Facebook page. Read the comments below for that link.]

 

Bob Braun, an investigative reporter in New Jersey for the past 50 years, has learned that Pearson is spying on the social media accounts of students taking the PARCC tests.

 

 

Bob Braun writes:

 

Pearson, the multinational testing and publishing company, is spying on the social media posts of students–including those from New Jersey–while the children are taking their PARCC, statewide tests, this site has learned exclusively. The state education department is cooperating with this spying and has asked at least one school district to discipline students who may have said something inappropriate about the tests.

 

This website discovered the unauthorized and hidden spying thanks to educators who informed it of the practice–a practice happening throughout the state and apparently throughout the country. The spying–or “monitoring,” to use Pearson’s word–was confirmed at one school district–the Watchung Hills Regional High School district in Warren by its superintendent, Elizabeth Jewett.

 

Jewett sent out an e-mail–posted here– to her colleagues expressing concern about the unauthorized spying on students. She said parents are upset and added that she thought Pearson’s behavior would contribute to the growing “opt out” movement.

Ohio has been a profitable state for the charter school industry. Charter leaders make huge contributions to politicians. Politicians make sure that the industry’s cash cows are lightly regulated, if at all. With the right political connections, charters may be rated D or F without any consequences. Should charters be audited? Should they be held accountable for their academic and financial performance? Bear in mind that the essential premise if charter schools was that they were willing to be held accountable inexcjangefpr producing “results.” (Higher test scores.). You might say that this deal has actually warped almost all discourse about the purpose of schooling. It rests on the premise that higher test scores are the fundamental goal of education.

Ohio State Auditor Dave Yost wrote a thoughtful newspaper article describing the dilemma of auditing public-private partnerships.

When does public money trigger public audits? Not when the money flows to a purely private business, like a janitorial service. But what about charter schools?

He writes:

“There’s a messy place where the public and private meet, and the old ideas about accountability aren’t good enough to sort it out. The subject is lurking in the background of the debate over charter-school reform, but it’s wider than that and needs some hard thinking.

The distinction between what’s public and private drives many things in the law. A public entity is subject to open-meetings laws, public-records requirements, public audit and stringent ethics requirements. A purely private entity, such as a sole proprietorship or your family, is not.

But that neat set of labels doesn’t work as well when a thing is both public and private. Lawmakers here and elsewhere are deliberately blending the two — and it seems to be the trend, not the exception.

So, when an entity is a little private and a little public, which rules apply?
For example, a government office generally is cleaned by a contract service, not by government employees. Joe’s Janitorial Service shouldn’t have to open its books to public audit or abide by public-records law. The government is buying services from Joe, and as long as he provides the promised quality of service, it’s no business of anyone’s how he does it or how he spends his money.

On the other hand, if Brave New World, Inc., contracts to be the police department for your town … well, that’s a different story. Brave New World is no longer simply selling services; it is functioning as the government. Lawyers and political philosophers would say it is exercising the sovereign power of the state — and Brave New World probably ought to be subject to the traditional transparency requirements we impose upon our government.

And in between, there are all these other entities that aren’t quite private, but aren’t really public, either.

There are good reasons for blending the public and the private. Government, because its decisions apply to all of us, is designed to go slow. We shouldn’t make decisions at the speed of business when it’s about liberty, or education, or spending money that was collected by law (taxes).

On the other hand, the private sector has the freedom to move quickly, to react to market forces, to innovate — and to fail. So in certain areas where the government process has become bogged down, it makes sense to bring those private-sector virtues into the mix. That’s the idea with many hybrid organizations empowered by state government (and our tax dollars), from charter schools to privatized prisons to the Ohio Air Quality Development Authority.

But then, what does accountability look like?

In Ohio, like elsewhere, the answers are all over the board. There are custom mechanisms drawn into contracts, such as the contract with the state’s private prison contractor. Charter-school management companies are required by statute to provide certain financial information to their schools. The schools then import that information into their own financial statements — which are subject to public audit….

At the same time, it’s mostly or all our money and, therefore, the public’s business. Somehow, treating these entities — usually private corporations — as though they were a sole proprietorship, operating in private, doesn’t seem right, either.
The ongoing debate over charter-school reform is going to happen smack in the middle of this disorganized space in our public life.

How do we protect the public interest while harnessing the best qualities of a mostly private-sector actor? I don’t have a comprehensive answer, but meaningful reform will have these characteristics:

• Information. Although making all the papers of a private corporation public is the wrong answer, the law should require certain relevant information to be provided at particular intervals.

• Independent verification. Some information needs external, independent verification. This could be provided by a firm’s certified public accountants or subject to review by another body. But corporations are used to dealing with this — banks require audited financial information to ensure the numbers are adequate. It’s not growing government to make sure that the information is true. As President Ronald Reagan urged: trust, but verify.

• Segregation of duties. Businesses and governments both make sure that certain duties are done by different people. The IRS has published some criteria for how to think about segregation of duties, which I cited in our report on charter schools earlier this year.

• Governing Board independence.

“Outside directors” — board members who are not otherwise affiliated with the organization — have become a best practice in the private sector, ensuring divergent points of view and oversight of management decisions.

How to approach these factors, and how much weight should be given to them, should be driven at least in part by how much discretion the entity has in exercising the authority of the state. In our examples, Joe’s Janitorial exercises no government discretion, and Brave New World exercised a huge amount.

The details are matters for serious debate. One thing seems utterly clear to me, though: the oval peg of accountability for these hybrid organizations fits neither the square nor the round peg holes we already have. We owe it to Ohio taxpayers and families to fill that hole and repair their doubts about this public-private part of our system of government.

Allison Eisen and Helen F. Ladd studied the promises and performance of North Carolina’s first 100 charter schools and found that their record was spotty, at best. After the Legislature raised the cap, the number of charters in the state is now 147 and growing.

 

Most distressing are the findings related to the provision of transportation and lunch services, given that serving “at-risk” and low-income students was an initial goal of the state’s charter school enabling legislation.

 

Although charter schools are not legally required to provide transportation to their students, 64 of the initial 100 charter schools in North Carolina pledged to do so in their charter applications. Yet only 33 were doing so in 2011.
Likewise, 62 of the original charters promised to provide lunch to their students even though they had no legal obligation to do so. In fact, only 43 of them were doing so.

 

These services are essential for any school hoping to attract substantial numbers of minority and low-income students. Largely because so many charter schools do not offer transportation and lunch, as a group they have increased racial and socio-economic segregation in North Carolina’s schools.

 

Up until now, there has been little oversight of charter schools in the state. The authors offer four recommendations:

 

▪ Strengthen the application guidelines for charter schools. Charter applicants should be required to carefully consider their operating model with particular attention to the costs of providing lunch and transportation services and their recruitment strategies for disadvantaged students. More detailed applications should help the Advisory Board identify flaws before the school is approved and should help school administrators better adhere to their contracts once the school is open.

 

▪ Shorten the timeline for state review from the current 10-year period to five years. A shorter window would strike a balance between ensuring N.C. schools are successful and allowing charters to operate with a sense of autonomy.

 

▪ Expand the capacity of the various offices within the Department of Public Instruction, including but not limited to the Office for Charter Schools. DPI will clearly need more personnel to support and monitor the growing number of charter schools.

 

▪ Impose consequences when a charter school fails to meet its contractual obligations. These consequences might include financial penalties or school closure. Organizations applying for a charter need to understand that they will be held accountable for their commitments.

 

As more and more students enroll in charter schools across the state, it is high time for North Carolina to provide the tools and resources needed to ensure taxpayer money is being well spent and families are getting the services for which they signed up.

 

Given the current makeup of the Legislature, there seems to be a lack of will to hold charter schools accountable for their performance or their promises.
Read more here: http://www.newsobserver.com/opinion/op-ed/article13130276.html#storylink=cpy

 

 

 

 

 

 

The Texas legislature has a set-aside for Teach for America. Way to go, TFA lobbyists!

But that’s not all. The two-year TFA turnover won’t be counted as teacher turnover:

TX HB 1060

A teacher who is employed by a school district through participation in a program that requires a two-year teaching commitment in an underserved area or low-income community and who leaves employment with the district after the two-year commitment is not considered for purposes of reporting teacher turnover information under Subsection (e)(3).

http://www.legis.state.tx.us/BillLookup/History.aspx?LegSess=84R&Bill=HB1060