Chris Barbic led the Achievement School District in Tennessee from May 2011 until resigning a few days ago. Barbic has sterling reformer credentials: he is both an alum of Teach for America and a graduate of the Eli Broad center. After creating the YES Prep charter chain in Houston (which won the Broad Prize for Charter School Excellence in 2012), Barbic was invited to Tennessee by then State Commissioner Kevin Huffman to achieve a daunting task: To take control of the lowest-performing schools in the state and move them to the top 25%. Barbic, a Broadie, was sure he could do it. When he took charge, he handed neighborhood schools (mostly in Memphis) over to various charter operators. (Here is a report on the ASD by EduShyster, written in 2012.)
Despite a steady stream of press releases claiming progress, the reality was that test scores barely budged. Four years into the five-year plan, none of the ASD schools are in the state’s top 25%. In addition, local parents and communities pushed back, angry about losing their neighborhood school to outsiders. Even Barbic’s YES Prep chain decided not to join the Achievement School District.
Barbic declared when he announced his resignation, “Let’s just get real.” He acknowledged that it is easier to get good results in a choice school than to transform a neighborhood school.
In a choice school, the students choose the school, and the schools choose the students.
“Barbic admitted what skeptics of charter schools have preached for years — “achieving results in neighborhood schools is harder than in a choice environment.”
The Houston Chronicle reported:
“Barbic, as founder of the highly acclaimed YES Prep charter school network in Houston, was used to starting schools from scratch, enrolling students whose parents chose to send them there instead of to their zoned school. Charter schools in Texas are supposed to be open-enrollment, meaning they can’t set admission criteria, but some people argue that charters benefit simply from enrolling children with more motivated parents.
“Tennessee presented a different challenge for Barbic. There, he was charged with launching a special school district that included the state’s lowest-performing schools. A key part of Barbic’s mission was to recruit charter networks to step in and improve the schools. However, he ran into some trouble as most charter operators have a start-from-scratch model, rather than taking over existing schools. Even YES Prep withdrew from the experiment.”
But here is an irony:
Terry Grier, the Houston superintendent, has hired Jason Bernal—Barbic’s successor at YES Prep–to take charge of transforming Houston’s lowest performing middle schools and high schools. He will be Houston’s “chief transformation officer.”

It’s always good educational practice to analyze, and then engage (with an eye toward altering, if feasible), the reality of one’s surroundings. Congratulations to Chris Barbic for his long overdue acquaintance with, and subsequent knowledge of, reality. My question for him–as I would ask my students: how and where will you apply this knowledge?
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‘ “chief transformation officer.” ‘
I had to chuckle. That title smacks of messianic mission.
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The corporate reformers use titles like “chief transformation officer” or “chief knowledge officer” to give jobs to people who lack the education or credentials to hold supervisory positions.
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YES Prep weeds out students by requiring acceptance into college as a condition to graduate. This way, YES Prep can market that 100 percent of its grads are accepted into college. The public reads that as, “YES Prep is so good that it can make any student a success.” The reality is that YES Prep rids itself of any student that will interfere with its marketed image:
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deutsch29: numbers & definitions massaged and tortured under rheephorm EIT?
As a marketing ploy to ensure $tudent $ucce$$?
Next thing you know, 100% graduation rates at charter schools won’t stand up under scrutiny either..
Apparently they just don’t make miracles nowadays the way they used to.
Thank you for the info.
😎
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Put more counseling programs in public schools. Increase recess, music, art, classes on nutrition and talking about how to cope with challenging situations. Introduce yoga and meditation, life skills, making good choices. Let’s treat the WHOLE child, and set him or heron a great path to a mentally and physically healthy life! Let’s get real, already!
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Always comforting when stunning arrogance has a reality-based experience w/necessity and truth. We in education have been drowning in experts and geniuses for decades – they know exactly what to do and fix anything until they encounter the overwhelming complexity of schools and communities in a society where assets and opportunities are realistically denied to a majority of its citizens. Swallow the humiliation and carry some plzing humility henceforth. Like the rest of us.
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Here here – reality hits – teaching is hard work – your local free public school takes all comers – if you can not hang with that then do not preach your false message of reform…
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Here is another from yesterday of privatizers seemingly to admit defeat.
http://www.cleveland.com/metro/index.ssf/2015/07/charter_schools_want_their_inequitable_bad_grades_in_urban_areas_changed.html
In this article a charter advocacy group is saying the rating system is unfair to their Cleveland charter schools because urban students should not be rated the same way suburban students are rated. Wasn’t the rating system created to make urban schools look bad so charters can take over? Read this. You will be shocked it’s not an Onion article.
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“When students from Cleveland public schools and Cleveland area charter schools are continually rated against the highest performing suburban schools they will always be cast off as failures,” Adler said.
“There is a need for a progressive form of performance evaluation that doesn’t only look at an ultimate achievement, which is heavily affected by factors outside the classroom, but instead offers an objective look at a school’s true contribution to student learning,” he added. ”
Cleveland charter schools are in a tougher position that charter schools statewide because they receive local tax money. Actually all charter schools in Ohio receive local tax money but the rest of them get it thru a back door method where they take more funding out of public schools than the state provides, so they are taking local funding although no one will admit it. If they take 7k in per pupil funding from a school that only receives 5k (state) in per pupil funding obviously they are pulling 2k in local funding because 5 + 2= 7.
Anyway, it is in the interest of Cleveland charter schools to align with Cleveland Public Schools because any loss of public support harms all of them. They can’t play one system against the other in Cleveland, as they do in the rest of the state.
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I do not really get this. Isn’t VAM supposed to take care of this? Doesn’t Cleveland use VAM? Or does VAM fail by overpredicting? Or are the charters not really doing anything public schools aren’t doing already? Is the premise wrong for all this charter stuff?
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Let’s look at Before-and-after student performance (on the dubious measures of student test scores)
In the ASD charters that replaced the public schools, students didn’t budge, but let’s look at the differences.
———————
Before — just one district-wide school superintendent making a six-figure salary
After — multiple Charter school , Charter Chain CEO’s, each making a six-figure salary, as well as other CFO’s, COO’s and other such executives also making a six-figure salay…. most of whom rarely, if ever, set foot in a school
———————
Before — teachers get a decent salary, health benefits, retirement
After — teachers get less salary, worse benefits, and little or retirement (Come on! How are you going to pay for all those CEO’S, CFO’s, COO’s, etc.?)
———————–
Before — teachers have decent working conditions… cannot be abused, cannot be forced to do extra work for no extra pay, as there’s a union to rein in the worst tendencies of the bosses
After — teachers are abused, and can be forced to work longer hours, longer weeks, etc. … against the contract, with no union to rein in the worst tendencies of the bosses
———————–
Before — teachers have some due process or job protections, ensuring a long career for those who desire one
After — teachers are fired and replaced at will, have short careers… as there’s just a churn and burn of low-paid powerless drones, replaced regularly… so as to avoid paying any retirement costs.
————–
Well done, Chris!!!!
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All of this churn is to enrich a few at the expense of many while contributing to increased income inequality, moving middle class teachers into the poor class where they will be eligible for food stamps and subsidies on healthcare. Don’t worry; Uncle Sam gets to foot the bill for destroying middle class jobs to subsidize a corporations’ opportunity to make profits and hide the money. The students have gone through all this disruption and chaos to accomplish NOTHING while they have lost democratic representation, neighborhood schools, and a comprehensive curriculum.
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He did the opposite of face reality, he ran screaming from it. Facing reality is staying and seeing your commitment through, not giving excuses why you couldn’t do the job. He calls them reasons….BS…. they’re excuses.
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While not a fan of the recovery school district at all, I don’t think your characterization of Barbic running away is fair. It has been widely reported that he had a serious heart attack a year ago. Anyone with that sort of health issue doesn’t need to justify taking time to rest.
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I do not know how I’ll he is; however, many people have heart attacks and take a leave of absence and sick days, then return to the job, even those who have had quadruple bypasses. Perhaps he had made enough to take time away from working.
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ill not I’ll. So much for tech.
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Four years into the five year plan and Barbic left just in time to avoid being held accountable for the results under his leadership…
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Barbic has done the damage, and the question is whether he’ll be punished for it and if the damage will be undone.
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Diane,
Totally agree with this premise. Choice schools are easier environments by far. I’m curious, however, about the Memphis iZone schools. Have you seen much of what the iZone is doing here in Memphis? They were bottom 5% schools as well, but didn’t want to turn over to the ASD, so Memphis City Schools (now Shelby County United), created their own version of the ASD, but maintained the community-neighborhood support. They have been successful here, and they are not choice schools. I don’t know their structural makeup compared to the ASD, but I was curious if you could give your opinion on a model like the iZone.
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Well, iZone schools are test prep schools, so what they do better than ASD is—test prep. In fact, I don’t know of any schools in Memphis which are not test prep schools—including high schools like White Station. One possible exception is Campus School.
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What I seldom hear is about how public schools could work as choice schools. The elephant in the room is discipline. Privatizes are using the vacuum on this topic to promote choice. It is the reason choice is a dynamic in those urban schools with largely non-white populations.
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