Archives for the year of: 2015

Maureen Downey tells the story on her blog at the Atlanta Journal-Constitution. Georgia was late opening charters so it has not seen scandals like Ohio and Florida. Here is the first big one.

She writes:

“An AJC story this week reveals troubling allegations about the much heralded Atlanta Latin Academy and its charismatic and well-regarded founder Chris Clemons.

“Police have called Clemons a suspect in the disappearance of $600,000 from the school.
That is likely to shock people who knew him. The Georgia Charter Schools Association describes Clemons as “visionary” on its website.

“A 2007 profile of him by a MIT publication — Clemons holds a MBA from the prestigious school — quotes a former colleague as saying, “He’s brilliant. I don’t know anyone who can keep up with his mind…If he believes in something, watch out. The sky is the limit for him.”

AJC reporter Molly Bloom wrote:

“Atlanta police are investigating the alleged theft of more than half a million dollars from a charter school, according to a police report.

“More than $600,000 was taken from Atlanta Latin Academy bank and credit card accounts through ATM withdrawals to pay for dinners, nonwork-related travel, bonuses to employees and “personal entertainment at local nightclubs, ” according to the report.

“School founder Chris Clemons and the school‘s operations director were the only staff members with access to both accounts, school board chairman Kaseem Ladipo said.”

At this point, Clemons is the only suspect.

Welcome, Georgia, to the wonderful new world of charters, where public money mysteriously disappears.

Emily Talmage, Maine teacher and blogger, began to wonder whether there was a connection between Maine’s Common Core standards, its Smarter Balanced tests, and its proficiency-based tests. She did some research, and you won’t be surprised–although she was–to learn that behind everything was ………the Gates Foundation!

http://emilytalmage.com/2015/10/22/gates-undercover/

Whether it was the Nellie Mae Education Foundation or Great Schools or Educate Maine, the money came from Gates.

“Several months ago, while conducting some much overdue research into the back-story of Common Core, I stumbled across a document from the Gates Foundation that painted such a frighteningly clear picture of next-gen ed-reform that I actually wondered for a time if perhaps I was hallucinating.

I wasn’t, and within a very short time, it became unmistakably obvious that the Common Core Standards, our new Smarter Balanced test, and Maine’s one of a kind (but not for long if they have their way, so watch out!) proficiency-based diploma mandate were all linked like pieces of a puzzle to a corporate-driven agenda to transform our schools into “personalized” (digital!) learning environments. (If you’re not sure what I’m talking about, see here for more.)

Quite literally sick to my stomach, I emailed a union rep to ask if he knew anything about the paper I had found.

“It’s ghastly,” he replied, “but in Maine, it has been the Nellie Mae Education Foundation and the Great Schools Partnership that has been behind these policies.”

Okay. So maybe I was mistaken. Nellie Mae sounded friendly enough. So did Great Schools. (Who doesn’t like great schools?)”

What’s the bottom line? Online digital learning for all, linked to online assessments.

After a career in education in Pennsylvania, Arnold Hillman and his wife Carol decided to move to Hilton Head, South Carolina, after their retirement. They spent 35 years advocating for children in rural schools.

Here are some unsettling first impressions, which Arnold wrote for this blog:


SOUTHERN HOSPITALITY ?????

This will be the 10th week that Carol and I have lived in South Carolina. It just seems like we have been getting settled in, which means unpacking boxes, buying new furniture, reordering our medications and going to copious doctors. The travel through the medical esplanade has been an awakening. We have concluded that the medical care here is superior to that which we received in Harrisburg.

It appears that docs here use the most advanced technology. It is difficult to conceive how much more we will find out as we run through them all. I am now enthused about how I might take the age spots off my hands, or eliminate the need for specs. I was even happy that I will now be able to eliminate some of these pesky growths on my arms and head without having them frozen off. In some ways these are positive things. You can figure out why they might not be.

We are living in a dream world. The community was built starting in 1995. It has every amenity you can think of. It has encouraged us to get into good physical shape. It has so many activities that some people have to take tranquilizers just to keep up. We will not be doing the club circuit as yet. We are more interested in what is going on outside the gates of the community than inside it.

What we found is rather sad. We understood when we moved down here, that Hilton Head Island is an extremely wealthy community. The first bizarre item is that there are tons of thrift shops. I guess when the wealthy change their home décor; they must get rid of their former furniture. It is also a place that houses many older people. That means when they pass (a southern expression) the items in their homes become grist for auctions, so that relatives can turn them into cash. There are even booklets with the names and locations of most of the thrift shops on both Hilton Head and Bluffton (where we live).

Carol and I are pretty much convinced that what we know as “Southern Charm” is just a cover name for racism. The county that we live in is next door to a very poor county. The kids in the schools there – they have county school districts, are 85% minority. In 2010, the graduation rate for the high schools in that county was 39%. Can you believe that, 39%? The well to do and mostly white county, in which we live, serves 21,000 students and is growing at a rate of 500 more students per year. Its schools are either new or are well turned out. Some of the elementary schools that have some poverty seem not to be as well resourced as some others.

The animosity of the community in the poor county can be viewed at every school board meeting. Most of the time, the white board members are attacking the school superintendent. She is African American. She is also very talented and has raised almost every major educational marker since she came here 5 years ago.

Because of her desire to improve the education of the children, she has embarked on a journey that has improved the district as a whole, but has angered those who enjoyed the fruits of a dilapidated system. Things like nepotism had run rampant. The hiring of those without the proper certifications were daily occurrences. School district economic issues were handled behind closed doors. People in the business office were not professionals and budgeting was helter skelter.

This appeared to be o.k. with a board that had seen significant turnover and co-terminus with superintendent turnover.

When the new superintendent arrived from being an assistant in a large city in South Carolina, she began to do away with nepotism. She dispensed with the uncertified staff and got rid of some of the employees that were there only because Uncle Louie insisted on their being hired. This began a minor conflagration with those whose reason for being on the board was to somehow influence the district to send business to them or their friends and family members.

As things started to improve, those who see African Americans with education as “uppity” wanted this all to stop and wanted to put her in her place. This all has a familiar ring to it. At the last election, most of the new board members had a beef with the superintendent. One new member wanted to have her daughter be the homecoming queen, even though she had lost. The mom wanted the superintendent to declare her daughter the winner.

Another member was a longtime volunteer from the wealthy side of the community. He worked at the high school and presented information he had gleaned there to make public presentations about how things were going so poorly. He was asked by the teachers to please leave.

I believe that South Carolina is the only state that buys its buses for all of its school districts. The buses that they purchased are usually used ones and last time they were those from Tennessee. Of the 30 some odd buses in the county, 20 of them are over 20 years old and have over 300,000 miles on them. This puts pressure on rural schools, because you might have some dough to lease other buses, but if not, you are stuck with the ancient ones. If you buy your own buses, the state removes THEIR buses one for one.

Some of our neighbors here in Disneyworld for adults, have never seen or experienced racial bias. I was forced to tell them that they did not look like the people who were being discriminated against. It is our experience that African American women are more likely to tell you what’s going on than African American men. I believe that is because it falls on their children to battle the forces that want to keep them in their place. The moms know what’s ahead for their children and have their feelings on their sleeves.

Carol and I may have some small understanding of discrimination. We have felt it as a result of living in rural communities where there were few or no Jews. There were a few incidents in the schools they went to. They were taken care of by the principals. Sometimes it’s good to be the superintendent of schools. Even the principals began to understand.

We went to a specialist for Carol’s issues in Savannah. Some of the preliminary testing was done by an African American woman in her forties. As the test was quite long, we were able to strike up a conversation with her. I guess, as patients, we were not anyone that she would have to worry about. She was quite frank with us about how the color of your skin meant more to people than what your skills were. She did not complain about having been passed over for a job. She explained that the kind of discrimination that goes on in the hospital must be seen with a wider eye.

Her view was that most of the jobs in the hospital, including physicians and nurses, were the province of those that controlled things. The city itself was set up so that only certain people were permitted to rise to the top. Even with an African American as mayor, the system was always the same. There was kind of a glass ceiling that everyone was just supposed to obey.

There was little of the outward prejudice that one might think was there, but it is more insidious and much less on the surface. Greetings with the terms, ma’am, sir, and so on are plentiful, but the real lack of respect is what happens after the introductions.

“The Corridor of Shame” was a documentary about the schools along rte. 95 in South Carolina. It extends from the North Carolina border to the border of Georgia. It is rife with poverty and schools with insufficient funds. It was also the subject of a lawsuit based on the Abbeville School District that began in 1993 and was concluded just last year. The Supreme Court of South Carolina voted 3-2 for the legislature to produce adequate funding for its schools. The legislature was given to February 2016 to come up with a plan.

The legislature has said that it had no intention of fulfilling that order.
88% of those school districts children are minority. Looks like another victory for Southern Charm.

Mitchell Robinson, professor of music education and blogger, ponders whether the education wars are winding down. He thinks not. The contention over policy issues remains profound.

To help explicate the issues, he has compiled a brief guide to the different “sides.” In a recent post by Sam Chaltain, who does think the battles are subsiding and a new convergence is on the horizon, one side is the “practitioners, and the other is the “policymakers.” Robinson says the labels illustrate a clash of views.

Robinson writes:

“Mr. Chaltain’s descriptors for the two sides in the war on education are revealing, in that he sees a clear distinction between those who actually teach (the “practitioners”), and those who establish and enforce the rules and policies that govern that practice (the “policy makers”). Perhaps unintentionally, his labels also highlight a major flaw in our current education enterprise: public education policy is being written and administrated largely by persons who have not themselves attended public schools, have no degrees or certification in education, have never taught, and have spent little time in public schools. Whatever meager educational background that the members of what I term the Deformer “edu-tribe” may have is often accrued through alternative routes to the classroom (i.e., Teach for America, The New Teacher Project, the Michigan Teacher Corps), and their educational credentials are often received via online programs that require little or no actual teaching experience, residencies or interactions with other teachers or professors with actual teaching experience.

“Many of the “foot soldiers” in the Deformer army wind up in high-level positions in state departments of education, policy think-tanks, on school boards and as leaders of high-profile charter school networks. They reach these positions of power and authority with shockingly little experience in classrooms, or working with children, but exert out-sized influence on the shape and nature of public education. These members of the Deformer “advance force” parrot a regressive agenda of union-busting, tenure-smashing, and teacher-demonizing, paired with an obsessive devotion to standardized testing, “data driven decision making”, charter school expansion, and privatization as the “answers” to the “crisis in public education”–while remaining seemingly oblivious to the fact that it was their policies that manufactured the crisis they claim to be addressing, and which are paying off so handsomely for the investors who fund their charter schools and pay their generous salaries.”

On the other side are what Robinson calls “the Guardians of Oublic Education.”

“The members of this army largely consist of teachers, retired teachers, and teacher educators, most of whom have significant experience as classroom teachers, multiple degrees in education, and a career commitment to children, schools and education. Few Guardians entered the profession by alternative routes, instead earning their credentials in traditional colleges and universities, under the tutelage of professors who had themselves been classroom teachers before moving to higher education. Many of these activists earn graduate degrees in their chosen field–even as states now refuse to pay for additional degrees–and seek out weekend and summer professional development opportunities at their own expense in order to remain certified.

“The activism practiced by these Guardians is not their sole focus as professionals–rather, these teachers blog at night after lessons have been planned, and kids put to bed, or on rare quiet weekend mornings and afternoons when a few minutes can be stolen from other tasks and responsibilities. And the conflict in which they are engaged is a non-linear war–they are fighting not just the Deformers, but also their support staff in their underground bunkers, typing away on banks of sleek laptops as they push back against kindergarten teachers furiously hammering out their frustrated rants on the ridiculousness of testing 6 year olds, or 3rd grade teachers pointing out the illogic of retaining 8 year olds who struggle with reading.”

The “Deformers” are well-paid. But the Guardians work not for money but for conviction.

“These writers and activists don’t receive a penny for their efforts, in stark opposition to the Deformers’ forces, who are stunningly well-compensated for their work. Instead, these bloggers often toil away in anonymity, providing a voice for the thousands of teachers that have been silenced for speaking out against the reform agenda.”

He provides a list for each side. My lists would be longer. Make your own lists or additions. I would certainly place ALEC, Jeb Bush, Scott Walker, John Kasich, Rick Scott, Rick Snyder, and a number of academics and philanthropists on the Deformer list.

The Network for Public Education is skeptical of the value of the Obama administration’s latest pronouncement on testing.
In a news release, Carol Burris of NPE expressed doubt that the new policy changes would have much effect.

“The Network For Public Education | PRESS RELEASE: Response to Obama Administration Testing Statement
The Network For Public Education
October 26, 2015 Accountability, Obama, Barack, Press Release, Reauthorization of NCLB, Testing / Opting Out

For Immediate Release

Contact: Carol Burris
Executive Director, Network for Public Education Fund
Email: burriscarol@gmail.com
Date: October 26, 2015

“Network for Public Education Fund Response to Obama Administration Statement on Testing
“This weekend the Obama Administration released a statement calling for states to “cap testing” time in an effort to stop the parental outrage against annual, high-stakes testing. The suggested 2% cap represents nearly 24 hours of state-mandated standardized testing, for students as young as 8 years of age. To put that time into perspective, the Medical College Admission Test (MCAT) represents less than 6 hours of testing.

“The Network for Public Education (NPE) is disappointed by the limited response to what it views as a national education crisis.
“Anthony Cody, who serves as the vice-chairperson and treasurer of NPE, responded to the announcement by saying, “Limiting testing to 2% is a symbolic gesture that will have little impact so long as these tests are used for high stakes purposes.”
“While the Department of Education remains wed to annual high-stakes tests, it is time for states and districts to call their bluff regarding flexibility. The research coming forward is clear. The overuse of standardized testing is educational malpractice. States should drop the destructive pseudoscience of VAM, empower educators to create their own meaningful assessments of learning, and get off the testing juggernaut.”

“Network for Public Education President, Diane Ravitch agrees. “The Obama administration’s stance on testing is too little too late. For seven years, they have forced inappropriate testing on almost every school in the nation, yet they still insist that testing promotes equity. It does not. They refuse to hold themselves accountable for the harm they have done to students, teachers, principals, and the quality of education. Billions of taxpayer dollars have been wasted on high-stakes testing during the Bush-Obama years. It is time for fundamental changes in federal policy, not pointless tinkering.”
“The Network for Public Education will continue to call for an end to high-stakes tests that are used to sort, select, punish, and rank students, educators, and schools.
“Testing is the rock on which a host of destructive corporate reforms are built. That era must end. It is time that we commit to well-funded, vibrant public schools that are democratically governed by the communities they serve”, said Carol Burris, the Executive Director of the NPE Fund.”

On October 22, I spoke at Wellesley College, my alma mater, to inaugurate a new annual lecture series on the subject of public education.

Here is a link to the speech, preceded by three introductions: one by Barbara Beatty, chair of the College’s Education department; Barbara Madeloni, president of the Massachusetts Teachers Association; and Linda Gottlieb, producer of the classic film, “Dirty Dancing,” a classmate of the class of 1960 and dear friend.

My purpose was to describe the current state of American education, the errors of the status quo, and what we must do to transform education for the future.

I am also funding student internships and research, and one day there will be a professorship. My hope is that one day Wellesley will be a center for generating sane and thoughtful education policy.

Next year’s speaker in this series will be Pasi Sahlberg, the great Finnish educational authority, who is a Visiting Professor at Harvard Graduate School of Education.

I am hopeful that the initiative at Wellesley will eventually grow to sponsoring scholarly work, seminars, and visionary thinking about a better education for every child.

Forget the headline, the story here is that only 9 students applied to join TFA at Swarthmore, and only 5 actually enrolled. More important, Swarthmore students understand that TFA is not a social mission, but displaces experienced local teachers. 

This is one student that did not sign up:
“Yet despite this high praise, not all students feel as warmly about TFA as the organization apparently does about them. Joy Martínez ’16, an educational studies major currently involved in student teaching for her teaching certification, expressed deep concerns about the teaching model of Teach for America.
“My initial response with those issues of turnover rates… is that it can be damaging to the students, and it’s damaging to the whole view of teachers — ‘if you can’t do, teach’, or ‘it’s a placeholder’, or ‘it’s a resumé builder,’” she said. “I think some people who are involved in education policy or with Teach for America may say, ‘well we’re doing something, and this is fine.’ But it’s fulfilling some kind of temporary need, it’s not the solution. It’s the band-aid, it’s not the corrective surgery that the education system needs.”
“In particular, Martínez expressed the sentiment that the short tenure of TFA teachers undermines important social and cultural functions of schools in America.
“There is damage that is done, I think, by having a high turnover rate.” she said. “A school is a place in our country and our society where friendships and relationships and family and community is formed… In areas that don’t have many communal spaces, it becomes more and more imperative for there to be teachers there to help facilitate those relationships, and to have student clubs, and to have their seventh grade students go back to the elementary school and do a Shakespeare performance. Things like that, those relationships that schools so naturally facilitate, that just doesn’t happen within a system like Teach for America.”

The radical right and their allies claim they are strict constructionists of the Constitution. They don’t feel the same way about State Constitutions. Even when the State Constitution explicitly says that public money is to be used only for public schools, the far-right celebrates when the Legislature passes a voucher program that violates the State Constitution.

This is the case in Nevada, where the Constitution is very clear about where public money should go: to public schools only. Yet Nevada passed the most sweeping voucher legislation in the nation, and the allegedly strict constructionists have thrown their principles to the wind. The fact is that they care more about free markets than about the State Constitution.

Here is the complaint that was filed on behalf of the plaintiffs challenging Nevada’s sweeping voucher law.

“EducateNevadaNow” is the organization that is leading the charge against vouchers. Here is its question-and-answer sheet about the lawsuit:


On September 9, 2015, a group of parents whose children attend Nevada public schools filed a lawsuit challenging the State’s new voucher law. The lawsuit, Lopez v. Schwartz, has generated media attention and interest from parents, educators and taxpayers.

Today’s frequently asked questions focus on what the parents hope to achieve and next steps in the process.

Q: Are the parents suing for money damages?

A: No. The parents are only suing to stop the voucher program and keep it from taking away funding from the education of their children in the public schools. They are not asking for any money. Additionally, the attorneys representing the parents are providing their legal services for free or “pro bono.”

FACT: The Nevada Constitution states that the funding provided for public schools can only be used to operate those schools and not for any other purposes.

Q: What are the next steps in the parents’ lawsuit?

A: The case has been filed before Judge James Wilson in Carson City, Nevada. The parents will be asking Judge Wilson to declare the voucher law unconstitutional and to block the State Treasurer from implementing the voucher law.

[NOTE: This piece was cross-posted at Salon: http://www.salon.com/2015/10/26/our_real_charter_school_nightmare_the_new_war_on_public_schools_and_teachers/%5D

Peter Cunningham, who previously served as Arne Duncan’s Assistant Secretary for Communications, is a very charming fellow. When he left the administration, he returned to Chicago and was invited by the Broad Foundation to start a blog defending “reformers” who advocated for charter schools, high-stakes testing, teacher evaluation based on student test scores, and the rest of the Race to the Top agenda. The blog, called “Education Post,” received $12 million from the Broad Foundation, the Bloomberg Foundation, the Walton Family Foundation, and an anonymous donor.

Peter just wrote a column that puzzled me. It appeared on Huffington Post. He says that teachers’ unions should embrace “reform” if they want public education to survive. I was puzzled because the major thrust of “reform” as currently defined is to privatize as many schools as possible and to eliminate teachers’ unions.

He writes:

“America’s teachers unions probably will not put reform leaders like Newark’s Chris Cerf, Philadelphia’s William Hite, D.C’s Kaya Henderson, or Denver’s Tom Boasberg at the top of their Christmas card mailing list. But they should, because no one is working harder to improve and preserve traditional, unionized, district-run schools.

“Yes, these and other reform superintendents support creating new, high-quality schools, including public charters, and giving all parents the power to choose the right schools for their children. But they and their leadership teams are most deeply committed to investing in and strengthening the existing district-run schools. No one wants these schools to work for kids more than these district leaders.”

Cunningham attributes opposition to charters solely to unions trying to protect their membership and their revenue. Why should unions feel threatened by privately managed charters? As Cunningham notes, 93% of charters are non-union. Cunningham thinks that everyone who opposes turning public tax revenues over to private operators has the sinister motive of protecting the unions. He even says that pro-public education bloggers are merely union fronts. Whether they are teachers, academics, or journalists, Cunningham can’t see any reason for them to question charters other than their allegiance to the unions.

“Charter critics claim that charters pull resources and higher achieving students away from traditional public schools, but, in a poll conducted by Education Post, 65 percent of parents rejected this argument. Instead, they agreed that public charters offer high quality options to parents who have been traditionally denied the power of school choice.

“Teacher unions, who need unionized teachers and dues in order to exist, are fighting desperately to convince parents to stay with the traditional, district-run schools. But rather than appealing to parents on the strength of the education that traditional schools offer, their strategy primarily focuses on limiting funding for charters, capping their growth or organizing their teachers to join a union.

“At the same time, teacher unions have mobilized teacher bloggers, academics, pseudo-journalists and various non-profit organizations to ignore or smear the great work of high-performing charters. They rail against the small percentage that aren’t serving kids well and that reform leaders agree should be, well, reformed.”

What you learn from reading Cunningham’s article is how little he understands about the role of public education in a democracy. He doesn’t know how public schools are central, traditional, and beloved public institutions in most communities. Does he not know that every national poll shows that parents think well of their own local public school?

Why would Cunningham cite a poll in the conservative journal Education Next to rebut charges that charter schools skim the students they want and that charters draw funding away from public schools? These issues are questions of fact, not of public opinion.

How can he not know that many high-performing charters screen out the students with the greatest needs? Was he unaware of the federal GAO report criticizing charters for their small numbers of students with disabilities? Was he unaware of lawsuits filed on behalf of students with disabilities who were excluded from charter schools? How can he not know that charters in some communities, like Chester-Upland in Pennsylvania, are bankrupting the local public schools? How can he not be upset by the avaricious behavior of for-profit charters? Does he not know that the NCAA stripped accreditation from two dozen virtual charter schools because of their low quality? How can he not be outraged by the terrible education offered by virtual charters? How can he overlook the actions of charter operators in Ohio, Florida, Michigan, and other states, where charters are known for their lack of accountability and their poor performance?

I am a critic of charters. I wasn’t always opposed to charters. In 1998, I testified for a charter law before the New York legislature. I thought that charters would enroll the neediest students, the ones who dropped out or were about to drop out. I thought they would share what they learned with the local public schools. I thought this collaboration would help students and strengthen public education.

But it hasn’t worked this way. I never imagined that charters would exclude the neediest students or that they would compete with public schools and boast about their higher test scores. I never imagined that charters would bus their students and parents to political rallies to demand the closing of public schools and the diversion of more money to charter operators. I never imagined that tax dollars would flow to for-profit schools and corporations. I never imagined that charters would be granted to non-educators. I could not have dreamed of charter chains taking the place of community schools.

I grew up in Texas at a time when there was a dual school system. In 1954, the U.S. Supreme Court ruled that a dual school system was unconstitutional. It seems that “reformers” today want to re-establish a dual school system: one composed of charters that are free of most state regulations and free to write their own admission rules and discipline rules; this system has the financial support of billionaire hedge fund managers and philanthropists, as well as the U.S. Department of Education. The other system is the public schools, which are bound by law to accept all students, to abide by district, state, and judicial rules governing discipline, and–usually–due process for educators. So charter schools are free to choose their students and avoid regulations.

Does Peter Cunningham know that no high-performing nation in the world has privately managed charter or vouchers? They have strong, well-resourced, equitable public school systems. Privatization favors the haves and disadvantages the have-nots. It increases segregation and inequity.

That’s why so many people oppose privatization. Not because they are controlled by the teachers’ unions, but because they sincerely believe that public services should not be privatized but should remain under public, democratic control.

In a surprise announcement, Merryl Tisch announced that she will not stand for re-election next spring. She has served as a member of the state Board of Regents since 1996.