Jamaal Bowman, principal of the Cornerstone Academy for Social Action in the Bronx (New York City), wrote on Mark Naison’s blog about the fundamental errors of the “no excuses” charter schools that operate in high-needs communities like the Bronx, Harlem, Bedford-Stuyvesant, and wherever there is a concentration of children living in poverty.
Bowman is emerging as one of the most articulate critics of corporate reform. His credibility is enhanced by the fact that he is in charge of a school and is trying to forge a better alternative to the status quo.
Charters, he says, carefully select their students and set requirements to weed out and discourage unmotivated families. They can fire teachers at will and have high teacher turnover. Their model is sustained by Teach for America, whose members don’t plan to teach more than two years.
Based on what I know, as they are currently constituted, charters, TFA, and yearly standardized testing are wrong for our high need communities. We should stop funding them all unless they agree to make major adjustments to how they do business. Why? Because that money can be spent on giving all students a quality holistic education. Charters, TFA, and yearly testing infuse anxiety, disunity, and even worst, standardization into the psyche of society. They are trying to recreate a 21st century idea of “empire.” Keep the masses, and “lower class” under control while the elite continue to rule. A standardized mindset will always be controlled. Whereas in schools like Riverdale Country School, there are not state standardized assessment, no TFA and no need for a charter, and they are taught to lead and change the world.
Consider KIPP’S first graduating class. Ranked fifth in NYC in mathematics in the 8th grade, but only 21% graduated college. Why? Because KIPP test prepped the kids to death and the kids never built their character or learned to manage their own freedom. KIPP and many charters standardize and try to control everything from how kids walk through the halls to how they ask to go to the bathroom. But teaching and learning is organic; it is human. When are we gonna ask ourselves why must poor communities of color be treated like this, whereas middle class and upper class parents would NEVER go for this treatment!
WE HAVE TO hold politicians and private citizens who invest in education accountable to the true needs of our at-risk communities. We must give our communities a true voice. If charters, TFA, and the state really cared about our children being their very best, show us, by investing in daycare, Montessori, music, sports, counselors and everything in between. Charters should take all children and TFA should change everything! If not, the powers that be will continue to fatten up the district school kids to be slaughtered and fed to their private school bosses as adults.
For the rest we have jail cells waiting for them #wemustunitenow

The entire piece is short. I urge all viewers of this blog to read it in its entirety.
Not excerpted in the posting is Mr. Bowman’s description of how charters select parents. I consider this so important—with all apologies to the owner of this blog—that I am including the following in this overly long addition to the thread:
[start]
Allow me to debunk a few charter school myths. I don’t know if this applies to all charter schools but definitely the ones I have some experience with. First let me say that studies show if a parent is savvy and passionate about education, regardless of race, class, or educational background, their child is more likely to graduate high school and college. Charters (at least the ones I have experience with), make sure that parents prove how serious they are before even giving their child a chance of getting in. For example, one charter that I know, mandates (not using this word lightly), that parents attend 5-6 meetings before even entertaining the possibility of the child making it to the lottery. These are obviously parents that value education in the home. If parents miss one meeting, no lottery. On the other hand, district schools have to take everyone. The savvy parent AND the struggling parent without meeting mandates. A parent can go through an entire school year without attending a meeting and the child is guaranteed a spot in a district school.
Further, in case you didn’t know, parents also sign contracts in many charters to ensure homework is done, meetings are attended, and certain behavioral execrations are met. If the parent or child breaks the contract, the child can be kicked out of school. I know. I’ve seen it done while “interning” at a charter school.
[end]
Remember: charter/privatization advocates constantly harp on the “poverty is not destiny/poverty is not an excuse” theme because the in-school factor of teachers (along with cage busting rheephorm pedagogy) outweighs any out-of-school factors like parents and SES and the like.
Yet when push comes to shove, when high flying rhetoric meets reality, when the rubber meets the road: “If parents miss one meeting, no lottery.” Yes, the “grit” and “determination” and other characteristics of the parent—a classic heavyweight of an out-of-school factor!—come before anything to do with the student. In other words, it is clear that rheephormsters acknowledge in deed what they deny, or avoiding saying, in words.
Who else but a very old and very dead and very Greek guy to describe the purveyors of self-styled “education reform”:
“Hateful to me as are the gates of hell, Is he who, hiding one thing in his heart, Utters another.”
And for all you fanboys and fangirls of Common Core with your ‘closet’ reading of decontextualized informational texts—
Homer, really.
Not Homer Simpson. even in the rheeally most Johnsonally sort of ways…
¡Doh!
😎
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“…behavioral execrations….”
I’ll assume that was an autocorrect. But a damn funny one.
Anyway, don’t you love how they claim they educate the same kids while they have execrations, er, I mean, expectations that public schools could never get away with?
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Dienne: I copied and pasted from the original, but as you said, maybe auto-correction…
Nope—“behavioral execrations” is in the original.
And, strangely, fits quite well with his commentary.
😎
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“For example, one charter that I know, mandates (not using this word lightly), that parents attend 5-6 meetings before even entertaining the possibility of the child making it to the lottery.”
Please, someone forward the following information to Jamaal Bowman:
Charter School Office
NYS Education Department
89 Washington Avenue
Albany, NY 12234
charterschools@nysed.gov
SUNY Charter School Institute
41 State Street, Suite 700
Albany, NY 12207
charters@suny.edu
These are the two main charter authorizers in New York State*. The screening process that Bowman describes in the quote above is a flagrant and egregious violation of several aspects of New York State law, and the authorizers need to be informed ASAP. Sanctions could range from an immediate revocation of the charter to a shortening of the charter’s term, but in any case the meetings and screening would be immediately stopped and a fair and transparent open lottery would be held going forward.
Bowman is obligated as a citizen and as an educator to report this misconduct to the appropriate authorities. It is appalling and mustn’t be allowed to stand.
* a relatively small number of charters were authorized by the NYC DOE itself; if that was the case for the charter in question, Bowman should know where to direct his complaint.
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“If the parent or child breaks the contract, the child can be kicked out of school. I know. I’ve seen it done while ‘interning’ at a charter school.”
This one would be one of the Achievement First schools.
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Typical piece of deflection by our Official Charter Shill, Tim, who tries to place the onus of responsibility on Jamaal Bowman for this abuse, rather than on complicit charter authorizers.
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That’s preposterous. Any democratic accountability and oversight system requires the efforts of individual whistleblowers rather than oversight in the form of constant surveillance and monitoring. The exact same is true in our traditional public schools.
Jamal Bowman owes it to the children, families, and citizens of New York State to report the school’s illegal conduct to the authorities.
And I’m still waiting for your grand plan to integrate NYC DOE schools!
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Tim, the white enrollment in NYC schools stands at about 15%. You taunt the public schools while defending charter schools that are 100% segregated. Your double standards are baffling.
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Good grief. Cue the Rotberg!
“The primary exceptions to increased student stratification [caused by choice] are in communities that are already so highly segregated by race, ethnicity, and income that further increases are virtually impossible.”
The idea that NYC’s non-integrated charters are drawing appreciable numbers of black and Latino children away from integrated traditional neighborhood schools is preposterous. And there are quite a few charters that are far more racially and socioeconomically diverse than a school like PS 321 (although admittedly that is not a very high bar).
There’s no “taunting.” It is time to act, to devise and implement those “meaningful, actionable” plans to integrate traditional district schools as recommended by Chapter 31 of “Reign.” 50-odd years of talking and acknowledging that segregation is a problem has gotten New York City nowhere.
So it has been noted repeatedly for the record: you and Michael acknowledge and oppose segregation in traditional district schools in New York City. What are your plans for fixing it?
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Bowman could at least name the charter school he’s referring to. The whole “a charter school that shall remain nameless” bit is hard to comprehend.
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All you have to do is watch the October 2014 meeting of the SUNY Charter Institute to understand how Tim’s suggestion is laughable.
http://livestream.com/hvccstreaming/OctCharter
(It’s still posted although I wonder if they will take it down when they realize how embarrassing it is for them.)
This is when NYC public school parents provided DOCUMENTED evidence that there were empty seats in many Success Academy charter schools despite them claiming long wait lists and demanding 14 new schools due to this strong “demand”. That evidence was given to SUNY and here is the “oversight” that Tim assures us will be sufficient to allay all our concerns:
28:00 in the video: Chair mentions the fact that there was “a little concern” raised about the empty seats in Success Academy but SUNY’s “understanding” was that it was based on factors beyond Success’s control. LOL! They didn’t even look into it. Just accepted the word that despite the wait lists of “thousands”, Success couldn’t find parents to fill the seats! Have you ever heard anything that absurd? Tim thinks it’s true! Success Academy just couldn’t find any kids among the thousands on their wait lists to fill the seats! After all, the SUNY Charter Institute asked them and that’s what they said!
But hey, Tim thinks that this is the MODEL for how oversight should be done! Lots of 5 year olds suspended, but we asked Ms. Moskowitz and she told us they all were very violent and they got to go! That’s SUNY’s oversight that Tim wants us all to trust.
At 29:30 — Another embarrassing point in the video that shows the “oversight”: SUNY chair explaining how valuable Success Academy is because Eva Moskowitz plans to do “principal training” for those terrible public school principals who need to model themselves after Succcess Academy’s principals. LOL! Their Fort Greene principal who designed the “got to go” lists trained under Success Academy’s most celebrated principal in Harlem! I wonder if that principal “trained” public school principals like she trained Candido Brown on how to design got to go lists without putting the students’ name in writing, and how to avoid sending renewal forms home with the kids, and other methods to get the unwanted kids out of their school.
We can all feel better knowing that there is someone to write to to complain about bad practices who really cares! lol. SUNY Charter Institute — the enabling rubber stamp overseer of the got to go lists, high suspension rates of 5 year olds, and any other “best practice” that results in good test scores of the kids who are allowed to stay.
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Please keep doing what you’re doing, Jamaal Bowman….
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As someone that taught poor language and ethnic minorities most of her life, I found treating these students with respect worked wonders for them. It unleashed creative, critical, often original thinkers, and these skills served them well in the real world. Many of these students went on to graduate from college or start their own businesses. We had a system of classroom management, but we always respected each others’ right to question or have an opinion as long as a comment wasn’t hurtful to another student. Most students respond to being engaged and valued, regardless of their ethnicity.
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I share your experience and you are so incredibly right. It angers me that we devalue teachers so significantly that we cannot provide our kids with stable, staffed schools in which respect IS the common denominator. Trust me, the TFA kids I have are nice people, but they aren’t trained or committed and our kids have to face feelings of rejection as ‘teachers’ come and go. I can’t stand it. There’s no need for charters if we just value, prepare, and support certified teaching staffs for all of our schools.
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Charter advocates simply do not understand the real goals of a sound public education.
To view academic achievement as the primary outcome of the K to 12 experience is pretty ignorant. Academics is just on slice of public school pie, and takes a back seat to social development, emotional development, citizenship/civic development, vocational development, personal development (responsibility, self-discipline, work ethic, reliability, commitment, perseverance, etc.), and of course some knowledge and skill development in the sciences, humanities, and arts.
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Yesterday, WBUR, one of our two public radio stations in Boston, had a report on its Learning Lab website that 603 pre-K and kindergarteners were suspended from school last year. One school, UP Academy Holland in Dorchester, accounted for 68 of these suspensions. UP Academy Holland is a turn-around school, formerly the Holland Elementary School, which was taken over by the state in 2013, and is run in receivership, like four other schools in Lawrence and Boston, by the charter management organization UP Academy. You will note that at the end of the first article linked here, UP Academy is at pains to point out that it is not a charter school – seemingly a difference without a distinction.
http://learninglab.wbur.org/2016/02/03/mass-had-hundreds-of-suspensions-last-year-in-kindergarten-and-pre-k/
The author, Peter Balonon-Rosens, told me on Twitter that of the 603 suspensions statewide, 189, nearly a third, were by 18 charter schools, leaving about 420 to all of the rest of the cities and towns across the state. Not long after the first article posted, there was a second, with the response from the Chairman of the state board of education, Mitchell Chester that he was “surprised” at the information. UP Academy says it will cease its practice.
http://learninglab.wbur.org/2016/02/03/mass-had-hundreds-of-suspensions-last-year-in-kindergarten-and-pre-k/
This last link is to the DESE list of suspensions statewide for 2014-2015. It is quite easy to see that many charters are outliers in this regard. For example, City on a Hill in Dudley Square, with 197 students, suspended 38.6% of them. The school founded by Acting Secretary of Education John King, Roxbury Prep, suspended an astounding 40%. Charters are regularly touted by the governor, Boston’s mayor, and other politicos as the answer to the “underperforming” schools in our urban centers. Boston’s suspension rate is 4.8%
http://profiles.doe.mass.edu/state_report/ssdr.aspx
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Forgive me for this overlong comment, but I have a thing to say about principals, and I posted this comment at Mr Bowman’s blog!.
Dear Mr Bowman,
MY name is Susan Lee Schwartz. and I report on education and write at Oped News.
http://www.opednews.com/author/author40790.html
I was a teacher for over 4 decades in a great number of different schools in NYC and in Rockland County.I just want to say how much I loved your post. I have worked for, full time, for 8 principals, and part-time for 12 years in East Rampo primary,and secondary schools.
MY niece, Jennifer Steiner, is a principal of a k-8 in San Francisco; she has a reputation for supporting her staff and knowing her student body. And I know about Carol Burris, so I know what the real thing looks like, and want to say to YOU, sir, that principals are crucial to the success of a school
We need more principals like YOU, Mr Bowman, because 3 out of 4 of the “Eight Principles of Learning, were the direct responsibility of the principal. I will probably be talking at the NPE about that National Standards research for which I was the cohort, —- research in which I was one of six teachers who ( in a unique way) met every principle that applies to teacher practice. My work toured the nation— I am told by the LRDC — but then, at that time, I was in a rubber room as they attempted to charge me with incompetence… something that they knew could not possibly work.
THAT SAID….
I remember ALL the principals in the schools where I was expected to teach, and every single one, until 1998 were there to support my practice and the children’s learning. It was, back then ALL about learning. Things changed in 1988 and the next 3 principals I met displayed some very unethical behavior… and short-chafed their staff in major ways. I was stunned. . Something was changing.
Then in 1991, when I returned to open a new middle school in NYC, and write the curricula for the sixth and seventh grade Language Arts, I discovered something had changed. The principals were actively engaged in making my professional practice difficult. HARASSMENT was easy, not repaying me for outlays of money, taking up my time with nonsense, which deprived me of the prep time I needed in order to teach over 120 kids four periods a day, in two subjects. ( I was the seventh grade art teacher, too, as I Integrated art into my Communication Arts curricula.)
I wish to relate a bit more about my experience with the new breed of principal:
BY 1992 –after the first year when I helped make the school a success, the principals were actively engaged in making my professional practice difficult so that I would move on. Instead of assisting me, they were openly, even brazenly antagonizing me!
In my second year with HER at the helm — and after my practice became the talk of the town, and kids lined up to choose the school — she began to make me as miserable as she could… not hard for such a harridan. Her plan was to replace me — after I helped to establish the school and then send me out the door… but (LOL) I came with tenure.
She was replaced when three of 10 teachers resigned! OY! One very talented French teacher left muttering that she was a “head-jam”.
My practice was noticed and I heard my name on he cross town bus. In one year the city was asking what is going on at East Side Middle school, as the children were at the top of the city on ELA exams. By the fifth year the LRDC and Pew had chosen me as the cohort for the national standards research, and the city got a ton of money!
The 2nd principal began to make things hard for me in a dozen ways that mattered… even as the LRDC filmed my practice for the Harvard research and the school put district 2 on the map.
One would think that a good principal knows when there is a valuable asset on the staff. During that time, he did his best to undermine ME behind the scenes. The PTA loved me and the president relayed his underhanded behavior. He took credit for things that I had accomplished, promised to pay me for outlays of money,and then did not. He stole my precious prep time and never backed me when a student was the problem.
Luckily, I seldom had problems with student behavior. so I closed the door, taught my heart out, and ignored the harassment. I loved the kids, their parents, and the neighborhood and it was so much fun teaching curricula that I wrote. I didn’t file a grievance until one day, he overstepped himself and lied to hurt me, using a student incident to condemn my conduct… until the parent had a fit, knowing the truth.
The third principal East Side Middle School, was much disliked — he was all talk, and charm and no real help. A snake-oil salesman whom the staff disliked from the get-go , but whom I supported, because I needed his support for a complicated curricula and a huge student load. I actually befriended him, but in the end, it was he, who looked for incidents with which to ‘charge me,’… for it was 1996 and you rid the school of a tenured teacher NOT BY VAM , but by alleging a crime… like corporal punishment and bypassing civil rights laws.
The forth principal, (in my 8 years there) — before she became Superintendent of a Brooklyn district –, managed to accuse me of something more insidious! . This woman, a Ph’d, had taken my work around the nation, as point-man for the Standards research when she was Director of Curriculum in NYC District 2. Back then she would say to me: “They loved your work in Chicago.” She nominated me for an award, but now, spit in my face….“That was then, this is now.”
HUH?
When she arrived, I no longer taught the entire seventh grade in the curricula that I had made famous in the nation! Upon my return from my first illegal and immoral incarceration in the rubber room, I was teaching a few kids in a storeroom. She ‘documented my incompetence and filled my employment file with malicious commentary… after REMOVING MY ENTIRE EMPLOYMENT HISTORY an all the wonderful evaluations I had received over a FOUR DECADE LONG CAREER.
My famous classroom had been dismantled, and my 1000 book library ( which I bought) distributed to other classes. She humiliated me at every turn and made my life a hell.
Then, when I refused to quit, she wrote that someone told her that “I threatened to kill her, — and I was sent back in the rubber room.I never saw my classroom again. I never taught again, This principal, at the moment that I was a celebrted teacher, ended my career!
I was blindsided!
I saw the conspiracy first hand. I have a thing or two to say about the role of principals and the IMPACT of what they do
I learned that there was a new breed of principals out there, as I began to read in The NY Teacher, about principals from hell.
So, to conclude, Mr Bowman , Good Luck — and keep talking about what works.
Your voice is so welcome.
In fact go to the NPE conference in April. Be part of the solution and meet Carol and Diane Ravitch…. and me!
http://www.opednews.com/Quicklink/Carol-Burris-Invites-You-t-in-Best_Web_OpEds-Conference_Invitation_PUBLIC-EDUCATION-NETWORK_Public-Education-160204-282.html
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