Archives for the month of: May, 2016

Jonathan Pelto writes about Connecticut Governor Dannell Malloy’s promise to prevents “Wisconsin Moment” in his state. Since his election and re-election, Pelto says, Malloy has inflicted a “Wisconsin era” on Connecticut.

 

 

Pelto writes:

 

“Malloy is saying that the only budget that will get his signature is a full-fledged austerity budget; a spending plan that destroys vital state services and lays-off public employees while coddling the rich and shifting even more of Connecticut’s already unfair and inequitable tax burden onto the back of Connecticut’s Middle Class.

 

“In his latest diatribe, the ever smug, sanctimonious and thin-skinned bully of a governor has announced that he will veto any spending plan put forward by the General Assembly’s Democratic majority that reverses Malloy’s record-breaking, mean-spirited and draconian cuts to the critically important services that Connecticut residents need and deserve.

 

“Pontificating that Democratic lawmakers won’t consider “enough spending cuts,” Malloy has – yet again telegraphed that when it comes to the state’s revenue and expenditure plan it is his way or no way. It is a strategy that will require unprecedented state employee layoffs, will reduce the availability of critically important services for Connecticut’s most vulnerable citizens, will mean less funding for Connecticut’s public schools and colleges, and will lead to higher local property taxes for Connecticut’s middle income families.”

 

 

 

Watch this video of Ted and Carly campaigning in Indiana. Hilarious. I hope she didn’t get hurt.

Big news! The National PTA has joined forces with the Data Quality Campaign! What does this mean for your child? Nothing good. They have agreed that all children are data points, whose data can be mined by corporate entities. Who are those guys (as Butch Cassidy once asked)?

 

Peter Greene explains it here. He explains what all of this means, but only the National PTA can explain why they have joined forces with the Inside-the-Beltway Crowd, who see children as abstractions.

John Richard Schrock is a professor at Emporia State University in Kansas, where he teaches science and prepares science teachers.

 
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Virtual Unreality

 
Headlines have declared that this spring has seen the breakthrough in “virtual reality” (VR) media. Facebook released the Oculus Rift headset on March 28. Right behind it was the HTC Vive and the SONY PlayStation VR.
The hype behind VR is that it creates an “immersive environment” similar to the real world. First pitched in the 1990s—VR was poor quality and an immediate failure. But this new technology has Goldman Sachs predicting the VR industry will become bigger than television in the next ten years.

 
The new VR systems provide goggles with high definition resolution and a flicker speed far beyond what the human eye can detect. This is combined with movement sensors that detect head tilt and give the wearer the impression that they are in a real visual environment. Stereo headphones provide directional sound. A person wearing this head mounted display can “look around” and believe that they are in an artificial world.

 
More advanced “haptic” systems add the senses of smell and touch, the later through wired gloves or other devices. The goal is to convince the user of their “telexistence” or “telepresence.” So far, all of these expensive headsets also require expensive and specialized personal computers.

 
The industry hype that these “virtual worlds” possess all of the qualities of real world interactions has not been lost on the educational futurists who can hardly wait to have the first school on their block to brag about having this advanced technology.
Unfortunately, this simulation technology is worse than useless. Besides being orders of magnitude more expensive than genuine learning experiences, it lacks three important properties that real experiences have: true interaction, test-truthfulness, and real consequences. We know this because computer simulations invaded our classrooms as soon as personal computers became commonplace.

 
They all claim to be “interactive.” This was printed on the label of every simulation from 8-inch floppy discs to current thumb drives and cloud-based media. But the “interaction” of typing a keyboard or clicking a mouse to crossbreed fruit flies is nothing like actually handling the real flies (and having most of them drown in banana culture). And while we may lift our kids into the “seat” of a video-arcade “racing car,” we certainly know not to accept this performance as readiness to drive a real car.

 
Only the real world provides “test truthfulness.” Cross a hundred generations of fruit flies with dominant and recessive traits in simulation and the 3-to-1 ratio comes out textbook perfect. Not so in the real world. The value of real labs and other real experiences is that there is variation from the norm. Sure you can “program in” the variation; but the students’ know that variation was scripted as well. The real world is not scripted.

 
“Real consequences” are vital to learning in the real world. Even the student who flunks out of high school is careful to drive on the right side of the road. Why? To not stay in the lane is to face the real consequences of crashing. Get “killed” in a videogame or VR simulation and you just quit and walk away.

 
We can blindfold students for a day and tell them that this is what it is like to be blind. But it is not! At the end of the day the student can remove the blindfold. The blind person cannot.
Woody Allen once said: “I hate reality, but it’s still the best place to get a good steak.”

 
Reality is also be best place to get a good education.

Stuart Egan is a National Board Certified teacher of high school English in North Carolina. I have published his posts before. I met Stuart at the Network for Public Education annual conference in Raleigh a few weeks ago and invited him to write a post that would sum up the damage that the Tea Party government has done to teachers and schools in the past five years. He agreed to do so. His perspective is especially valuable because he is in the classroom.

 

 

Stuart Egan writes:

 

 

When the GOP won control of both houses in the North Carolina General Assembly in the elections of 2010, it was the first time that the Republicans had that sort of power since 1896. Add to that the election of Pat McCrory as governor in 2012, and the GOP has been able to run through multiple pieces of legislation that have literally changed a once progressive state into one of regression. From the Voter ID law to HB2 to fast tracking fracking to neglecting coal ash pools, the powers that-now-be have furthered an agenda that has simply been exclusionary, discriminatory, and narrow-minded.

 

And nowhere is that more evident than the treatment of public education.

 

Make no mistake. The GOP-led General Assembly has been using a deliberate playbook that other states have seen implemented in various ways. Look at Ohio and New Orleans and their for-profit charter school implementation. Look at New York State and the Opt-Out Movement against standardized testing. Look at Florida and its Jeb Bush school grading system. In fact, look anywhere in the country and you will see a variety of “reform” movements that are not really meant to “reform” public schools, but rather re-form public schools in an image of a profit making enterprise that excludes the very students, teachers, and communities that rely on the public schools to help as the Rev. William Barber would say “create the public.”

 

North Carolina’s situation may be no different than what other states are experiencing, but how our politicians have proceeded in their attempt to dismantle public education is worth exploring.

 

Specifically, the last five year period in North Carolina has been a calculated attempt at undermining public schools with over twenty different actions that have been deliberately crafted and executed along three different fronts: actions against teachers, actions against public schools, and actions to deceive the public.

 

 

Actions Against Teachers

  1. Teacher Pay – A recent WRAL report and documentary highlighted that in NC, teacher pay has dropped 13% in the past 15 years when adjusted for inflation (http://www.wral.com/after-inflation-nc-teacher-pay-has-dropped-13-in-past-15-years/15624302/). That is astounding when one considers that we are supposedly rebounding from the Great Recession. Yes, this 15 year period started with democrats in place, but it has been exacerbated by GOP control. Salary schedules were frozen and then revamped to isolate raises to increments of five+ years. As surrounding states have continued to increase pay for teachers, NC has stagnated into the bottom tier in regards to teacher pay.
  2. Removal of due-process rights – One of the first items that the GOP controlled General Assembly attempted to pass was the removal of due-process right for all teachers. Thanks to NCAE, the courts decided that it would be a breach of contract for veteran teachers who had already obtained career-status. But that did not cover newer teachers who will not have the chance to gain career status and receive due process rights.

 

What gets lost in the conversation with the public is that due-process rights are a protective measure for students and schools. Teachers need to know that they can speak up against harsh conditions or bad policies without repercussions. Teachers who are not protected by due-process will not be as willing to speak out because of fear.

 

  1. Graduate Degree Pay Bumps Removed – Because advanced degree pay is abolished, many potential teachers will never enter the field because that is the only way to receive a sizable salary increase to help raise a family or afford to stay in the profession. It also cripples graduate programs in the state university system because obtaining a graduate degree for new teachers would place not only more debt on teachers, but there is no monetary reward to actually getting it.
  2. The Top 25% to receive bonus – One measure that was eventually taken off the table was that each district was to choose 25% of its teachers to be eligible to receive a bonus if they were willing to give up their career status which is commonly known as tenure. Simply put, it was hush money to keep veteran teachers from speaking out when schools and students needed it. To remove “tenure” is to remove the ability for a teacher to fight wrongful termination. In a Right-To-Work state, due process rights are the only protection against wrongful termination when teachers advocate for schools, like the teacher who is writing this very piece.
  3. Standard 6 – In North Carolina, we have a teacher evaluation system that has an unproven record of accurately measuring a teacher’s effectiveness. The amorphous Standard 6 for many teachers includes a VAM called Assessment of Student Work.

 

I personally teach multiple sections of AP English Language and Composition and am subject to the Assessment of Student Work (ASW). I go through a process in which I submit student samples that must prove whether those students are showing ample growth.

 

In June of 2015, I uploaded my documents in the state’s system and had to wait until November to get results. The less than specific comments from the unknown assessor(s) were contradictory at best. They included:

 

Alignment

Al 1 The evidence does not align to the chosen objective.

Al 4 All of the Timelapse Artifacts in this Evidence Collection align to the chosen objectives.

 

Growth

Gr 1 Student growth is apparent in all Timelapse Artifacts.

Gr 2 Student growth is apparent between two points in time.

Gr 3 Student growth is not apparent between two points in time.

Gr 4 Student growth samples show achievement but not growth.

Gr 9 Evidence is clear/easily accessible

Gr 10 Evidence is not clear/not easily accessible

 

Narrative Context

NC 1 Narrative Context addresses all of the key questions and supports understanding of the evidence.

NC 4 Narrative Context does not address one or more of the key questions.

 

 

And these comments did not correspond to any specific part of my submission. In fact, I am more confused about the process than ever before. It took over five months for someone who may not have one-fifth of my experience in the classroom to communicate this to me. If this is supposed to supply me with the tools to help guide my future teaching, then I would have to say that this would be highly insufficient, maybe even “unbest.”

 

  1. Push for Merit Pay – The bottom line is that merit pay destroys collaboration and promotes competition. That is antithetical to the premise of public education. Not only does it force teachers to work against each other, it fosters an atmosphere of exclusivity and disrespect. What could be more detrimental to our students?

 

Those legislators who push for merit pay do not see effective public schools as collaborative communities, but as buildings full of contractors who are determined to outperform others for the sake of money. And when teachers are forced to focus on the results of test scores, teaching ceases from being a dynamic relationship between student and teacher, but becomes a transaction driven by a carrot on an extended stick.

 

  1. “Average” Raises – In the long session of 2014, the NC General Assembly raised salaries for teachers in certain experience brackets that allowed them to say that an “average” salary for teachers was increased by over 7%. They called it a “historic raise.” However, if you divided the amount of money used in these “historic” raises by the number of teachers who “received” them, it would probably amount to about $270 per teacher.

 

That historic raise was funded in part by eliminating teachers’ longevity pay. Similar to an annual bonus, this is something that all state employees in North Carolina — except, now, for teachers — gain as a reward for continued service. The budget rolled that money into teachers’ salaries and labeled it as a raise. That’s like me stealing money out of your wallet and then presenting it to you as a gift.

 

  1. Health Insurance and Benefits – Simply put, health benefits are requiring more out-of-pocket expenditures, higher deductibles, and fewer benefits. There is also talk of pushing legislation that will take away retirement health benefits for those who enter the profession now.
  1. Attacks on Teacher Advocacy Groups (NCAE) – Seen as a union and therefore must be destroyed, the North Carolina Association of Educators has been incredibly instrumental in bringing unconstitutional legislation to light and carrying out legal battles to help public schools. In the last few years, the automatic deduction of paychecks to pay dues to NCAE was disallowed by the General Assembly, creating a logistical hurdle for people and the NCAE to properly transfer funds for membership
  2. Revolving Door of Standardized Tests – Like other states, we have too many. In my years as a North Carolina teacher (1997-1999, 2005-2015), I have endured the Standard Course of Study, the NC ABC’s, AYP’s, and Common Core. Each initiative has been replaced by a supposedly better curricular path that allegedly makes all previous curriculum standards inferior and obsolete. And with each of these initiatives comes new tests that are graded differently than previous ones and are “converted” into data points to rank student achievement and teacher effectiveness. Such a revolving door makes the ability to measure data historically absolutely ridiculous.

 

Actions Against Schools

 

 

  1. Less Money Spent per Pupil – The argument that Gov. McCrory and the GOP-led General Assembly have made repeatedly is that they are spending more on public education now than ever before. And they are correct. We do spend more total money now than before the recession hit. But that is a simplified and spun claim because North Carolina has had a tremendous population increase and the need to educate more students.

Let me use an analogy. Say in 2008, a school district had 1000 students in its school system and spent 10 million dollars in its budget to educate them. That’s a 10,000 per pupil expenditure. Now in 2015, that same district has 1500 students and the school system is spending 11.5 million to educate them. According to Raleigh’s claims, that district is spending more total dollars now than in 2008 on education, but the per-pupil expenditure has gone down significantly to over 2300 dollars per student or 23percent.

  1. Remove Caps on Class Sizes – There is a suggested formula in allotting teachers to schools based on the number of students per class, but that cap was removed. House Bill 112 allowed the state to remove class size requirements while still allowing monies from the state to be allocated based on the suggested formula.

Some districts have taken to move away from the 6/7 period day to block scheduling. Take my own district for example, the Winston-Salem / Forsyth County Schools. When I started ten years ago, I taught five classes with a cap of 30 students. With the block system in place, I now teach six classes in a school year with no cap. The math is simple: more students per teacher.

  1. Amorphous Terms – North Carolina uses a lot of amorphous terms like “student test scores”, “student achievement”, and “graduation rates,” all of which are among the most nebulous terms in public education today.

 

 

When speaking of “test scores”, we need to agree about which test scores we are referring to and if they have relevance to the actual curriculum. Since the early 2000’s we have endured No Child Left Behind and Race to the Top initiatives that have flooded our public schools with mandatory testing that never really precisely showed how “students achieved.” It almost boggles the mind to see how much instructional time is lost just administering local tests to see how students may perform on state tests that may be declared invalid with new education initiatives. Even as I write, most states are debating on how they may or may not leave behind the Common Core Standards and replace them with their own. Know what that means? Yep. More tests.

 

 

“Graduation rate” might be one of the most constantly redefined terms in public schools. Does it mean how many students graduate in four years? Five years? At least finish a GED program or a diploma in a community college? Actually, it depends on whom you ask and when you ask. But with the NC State Board of Education’s decision to go to a ten-point grading scale in all high schools instead of the seven-point scale used in many districts, the odds of students passing courses dramatically increased because the bar to pass was set lower.

 

 

  1. Jeb Bush School Grading System – This letter grading system used by the state literally shows how poverty in our state affects student achievement. What the state proved with this grading system is that it is ignoring the very students who need the most help — not just in the classroom, but with basic needs such as early childhood programs and health-care accessibility. These performance grades also show that schools with smaller class sizes and more individualized instruction are more successful, a fact that lawmakers willfully ignore when it comes to funding our schools to avoid overcrowding.
  2. Cutting Teacher Assistants – Sen. Tom Apodaca said when this legislation was introduced, “We always believe that having a classroom teacher in a classroom is the most important thing we can do. Reducing class sizes, we feel, will give us better results for the students.” The irony in this statement is glaring. Fewer teacher assistants for early grades especially limit what can be accomplished when teachers are facing more cuts in resources and more students in each classroom.

 

Actions To Deceive The Public

 

 

  1. Opportunity Grants – Opportunity Grant legislation is like the trophy in the case for the GOP establishment in Raleigh. It is a symbol of “their” commitment to school choice for low-income families. But that claim is nothing but a red-herring.

Simply put, it is a voucher system that actually leaves low-income families without many choices because most private schools which have good track records have too-high tuition rates and do not bus students. Furthermore, the number of private schools receiving monies from the Opportunity Grants who identify themselves as religiously affiliated is well over 80 percent according to the NC State Educational Assistance Authority. Those religious schools are not tested the way public schools are and do not have the oversight that public schools have. Furthermore, it allows tax dollars to go to entities that already receive monetary benefits because they are tax free churches.

 

 

  1. Charter Schools – Charter school growth in North Carolina has been aided by the fact that many of the legislators who have created a favorable environment for charter benefit somehow, someway from them. Many charters abuse the lack of oversight and financial cloudiness and simply do not benefit students.

 

Especially in rural areas, uncontrolled charter school growth has been detrimental to local public schools. When small school districts lose numbers of students to charter schools, they also lose the ability to petition for adequate funds in the system that NC uses to finance schools ; the financial impact can be overwhelming. In Haywood County, Central Elementary School was closed because of enrollment loss to a charter school that is now on a list to be recommended for closing.

 

 

  1. Virtual Schools – There are two virtual academies in NC. Both are run by for-profit entities based out of state. While this approach may work for some students who need such avenues, the withdrawal rates of students in privately-run virtual schools in NC are staggering according to the Department of Public Instruction.

 

  1. Achievement School Districts – Teach For America Alumnus Rep. Rob Bryan has crafted a piece of legislation that has been rammed through the General Assembly which will create ASD’s in NC. Most egregious is that it was crafted secretly. Rather than having a public debate about how to best help our “failing” schools with our own proven resources, Rep. Bryan chose to surreptitiously strategize and plan a takeover of schools. ASD’s have not worked in Tennessee. They will not work in North Carolina except for those who make money from them.

 

  1. Reduction of Teacher Candidates in Colleges – At last report, teaching candidate percentages in undergraduate programs in the UNC system has fallen by over 30% in the last five years. This is just an indication of the damage done to secure a future generation of teachers here in North Carolina.

 

  1. Elimination of Teaching Fellows Program – Once regarded as a model to recruit the best and brightest to become teachers and stay in North Carolina was abolished because of “cost”.

 

 

Overall, this has been North Carolina’s playbook. And those in power in Raleigh have used it effectively. However, there are some outcomes that do bode well for public school advocates for now and the future.

 

  • Teachers are beginning to “stay and fight” rather than find other employment.
  • NCAE has been able to win many decisions in the court system.
  • North Carolina is in the middle of a huge election year and teachers as well as public school advocates will surely vote.
  • The national spotlight placed on North Carolina in response to the voter-ID laws and HB2 are only adding pressure to the powers that be to reconsider what they have done.
  • Veteran teachers who still have due-process rights are using them to advocate for schools.

 

I only hope that the game changes so that a playbook for returning our public schools back to the public will be implemented.

 

Stuart Egan, NBCT
West Forsyth High School

In this article, Jeff Bryant explains why vouchers are a terrible idea. After a quarter century of vouchers in Milwaukee, there is no evidence that students in voucher schools get higher test scores. But worse, most students who get vouchers use them in religious schools, violating the long established principle of separation of church and state.

 

Bryant writes:

 

“All research shows that most of the money voucher programs redirect from public schools to private institutions ends up going to religious schools. In D.C., 80 percent of voucher users attend religion-based private schools. North Carolina’s relatively new voucher program sends 93 percent of it money to “faith-based schools.”

 

“Due to voucher programs, in all their forms, “religious schools actually are receiving large amounts of government money,” David Berliner and Gene Glass explain in their book Myths & Lies that Threaten America’s Public Schools.

 

“Berliner and Glass explain how, through various workarounds approved by ideologically driven courts, many states have reversed historical precedent to ensure the public is unwittingly funding religious-based instruction. In Arizona, a tuition tax credit program ensures that people and corporations who donate to a fund for private, mostly religious, schools can take that donation off their taxes, which decreases the amount of money the state has to spend on public services. In Ohio, government funds pay directly for parents’ tuition payments in private schools, most of which are religion-based. In New Jersey, the governor enjoys a special set-aside of $11 million for two religious schools in the state.

 

“In most of these cases, the majority of the students receiving voucher money were already previously enrolled in religious schools. So much for “opening promising new pathways” in the public school system.

 

“Voucher programs that redirect money to private religious schools are in clear violation of the federal Constitution’s establishment clause and state constitutions’ Blaine Amendment language, but the programs continue to proliferate and expand nevertheless.

 

“This Should Alarm Every American

 

“As Berliner and Glass explain, “Diversion of existing public schools resources to private schools results in taxpayer support for all kinds of religious instruction at all kinds of religious schools, with little or no oversight by states or the public.”

 

“That means public tax dollars are funding religion based curriculum that teach, for instance, a creationist view of science or a version of history that portrays slaves as happy servants to their masters.

 

“Curriculum materials that depict people of color in demeaning, stereotypical ways that have created such consternation in public schools can be readily adopted for private schools using vouchers. And how many schools getting voucher funding will choose a right-wing version of history that teaches the founders of the nation never intended the separation of church and state but sought instead to construct a Christian theocracy?

 

“Voucher proponents claim all of this is fine because parents have “made the choice.” But shouldn’t we have a choice about whether or not we fund this?”

 

 

A bizarre story from Detroit. Teachers are holding a “sick-out” to protest the fact that they won’t be paid for working. They have been told that they should return to work it there is no guarantee that they will be paid. The teachers have mortgages, rent, normal expenses. They don’t understand why they should be expected to work without pay. City officials, who do get paid, say the teachers are selfish.

 

Teachers are not volunteers. Why doesn’t the state of Michigan take responsibility for funding the schools?

New York magazine reports that activists are succeeding in persuading public pension funds to drop out of hedge fund investments.

The pension fund trustees have included that these investments are a bad risk. Their decision making was influenced by an activist group called the Hedge Clippers, which was created by the AFT to embarrass the hedge fund managers.

Part of the anger towards the hedge funds results from their heavy investment in Puerto Rico bonds and their public relations campaign to stop Congress from allowing Puerto Rico to get bankruptcy protection. Certain hedge funds bought Puerto Rico’s bonds at a deep discount and now hope to make billions by getting paid in full. They have been running slick commercials on television featuring a Puerto Rican woman who says she will lose her life savings if Congress allows Puerto Rico to find a solution other than paying the bondholders in full.

Paying the bondholders in full will mean bankrupting the Puerto Rican economy, closing its schools and social services, but paying the hedge funds the face value of the bonds they bought at a deep discount.

 

 

Just five days before New Yorkers went to the polls in bitterly contested presidential primaries defined by the widespread sense among voters that Wall Street is indeed “rigged,” the New York City Employees’ Retirement System, or NYCERS, where Garrido is a trustee, voted to pull its money out of all hedge funds. That amounts to about $1.5 billion, or 3 percent, of a $50 billion pension fund.

 

The perception that hedge funds are a raw deal for everyone but their fee-fattened managers has not only become mainstream with astonishing speed, it has begun to pose a threat to an industry that pretty recently seemed to be on top of the world. The move by the pension for the largest municipal employees union in the U.S., representing 100,000 New Yorkers, to get out of hedge funds is the latest sign that the near $3 trillion hedge-fund industry has peaked, with global assets now slightly lower than they were in 2014, as investor redemptions hit $15 billion after last year’s poor performance. NYCERS was following the lead of another bellwether entity, the $300 billion California Public Employees Retirement System, which exited hedge funds more than a year ago.

 

But NYCERS pulling its money out of hedge funds is perhaps best read as the biggest victory yet for a burgeoning anti-hedge-fund movement that is fueled by widespread anger at economic inequality and argues for divestment on a wide variety of grounds — most notably right now that prominent hedge funds are squeezing Puerto Rico for debt payments, even as the island spirals deeper into economic depression. At the forefront of that protest effort is a group called Hedge Clippers. About a year ago, the American Federation of Teachers created the organization in response to anti-union efforts and other conservative political actions by various hedge-fund titans. For months the group has been lobbying public pension funds — including NYCERS — to get out of the investment vehicles. Last November, Hedge Clippers published an AFT report showing that 11 big public pension funds that have invested in hedge funds would have done better elsewhere. New York City public advocate Tish James, a NYCERS trustee, gives some credit to Hedge Clippers for the decision to divest. The group’s arguments reached “the minds of a number of individuals who want to be conscious about our public investments,” she says, and likens its efforts to the 1980s campaign to pull money out of apartheid South Africa.

 

Following on the heels of New York’s move, Hedge Clippers met with Ohio public-pension-fund execs to make its case, and it plans to take its battle to college campuses next, where it hopes to win over liberal-leaning universities, which have invested a huge chunk of their endowments in hedge funds, including those run by the moguls who are their alumni. “We feel confident that more pension funds are going to divest,” says Stephen Lerner, a former organizer with the Service Employees International Union and one of the key architects of Hedge Clippers.

 
This all comes at a time when many hedge funds have experienced their worst year since the crash of 2008, following a string of disappointing ones. Last spring, New York City Comptroller Scott Stringer (also a NYCERS trustee) released the devastating report that made Garrido so angry: He found that private equity, real-estate, and hedge-fund assets had cost the city’s pension system $2.6 billion in lost value over the prior ten years, in large part due to the hefty fees they charged. Then, in 2015, NYCERS’s hedge-fund portfolio lost 1.88 percent, lagging behind both the S&P 500 and key bond indexes.

 

The explosive growth of hedge funds — they had one-sixth as much money under management at the turn of the century as they do today — was fueled in no small part by public pensions like NYCERS handing them huge sums of money. Those billions helped transform what previously had been a boutique investment for the Über-rich into an institutional asset class where management fees of 2 percent of the money under management and 20 percent of the investment returns created a slew of hedge-fund billionaires. Even in years their funds lost money or barely broke even, some managers earned hundreds of millions off management fees alone. Castles sprouted up on the Connecticut shore. World-class art collections were assembled. Historic fortunes were made.

 

Financed largely by the AFT and a few philanthropic foundations, Hedge Clippers has quickly morphed into a coalition of more than a dozen labor, civil-rights, environmental, and progressive community groups expanding to ten states and Puerto Rico with a stated mission of “unmasking the dark money schemes and strategies that the billionaire elite uses to expand their wealth, consolidate power and obscure accountability for their misdeeds.” The group’s top dozen organizers work out of the offices of their respective organizations, primarily in Washington, D.C. and New York, mobilizing through a Google listserv. The group protests a variety of issues, some more comprehensible than others: They interrupted investment conferences in New York City, alternately demanding Starboard Value’s Jeff Smith institute a $15-per-hour minimum wage for his fast-food workers at the Olive Garden and blaming Larry Robbins of Glenview Capital for causing cancer by investing in Monsanto. Still, the group knows it’s riding the zeitgeist.

 

To some extent, the anti-hedge fund movement has its roots in Occupy Wall Street. Lerner, who has been a leading labor political strategist for decades and is now a fellow at Georgetown University, was also involved in that movement. He says the new, laserlike focus on hedge funds grew from seeing billionaires like GOP donors Paul Singer and Dan Loeb battle unions on public education and taxes. When Hedge Clippers shone a light on investments by billionaires Julian Robertson and Steve Cohen in drug company Gilead, which has priced a hepatitis-C-virus drug out of reach for many, that brought AIDS activists and civil-rights groups into the anti-hedge-fund cause.

 

In New York state, the anti-hedge-fund activists have also hooked up with a group called “Patriotic Millionaires” — which includes some hedge-fund and private-equity managers — in an effort to kill a tax break that allows these managers to pay a lower tax rate on income they earn from managing other people’s money. A bill to abolish the so-called “carried interest” loophole is currently working its way through the New York Senate.

 

To be sure, hedge funds aren’t going away. The biggest fund, $104 billion Westport, Connecticut–based Bridgewater Associates, which runs an opaque black-box strategy, grew 16 percent last year despite lackluster returns, according to a recent survey by data provider Hedge Fund Intelligence. Funds that are $5 billion or greater in size continue to dominate the industry, and those tend to have fee structures that allow them to survive sizeable redemptions. Moreover, the decade-long boom has made it possible for many hedge-fund billionaires to keep the doors open with just their own wealth if it comes down to that.

 

But the industry can’t ignore the winds of change. “The pressure on institutional investors to reduce, or abandon, their exposure to hedge funds is growing,” placing the industry at a “tipping point,” says HFI managing editor Nick Evans. Hedge funds will have to deliver results for investors that are not achievable elsewhere to justify their high fees, he says. Between 1990 and 2000, hedge funds had average annualized returns of almost 20 percent, but those days are long gone. “Out of maybe 10,000 hedge funds, only 1 percent are worth their fees on a net basis,” says Michael Hennessy, managing director of Morgan Creek Capital Management, which invests in hedge funds. “There are a lot who are not worthy and should go away.”

 
To survive, hedge funds will also have to confront the new political reality that has taken hold, as their politics and their investments become more closely scrutinized, thanks in no small part to Hedge Clippers. Nowhere is this clearer than in the case of NYCERS, whose divestment was partly motivated by its hedge funds’ role in the Puerto Rican debt disaster that is still unfolding. Last year, the pension fund learned that at least three of the hedge funds in its portfolio (D.E. Shaw, Brigade Capital Management, and Fir Tree Partners) were among the many that own about 30 percent of Puerto Rico’s outstanding debt. Hedge funds bought into a $3.5 billion junk bond offering in 2014 and swooped in to buy more as prices sank last year.

 

When Puerto Rico said it might default on its $72 billion debt last summer, Hedge Clippers hammered on the hedge fund connection and staged a protest in front of the office of one of the biggest hedge-fund owners of the debt, BlueMountain Capital. The crisis hit home for the NYCERS retirees as hedge funds pushed Puerto Rico to cut public services and lay off government workers to avoid default. Thousands of those workers are members of AFSCME (American Federation of State, County and Municipal Employees) — the same union that represents NYCERS retirees.

 

Puerto Rico, now facing a 45 percent unemployment rate, has since devolved into a humanitarian crisis, with power outages and shuttered hospitals as the Island Commonwealth has been unable to push bankruptcy legislation or debt relief through the U.S. Congress. Instead, the bondholders have launched a massive lobbying and advertising campaign accusing Puerto Rico of profligacy and demanding it pay up. The developments nudged NYCERS toward pulling its money. “A significant number of NYCERS retirees are Puerto Rican, and if they were to know we were investing in hedge funds that had a [negative] financial impact on Puerto Rico, they would support the divesting from those hedge funds,” says Tish James.
Last November NYCERS appealed to the hedge funds to help solve the Puerto Rican crisis. When that failed, trustee Garrido — who had previously complained that hedge funds’ high fees combined with lousy returns were a “rigged system” — went on the attack at a December 3 press conference on Capitol Hill. As Latino political activists pressed Congress for help, he criticized hedge funds for profiting from the economic crisis while demanding austerity policies that hurt the island’s working class. Four months later, NYCERS voted to dump its hedge-fund investments.

 

 

Does our society value teachers? By objective evidence, you may say no. After all, teachers are not paid as well as lawyers or doctors. And we can’t ignore the fact that quite a few legislatures have passed laws to remove teachers’ due process rights or to tie teacher pay to student test scores. Indeed, the Obama administration has forced this noxious idea on most states as a condition of getting Race to the Top funding.

 

Consequently, many teachers suffered the humiliation of getting a rating based on student scores,then seeing their rating posted in public. That happened in Los Angeles, and one teacher–Rigoberto Ruelas–committed suicide. That happened in Néw York City, at the in sustenance of media mogul Rupert Murdoch, and the teacher with the city’s worst rating was featured on the front page of Mr. Murdoch’s tabloid. But as it turned out, the “worst teacher” was a very fine teacher of immigrant students who cycled in and out of her class all year. And, sadly, Arne Duncan praised the act of creating and published these lists of teacher ratings.

 

We can be grateful that Race to the Top is defunct, but its worst effects linger on. The charter industry expanded at the behest of RTTT, leaving behind a voracious sector that absorbs limited education dollars but evades accountability or transparency.

 

Evaluation by test scores has been debunked time and again, yet it continues because the state laws are still on the books. And many states continue to pursue ways of limiting teacher pay, increasing class size, or otherwise manipulating the conditions of teaching without improving them.

 

What does it mean to appreciate teachers? It means respecting their professionalism. It means turning to teachers as experts on their work, not to people who study teaching or think about teaching.

 

John Ewing, who heads Math for America, makes this point in this good article. He writes about the many times he participates in conferences about how to improve teaching, but no teachers are I cited to participate. He counts the number of times major journalists write articles about teaching and schools but never interview a teacher. How many teachers were included on the panel that wrote the Common Core? The typical news story about education includes quotes from the same think tank experts, even though few have ever taught.

 

Ewing writes:

 

“When it comes to talking or writing about education, we do not view teachers as experts. We do not trust them as professionals. Can you imagine an engineering conference without engineers as speakers? Can you imagine a science article with no input from scientists? Or a report on some breakthrough in medicine without a quote from a doctor? We treat the profession of teaching differently from all others.

 

“The teaching profession needs two things in order to thrive—respect and trust. The two go together. You can say nice words and be grateful to teachers, but if you do not trust them as professionals, you are not showing them respect. Trust means giving teachers (appropriate) autonomy in their classrooms, but it also means giving them influence over policy—real influence, not a few token teachers on some committee—and it means giving them control over their own professional growth. We need to stop fixing teachers and create environments in which teachers themselves fix their own profession. We need to trust them to do so.”

 

EduShyster interviews Joanne Golann, a doctoral student and researcher in sociology at Princeton who spent 15 months in a no-excuses charter school, studying its culture. After participating daily in the life of the school, interviewing students, teachers, and administrators. She notes that the no-excuses charter is a model of strict obedience and conformity that is widespread and focused on test scores. Teachers impose the model because it assures them control. If they let go, chaos might ensue. They can’t take that risk.

 

EduShyster asked Golann to sum up her findings, and she said:

 

“I found that in trying to prepare students for college, the school failed to teach students the skills and behaviors to help them succeed in college. In a tightly regulated environment, students learned to monitor themselves, hold back their opinions, and defer to authority. These are very different skills than the ones middle-class kids learn—to take initiative, be assertive, and negotiate with authority. Colleges expect students to take charge of their learning and to advocate for themselves. One of the students I talk about in the article learned to restrain herself to get through, to hold herself back and not speak her mind. She ended up winning the most-improved student award in 8th grade for her changed behavior…,

 

 

“If we create an educational marketplace where success is measured by student test scores, perhaps it is not altogether surprising that we end up with a rigid school model that produces these test scores. What we don’t get is a model that teaches students how to speak up or even a model that leaves students feeling like they have had a positive school experience. While charter schools were originally seen as a way to innovate, a way for communities to develop schools that might better fit their students and families, what’s come to dominate the charter field are charter management organizations and this no-excuses model. For example, in Boston, one study found that 71% of the urban charter schools subscribe to the no-excuses model. Of the high-achieving urban charters, almost all are no-excuses schools. They’ve expanded rapidly because of the support of foundations and the US Department of Education. Some $500 million in private foundation money has gone into replicating these schools….

 

EduShyster ended the interview by quoting the last line of Golann’s paper:

 

 

“EduShyster: The last line of your paper is really powerful. In fact, I’d like to take this opportunity to read it aloud so that we can all go forth pondering the essential point you make. *If teachers and administrators committed as much effort to learning about students’ families and neighborhoods as they dedicate to raising test scores or managing behavior, they might discover new ways of instruction and management to get kids to and through college, and perhaps more importantly, prepare them to ‘be the change,’ as one Dream Academy leader described.”