Archives for the month of: August, 2016

The New York Times published a fascinating article about the think tanks that have allowed their reputations to be sullied by acting as spokesmen for corporations who contribute to them.

This is very sad. The nation relied on think tanks to be independent of corporate influence, to be able to make pronouncements on public policy based on hard evidence, not corporate donations.

In recent years, we have seen the emergence of think tanks with an ideological/political agenda. No one is surprised to learn that the Heritage Foundation supports conservative policies, the CATO Institution supports libertarian and conservative policies, the American Enterprise Institute support free-market policies, the Thomas B. Fordham Institute supports school choice and free-market policies, and the Economic Policy Institute supports policies that favor working people.

But the Brookings Institution stood alone as a source of independent and informed thinking. Now we find that policymakers at Brookings are catering to corporate donors.

This is especially sad for me because I was associated with Brookings for many years. I was in residence there from 1993 to 1995, and then became a Nonresident Senior Fellow. I served without pay in that role until 2012 when I was summarily dismissed by Grover Whitehurst, who had been George W. Bush’s education research director and then joined Brookings. I wrote about my abrupt dismissal here. I was fired for “lack of activity” on the same day that my article criticizing Mitt Romney was posted by the New York Review of Books. Whitehurst was an advisor to Romney, so I couldn’t help but think that there was some connection. Whitehurst used his position at Brookings to promote school choice, which was odd since Brookings had long been known as a liberal-leaning think tank in the past. Whitehurst is no longer head of the Brown Center on Education, and to my knowledge, no one has been named to take his place as yet.

The Brookings that I knew in the early 1990s was a place of knowledgable scholars, most of whom had had experience in the federal government. They were independent, thoughtful, and always open for a good discussion.

Later, after I left, I heard stories about the pressure on scholars to raise money for their activities.

But I could not have imagined this scenario that was reported in the Times:


As Lennar Corporation, one of the nation’s largest home builders, pushed ahead with an $8 billion plan to revitalize a barren swath of San Francisco, it found a trusted voice to vouch for its work: the Brookings Institution, the most prestigious think tank in the world.

“This can become a productive, mutually beneficial relationship,” Bruce Katz, a Brookings vice president, wrote to Lennar in July 2010. The ultimate benefit for Brookings: $400,000 in donations from Lennar’s different divisions.

The think tank began to aggressively promote the project, San Francisco’s biggest redevelopment effort since its recovery from the 1906 earthquake, and later offered to help Lennar, a publicly traded company, “engage with national media to develop stories that highlight Lennar’s innovative approach.”

And Brookings went further. It named Kofi Bonner, the Lennar executive in charge of the San Francisco development, as a senior fellow — an enviable credential he used to advance the company’s efforts.

“He would be a trusted adviser,” an internal Brookings memo said in 2014 as the think tank sought one $100,000 donation from Lennar.

Here is Brookings’ board of trustees: With all that money, why should scholars be compelled to seek corporate donations?

When I heard that Brookings had named Arne Duncan, a man with zero scholarly credentials, as a Nonresident Senior Fellow, I knew that something important had changed. Arne certainly has federal experience, but I wonder who will write the regular posts that Brookings expects from its senior fellows? It is not a good sign, because it shows a lack of discernment about the failure of Arne’s policies.

The lesson in all this is that money not only corrupts our politics, it corrupts those who are supposed to give nonpartisan advice to policymakers and the public.

If corporations want lobbyists, they should hire lobbyists who are openly identified as such.

Vermont is the smartest state in the nation. Not because of test scores, but because the officials in charge of education actually care about children and about education. When they look at the state’s children, they see children with names and faces, not just data. When they think about their schools, they see them as places where children should experience the excitement and joy of learning.

Vermont did not apply for a Race to the Top grant, meaning that it never was compelled to adopt Arne Duncan’s ideas about how to reform schools (which he failed to do when he was superintendent in Chicago).

Vermont never enacted charter school legislation. Vermont has its own kind of school choice program. If a district or town does not offer a public elementary or high school, students may receive a voucher to attend a private (non-religious) school. Such vouchers (called “town tuitioning”) are available only when there are no public schools available.

Vermont education officials think for themselves. Read their brilliant letter to Secretary of Education John King, advocate of high-stakes testing and privatization of public schools, about the inadequacies of ESSA and his proposed regulations.

They say:

The logic of ESSA is the same as NCLB. It is to identify “low performing schools.” Its operating theory is pressuring schools in the belief that the fear of punishment will improve student learning. It assumes poor achievement is a function of poor will. If we learned anything from NCLB, it is that that system does not work. It did not narrow gaps and did not lead to meaningful improvements in learning. If ESSA is similarly restrictive, we can expect no better.

This thinking perpetuates a disabling narrative about public schools. We ask for leadership from Washington that celebrates the glories of what we can accomplish rather than unrelenting dirges.

We are dismayed that the federal government continues to commoditize education and support charter and private schools which segregate children and show no particular learning advantage. We are disturbed that the federal government continues to underfund its commitment to our most vulnerable children, who are disproportionately served by public schools. We are disappointed that the federal government could not embrace and promote a more expansive understanding of the purpose and value of public schools in creating a strong citizenry.

We take note of the $1.3 billion budget cut approved by the House Appropriations Committee. While you have recently called for a broader “well-rounded” education, you suggest that these initiatives be paid for out of the funds that were just slashed. The federal government is ill- credentialed to call on more from states while providing less.

The Vermont State Board of Education feels it is time we commit to attacking the underlying challenges of poverty, despair, addiction and inequity that undermine school performance, rather than blaming the schools that strive to overcome the very manifestations of our greater social troubles. In the rules and the implementation of ESSA, we urge the federal government to both step-back from over-reach and narrowness; and step-up to a new re-framing, broadening and advancing of the promises of what we can achieve for the children and for the nation.

The letter can be found here.

In an interview published in The Hechinger Report, Randi Weingarten expresses her belief that Hillary Clinton will change course from the Obama education policies. She expects that a President Clinton would select a new Secretary of Education, one who shares her expressed belief in strengthening public schools and supporting teachers.

Emmanuel Felton, who conducted the interview, writes:

While teachers unions have long been a key pillar in Democratic Party, they’ve been on the outs with President Barack Obama’s education department. The administration doubled down on Republican President George W. Bush’s educational agenda of holding schools accountable for students’ test scores. Under the administration’s $3 billion School Improvement Grant program, for example, struggling schools had options to implement new accountability systems for teachers, remove staff, be closed or converted into charter schools, the vast majority of which employ non-unionized staff.

These policies devastated some local teachers unions, including Philadelphia’s, which lost 10,000 members during the Obama and Bush administrations. Weingarten expects Clinton to totally upend this agenda, and hopes she won’t reappoint Education Secretary John King, who was just confirmed by the senate in March.

From the day he was elected, President Obama decided to maintain the punitive policies of George W. Bush’s No Child Left Behind and made standardized testing even more consequential. He and his Secretary of Education Arne Duncan pressed for higher standards, tougher accountability, and more choices, especially charter schools. They used Race to the Top to promote the evaluation of teachers by their students’ test scores, a policy that cost hundreds of millions, perhaps billions of dollars, with nothing to show for it.

Let’s all hope that Hillary Clinton, if elected, will recognize the damage done by the Bush-Obama education agenda and push the “reset” button for a federal policy that helps children, educators, and public schools.

T.C. Weber is the father of public school students in Nashville. He blogs as “Dad Gone Wild.” He is a strong advocate for public schools.

In this great post, he describes the apprehension and the excitement of the recent school board election, which pitted Stand for Children against public school parents in Nashville.

Stand for Children pumped $200,000 into the election in hopes of defeating the incumbent members who support public schools.

SFC had the money, but it didn’t have the votes. SFC got its tail kicked by the people of Nashville.

Or, as T.C. Weber says, the people of Nashville said to SFC, as only Southerners can, “Bless Your Heart.”

He writes:

This summer, Nashville has been embroiled in a bitter school board race that lined up the charter school supporters against the incumbent board members who are skeptical of charters. Five seats on the MNPS school board were up for grabs, with incumbents – and ardent public school supporters – in four of them. But District 5 was up for grabs because incumbent Elissa Kim chose not to run again. Two main candidates quickly emerged, with Miranda Christy falling into the charter supporter camp and Christiane Buggs more closely aligned with the incumbents running for re-election. Adding fuel to the fire was national education reform advocacy group Stand For Children, who flooded the race with cash.

The race this summer was absolutely insane. Like you-can’t-make-this-stuff-up insane. You had SFC flooding people’s mailboxes daily with opposition fliers, some even arriving the day after the election. You had a challenger in one race who probably should have been more forthcoming about his questionable past. There was the apparent coordinating between Stand For Children and a well-respected non-profit organization, not to mention an email that showed charter school leaders working to get school board members elected who were sympathetic to their issues. The local teachers union mistakenly sent out mailers that gave the impression that Buggs was an incumbent. The most vocal of the incumbents, who was endorsed by the local paper, became the recipient of a hit piece by that same newspaper four days before the election – a piece that revealed no new information and left out the fact that several of its sources were on the opposition’s payroll. Luckily, the local alternative newspaper rose to the challenge and pointed out the omissions. Two days before the election, a parent, along with Tennessee Citizen Action filed a petition for an investigation into potential campaign finance violations by Stand For Children.

On the eve of the election, I was filled with trepidation, praying that SFC wouldn’t be able to buy more than two seats on the board. Then the craziest thing happened: the voters cast their votes, and they saw through all the distractions to send a loud and clear repudiation of SFC and their cohorts. Jill Speering won with over 60% of the vote. Amy Frogge won with over 60% of the vote. Christiane Buggs won with over 50% of the vote in a four-person race. These are not close margins. The only race that was close was Will Pinkston’s race. He won by 36 votes, but considering all that he faced in the week leading up to race, it was amazing he was even standing. SFC had only one victory in this school board race when Sharon Gentry won, though she was not a beneficiary of their financial generosity, having received only $6k that came with their endorsement. But her challenger, Janette Carter, still managed to amass 3,200 votes out of roughly 8,000, with many of those votes coming from the congregations of local AME churches. Not a good sign for Gentry.

The results are a clear reaffirmation of the issues public education advocates across the city have been working on for the last several years. What makes things even more special is that this wasn’t a victory by one small group of advocates in one district. No, this was a true grassroots collection of city-wide advocates focusing not just on their district races but on all races. Over the last several months, through social media, these separate individuals from different pockets of the city reached out to each other and banded together across the city for the cause of public education. No one had the luxury of drawing a paycheck from a foundation. The work on these winning campaigns was all done by volunteers.

Let Nashville stand as a national warning to corporate reform: Hands off our public schools! The public paid for them, the public pays for them, and you can’t take them away.

An informed public will not give away its public schools to corporate charter chains, entrepreneurs, and non-educators seeking fame and fortune.

As T.C. Weber put it:

Today is a good day. Not just for Nashville, but for everybody throughout the country who believes in public education. What has happened in Nashville is proof that the conversation about what is needed in public education is changing. People are recognizing that the policies of the reform crowd are not good for kids. We need to seize on this momentum to drive home policies that are good for kids, like equitable funding for our schools, increased daily recess time, decreased emphasis on testing, empowering teachers, and more. Reformers like to point to Nashville as a “model” for their success stories. This election now provides a model on how to fight back and win against corporate reform.

We need to remember, though, that these victories are hollow if we just celebrate the political wins and then don’t show up to put in the work in at our schools. Nobody believes that our schools are currently the best that they can be, nor do we deny that for years they have come up short for many children of color. By recognizing those facts and using the support we’ve created, we can finally address those shortcomings in a meaningful manner. It would be a great tragedy if we as citizens failed to grasp this opportunity.

On election day, I heard a story about a mom who watched the conversation unfold this summer and as a result, felt empowered enough to pull her child from a perceived high-performing school in order to enroll her in their neighborhood school. Another neighborhood leader was so inspired by the election results that she is planning to commit to recruiting young families to support their neighborhood school. We need more of those stories, and if we keep working together and remembering what’s important, we will hear them. It really feels like a new day is dawning. And Stand for Children… as they not-so-nicely say here in the South, bless your heart.

Michael Barber and Joel Klein have written a report for the World Economic Forum about how to achieve greatness in education. Their report is titled “Unleashing Greatness: Nine Plays to Spark Innovation in Education.”

Michael Barber is the chief education advisor for Pearson. Joel Klein is the ex-chancellor of the New York City public schools, former CEO of Rupert Murdoch’s Amplify (which lost $500 million and was sold off by Murdoch), and current chief policy and strategy officer to Oscar Health Insurance, which recently announced a radical downsizing.

The old ways no longer work, they say. What is needed for the future is “whole system reform,” which has happened or is happening (they say) in Madrid, Punjab, London, and New York City. Presumably, Barber takes credit for London and Klein takes credit for New York City. (I note, however, as a resident of New York City, that the schools continue to struggle with many problems, and no one refers to the “New York a City miracle” these days.)

Fortunately, Professor Stephen Dinham of the University of Melbourne in Australia took on the job of analyzing the Barber-Klein formula for greatness.

He sees the report as an illustration of what Pasi Sahlberg called the “Global Education Reform Movement” or GERM.

He writes:

“The terms ‘playbook’ and ‘unleash’ are loaded and instructive. A playbook, in sports, provides a list of strategies or moves for players and teams to follow. These are essentially step-by-step formulae intended to achieve success. In the case of this report, there are nine. Oh that education – and interrelated services such as health, employment and public infrastructure – could be reduced to such a simplistic list. The term unleash implies releasing from restriction and confinement, in this case, opening up education to ‘choice’ and the ‘free’ market. As I have noted, typically, ‘Choice, competition, privatization and the free market are [seen as] the answers to almost any question about education. (Dinham, 2015a: 3).

“Let’s now consider the latest simplistic recipe designed to address the ‘manufactured crisis’ in education (Berliner & Biddle, 1995; Berliner & Glass, 2015), a crisis that is in danger of becoming reality if we ignore the evidence and follow such ideologically and financially underpinned and driven prescriptions (Dinham, 2016).

“The authors’ ‘plays’ are:

“Provide a compelling vision for the future

Set ambitious goals to force innovation

Create choice and competition

Pick many winners

Benchmark and track progress

Evaluate and share the success of new innovations

Combine greater accountability and autonomy

Invest in and empower agents of change

Reward successes (and productive failures).

“Detail on ‘how’ to achieve the above is lacking, although brief case studies where these have purportedly been successful are provided (e.g, New York, Chile). A common theme is the belief mentioned previously that deregulation, competition and choice will deliver an overall lift in educational performance. The evidence is however, either weak (e.g., on greater school autonomy) or contradictory (e.g., vouchers, charter schools, free schools, chains or academies) (Dinham, 2015a).”

Read both the report and the critique. Funny the authors don’t look at Chile and Sweden, two nations that took the path they recommend, with disastrous results.

The NPE Action Fund endorsed Drew Franklin for D.C. City Council!

NPE Action is the c(4) political action arm of the Network for Public Education, which is authorized to make political endorsements.

Franklin, a writer and Occupy Wall Street activist, explains his support for education as follows:

“I am committed to community control of public schools in DC, which is home to some of the country’s most extreme racial inequities in education. Ten years of corporate reform has only made the situation worse. It’s time for teachers and the communities they serve to reclaim the promise of public school systems-of-right. My platform calls for an end to mayoral control of DC’s public and charter school systems, a total moratorium on public school closures, and alternatives to high-stakes standardized testing. I believe experienced teachers are the experts when it comes to determining what students need to grow and thrive in the classroom, and that quality education is best achieved through collaboration rather than privatization. You cannot fire your way to good schools.”

Denisha Jones is an Assistant Professor in the School of Education at Howard University. She is an administrator for the BATs and United Opt Out, and regularly exposes the dangers of privatizing public education. She has the following to say about Drew.

“Drew Franklin understands the dangers of allowing big money to corrupt public education. He will not accept campaign funds from corporate education reformers and he understand that public education is a human right and not a tool for big business.”

Drew believes that it is important that families and communities have a say in the governance of public schools.

“I am opposed to mayoral control of public schools and believe public accountability is only possible through democratically elected school boards and participatory community organizations.”

Drew will face off against his opponent incumbent, David Grosso, in the November 8th election.

EduShyster posted an essay by a guest blogger named Steven Thomas. He attended one of the celebrated no-excuses charter schools in Massachusetts called The Academy of the Pacific Rim. He was in trouble continually. He got demerits; he never won merits. He hated school. He began to think he was just a “bad kid.” He was eventually pushed out and sent to a school for “bad kids,” joining the school-to-prison pipeline. Fortunately, he managed to make his way back to a regular public school. His life turned around. He won a scholarship to college. He is not a bad kid.

The Network for Public Education Action Fund enthusiastically endorses Zephyr Teachout for Congress.

She will be a clear, forceful advocate for public schools and educators in Congress.

The Network for Public Education Action gives our unqualified endorsement to Zephyr Teachout to represent New York’s 19th Congressional District.

Zephyr’s strong, progressive support for public education is well known throughout New York State. During her Democratic primary bid for New York Governor, her support for democratically-governed public education was a prominent part of her platform.

“After reading her survey responses and speaking with activists in New York, I cannot think of a better candidate on our issues,” said Network for Public Education Action Executive Director, Carol Burris. “Zephyr is fearless and pure in her support of public schools and student-centered learning. She has a genuine admiration for the work of teachers and principals. She understands that respect is at the heart of effective school improvement.“

Zephyr is an Associate at Fordham University School of Law. She is the former National Director at the Sunlight Foundation, Board Chair and Executive Director at MaydayPAC, and Board Member at Fight for the Future.

She describes her own educational background this way. “I grew up in a small town and went to a great public elementary school and high school. My teachers were demanding. But they were also attentive, because they had the time and support to see each child and teach us not only the basics, but also about creativity and the responsibilities that all people have to each other. The teachers themselves, along with the parents, had a real say in defining and measuring our progress.”

Those experiences have helped shaped her present educational positions. She opposes the Common Core and high-stakes testing. She believes that tests should be viewed as a tool for teachers to gauge how students have learned, not to evaluate teachers or determine their pay, and she believes that schools should be closed in only the most extreme circumstances. “The closure movement has been disastrous — eliminating neighborhood pillars in communities that most need them. I am deeply concerned with policies like those adopted in New York City and Chicago, that use test scores and graduation rates to justify school closings, but do nothing to address the underlying reasons for underachievement that exist beyond the schoolhouse. “

Zephyr Teachout will face her opponent, lobbyist John Faso, for a congressional seat on November 8.

Zephyr Teachout is a fierce opponent of big money and privatization.

Please read her 11-page report on hedge funders and the corporate assault on public education here.

Chris Savage’s Eclectablog reports on a shocking development: the state of Michigan has held two for-profit charter schools accountable, a remarkable new development in a state where anything goes in the charter sector.

Two Michigan for-profit charter schools being held accountable for breaking the law

Savage writes that the first one was Detroit Community School, whose administrators lacked proper certification.

The second was Universal Academy, which fired eight teachers without cause. Six of them had publicly complained about the treatment of children in the schools. The Natuonal Labor Relations Board ordered that they be reinstated.

Savage writes:

First, there’s Detroit Community Schools, an Orwellian-named run by former criminals…”

Its administrators lacked the required state certification.

It’s academic results are appalling:

“Last year, setting all of these things aside…how many DCS students passed the ACT, since we’re all concerned about academic achievement around here?

“ZERO. Zero students passed the ACT. Any of the sections. Not one. And since 2007, out of the hundreds of students they’ve graduated, two have passed. TWO!…

“The Michigan Department of Education found that Detroit Community Schools violated state licensing law last school year because it employed Sharon McPhail, a former city attorney and city councilwoman, as its superintendent since 2012, and employed Eschelle Jordan, as the high school principal, while both women were unlicensed.”

State law requires a superintendent, principal, assistant principal, administrator of instructional programs or chief business official to be certified. […]

According to the state, MDE’s findings mean the school can no longer employ McPhail and Jordan as administrators until they are properly certified….”

“The other for-profit charter that is being held accountable is Universal Academy, a school run by Hamadeh Educational Services, an “educational services” corporation out of Livonia. Last winter, HES fired eight teachers, six of whom attended a January school board meeting to draw attention to mistreatment of students and other problems at the school.”

Our blog poet has not commented lately. Poet, we miss you! Come back!

“The night they drove Statricksy down” (parody of “The night they drove Old Dixie down)

Thomas Kane is my name and I drove on the VAMville train

‘Til Audrey Beardsley came and tore up the tracks again.

After the ASA* paper knife , we were hungry, just barely alive.**

By twenty-fourteen, Rich man had fell.
It’s a time I remember, oh so well.

(*American Statistical Association, **only had $ 45 million from the “Rich man”, Bill Gates)

The night they drove statricksy down

And all the bells were ringing,

The night they drove statricksy down

And all the people were singing

They went, “Na,na,na.na,

Na na na na na na na na na.”

Back with my colleague, Raj Chet-ty, when one day he called to me,
“Thomas, quick, come see, there goes the Gatesly Billee!”
Now I don’t mind I’m choppin’ stats, and I don’t care if I’m paid by the brats
You take what you need and leave the rest,
But they should never have taken the VAMmy best.

The night they drove statricksy down
And all the bells were ringing,
The night they drove statricksy down
And all the people were singing
They went, “Na,na,na.na,
Na na na na na na na na na.”

Like my “Father”*** before me, I will work the VAM
And like my colleague before me, I took a junk-stat stand.
He was just 34, proud and brave,
but the ASA put him in his grave.
I swear by the mud below my feet
You can’t raise a Kane back up when he’s in defeat

(***William Sanders, Father of VAM)

The night they drove statricksy down
And all the bells were ringing,
The night they drove statricksy down
And all the people were singing
They went, “Na,na,na.na,
Na na na na na na na na na.”

The night they drove statricksy down
And all the bells were ringing,
The night they drove statricksy down
And all the people were singing
They went, “Na,na,na.na,
Na na na na na na na na na.”