Veteran education journalist Lindsay Wagner writes that anyone who wants to know what Betsy DeVos will do to schools need look no further than North Carolina. It has already happened there.
North Carolina was taken over by the Tea Party in 2010 and has gone on a rampage to privatize education and defund public schools. The legislature wiped out its very successful investment in teacher preparation–the North Carolina Teaching Fellows program–and replaced it with Teach for America. The Teaching Fellows made a five-year commitment and most became career teachers. TFA come and go within 2-3 years. Same cost, different results. One produces well-prepared career teachers, the other produces education tourists.
Charters, vouchers, cybercharters. North Carolina has it all.
Devos’ philanthropic efforts and her work running the American Federation for Children (AFC) have helped pave the way for North Carolina’s own school voucher program, which allows low-income families to use taxpayer-funded $4,200 vouchers each year for tuition at private, mostly religious schools that are not held to robust transparency and accountability standards and can discriminate against those who don’t pass a religious litmus test or identify as LGBTQ by barring them from enrolling.
In 2012, Democratic and Republican North Carolina lawmakers who were on board with the idea of school vouchers received more than $90,000 in campaign donations from AFC. The next year lawmakers enacted the school voucher program, which started out with an annual state commitment of just $10 million.
Then after winning a court case challenging the constitutionality of the program, lawmakers voted to significantly expand the school voucher program even though they had no data before them to indicate one way or another whether students leaving public schools using vouchers were actually doing better at private schools. The school voucher program is now scheduled to grow to $145 million annually by 2027. Between now and then, North Carolina will have spent nearly $1 billion on an unaccountable taxpayer-funded program.
The state’s top recipient of school vouchers, Trinity Christian School in Fayetteville, has received nearly $1 million in taxpayer funds since 2014. Last week it was reported that the state Department of Revenue arrested Trinity Christian’s athletic director following an investigation that turned up enough evidence to charge him with embezzling hundreds of thousands of employee tax withholdings over a seven year period.
It’s an unsurprising turn of events given that the state hasn’t enacted strong oversight measures for the school voucher program. Virtually anyone running a private school can receive publicly-funded school vouchers—most schools don’t have to routinely provide a look at how they balance their books or provide any robust evidence that their students are learning.
Now that DeVos is no longer just a private fundraiser pushing school vouchers at the state level but is now the federal education secretary, can she “voucherize” the entire public education system in the United States? No, not alone — besides, most of public education is financed at the state and local level. President Trump’s proposal to pour $20 billion into vouchers is contingent on state and local actors matching dollars and then some. As Vox’s Libby Nelson explains, DeVos could find some other creative ways to get federal dollars into voucher-like programs, but really the onus is on state legislatures to move the voucher agenda.
But if North Carolina’s steady march toward a school voucher program that continues to expand with very few accountability and transparency measures in place is any indication, DeVos has levers outside of her role as federal education secretary to try to keep the momentum going for state-born school voucher programs. And that is worth watching.
Charter schools
DeVos favors charter schools as well, although we’ve heard less about those from her as of late. Nonetheless, charter schools have been part of her philanthropic efforts over time and charter school advocates in North Carolina are enthusiastic about her confirmation as education secretary.
From 1997 until 2011, North Carolina experimented with charter schools, keeping a cap on how many can operate here at 100 schools. Charters are public schools too, but they are given more latitude in hiring and management practices and can do innovative things with their academic offerings—all in the name of improving education writ large.
But in 2011 something changed. Lawmakers did away with the cap on how many charter schools can operate here and since then, the charter school sector has grown at a fairly rapid rate—now at 167 schools. One effect of this expansion has been an an ever-increasing squeeze on public school budgets, which has in turn touched off a years-long fight at the legislature on how public dollars should flow to charter schools.
Meanwhile, resources and increased oversight have not grown concurrently with the charter school sector’s expansion, however; still a tiny group of people in Raleigh is charged with overseeing what is now approaching double the number of charters. And, according to the National Association of Charter School Authorizers (NACSA), recent legislation weakens charter school accountability and oversight and allows bad schools to stay open longer than they should be allowed.
A number of charter schools have suddenly closed in recent times, sometimes leaving students without an academic home in the middle of the school year. Poor governance and financial problems most commonly plague charters, and robust accountability and transparency measures still seem to be lacking as the industry experiences rapid growth. For-profit charter chain operators can run these schools and shield how they spend tax dollars behind a curtain—and lawmakers haven’t done much to force them to be more transparent.
The Tea Party leaders in North Carolina are thrilled with her selection as Secretary of Education. They have invited her to come and see how they have implemented all of her failed ideas. She has given generously to the political campaign’s of the state’s very rightwing senators.
As a result of DeVos efforts—along with those of other school privatization advocates—hundreds of millions of public dollars now flow to school vouchers, charter schools and virtual charter schools.
So when she does come to visit, it will be more like a welcome home party for DeVos. North Carolina has been her playground for years.

“Carey: Dismal Results From Vouchers Surprise Researchers – The New York Times”
Why does this surprise researchers? Why did they start with an assumption that private school A was better than public school B anyway?
Isn’t that an indication that they are biased?
This is a working class town and NO ONE assumes the Catholic school is “better” than the public school because it’s not true and it has never been true.
What the Catholic school is better at is being a religious school, which is why people go there. Even the school’s biggest supporters don’t make any claims of all around superiority. Why? Because that’s not true.
I feel like there’s a kind of romanticism in ed reform around religious schools- like they have a “secret sauce” or something. I wonder what it’s based on. I don’t know- is it left over from the 1950’s when religious schools were staffed with nuns? Is it like nostalgia?
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Chiara,
Research on vouchers has been dismal for 25 years. Why is this news?
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I’ll watch DeVos’ speech later and see if she offers anything of value to kids in public schools.
So far? Nothing. Not one thing. I don’t think it’s realistic to ask public school supporters to adopt ed reforms pushed by DeVos when NONE of them improve public schools.
If the US Department of Education is irrelevant to public schools, okay, but what that means as a practical matter is they’re irrelevant to 90% of the public.
I don’t have any duty to welcome people who don’t even bother to offer anything. They’re wasting our time.
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Diane: I don’t want to take away from the import of the present note and discussion around it. Having said that, this may seem a bit off-point, but I don’t think it is. That is, we can read such explorations of what’s going on with DeVos’ movements, for instance, in North Carolina, as a kind of template for what has gone missing (in various degrees) and for what needs real reform in PUBLIC education.
In brief, what’s gone missing in public education (in degrees) is the systematization of the LINK of strong communication between the now-differentiated institutions of (1) family and (2) education.
I’m on a link for the National Literacy Association where they are constantly advocating for Congressional support and funding; but (it seems to me) they are “out there by themselves” and do not see themselves, nor are they seen, as part of the larger educational establishment. They do, however, have a strong and long-term research thread that heavily advocates for the import of inter-generational education such that: the education of the parents indicates the educational ability and exponential development of the child.
So that, for us, push-back against DeVos’ et al is essential. However, as only a political point (where there is much more to to be had by it), the missing link I speak of, that is, between family and the K-12 educational establishment, is a real reason why we are where we are today. Developing a systematic and structural relationship between adult education organizations (who are about family literacy) and the K-12 establishment can bring that link to life over the long term and create, in the family, an environment of adults who are involved with both their own education and that of their children, thus creating a ground for political understanding that is better able to recognize the DeVos kind of “red flags” before they can take hold.
Hindsight, perhaps; and so too late; but still we can look to what THEY–oligarchs and religious zealots–are doing to understand better what WE (who understand the significance of public education to a democracy) need to do–besides push back against the encroachment that’s going on presently.
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On average, federal funds account for about eight percent of expenditures for K-12 education, with state and local funds about equal in percentage for the total.
Devos could use the Obama/Duncan strategy: No federal funds unless you have vouchers hardwired into state law. Voters have a history of rejecting vouchers, but Republican legislatures are likely to put vouchers into state law if they have not already done so.
Meanwhile DeVos is creating chaos by her indecision about what to do with legacy requirements for implementing ESSA. The biggie is “approval of state plans” by USDE reviewers.
ESSA is supposed to be operational in 2017-2018. Twenty states are preparing a ton of documents for review in April 2017, the rest have until September to submit plans. Submission is step one. The USDE reviewers will have to approve the plans or instruct states to go back to the drawing board for this or that matter. That calls for resubmission, wait for reply, and so on.
Meanwhile states and districts are having to place bets on whether they will have federal funds to hire staff for specific programs authorized by ESSA. Nobody at USDE seems to grasp that many schools have a start date in August for staff meetings. Implementation in 2017-2018 is really a farce. Even a preliminary roll-out will be hard.
Various lobbies are pushing for the one (and only one) alternative measure allowed with ESSA “flexibility.” That measure can be used to tweak the stack ratings of schools based on scores on state-wide tests.
The least costly alternative measure is likely to be attendance/absence rates for each school. Two runners-up might be; (a) scores on tests of social-emotional learning (SEL) or (b) scores on student surveys of teachers such as those from Panorama. The institute of Education Sciences has no evidence of of the efficacy SEL other than a recently published “Review of Research.”
Panorama can produce no evidence of the efficacy of their surveys for every grade and subject. Those surveys, with seven underlying constructs, reward teachers who assign homework, check it, and focus on mastery of assigned tasks. This is to say they are one-size fits all. They are not friendly to teachers who think the whole concept of mastery has been reduced to getting the correct answer on a standardized test.
Of course all of these matters can be “vanished” in no time. At the Congressional level, several House bills are in the works to eliminate USDE. One would move functions like IDEA and student loans to other agencies.
Oversight of ESSA would be impossible.
I guess DeVos would find something else to do, like selling the family “cure’ for autism.
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DeVos just gave a little speech in which she accuses those in favor of standing in the way of progress a harmful to education. Authentic teachers and and university professors are those that presumably want to protect the status quo. https://www.washingtonpost.com/news/answer-sheet/wp/2017/02/23/the-system-is-failing-too-many-kids-text-of-education-secretary-devoss-speech-at-cpac/?utm_term=.30ac4105f7d6
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I was a North Carolina Teaching Fellow and can attest to the quality of that program. It did an EXCELLENT job of preparing me to be a career teacher, and everyone I know that entered the profession through Teaching Fellows is still directly involved in public education in some way. By replacing it with TFA, North Carolina has traded chicken salad for chicken spit (and the other stuff, too).
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The cap on charters was lifted to qualify for Race to the Top.
How quickly we forget that, Eh?
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I didn’t forget, Involved Mom. Obama’s education program was a disaster, building on NCLB. Now comes Betsy with her bad ideas.
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As a NC public school teacher, the efforts taken to dismantle public education in the past 20 plus years are disheartening to say the least. Many residents in my state have no idea how funding is provided, what the research says about private vs. public educations, the anticipated teacher shortage, test data and all that entails-not to mention teacher qualifications at private and public schools. This is probably because these facts are not being presented often enough in the local media. It was difficult to actually find the article about the massive fraud of tax payers’ money regarding the parochial school in Fayetteville. It was not covered by news outlets here in Raleigh. NC Policy Watch had information about it.
Not sure about the charter cap lift being related to RTTT. Haven’t read that before.
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Kelly,
One of the conditions of receiving RTTT money was that the state had to lift its charter cap. Not eliminate it, but lift it.
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