Archives for the month of: March, 2017

We are becoming desensitized to lies told by our president and vice-president.

Here is a whopper. Mike Pence went to Kentucky and said that the Affordable Care Act (Obamacare) had failed in Kentucky. He was either misinformed or lied. Our nation’s leaders have access to accurate information, so I think it likely he lied.

Because of ACA, the number of uninsured people in Kentucky dropped dramatically. How can this be a failure?

Half a million Kentuckians gained insurance because of ACA:

In 2013, 20.4 percent of Kentucky residents were uninsured. In 2016, that number had fallen to 7.8 percent.

Remember, this is a blog about education. When families are uninsured, their children are less likely to get the health care they need, and more likely to be sick, and to be absent from school, and to have lower motivation because of illness and stress.

When listening to Pence or Trump, it is safe to assume that whatever they say is not true. David Corn of Mother Jones tweeted the other day, “You can’t fact-check crazy.” But in this instance, you can fact-check Pence’s claim that Kentucky is worse off because of ACA. It is not.

Andrea Gabor recently attended an invitation-only event in New York City to meet Joel Klein at Teach for America headquarters in lower Manhattan, where he reflected on his legacy.

She writes:

How did Klein feel about his legacy—what was he most proud of, what would he do differently—especially in light of the policies of his successor?

This would be the second question of the evening posed to Klein. And the former schools chancellor’s response, at first, surprised me.

What he most regretted: “We never got teachers on our side. We didn’t communicate and listen well enough.”

However, Klein quickly followed with what he was most proud of: Opening 200 charter schools.

And, where he saw the biggest problem in New York City schools: The teachers union “polarized” the teachers.

Here, in a nutshell is the contradiction—even the tragedy—of the Bloomberg/Klein regime: Klein, a child of a “dysfunctional inner-city home”, who saw public school as his refuge and claims that his teachers made the difference in transforming his life, sees the proliferation of charter schools, not the improvement of public schools, as his most important legacy. (A biography, incidentally, not unlike that of former Education Secretary John King, another reformer who prioritized privatization and carrot-and-stick policies for teachers.)

It is hard to remember now how disliked Klein was by teachers, not just the union. He turned the schools into a test-and-punish experiment where teachers were expendable. He closed many schools, closed almost every large high schools, fired most of the city’s principals or drove them away, including some of the best veterans. He gave preferential treatment to charter schools, especially Eva Moskowitz’s Success Academies.

It is hard to know why Klein dislikes public schools as much as he does. It wasn’t based on his experience as chancellor. He came into the job with a strong conviction that the public schools were a disaster and it would take business thinking to fix them. He reorganized the system at least four times. He brought in Michael Barber (Sir Deliverology, now the Chief Academic Officer at Pearson) to advise him. He boasted about “reforms” on the day he launched them, then overlooked them when they silently disappeared. He surrounded himself with young business school graduates and lawyers, not educators, and invented new titles to enable them to serve (“chief talent officer,” “chief knowledge officer,” etc.)

After he left the school system, he joined Rupert Murdoch and urged him to buy Wireless Generation, a tech company that had worked for the Department of Education. Murdoch bought it for $300 million or so, and invested about $1 billion in Klein’s tech company called Amplify. Amplify planned to revolutionize education through technology, and it built its own tablets and curriculum. I hear the curriculum was good, but the tablets had many technical problems (the screens cracked, the plugs caught fire, etc.) A few years ago, haviglost hundreds of millions, Murdoch dumped the company, which was bought by allies of Klein. Klein soon was pushed out, and he is now at an online healthcare business called Oscar, owned by Jared Kushner’s brother.

After he left the NYC schools, Klein continued to rail against public education. He wrote articles decrying the high cost of teacher pensions (but when he left office, he immediately filed to collect a pension of $34,000 a year for life based on his eight years as chancellor).

The piece-de-resistance of his anti-public school activism was a report that he and Condoleezza issued, under the sponsorship of the Council of Foreign Relations, claiming that America’s public schools are so dreadful that they are a risk to national security. Their cures: Everyone should adopt the Common Core, and every state needs charter schools and vouchers.

Why does he hate public schools so? He often claimed that his own life was changed by his public schools and teachers. But he wanted to move in a world of elites where no one ever went to public schools and where it was conventional wisdom that public schools stink. He reflected not his own experience, but the class into which he aspired to belong.

Trump has promised to add more than $50 billion to the military budget, which will be paid for by budget cuts. Among the federal agencies on the chopping block for total elimination are the National Endowment for the Arts, the National Endowment for the Humanities, and the Corporation for Public Broadcasting.

These three small agencies underwrite programs like Ken Burns’ history of the Civil War, public television, museums, and public radio. These three agencies combined cost the taxpayers $745 million.

Watch this video to learn what that $745 million can buy for the military.

Ask yourself: would you trade all federal funding of the arts and humanities and public broadcasting for that?

Republicans love block grants. That is the purpose of HR 610, which would take a bunch of federal categorical programs with specific purposes and turn them over to states as block grants, to be used as they see fit.

State control of federal funds, in short, with no strings attached. What could possibly go wrong?

Denis Smith, who worked for the Ohio Department of Education for many years, explains that block grants will open the door to waste, fraud, and abuse.

The Republican introduced a bill called HR 610 with that goal in mind.

At the Network for Public Education, we have heard that the bill won’t go anywhere, but that is by no means certain. For many years, Republicans have longed to change federaid aid for specific groups of children into block grants. So, we will keep a close watch on HR 610.

Another Trump-DeVos gambit that might make it into federal law is encouragement for vouchers via tax credits. This is a sneaky, seemingly benign way of accumulating hundreds of millions, even billions, that will not be paid in taxes but will be used instead to pay for vouchers at yeshivas, madrassas, and creationist schools. We have to fight this strategy so that Trump-DeVos can’t divert tax dollars from public institutions to religious schools. It is a terrible idea. The public doesn’t want public money to be used for religious schools.

We will keep a close eye on all of their efforts to undermine our nation’s public schools.

The Education Law Center is suing Governor Cuomo on behalf of parents at some of New York state’s neediest schools, seeking the release of $37 million the state owes these schools. :


PARENTS ASK NY APPEALS COURT TO RELEASE ILLEGALLY FROZEN SCHOOL IMPROVEMENT FUNDS

Parents of students in three public schools are asking a New York appeals court to immediately release over $37 million in improvement grant funds frozen a year ago by Governor Andrew Cuomo.

The latest request comes in a lawsuit filed by the parents charging the Cuomo Administration’s budget director, Robert Mujica, with violating the law when he refused to release grants previously appropriated by the Legislature to boost programs and services in twenty, high need schools across the state. Education Law Center represents the plaintiff parents and students.

On December 28, 2016, Judge Kimberly O’Connor in Albany found that the budget director exceeded his legal authority in withholding the grants and ordered the funds be immediately released to the NY State Education Department for distribution to support vital programs in the schools.

Governor Cuomo decided to appeal Judge O’Connor’s ruling last month. Under New York law, the appeal triggers an automatic stay of the order to release the funds. The parents are now asking the appeals court to lift the stay, citing the irreparable harm to students if the schools are unable to implement the programs supported by the grant funds.

“If the grant money is not released pending this appeal, hundreds of children in New York’s neediest schools will lose educational opportunities that they cannot regain,” said Wendy Lecker, ELC senior attorney. “Education is cumulative, so when students are deprived of the support needed for learning that not only limits their achievement this year, but impedes progress as they move to subsequent grades.”

In affidavits filed in support of the parents’ request to the appeals court, administrators from three of the schools deprived of the grant funds – Hackett Middle School in Albany, Roosevelt High School in Yonkers, and JHS 80 Mosholu Parkway Middle School in the Bronx – detailed the essential programs they can no longer provide without the grants. These include extended learning time, social work and counseling, family outreach, academic intervention and professional development. The programs were implemented in 2015-16 with the first year of grant funds, but are on hold since the Governor decided to withhold the second year of funding.

Numerous programs have been held up by the Governor’s action:

Hackett Middle School discontinued extended instructional time to provide students with additional academic assistance and professional development for teachers.

Roosevelt High School cut a literacy/math coach and parent coordinator; discontinued professional development opportunities for teachers; and eliminated or sharply curtailed weekend and after-school extended learning time, college visits and CTE pathways.

JHS 80 Mosholu Parkway Middle School could not implement any of its proposed programs, including mentoring for at-risk students, social workers and guidance counselors for their extended day program, and professional development for teachers.

The appropriation for the grants will lapse in March 2018. If the funds are not released pending the appeal, the schools may lose access to the remainder of the funds, permanently depriving students of the opportunity to benefit from the programs and services the grants were intended to support.

Education Law Center Press Contact:
Sharon Krengel
Policy and Outreach Director
skrengel@edlawcenter.org
973-624-1815, x 24

Sue Legg, education director of the Florida League of Women Voters, wrote this history of the state’s tax credit program at my request. Thank you, Sue.


Not all Choices are Good Choices

Following Jeb Bush’s 1994 defeat in his run for governor, he dented his image. According to a Tampa Bay Times report, in a televised debate Bush responded ‘not much’ when asked what he would do for black voters. Faced with criticism, he launched a charter school in Miami, and the school choice movement in Florida began.

In 1998, John Kirtley, a venture capitalist, personally funded private school scholarships to low income children.

He took the idea to then Representative Joe Negron, who is now the President of the Florida Senate.

Jeb Bush was governor, and the state’s voucher and corporate tax credit scholarship programs began.

Florida’s constitution, however, prohibited the direct or indirect transfer of money from the state treasury to private schools.

In 2006, the Florida Supreme Court ruled that vouchers paid by the treasury were unconstitutional. Florida corporate tax credits (FTC) became the vehicle to fund what initially were private school scholarships for children from disadvantaged families.

Corporations could donate owed taxes to Step Up for Students, a private non-profit organization which issued tuition warrants to qualified parents. These FTC scholarships have also been litigated.

According to Politico, in 2016 Betsy DeVos paid one million dollars through her foundation to send thousands of children to Tallahassee for a rally against the FTC scholarship lawsuit. In 2017, the Florida Supreme Court determined the lawsuit lacked standing and declined to rule on the constitutionality issue.

Step Up for Students is the management organization for the Florida Tax Credit scholarship program. John Kirtley is Chair of the Board and founder.

Its President, Doug Tuthill achieved notoriety in a 2011 video when he revealed that over one million dollars was spent in every other election cycle on local races. The strategy is to make low income families the face of the program and target black ministers to support the program.

Step Up for Students has grown into a $500 million dollar operation. It currently allocates nearly 100,000 FTC scholarships to over 1700 of Florida’s private schools. In addition, it administers the Gardiner scholarships for students with severe disabilities and the Alabama Opportunity Scholarships. The FTC scholarships program alone costs $422,648,470. Administrative expenses total about five million dollars, but other budget categories include four million dollars for communications and advocacy programs related to Step Up’s advocacy for choice mission including RedefinEd, its newsletter.

Audit findings in 2015-16 noted that Step Up was lax in its recovery of funds from private schools that received tuition warrants from students who did not enroll. In 2016, this amount was $252,363. Auditors also noted that Step Up failed to conduct required financial background checks on all private schools participating in the program.
The engine of the choice movement is Jeb Bush’s Foundation for Excellence in Education (ExcelinEd). It provides model legislation, rule-making expertise, implementation strategies, and public outreach to 38 states. Betsy DeVos was a board member until she was confirmed as the U.S. Secretary of Education.

Ties to ExcelinEd include:

• Chiefs for Change: an advocacy group of state and local school superintendents

• Florida Education Report Cards: a publication that grades legislators on their votes for education policy.

• Florida Federation for Children. an ‘electioneering communication’ organization chaired by John Kirtley who has spent five million dollars on campaigns since 2004.

• American Federation for Children and Alliance for School Choice. a parental choice advocacy organization chaired by Betsy DeVos. John Kirtley is the Vice Chair.

With this backdrop, U.S. Secretary of Education, Betsy DeVos, now says that Florida is the national model for school choice. DeVos’ American Federation for Children ranks Step Up for Children as number one in its 2016-17 report.

Evidently, more is better. Its criteria are based on the dollar value of the scholarships, their reach, and the growth of the program over time. Quality indicators are not included in the ranking.

For example,

• FTC private schools are exempt from state teacher certification requirements and curriculum standards. Children are not required to take Florida State Assessments.

• According to a Florida Department of Education report, while ten percent of FTC students gained more than twenty percentile points on a nationally normed test, fourteen percent lost more than twenty percentile points.

• Students who struggle the most academically tend to return to public schools. These students perform less well than other lunch subsidized public school students who never participated in the FTC program. The Department of Education researchers state that the data they were able to collect over represents white, female and higher income children. Thus, the achievement of all FTC students is likely even lower than reported.

• FTC scholarships are not limited to Florida’s poor families. Current income guidelines for a family of four are $48,600 for a full scholarship of $5,886 and $63,180 for a partial scholarship.

• Private schools that accept Florida Tax Credit (FTC) scholarships enroll more Hispanics (38%) than black students (30%).

• Eighty-two percent of FTC students attend religious schools.

• The FTC program does not target struggling public schools. Only twenty-five percent of FTC students are from public schools that had ‘D’ or ‘F’ school grades.

A few well connected, wealthy Floridians launched a movement that nearly twenty years later has earned extraordinary publicity and grown exponentially.

Yet, traditional public schools continue to outperform charters or FTC private schools. Communities most impacted by school choice experience a downward spiral. Schools are underfunded and become more segregated. This is not a model for the nation to follow.

Donald Trump’s selection of Betsy DeVos to be Secretary of Education set off a seismic reaction among parents, educators, and other concerned citizens across the nation. Never, in recent memory, has a Cabinet selection inspired so much opposition. The phone lines of Senators were jammed. People who never gave much thought to what happens in Washington suddenly got angry. Snippets of her Senate confirmation hearings appeared again and again on newscasts. It was widely known that she was a billionaire who has spent most of her adult life fighting public education and advocating for privatization via charter schools and vouchers for religious schools.

She is Secretary and has pledged that her hope is to open more charters, funnel more money to cybercharters, encourage more homeschooling, and encourage state programs for vouchers, much like the Florida tax-credit program that has funneled $1 billion to organizations that pay for students to attend mostly religious schools.

There have been many state referenda on vouchers. The public has rejected every one of them, including the one funded by Betsy DeVos in Michigan in 2000 and by Jeb Bush in Florida in 2012.

Citizens must work together to block every federal or state effort to defund public schools.

There are two ways to stop DeVos.

One, join local and state organizations that are fighting privatization. Contact and join the Network for Public Education to get the names of organizations in your state.

Two, opt out of federally mandated tests. That sends a loud and clear message that you will not allow your child to participate in federal efforts to micromanage your school. Whatever you want to know about your state’s test scores can be learned by reviewing its scores on the National Assessment of Educational Progress. For example, we know that Michigan students have declined significantly on tests of reading and math–especially in fourth grade–since the DeVos family decided to control education policy in their home state.

The state tests are a sham. Students learn nothing from them, since they are not allowed to discuss the questions or answers. They never learn which questions they got wrong. Teachers learn nothing from them. The scores come back too late to inform instruction, and the contents are shrouded in secrecy. The tests are a waste of valuable instructional time and scarce resources. They teach conformity. They do not recognize or reward creativity or wit. They reward testing corporations.

Say no to DeVos by opting out. Send a message to Congress that its mandate for annual testing is wrong. Revolt against it. Teach your children the value of civil disobedience and critical thinking. Defend authentic education. Resist! Opt out.

Arthur Camins, scientist and educator, describes how his schooling shaped his understanding of Justice and social responsibility. His article was originally published at the Huffington Post, but he also placed it in the Louisville Courier-Journal because of his professional experience in Louisville and the fact that the legislature is about to roll back Louisville’s successful desegregation program.

Camins writes:


Mr. Casey, my high school English teacher, was fond of proclaiming, “From suffering alone comes wisdom.” There seems to be plenty of suffering around, but wisdom seems insufficiently distributed to protect our nation from the alarming triple threats to our democracy from escalating authoritarianism, inequality and divisiveness. I wonder: What is it that turns the banality of suffering, into wisdom?

Why do some people turn against one another in tough times, while others toward one another? Moreover, what can be done to transform the wisdom of observers into mass engaged action?

As a teenager with a typical level of angst, I thought Mr. Casey was especially insightful. After all, maybe I too could be wise. He was one of my favorite teachers. His gift was to help to nudge natural self-centeredness toward empathy. With a little research, I discovered that his suffering quote was hardly original, but rather a tweak on a line from the writings of the ancient Greek playwright, Aeschylus. Mr. Casey helped me identify with novel’s characters and see myself their struggles. That helped me understand that I was not alone. But it was the movements of the 1960s that connected my self-absorbed worries with deeper struggles in the world around me and gave me a lifelong sense of belonging and purpose. I thought about him and the movements today as I wrestled with conflicting emotions of despair and commitment to act.

Personal suffering may sensitize people to the plight of others, but that is insufficient to move them to action. That requires empathy and a sense of belonging, shared experiences with common goals across typical divisions, and development of agency. These frame the requirements for a successful organized resistance.
I have little hope that elected officials will substantively address current threats to democracy and equity on their own. They never have. In the short-term, that responsibility rests on the shoulders of community activists. It always has. For the future, that obligation falls to educators. They have always been the hope.

Globalization, pervasive information technology, and escalating automation provide new contexts, but today’s threats are not unique. U.S. History is replete with examples of how the empowered have fostered divisiveness to protect their privileges: Poor whites against freed slaves and their descendants; Men against women; Old immigrants against recent arrivals; Previously persecuted religious sects against new religious minorities; Just-getting-by employed workers against the unemployed and underemployed; underpaid American workers against more exploited foreign workers in developing countries. The list is endless, as is its diversionary potential to protect the wealthy. Alternatively, the potential for unity across these groups to challenge power and insist on a more equitable future is monumental.

Historically, authoritarianism, lies, and repression have been the turn-to solutions when elites perceived a challenge. Today, empowerment of women, voter participation of non-whites and newer immigrants, and organized workers pose such threats. Even the potential for a widespread, unifying shift toward identification with the brighter values of collaboration, equity, and social responsibility challenge those who rely on traditional dark American myths of a dog-eat-dog competitive meritocracy and self-reliance to justify their position.

Trump and his Republican enablers depend on cynicism about the power of collective action, racial and socio-economic isolation, and a lack of empathy for others’ suffering.

Isolation breeds ignorance of the unknown other. Isolation makes us stupid. I use the term stupid purposefully. I do not mean intellectually limited. Rather, I mean committedly ignorant about matters of personal and social consequence. Such ignorance and stupidity are enabled when selfishness is exalted over empathy in the context of competition for structurally limited resources. Such ignorance and stupidity are promoted when the empowered encourage the disempowered to distrust each other and reject reason and evidence….

Shared experience across perceived differences combats the stupidity that isolation fosters. Community activists and educators can lead front-line push back, engaging citizens and students across traditionally divisive lines in explicitly designed shared experiences.

A disciplined resistance movement can provide an alternative sense of belonging by organizing around shared unifying concerns, such as health care, fair wages, equitable local, states and federal taxes, high-quality public education, protecting and expanding Medicare, Medicare and Social Security, climate change, protecting the environment, and sustainable development. Purposefully, doing so across neighborhood boundaries and workplaces enables empathy and identification with the suffering of others and structures for action.

Similarly, integrated schools that emphasize academic, as well as social and emotional learning can build trust and a common sense of belonging. Curricula that infuse personal and social meaning into daily instruction offers the possibility for young people to see past selfish concerns.

I imbibed the lessons of Mr. Casey’s English class in 1967. It was a moment framed by the civil rights and antiwar movements. Those were times of suffering but also an era of hope. The wisdom that carries forth and provides a guide to action is that isolation and segregation make us stupid. Belonging and integration make us smart. Common struggle makes a difference.

What a crazy world.


The idea was simple enough: publish as many absurd, obviously fake stories imaginable, and see if anyone actually falls for it. The results of this experiment were both fascinating and disheartening.

“BREAKING: Satire Makes Fools Of Gullible Trump Supporters.”

That’s the headline James McDaniel published on his intentionally fake news website, UndergroundNewsReport.com, earlier this month.

Within just two weeks of his website going online, McDaniel had already amassed more than a million views, thousands of comments on his stories, and hundreds of thousands of “likes” and “shares” on Facebook.

“While writing them, I was aiming for stories that no one would believe, but rather would be satirical in an age where disinformation is so prevalent,” McDaniel wrote on his website. “Just for fun, I decided to post some of the stories in Trump fan groups on Facebook to see the reactions.”

One fake story, headlined “Wikileaks: Obama Ran Pedophile Ring Out Of Whitehouse” amassed more than 40,000 views. Published in February, the top comment reads:

“I believe it. They are scum. Down with the obama’s his it wife (sic) are him took 111 million dollars worth of stuff that should be repaid back to the taxpayers. Back to America.”

McDaniel created fake news suggesting Michelle Obama had a sex change and Barack Obama tweeted out that “Trump must be removed by any means necessary.”

“To my surprise, the Trump masses embraced my stories as fact, almost universally,” McDaniel wrote. “It seemed that there wasn’t anything I could write that was too wild or outrageous to be believed by this particular audience.”

Yesterday I heard from my friends at Pastors for Texas Children about parents who had been deported while their American-born children were left at the church, in East Texas. Christine Langhoff added that this is now policy: cruel, inhumane, and swift:

“Here’s an example of Trumpian evil:

“Head of Homeland Security John Kelly proposes to separate children from their mothers when they are detained at the border is the most horrific idea I can imagine. It constitutes child abuse.

“We have tremendous experience of dealing with unaccompanied minors,” he told CNN’s Wolf Blitzer on “The Situation Room.” “We turn them over to (Health and Human Services) and they do a very, very good job of putting them in foster care or linking them up with parents or family members in the United States.”

He continued: “Yes I’m considering (that), in order to deter more movement along this terribly dangerous network. I am considering exactly that. They will be well cared for as we deal with their parents. … It’s more important to me, Wolf, to try to keep people off of this awful network.”

http://www.cnn.com/2017/03/06/politics/john-kelly-separating-children-from-parents-immigration-border/index.html

“Since the target for these round-ups and deportations seem to be Latinos, it amounts to ethnic cleansing. We need to refer to it that way.”

The Nazis hid what they were doing. The Trumpians are proud.