Archives for the month of: January, 2018

Deion Sanders is a superstar athlete. Texas loves superstar athlete. So, when Sanders decided he wanted to open charter schools, he had no trouble getting a charter in Dallas and another in Fort Worth. His big idea was to combine college prep and athletic prowess. A winning combination.

His first school opened in 2012. It was closed by the state in 2015, because of administrative chaos, a mountain of debt, and dwindling enrollment.

The schools opened with great promise. What could possibly go wrong?

Some spotted the plan as a scam from the outset.

The New York Times saw the school sputtering; it fielded excellent sports teams, but got an F for academics.

When they closed, the funerals were brief.

Here is a timeline of the “spectacular collapse” of the schools.

I make no pretense at being an expert on Southeast Asia, specifically Vietnam and Cambodia, where I am now concluding a two-week trip. But I love to learn, and I enjoy sharing what I have learned, at risk of being corrected by people far more knowledgeable than I.

I loved Cambodia. I loved the warmth and gentleness of everyone I met. I quickly fell into the habit of greeting everyone with my hands clasped in front of me, almost in prayer. The heat and humidity were intense, with the temperature in the high 80s every day, possibly the 90s. The ancient ruins were impressive. I would urge everyone to visit Cambodia at least once in your life. I have posted my pictures of Cambodia on Twitter. One series tells the story of a family “noodle factory,” where the factory consisted of homemade implements, operated by the matriarch, the children, and grandchildren. As the family pounded and ground and boiled the rice into noodles, the littlest ones sold souvenirs. I bought a handmade flute for $1, and Mary bought a silk scarf for $5.

Today we did a whirlwind tour of Hanoi. We drove through the city, which to my surprise, contains beautiful parks, lakes, fountains, and trees. The climate was ten degrees cooler than Cambodia and very agreeable. First we  stopped at the Temple of Literacy, a beautiful park in central Hanoi, where there was a school ceremony in progress (it seems to be a daily or near daily occurrence). Several hundred young children in uniforms were gathered at a shrine to Confucius, where a few were singled out for their excellent academic performance. The honorees came to the front of the audience, where a teacher tied a red kerchief around their necks. To the side of the open-air seating area were huge stone tablets, engraved with the names of the nation’s students who had achieved the highest test scores in past years. I looked on the event as a giant test prep rally. Who wouldn’t want to be recognized for such public honor?

Then we went to the Hanoi Hilton to see the rooms where captured American pilots were imprisoned. The guide warned us that the exhibit was one-sided. We saw pictures of some of the pilots who had been imprisoned, including a young John McCain. So handsome. The captions emphasized the humane treatment of the prisoners, making their captivity sound almost like a summer camp, with letters and gifts from home, basketball games, wholesome food, and other amenities. And of course we were reminded of the terrible deeds of the American invaders and the heroics of the Vietnamese defenders.

Then we switched to electric carts, about the size of golf carts, which maneuvered through the narrow streets of the Old City. This district is a teeming marketplace of every kind of marketable goods, cafes, coffee shops, flower markets, carpet shops, fruit vendors, jewelry stores, furniture stores, clothing stores, toy stores—and I have barely scratched the surface. The streets and sidewalks were crowded with pedestrians, vendors, bicycles, and especially motorbikes. Seldom was there a traffic light. Traffic and people weaved in and around and through each other. Somehow, miraculously, there were no collisions.

Whenever our group crossed a street, the tour guides told us to be “sticky rice,” moving in a solid clump, never pausing for oncoming traffic, which always flowed around us. I developed this axiom: “He who hesitates never crosses the street.”

We switched back to tour buses and headed to a restaurant for wonderful Vietnamese food.

In the afternoon, we visited the beautiful grounds of Ho Chi Minh’s Residence, where he lies in state. The trees and grounds were gorgeous, and it was fun to see the elegant autobiles that the Soviet Union had given him.

Our tour guide told us that the economy of the Democratic Republic of Vietnam is a free market and capitalist. At the same time, we saw many signs with the hammer and sickle, the symbol of Communism. Aside from the symbols, it was difficult to see what made Vietnam a Communist State. There are many luxury apartments buildings for rich Vietnamese and expatriates. There are stores representing the luxury brands of the West, like Louis Vuitton, Brooks Brothers, Estee Lauter, Rolls Royce, Porsche, and Mercedes Benz. There is MacDonald’s and Kentucky Fried Chicken. Many new office buildings are under construction, as are huge residential complexes for the super-rich. Ho Chi Minh must be spinning in his elaborate mausoleum. The only thing “Communist”about Vietnam is the occasional sign of a hammer and sickle. It is a capitalist country with huge wealth and income inequality.

In talking to our Vietnamese guides, I learned that there are no labor unions, no Social Security, no pensions. Medical care is not free. Even public schools costs money. The public elementary schools cost $60 a month, the lower secondary schools cost somewhat less because they don’t provide lunch. In the public s hoops, classes may be as large as 50, while the private schools have classes of only 25, but they cost about $1,000 a month. Every parent saves to pay for education because they know it is the path to a better life. Every young man, beginning in high school, spends 7-10 days of compulsory military service.

The Vietnamese are a practical people. They hold no ill feelings towards Americans. They want tourism and economic development and hotels are everywhere, especially new luxury hotels, financed largely by other Asians, from Japan, South Korea, Singapore.

We then went to a performance of the celebrated Vietnamese water puppets, a show that I cannot describe. It was delightful and performed in water with puppets and unseen puppeteers, accompanied by traditional Vietnamese music.

We had dinner at a traditional Vietnamese restaurant, where we were entertained by an extraordinary troupe of musicians who played instruments unknown to westerners. One is a one-string instrument, plucked with one hand and modulated with the other. Another was an elaborate set of bamboo reeds, tied together and played with great skill to produce beautiful music using percussion tools.

As I put this altogether, I first express my admiration for the people of both countries, who are proud of their history, heritage, and culture.

However, I wondered whether our countries are converging. Vietnam and Cambodia have embraced free market economics. They are unabashedly capitalistic. The Republicans in the U.S. want to get rid of social security, pensions, and government-guaranteed health care. It is a curious irony of history that they are copying us, and we want to copy them.

Consider visiting these countries, if you can find the time and can afford it. The best time to go is Christmas or Easter. Between May and September, I heard, the heat is intolerable. It is a long journey but I promise you will learn a lot and enjoy it. We took a cruise organized by Uniworld, which was e extremely well planned. I recommend it..

 

 

What is SUPES Academy?

Former Chicago Superintendent Barbara Byrd-Bennett is in federal prison because she took payoffs from SUPES.

Now Dallas Dance has been indicted. 

How about an investigation of this SUPES Academy?

English teacher Justin Parmenter writes that creative writing is one of the victims of standardized testing and data-driven mania.

https://teachersandwritersmagazine.org/a-defense-of-creative-writing-in-the-age-of-standardized-testing-4460.htm

He writes:

“Educators are under enormous pressures stemming from a data-driven culture most recently rooted in No Child Left Behind and its successor, the Every Student Succeeds Act, in which the ultimate measure of professional and academic success is a standardized test score. As a result of this standardized testing culture, many of our English students spend way too much time reading random passages which are completely detached from their lives and answering multiple choice questions in an attempt to improve test results. In many classrooms, writing has become little more than an afterthought. Creative writing, in particular, is seen by some as a frivolous waste of time because its value is so difficult to justify with data.

“Two decades before the advent of No Child Left Behind, the research of influential literacy professor Gail Tompkins identified seven compelling reasons why children should spend time writing creatively in class:

*to entertain
*to foster artistic expression
*to explore the functions and values of writing
*to stimulate imagination
*to clarify thinking
*to search for identity
*to learn to read and write

“The majority of Tompkins’s outcomes of creative writing could never be measured on today’s standardized tests. Indeed, over the same period that standardized reading tests have pushed writing in English classes to the sidelines, efforts to evaluate student writing on a broad, systematic scale have dwindled. Measuring student writing is expensive, and accurately assessing abstract thinking requires human resources most states aren’t willing to pony up. It’s much cheaper to score a bubble sheet.

“Measurement and assessment aside, the soft skills that we cultivate through regular creative writing with our students have tremendous real-world application as well as helping to promote the kind of atmosphere we want in our classrooms. After many years as an English teacher, I’ve found that carving out regular time for creative writing in class provides benefits for me and my students that we simply don’t get from other activities.”

Writing is thinking, put to paper or screen, with the opportunity to clarify and edit one’s thoughts. It can’t be taught by formula or by rote. It is a joy for some, a struggle for others. It is a luxury available to all. There is reward in knowing that your thoughts matter.

Not everyone will become a writer, but everyone needs to learn how to express his or her thoughts clearly. Everyone has a voice. Everyone must learn how and when to use it. These are lessons that standardized tests can neither teach nor test.

 

Carol Burris writes:

Advocates of school choice claim that charters need to be free of regulation and oversight so that they can be innovative.  That lack of regulation and oversight has resulted in a sector that has a substantial share of financial mismanagement, failure and fraud.

Conflicts of interest by board members and employees are allowed in most states. Educators are too often not sufficiently credentialed or screened. There are frequent instances of theft.

None of the above is a prerequisite for innovation.

For the past several months, the Network for Public Education has been logging instances when they come to our attention.

Visit our website here to see what we found. Let us know what we have missed.

 

Julie Vassilatos writes about the latest School closing by Chicago Public Schools. It is a heart-breaking story.

The school closing is a real estate deal, she believes. It’s about gentrification, not education.

“Presto change-o, remove the public housing and the mostly-black grade school from the neighborhood, bring in a not-mostly-black high school, and watch the property values go up, up, up.

“These kinds of moves are the reason behind the twitter hashtags #RahmHatesUs and #RahmDoesntCareAboutBlackPeople. Outrageous claims, I bet you’re thinking. But the folks tweeting these hashtags know that actions speak louder than words. And Rahm’s actions via CPS in this new round of school closures tell of a man who will push his agenda no matter how many people it harms, no matter how obviously racist it looks.

“CEO Janice Jackson was not in attendance at last week’s NTA closure hearing. Neither was anyone at all from the board. The mayor wasn’t there. There was a man with a presentation, however, one man, Chip Johnson from the FACE office. He chided the crowd to be respectful this evening, and not carry on in a rowdy fashion like last time. He listened impassively to the 50+ speakers given two minutes each, never taking a note, never answering a question, positioning himself as a neutral party but very much committed to the CPS plan. This entire proceeding transported me back instantaneously to the fall and winter of 2012/13’s terrible school closing hearings, and I was glad I went up to the balcony to watch because I knew that I would probably get emotional or inappropriate or both.

“Because these events are an exercise in awfulness. Listening to one little child after another beg–someone (which public official listens to these things, again?)–to keep open the school they love, occasionally through tears, is something only a masochist can willingly do over and over. Which is maybe why no one from CPS leadership ever shows up.

“Seven children spoke, some as young as first grade. I can’t even imagine the poise of a six-year-old who takes the mic in a cavernous church sanctuary in front of a few hundred people, but I think it has much to do with the bravery that comes from despair. These little ones all love their school and wanted to tell Chip Johnson so. They spoke of their love for teachers and school family, the building, the staff, their classes. One child knew that the reason they were taking his school was that it was a good building with good things. One child knew that the reason they were taking her school was that they could. And one middle-school aged fellow who spoke of NTA’s caring staff had to pause 3 times in order not to cry. That was my cue to start weeping openly up in the balcony.”

It is no longer novel. No one listens to the parents or the children. They are the ones being removed.

 

This is a review of two important books.

One is Nancy MacLean’s “Democracy in Chains: The Deep History of the Radical Right’s Stealth for America.”

The other is Gordon Lafer’s “The One Percent Solution: How Corporations Are Remaking America One State at a Time.”

 

Writing at Anthony Cody’s Blog “Living in Dialogue,” Paul Horton succinctly explains what’s wrong with using public dollars to subsidize school choice. 

He begins:

“Because I have been asked to comment on problems facing public schools in the United States, I would like to begin by saying that there are a great many things right with public education. Two friends, Ellen Allensworth, Director of the UChicago Consortium on School Research, and Chris Lubienski, professor of education policy at Indiana University, tell me that public sector innovation in the classroom in Chicago and beyond surpasses much, if not most, of the innovation that we see in the charter and independent sectors in the United States. The problem is that willingness to innovate and implementation of innovation in public schools is largely unreported in corporate media.

“With this in mind, I would say that the single largest factor facing public education today is inadequate funding in rural areas, inner cities and inner-ring suburbs. We still face a situation in this country with what Jonathan Kozol once called Savage Inequalities that are made worse by increasing income inequality, structural unemployment, and persistent segregation. Black, brown, and white families are facing what Thomas Shapiro calls “toxic Inequality” that makes it almost impossible for poor families to gain any measure of financial stability.

“Richard Rothstein of the Institute for Policy Studies has recently written a book, The Color of Law, that argues that public policy created segregation and that segregation is most responsible for underfunded schools and the “hyper-poverty” that education reformers are attempting to target.

“I part ways with many policy makers when they advocate for charters, vouchers, and an end to neighborhood schools. Like John Dewey, I believe that schools should serve as community centers and that public schools have an important in role in the construction of strong community institutions beyond buildings….

”Every statistical study done about test scores in the United States for the last fifty years points to one fact: the biggest gains in test scores in the United States were achieved in the mid 1970s when schools reached their zenith of integration. We have gone back toward racial and class segregation since, and the charter and voucher movements are merely accelerating the pace of segregation in the opinion of a wide consensus of policy experts.

“Our current problem is that these simple facts are rejected by the billionaires like Bill Gates, Eli Broad, Ken Griffin, the Kochs, and the Waltons who push charters and vouchers to gain market share in a thirteen billion dollar a year industry. Philanthropy is a tool to open markets. The Gates, Broad, and Walton Foundations are filled with market zealots who seek to disrupt public education to sell product, gentrify inner-city neighborhoods, and make their bosses look better.

“These same billionaires contribute heavily to university education departments that rubber stamp their ideas. The Gates foundation heavily subsidizes education research at Harvard University and the Walton Foundation has deep pockets for education research at the University of Arkansas…

“This is precisely how the free market education reform movement operates: forget an ocean of peer-viewed research, funnel large sums of money into big name universities, and billionaires can give voice to their own half-baked ideas with the stamp of approval from major academic brands.

“Multiply this by control of major editorial boards, the noise created by Foundation created PR firms, and the AstroTurf funding of such groups and Democrats for Education Reform, and the echo chamber drowns out most of the peer reviewed research.

“It does not hurt that these same billionaires can hate on our Education Secretary in public, but cheer her every move in private.

“Billionaires are practicing a bait and switch. Their narrative about the decline of public education is repeated in most major newspaper and network outlets on cue. But public schools are out innovating them in the trenches and this innovation is seldom reported….”

 

 

Did I say that Arizona was the most corrupt of all states in handing out taxpayer money to friends, family, cronies, and an industry that knows and cares more about profits than children?

No, the winner of the sweepstakes for charter corruption is Florida. There, legislators with direct ties to the charter industry vote to take away money from public schools and give it to their charter chains. In Florida, taxpayers and children are ripped off every day by unscrupulous charter profiteers.

Arizona was once known as the Wild West of Charters. But that was before Ohio, Florida, and Michigan got into the game of giving taxpayer dollars to anyone who wanted to open a school.

Arizona, however, is still the Capital of Charter Corruption, as this article shows. It was written five years ago, but since then, nothing has happened to curtail cronyism, conflicts of interest, or nepotism.

Apparently, taxpayers in Arizona don’t care what happens to their taxes or whose pockets they line.