Tom Ultican, retired high school teacher of advanced math and physics, has embarked on a project to review the Destroy Public Education (DPE) Movement.
His latest topic is Denver. Privatizers point to Denver as a success story, but Ultican says the schools are a “dystopian nightmare.”
Denver is a classic example of impeccably liberal Democrats collaborating to undermine and privatize public schools.
They began, as they always do, by displaying dire statistics about the “failure”of the schools. Radical action is necessary. Denver leaders began by hiring non-educator Michael Bennett as Superintendent of Schools. Bennett had worked as managing director for the investment fund of billionaire Philip Anschutz, oil and gas magnate, fracking advocate, film producer (e.g., “Waiting for Superman,” “Won’t Back Down,” “The Lion, the Witch, and the Wardrobe”), and an Evangelical Christian and a funder of anti-gay activism.
“A key DPE playbook move is to leverage out of town money with local money and political muscle to purloin control of public schools. DPS schools were not dysfunctional nor were they failing. In several Denver neighborhoods, the schools were the only functional government entity.”
“Colorado launched annual state testing, which helped Bennett in his need to cry failure. He was a great believer in the “bad teacher” theory. He turned to Michelle Rhee New Teacher Project and Wendy Kopp’s TFA to import new teachers.
“Bennett enthusiastically embraced the portfolio model, treating schools like stocks: keep the winners, close the losers. No surprise: Almost all the loser schools were in poor and minority communities.
“The year that Bennet became superintendent, the heirs of the Walmart fortune opened the Charter School Growth Fund just 20 miles up highway-25 from downtown Denver. Carrie Walton Penner, sits on the board of the fund and Carrie’s husband, Greg Penner, is a director. Annie Walton Proietti, niece of Carrie, works for a KIPP school in Denver. There are other Walton family members living in and frequenting the Denver area.
“Joining the Walmart school privatizers is Bennet’s business mentor Philip Anschutz. He has a billion-dollar foundation located in Denver and owns Walden Publishing. “Walden Publishing company was “behind the anti-teachers’ union movies ‘Won’t Back Down’ and ‘Waiting for ‘Superman.’”
“These wealth powered people along with several peers promote school privatization and portfolio district management ideology.
“There is a widely held fundamental misconception that standardized testing proves something about the quality of a school. There is a belief among people than have never studied the issue that testing can be used to objectively evaluate teacher quality. It cannot! A roulette wheel would be an equally accurate instrument for measuring school and teacher quality.
“Another Non-Educator with No Training
“In 2007, Bennet asked Tom Boasberg, a childhood friend, to join DPS as his chief operating officer. Trained as a lawyer, Boasberg had worked closely as chief of staff to the chairman of Hong Kong’s first political party in the early 1990s, when the colony held its first elections in its 150 years of British rule. Before DPS, Boasberg worked for eight years at Level 3 Communications, where he was Group Vice President for Corporate Development.
“In the spring of 2008, Bennet and Boasberg were ready to tackle the pension crisis seen as sucking money out of classrooms. One month after the collapse of Lehman Brothers, Boasberg and Bennet convinced the DPS board to buy a $750,000,000 complicated instrument with variable interest rates. During the melt-down of 2008 Denver’s interest rates zoomed up making this a very bad deal for DPS. (Banking was supposed to be Bennet and Boasberg’s strength.)”
So these two financial geniuses cost the school district some $25 Million on a bad bet with district funds, but no one hel them accountable. They got rid of “bad teachers,” but no one got rid of them.
Instead, Bennett was appointed to fill an empty U.S. Senate seat, and he was succeeded by his friend Tom Boasberg. Boasberg is a “graduate”of the unaccredited Broad Superintendents Academy, which teaches the virtues of top-down management, closing schools, charter schools, and high-stakes testing.
Despite the usual reformer hype and boasting, test scores rose higher before Bennett started than after, yesterday reformers drooled over its “success,” which was in the eye of the beholder.
Ultican goes on to assert, with evidence, that Denver’s strategy has been ineffective and bad for kids. He shows that changing schools destabilizes neighborhoods and hurts kids; that the portfolio model is nonsense; and that inexperienced TFA teachers are not good teachers; and that running multiple school systems is more costly than running a unified system.
No miracle in Denver. Just disruption.

They truly are DYSTOPIAN. It’s the no excuses and Skinner’s model. The students are just Pavlov’s dog. There isn’t much good theory and pedagogy being applied in DPS or those other “no-nonsense,” schools, which think “GRIT” is a good quality. DUH.
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“Nightmare on Deform Street”
We hear the student screams
From killer in their dreams
The nightmare of Deform
Is Freddy Krueger norm
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Okay, I’m confused. What’s “impeccably liberal” about an anti-gay billionaire oil and gas magnate, fracking advocate and propaganda producer? What’s impeccably liberal about a guy who worked for him? What’s impeccably liberal about the Walton family? If this is what qualifies as “impeccably liberal” these days, we are in even more trouble than I thought.
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Up is down
Weakness is strength
War is peace
Black is white
Congress is progress
Doesn’t matter which oppositional concepts are used. Tis the nature of modern American English usage (and beliefs) that “Whatever I say goes!-Who are you to judge me?”
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“Truth be Told”
Truth be told
I never lie
Hot is cold
And live is die
Up is down
Wrong is right
Square is round
And day is night
Deform’s reform
Reformspeak game:
Lie is norm
And truth is lame
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It is not Anschuz who is impeccably liberal. It is Bennet and Hickenlooper that are impeccably liberal. Without them, conservatives like the Waltons and Anschuz could have never done so much damage. Bennet’s father worked for Hubert Humphrey and his wife was a lawyer for the Sierra Club. When the 2008 Democratic convention was in Denver and the DFER’s selected Duncan to be SED, Michael Bennet was their second choice. Linda Hammond-Darling was seen as being to close to the teachers’ union.
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“So these two financial geniuses cost the school district some $25 Million on a bad bet with district funds, but no one hel them accountable. They got rid of “bad teachers,” but no one got rid of them.”
As a board member during this time, we were not told of the real risks in this swap deal, no were we told of the exploding interest rate occurring during late 2008-2009. Only after Gretchen morgenson wrote in the NYT about the swaps in Birmingham, Alabama did the light go off for several of us. We weee basically in the same situation. That was March 2010. She later wrote a front page story about the risks and bad decisions Bennet and Boasberg made with the public’s money.
By the end of my term in November 2013 we were able to get this huge debt out of swaps into fixed rate debt. The cost to taxpayers is astonishing. But that is not the worst of the legacies of these two: choice and charter and competition = chaos and churn. Denver’s public education offerings and results are pitiful and getting worse. And outside consultants are getting rich.
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What you’re saying is that the culprits got off scotch free, eh. And in the process, as usual, the children got effed out of a proper education.
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Not only scott free, but rewarded for their cavalier attitude with public money: A U.S. Senator and a 9-year superintendent with little accountability and fewer academic success!
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Many teachers recognize the work you did to fight the growing mess in Denver, Jeannie. THANK YOU for being one of the few who could see truth and argue reality.
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Thank you for your support and for supporting your fellow teachers. Very sad what has happened in Denver.
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I think it is time to put the blame where it belongs for those elected Democrats that are also helping to destroy the community based, democratic, transparent, non-profit, unionized traditional public schools.
“Though the Kochs have poured untold millions into conservative and libertarian causes over the years, the political action committee for their privately held Koch Industries also has given money through the years to Democratic causes and candidates — including Mark Pryor, Mary Landrieu and Chuck Schumer — as part of the influence-peddling game that many corporations and wealthy donors play.
“Those donations from Koch Industries Inc. Political Action Committee, or KochPAC, include nearly $200,000 to Democratic candidates and committees as recently as 2010 — including a $30,000 donation to the Democratic Senatorial Campaign Committee. …
“Sen. Mark Pryor of Arkansas took $10,000 from KochPAC in 2012. Sen. Mary Landrieu of Louisiana has taken $55,000 in Koch money since the 2000 cycle. Former Senate Democrats Max Baucus, Blanche Lincoln and Ben Nelson took Koch cash in 2010. And Sen. Chuck Schumer of New York got $1,000 in the same year.”
https://www.politico.com/story/2014/03/koch-brothers-democrats-104787
The Koch brothers and their wealthy allies in ALEC are not stopping with just taking over the GOP. They want both parties and the country.
The Koch Brothers and the Danger of American Plutocracy
http://billmoyers.com/2014/03/27/the-koch-brothers-and-the-danger-of-american-plutocracy/
Five Myths About the Koch Brothers — And Why It Matters To Set Them Straight
http://billmoyers.com/story/five-myths-about-the-koch-network-and-why-it-matters-to-set-them-straight/
Koch Brothers Bankroll Move to Rewrite the Constitution
http://billmoyers.com/story/kochs-to-rewrite-constitution/
Nothing Really Compares to the Koch Brothers’ Political Empire
http://billmoyers.com/2014/04/10/nothing-really-compares-to-the-koch-brothers-political-empire/
We are at war with the Koch brothers’ empire — Know Our Enemy!
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Denver is a warning for other cities considering a “portfolio model.” This plan turns decisions over to a group of insiders from the financial industry, the very people that tanked our economy in 2008. The local people lose democratic control of their schools and public money. The ruling profiteers give the community the illusion that they have a voice, but their voice is a token. The existing charters are not performing better than the public schools. In fact, 38 out of 40 charters were rated very poor; yet they continue to operate. These financiers will milk the district and cause the public schools to collapse. That’s their goal. They want it all! They are A-1 manipulators of cash flow and cannot be trusted. Any city that allows such back door profiteering to run the education of large numbers of students is out of its mind.https://www.alternet.org/education/new-education-reform-model-should-be-warning-sign
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Cross posted at https://www.opednews.com/Quicklink/Denver-s-Schools-Are-a-Dys-in-General_News-Democrats_Fraud_Fraud_Leverage-180206-450.html#comment688681
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“Bennett enthusiastically embraced the portfolio model, treating schools like stocks: keep the winners, close the losers. No surprise: Almost all the loser schools were in poor and minority communities.” HOW VERY HARD it has been to have Bennett seated as our state’s “Democrat” Senator, how every hard to see him given air time, or hear him given public acclaim. How very hard to receive ballots in the mail, knowing that I cannot put my pen down to draw that line and vote for him no matter who is running on the opposite side.
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Too bad that when it comes to voting, we (the public) dont have a choice between winners and losers.
Our only choice is “Loser #1” or “Loser #2”
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Ha!
I decided to stop looking at our poor choices during elections as the choice between evils or between two losers.
Instead, I now look for evidence of a glass half full and the empty glass.
For instance, Hillary Clinton was a glass half full and Trump was an empty glass with a big hole in the bottom so it could never hold water.
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I don’t think “It’s poverty stupid” cuts it with a lot of Democrats. They cannot believe that public schools can’t make SOME palpable progress with poor kids. I think if public schools quit the skills-based orthodoxy and instead taught robust content, they WOULD see palpable progress. Giving much more support for classroom management would help a lot too.
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For those who think I’m too hard on ponderosa, I want you to read this comment carefully. S/he’s saying that public schools, at least those serving children in poverty, make no palpable progress. Please tell me how this is any different that the “failing public schools” rhetoric we fight against all the time on this and other educational blogs.
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You’re right because the truth is that even the PISA test revealed that the U.S. does a better job teaching children that live in poverty than the rest of the OECD countries.
“Poor ranking on international test misleading about U.S. student performance, Stanford researcher finds — A comprehensive analysis of international tests by Stanford and the Economic Policy Institute shows that U.S. schools aren’t being outpaced by international competition. …
“The report also found:
https://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
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so little recognition, ever, for the amazing work produced by many kids I taught — only so much sighing and hand-wringing about ALL of those “poor kids” who are surely ALL failing right and left
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“They cannot believe that public schools can’t make SOME palpable progress with poor kids.”
That’s because “they” are ignorant bricks, and we can’t teach a brick that refuses to look beyond their block-shaped concrete head.
The evidence is overwhelming that poverty affects children’s ability to learn when those children live in poverty and/or dysfunctional homes — in every country where poverty exists and that includes Finland.
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I do not know if low-income public schools are making palpable progress. I’m saying the very real perception is that teachers are making excuses by crying “poverty”; that this answer is inadequate to many lay people outside this blog. Of course poverty is huge and we should continue to emphasize this. What I’m saying is that if we decided to change our approach to curriculum we’d have a plan to point to when the Reformers ask, “Given poverty, can’t you make any improvements?” And this plan, shifting to a knowledge-based curriculum, WOULD make a difference. Anyone who reads E.D. Hirsch’s very carefully reasoned and supported argument in “Why Knowledge Matters” would understand why I say this. Unfortunately, Hirsch’s good news –and it’s good news especially for the underperforming students –is unheard and unheeded by most educators. If we want to have more credibility with Democrats who are leery about public schools, it might behoove us to read him and heed him.
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Dienne, would you like me to lend you my copy of “Why Knowledge Matters?”, or have you read it already?
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Really?
Ponderosa said, “I do not know if low-income public schools are making palpable progress.”
I guess you didn’t read my comment to you in this thread where I left a link to a very reputable study (unless you think it is FAKE NEWS because it doesn’t say what you want to think) that shows that U.S. public schools with large populations of students that live in poverty were and hopefully still are making progress compared to the rest of the nations that take the PISA test. Here it is again.
“Stanford Report, January 15, 2013
“Poor ranking on international test misleading about U.S. student performance, Stanford researcher finds. A comprehensive analysis of international tests by Stanford and the Economic Policy Institute shows that U.S. schools aren’t being outpaced by international competition.
“The report also found:
“Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
https://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
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Lloyd, it was unclear to me from what you cited whether our achievement gap is shrinking or their gap is widening. Do you know which it is?
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Ponderosa, It is clear to me that you didn’t bother to read what I wrote and/or click the link and read that report out of Stanford so I’ll try again. The link is at the bottom.
Stanford Report, January 15, 2013
Poor ranking on international test misleading about U.S. student performance, Stanford researcher finds
A comprehensive analysis of international tests by Stanford and the Economic Policy Institute shows that U.S. schools aren’t being outpaced by international competition.
The report also found:
“There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
” Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
I REPEAT:
“There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
” Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
I REPEAT:
“There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
” Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
I REPEAT:
“There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
” Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
I REPEAT:
“There is an achievement gap between more and less disadvantaged students in every country; surprisingly, that gap is smaller in the United States than in similar post-industrial countries, and not much larger than in the very highest scoring countries.
” Achievement of U.S. disadvantaged students has been rising rapidly over time, while achievement of disadvantaged students in countries to which the United States is frequently unfavorably compared – Canada, Finland and Korea, for example – has been falling rapidly.”
https://news.stanford.edu/news/2013/january/test-scores-ranking-011513.html
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Oops. I need to read more carefully. You’re right.
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We’re not arguing about “knowledge” here, ponderosa. I’m calling you out on your disgustingly offensive claim that public schools make no palpable progress teaching poor kids. If “knowledge” is so important, why don’t you share with us how it is that you “know” this “fact” to be “true”?
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