Archives for the month of: May, 2018
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Kymberly Walcott: Stop Closing Our Schools!

By dianeravitch
May 10, 2018 //
22

This video features Kymberly Walcott, now a senior in Hunter College in New York City. She describes the terrible injustice of closing her high school, Jamaica High School.

The idea that closing schools is a “remedy” was one of the cruelest aspects of the failed No Child Left Behind and Race to the Top.

Countless schools were closed because they had low scores. Typically, these schools were located in black and brown communities, and the students enrolled in them were, of course, nonwhite. Children were dispersed, communities were disrupted, teachers and principals and support staff lost their jobs and had to fend for themselves.

Jamaica High School was once one of the greatest high schools in the nation and in New York City. As its population changed from white to predominantly nonwhite, its reputation changed. It enrolled needier students. But instead of providing the school with the supports it needed, school officials in the Bloomberg era declared that it was a “failing school.” That immediately sent enrollments into a tail spin, as parents withdrew their children. The label became a self-fulfilling prophecy, dooming the school. The Department of Education closed it and replaced it with small high schools, none of which could match the broad curriculum, the programs for ELLs, or other offerings at the original school.

This article in the New Yorker in 2015 captures a sense of what was lost.

There is no evidence that closing schools produces better outcomes for students. It predictably produces disruption and chaos, which are not good for children and teens.

If there are any researchers out there who have a source for the number of schools closed by NCLB and RTTT, please let me know. I have searched for the number without success.

Categories Closing schools, NCLB (No Child Left Behind), Network for Public Education, New York City, Race, Race to the Top

School Closings Hurt Children and Communities

By dianeravitch
May 10, 2018 //
8

 

No Child Left Behind and Race to the Top encouraged school Closings as a “reform,” but this turns out to be a destructive approach that hurts children and communities. 

Rahm Emanuel and his hand-picked board in Chicago closed nearly 50 public schools in one day in 2013. That’s a record. One for the history books. That’s the kind of thinking that views people and children as objects, unimportant lives, easily discarded.

The National Education Policy Center describes the strategy of closing schools as “high risk, low gain.”

BOULDER, CO (May 18, 2017) – Federal and state school accountability policies have used standardized test results to shine a spotlight on low-performing schools. A remedy offered to “turn around” low-performance in school districts is the option to close the doors of the low-performing schools and send students elsewhere.

School Closure as a Strategy to Remedy Low Performance, authored by Gail L. Sunderman of the University of Maryland, and Erin Coghlan and Rick Mintrop of the University of California, Berkeley, investigates whether closing schools and transferring students for the purpose of remedying low performance is an effective option for educational decision makers to pursue.

Closing schools in response to low student performance is based on the premise that by closing low-performing schools and sending students to better-performing ones, student achievement will improve. The higher-performing schools, it is reasoned, will give transfer students access to higher-quality peer and teacher networks, which in turn will have a beneficial effect on academic outcomes. Moreover, it is argued that the threat of closure may motivate low-performing schools (and their districts) to improve.

To investigate this logic of closing schools to improve student performance, the authors drew on relevant peer-reviewed research and well-designed policy reports to answer four questions:

  1. How often do school closings occur and for what reasons?
  2. What is the impact on students of closing schools for reasons of performance?
  3. What is the impact of closing schools on the public school system in which closure has taken place?
  4. What is the impact of school closures on students of various ethnic and socioeconomic backgrounds, and on local communities and neighborhoods?

Based on their analysis of the relevant available evidence the authors offer the following recommendations:

  • Even though school closures have dramatically increased, jurisdictions largely shun the option of “closure and transfer” in the context of the federal School Improvement Grant (SIG) program. Policy and district actors should treat the infrequency of this turnaround option as a caution.
  • School closures have at best weak and decidedly mixed benefits; at worst they have detrimental repercussions for students if districts do not ensure that seats at higher- performing schools are available for transfer students. In districts where such assignments are in short or uncertain supply, “closure and transfer” is a decidedly undesirable option.
  • School closures seem to be a challenge for transferred students in non-academic terms for at least one or two years. While school closures are not advisable for a school of any grade span, they are especially inadvisable for middle school students because of the shorter grade span of such schools.
  • The available evidence on the effects of school closings for their local system offers a cautionary note. There are costs associated with closing buildings and transferring teachers and students, which reduce the available resources for the remaining schools. Moreover, in cases where teachers are not rehired under closure-and-restart models, there may be broader implications for the diversity of the teaching workforce. Closing schools to consolidate district finances or because of declining enrollments may be inevitable at times, but closing solely for performance has unanticipated consequences that local and state decision makers should be aware of.
  • School closures are often accompanied by political conflict. Closures tend to differentially affect low-income communities and communities of color that are politically disempowered, and closures may work against the demand of local actors for more investment in their local institutions.

In conclusion, school closure as a strategy for remedying student achievement in low-performing schools is at best a high-risk/low-gain strategy that fails to hold promise with respect to either increasing student achievement or promoting the non-cognitive well-being of students. The strategy invites political conflict and incurs hidden costs for both districts and local communities, especially low-income communities and communities of color that are differentially affected by school closings. It stands to reason that in many, if not most, instances, students, parents, local communities, district and state policymakers may be better off investing in persistently low-performing schools rather than closing them.

Find School Closure as a Strategy to Remedy Low Performance, by Gail L. Sunderman, Erin Coghlan and Rick Mintrop, at: http://nepc.colorado.edu/publication/closures

 

 

Categories Chicago, Closing schools, Education Reform, Emanuel, Rahm, National Education Policy Center

New York: The Teacher Evaluation Mess in the Legislature

By dianeravitch
May 9, 2018 //
47

Recently, gubernatorial candidate Cynthia Nixon issued a press release calling for the repeal of the state teacher evaluation system, which links teacher evaluation to state test scores of their students.

Almost immediately, the State Assembly (in Democratic control) announced that it was writing a bill to revise test-based teacher evaluation. The Assembly bill passed overwhelmingly, but it was a sham. Instead of repealing test-based teacher evaluation, it said that districts could use the test of their own choosing to evaluate teachers, so long as the test was approved by the State Commissioner. That does not repeal test-based evaluation, and critics warned that there might be “double-testing,” once for the state tests, another time for local tests.

Now that the bill has moved to the State Senate, the Republican leader John Flanagan has said he will slow down movement on the bill because no one wants “double testing.”

In the one instance where the state’s teacher evaluation system was brought to a court, by lawyer Bruce Lederman on behalf of his superstar wife, Sheri, a fourth grade teacher on Long Island, the judge said that the system was “arbitrary” and “capricious” and threw out her rating.

When the system was first adopted, Governor Cuomo wanted 50% of a teacher’s rating to be based on student scores. In 2013-2014, when the first results of the rating system were reported, 97% of the state’s teachers were rated either “effective” or “highly effective.” In New York City, in the first year, 93% were rated in the two highest categories. By 2016-2017, 97% of New York City’s teachers were also rated either “effective” or “highly effective.”

Chalkbeat reviewed the controversy over the state teacher evaluation system and wrote:

The battle lines were redrawn again in 2015, when state lawmakers — led by Gov. Andrew Cuomo — sought to make it tougher for teachers to earn high ratings. The new system allowed for as much as half of a teacher’s rating to be based on test scores.

But that plan was never fully implemented. Following a wave of protests in which one in five New York families boycotted the state tests, officials backed away from several controversial education policies.

In late 2015, the state’s Board of Regents approved a four-year freeze on the most contentious aspect of the teacher evaluation law: the use of students’ scores on the grades 3-8 math and English tests. They later allowed districts to avoid having independent observers rate teachers — another unpopular provision in the original law.

In short, the Opt Out movement caused the state to call a moratorium even as Governor Cuomo and the legislature were demanding tougher evaluations.

Given the fact that the test-based evaluation system has not worked (97% of teachers are doing just fine, thank you), given the fact that a full-blown court challenge presented as a class action is likely to get the whole system declared invalid, and given the fact that there is a growing teacher shortage, given the fact that the American Statistical Association declared “value-added” evaluation” inappropriate for individual teachers, why not repeal test-based evaluation altogether?

Let school districts decide how to evaluate the teachers they hire. Let them decide whether to adopt peer review, principal observations, or some combinations thereof.

The current system is useless and pointless. It does not evaluate teachers fairly. It is expensive. It attaches high stakes to tests for teachers. It has no research to support it.

When in doubt, throw it out!

Categories Cuomo, Andrew, Hoax, New York, Teacher Evaluations

Arizona Voters: Did You Pay for the $8.4 Million NYC Condo for BASIS Charter Founders?

By dianeravitch
May 9, 2018 //
86

Columnist E.J. Montini of the Arizona Republic is all over the charter scams that are common in his state.

One of his favorite subjects is the BASIS charter chain, which is regularly lauded by the national media as sponsor of the number one high schooling the nation, because of the AP courses that its students pass. Montini knows that BASIS regularly weeds out the students it doesn’t want by setting expectations higher than most students can meet.

He also knows that BASIS is a honeypot for its founders.

Look at the folks who founded Basis Charter Schools, Michael and Olga Block.

These are public schools.

They’re funded with tax dollars. Your money.

In fact, as The Arizona Republic’s Craig Harris pointed out in a May 7 article, Basis receives more in basic per-pupil funding than traditional public schools.

At the same time, Basis asks parents to “donate” at least $1,500 per child each year, which it says is used to improve teacher pay.

Sort of a de facto tuition that is way, way cheaper than private school (because taxpayers are funding the rest.)

Essentially, Basis Charter Schools, a tax-exempt non-profit corporation, gets to operate like a private company while using the public’s money. And the founders — among others affiliated with the operation — have done very well.

As Harris so succinctly pointed out:

As Scottsdale parents were receiving yet another solicitation for donations to pay teachers, the Blocks made a $1.68 million down payment on an $8.4 million condominium in New York City, property records show.

Their Manhattan home is in a 60-story building with “breathtaking panoramas” of the city, an infinity pool, and an indoor/outdoor theater, according to a sales brochure. It is located near two private Basis schools controlled by the Blocks. Tuition at those schools is more than $30,000 a year

.

Arizona has little to no accountability for charter schools. They can use public money to build new buildings, which then are private property. They can use public money to pay their family members or themselves. No one cares. The state makes rules, but if no one follows them, that’s okay. The audits are a joke or don’t happen. It’s a scam, Montini writes.

The owners get to pay themselves with your money, hire their relatives, avoid the bidding process for work and make very little of their financial practice available for you to see.

It’s the opposite of regular public schools

It’s a perfect scam. The opposite of regular public schools. Lawmakers and politicians like Gov. Doug Ducey go along with it because they hate teacher unions and because charter owners are big supporters of their careers.

But ask yourself this:

Who was the last person working in a regular public school who could afford a house in Tucson, a house in Scottsdale and an $8.4 million condo in New York City with “breathtaking panoramas?”

As long as their schools produce high test scores, who cares about the money, right?

Categories Accountability, Arizona, Charter Schools, Education Industry, For-Profit, Privatization

Bill Phillis: Will Ohio Pass Legislation to Stop Destructions of Local Governance?

By dianeravitch
May 9, 2018 //
2

Bill Phillis, retired deputy superintendent of education inland founder of the Ohio Coalition for Equity and Adequacy, wonders if the Ohio Legislature will act to stop state takeovers of fiscally ailing districts.

He writes:

“Youngstown and Lorain City school districts are in the clutches of HB 70. This legislation transfers the powers of the elected boards of education to a CEO; hence, local citizens, school personnel and students are at the mercy of the CEO.

“Former State Superintendent Richard Ross and the governor’s office brewed this poison stew in collaboration with a half-dozen private citizens in the Youngstown area.

“The proposed legislation would halt the takeover of additional districts until 2021. Possibly, by that time, the state will craft a way to actually help academic distressed districts to improve instead ripping governance from elected boards of education.”

If you want to get on his mailing list, contact him at:

William L. Phillis | Ohio Coalition for Equity & Adequacy of School Funding | 614.228.6540 | ohioeanda@sbcglobal.net| http://www.ohiocoalition.org

Categories Accountability, Corporate Reform, Education Reform, Funding

How New York’s “Quisling Democrats” Enabled the Rise of Trump and the Power of Roy Cohn

By dianeravitch
May 9, 2018 //
8

This is fascinating article by Frank Rich in New York magazine about the powerful and mostly liberal Democrats who bent the rules on behalf of an ambitious, self-promoting young Donald Trump and his patron, the vile Roy Cohn.

http://nymag.com/daily/intelligencer/2018/04/frank-rich-roy-cohn-the-original-donald-trump.html

Categories Education Reform

John Thompson: How Reformers Expain the Failure of Reform

By dianeravitch
May 9, 2018 //
49

 

In case you hadn’t noticed, corporate reform has failed. It is dying. Only money keeps it going. Its true believers know it is dead but they are paid handsomely to pretend there is still a pulse. If they flat out admitted that test-and-punish reform had failed, that privatization was a flop, the money train would go away.

John Thompson, teacher and historian in Oklahoma, reviews what reformers say to keep their spirits alive and their coffers overflowing.

“It has been fun reading reformers’ post-mortems on corporate school reform, as well as watching some of them twisting themselves into pretzels in order to deny that test-driven, choice-driven reform has failed. To take just one example, the pro-reform Fordham Institute has published analyses such as “Reformer, Heal Theyself. You’ve Ruined High School,” “Three Mistakes that Undermine Education Reform,” and “NAEP 2017: America’s ‘Lost Decade’ of Educational Progress.”

https://edexcellence.net/articles/reformer-heal-thyself-youve-ruined-high-school
https://edexcellence.net/articles/three-mistakes-that-undermine-education-reform
https://edexcellence.net/articles/naep-2017-americas-lost-decade-of-educational-progress

“When No Child Left Behind largely failed to raise student performance, reformers often responded with the intellectually dishonest claim that the NAEP increases that preceded NCLB should be attributed to the accountability regime that was subsequently imposed. But it’s become more common for reformers, such as those at Fordham who have documented the disappointing outcomes of the Bush-Obama era, to admit:

“Most of the gains occurred in the 1990s and early 2000s, and researchers have concluded that few are attributable to the federal No Child Left Behind legislation that ushered in the current era of high-stakes testing. Math scores did rise significantly between 1998 and 2009 but have been largely flat ever since- and reading scores have been stagnant since 1998.

https://edexcellence.net/articles/three-mistakes-that-undermine-education-reform
http://www.nber.org/papers/w15531

“I have a long history of being too optimistic, grasping at straws in the hope that the Billionaires Boys Club will face the facts – which have been obvious for years – that document the failure of accountability-driven, charter-driven mandates. Even so, I must ask whether edu-philanthropists will finally listen to the conclusion of co-editors of Failure Up Close: What Happens, Why It Happens, and What We Can Learn from It, co-edited by Jay Greene and Michael McShane.

“Greene and McShane introduce Failure Up Close with the admonition:

”American education is littered with failed reforms. Across the country, we see charter schools that have been shuttered, federal funding streams that have run dry, philanthropic initiatives that never panned out, and brand-new teacher evaluation systems that have already been marked for the junkyard.”

”Greene and McShane allude to what I would call the hubris of reformers who were in too much of a hurry to properly study the complexities of school improvement. And they note the pattern where these rushed policies are imposed because “somebody — e.g., a state official, the federal government, the head of a large philanthropic organization — has put their thumb on the scale, using their influence to favor one approach at the expense of another.”

Greene and McShane articulate three lessons of Failure Up Close:

Lesson #1: Be humble
Lesson #2: You can’t make an end run around democracy
Lesson #3: You can’t hide behind technocracy

Learning from failure 

“I’ve also tried to explain to micromanaging true believers that teaching is a political process; success comes from trusting, loving relationships. So I’m happy to read Greene’s and McShane’s conclusion,

“After years of treating school reform as a competition among theoretical perspectives and technical strategies, the time has come for all of us to recognize that education is an inherently political enterprise.”

They add:

”The world of education reform needs to get more comfortable with complexity. More often than not, contextual factors affect the implementation of policies and even the definition of success and failure. This is not a bad thing. We live in a big, diverse, pluralistic nation that draws tremendous strength from the wide spectrum of ideas and opinions that our citizens possess.

Learning from failure 

“But, I wonder how many reformers will abandon their simplistic worldview. At this point in the discussion, it looks like the Billionaires Boys Club will stick with the spin personified by the Education Post’s Peter Cunningham. He blames the decline in NAEP gains on a lack of courage, “whining” by conservatives, and the “hysterical” responses of teachers and unions to bubble-in accountability.

http://educationpost.org/beware-of-naep-theories-and-look-for-courage-in-american-education/

“The best way to guess what reformers are really thinking is to pay more attention to their private discussions, as opposed to public spin. I communicate with a lot of reformers and I’ve seen a way where they inadvertently echo one aspect of the reform era. Over the years, I listened to thousands of teachers and students, but I can’t recall a single one who thought the test-driven, choice-driven mandates were a good idea. Now, the reformers who I know seem united in at least admitting quietly that they are disappointed in the results they’ve produced. A few, led by Rick Hess, are reviewing the earlier warning signs of their socio-engineering failures.

Of School Reform, Pyrrhic Victories, and Warning Signs

“Another candid discussion of reformers’ tactics can be found in the recently leaked memo, funded by the Walton Foundation, explaining their defeat in the Massachusetts campaign to lift the cap on charter schools. Even though charter supporters outspent their opponents by $10,000,000, they lost because, “Personal conversations with friends, family, and neighbors who were teachers ultimately convinced many voters to oppose Question 2 because it would harm traditional public schools and leave students behind.”

”The memo didn’t embrace a transparent approach to politics. It recommended relationship-building with legislative leaders, (without suggesting conversations with practitioners opposed to them.) It advised, “Advocates should test owning the progressive mantle on education reform and charters: this is about social justice, civil rights, and giving kids a chance.” (emphasis added) The implication is that the progressive spin is reserved for liberal states.

”Neither did it hide its contempt for teachers unions. It recommended a “full assessment of the opposition,” in a way that implies that the goal would be to do opposition research in order to rebrand opponents like union president, Barbara Madeloni, as “Occupy Wall Street.” It seems to recommend that she should be characterized as “a rabble rousing, outsider, activist, leftist … a very ideological and uncompromising person.”
The memo recommended, “Seek out opportunities to appease opponents.” In contrast to the reward and punish corporate reform agenda of the last generation, “a win-win situation” should be created by, “Giving unions and traditional public schools additional funding—either legislatively or as part of a ballot initiative.”

Click to access WaltonQuestion2Full.pdf

https://www.chalkbeat.org/posts/us/2018/04/19/walton-memo-recommends-charter-advocates-do-more-to-persuade-democrats-and-appease-unions/

“As Jeff Bryant explains, too many Democrats have “spent most of their political capital on pressing an agenda of ‘school reform’ and ‘choice’ rather than pressing for increased funding and support that schools and teachers need.” So, if they would support more money for the classroom, in return for labeling education supporters as aggressors that must be appeased, would that be a step forward?

“Seriously, I don’t know which is more fun – reading conservative reformers’ cases against high-stakes testing or the counter-arguments that testing must remain an essential element of some brand new form of accountability that is yet to be discovered. I doubt this sort of debate can help improve schools, but I bet it could coin a wittier, insulting label for the teachers that they will next pretend to love and admire.

”I enjoy the way that some reformers grasp at straws in order to explain how charter openings have dropped by 2/3rds, but that they could reverse the trend by opening charters in affluent communities – as they search for new ways to present themselves as civil rights crusaders. And if the Walton memo is correct in implying that edu-philanthropists don’t know their ways around state legislatures, I bet someone can coach them on making their money talk …”

Why Teacher Uprisings May Hit Blue States Too


https://edexcellence.net/articles/we-should-irrigate-charter-school-deserts-heres-how

Categories Education Reform

Testing Expert: Be Wary of Misinterpreting International Assessments

By dianeravitch
May 9, 2018 //
15

 

Assessment experts Judith Singer and Henry Braun wrote an article for Science warning about the risks of misusing the results of international tests. The article is behind a paywall, and I don’t have a subscription. Singer was interviewed by a writer for The 74, and she expressed her concerns. The bottom line is that the rankings distort more than they reveal.

“The rankings that are commonly used to report the results of [international tests] draw headlines, but they are often incredibly misleading,” she told The 74. “The countries aren’t sports teams to be ranked as winners and losers.” Indeed, she observed, the British press uses the same term to describe the hierarchy of international testing performance — “league tables” — as for soccer and rugby standings.”…

“Worse than the alarmism accompanying news stories, Singer says the rankings themselves are frequently arbitrary and mercurial. Positions change from year to year for reasons having little or nothing to do with student performance in a given country. And the rules of the tests allow for a certain amount of gamesmanship, as when Shanghai earned a top ranking for math in the 2012 PISA exam — only for the world to later discover that it had excluded 27 percent of its 15-year-olds from taking it.

”On the 2015 PISA, Japan improved on its fourth-place ranking for scientific literacy three years earlier, moving to second overall. But the jump wasn’t because of improved performance; scores actually went down, though not as much as other countries’.

“In a Japanese news item on the results, a graph shows scores and rankings over time. A line representing the country’s science ranking ascends from 2012 to 2015 — even though actual scores dropped by nine points.

“Deep-seated national differences also tend to skew our perceptions of who’s up and who’s down. It doesn’t really make sense, Singer remarked, to group countries with decentralized education sectors — like the United States, Canada, and Germany — alongside those with properly national school systems, such as France, that can mandate instructional and curricular choices at will across their entire student populations…

““Singapore has fewer schools than Massachusetts has school districts,” Singer said. “So when you look at the results of Singapore — which is a city-state, though it’s treated as a country — you’re talking about a very small jurisdiction. There are undoubtedly school districts in Massachusetts that far exceed the performance of Singapore.”

“Drawing apples-to-apples comparisons among disparate countries with wildly varying educational approaches leads to false narratives about what produces success, with low-performers looking to emulate the “special sauce” driving high achievement — whether it’s special curricula, smaller class sizes, or something else — in high-flying countries like Finland or Korea.”

“Rather than spending millions trying to ape the tactics of international competitors, Singer says that countries should use testing data to learn more about themselves.“

 

Categories Education Reform, International, Testing

Politico Guide to the Teacher Strikes

By dianeravitch
May 8, 2018 //
16

Politico has a brief roundup of the 2018 teacher actions:

http://go.politicoemail.com/?qs=42211ea26a63ff96a6a173ebf69fc016555c413b9e45a65e332b1e79da7b4d7986f9937834dc8a6fc4ecbdd0a7304a90

TEACHER STRIKES – A GUIDE TO THE SPRING UPRISING: A free lunch and retail-store discounts await educators in honor of National Teacher Appreciation Day. But this year, the quasi-holiday comes amid a heated national debate over how much a teacher’s work is worth.

– West Virginia’s statewide teacher strike in February appeared to be an isolated event. But after teachers in the Mountain State claimed a 5 percent raise, educators in other states took heed. Demonstrations and some concessions followed in Kentucky, Oklahoma, Colorado and Arizona. Now the question is, will the #RedForEd movement maintain its momentum?

– On the results so far: Teachers have won pay bumps and education funding increases, but state legislatures haven’t met all their demands. For example, Arizona Republicans last week codified a 20 percent raise for teachers by the year 2020 and a $100 million education funding boost. That’s well below the $1 billion teachers wanted to make up for cuts since the Great Recession. In Oklahoma, teachers ended their walkout last month when it became clear they likely wouldn’t be able to squeeze any more money out of state lawmakers this year. They walked away with a $6,000 raise – below their $10,000 ask – and a quarter of their request for new education funding. Teachers in West Virginia have no guarantees that their health insurance costs won’t go up after a year.

– Coming up: North Carolina is likely to be the site of the next mass teacher work stoppage, for one day at least. As the North Carolina General Assembly begins work on a budget, the state’s largest school districts are planning to close May 16 as teachers rally at the state Capitol. They plan to ask lawmakers to boost per-pupil spending and teacher pay. Union officials say the demonstrations will last just one day without the possibility of a longer work stoppage, and will focus on “standing up to a general assembly that has … given tax breaks to the wealthy while starving our public schools.”

Categories Education Reform

Trump Administration Wants to Change Child Labor Rules and Prepare Teens for Dangerous Jobs

By dianeravitch
May 8, 2018 //
37

Bloomberg News reports that the U.S. Department of Labor has proposed reducing regulations that prevent teens from working in dangerous jobs.

The Labor Department plans to unwind decades-old youth labor protections by allowing teenagers to work longer hours under some of the nation’s most hazardous workplace conditions, sources familiar with the situation told Bloomberg Law.

The DOL will propose relaxing current rules—known as Hazardous Occupations Orders (HOs)—that prohibit 16- and 17-year-old apprentices and student learners from receiving extended, supervised training in certain dangerous jobs, said the two sources. That includes roofing work, as well as operating chainsaws, and various other power-driven machines that federal law recognizes as too dangerous for youth younger than 18.

The sources’ accounts were corroborated by a summary of a draft regulation obtained by Bloomberg Law.

“The Department proposes to safely launch more family-sustaining careers by removing current regulatory restrictions on the amount of time that apprentices and student learners may perform HO-governed work,” the DOL states in the summary.

It appears that the current administration won’t rest until every piece of progressive legislation and regulation of the past century has been erased.

Categories Education Reform
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