The Guardian reports here on the collapse of a privatization program in England supported by both the Labor and Conservative parties. The idea sounds very much like our corporate charter chains. If a school was scoring poorly, hand it over to a private “trust” that renames it an academy and takes control of the school.
“Multi-academy trusts” are government-funded, run by private entities, and the schools are no longer locally controlled.
Lots of potential for graft and scandal.
“Wakefield City Academies Trust was in 2015 named a “top-performing” academy sponsor by Nicky Morgan, then education secretary, and handed a £500,000 slice of a £5m fund to improve schools in the north of England. Since then, things have gone awry. The trust has sunk to the bottom of the league tables to become one of the lowest-performing academy chains in the country. And it has been plagued by question marks over its finances.
“In July 2016, the Education Funding Agency investigated the trust. Its draft report, leaked to the TES, found that its interim chief executive, the businessman Mike Ramsay, had paid himself £82,000 over a three-month period. It concluded that the trust was in an “extremely vulnerable position as a result of inadequate governance, leadership and overall financial management”. Later that year, it was reported that the trust had paid almost £440,000 to IT and admin companies owned by Ramsay and his daughter.
“The trust was nevertheless allowed to carry on. Then, in September last year, it suddenly announced it would be looking for new sponsors for all 21 of its schools – but not before it had transferred more than £1.5m of reserves from its schools to its central coffers, entirely permissible in the current system. Some of this was funds raised by parents. It’s not clear whether any of this money will be left when the trust winds up, or whether those schools will see it again.
“The collapse of Wakefield City Academies Trust has sent shockwaves through our area,” says the local Labour MP Jon Trickett, who has for months been seeking answers from the government. “For many parents, it has been disturbing to find that their children’s futures could be threatened by the recklessness of people with very limited educational experience.”
“Wakefield City is one in a series of high-profile failures of trusts forced to give up all their schools. The magazine Schools Week reported just last week that Bright Tribe, the trust with the lowest-performing secondary schools in the country, would also be closing and handing back its 10 schools.
“Are these failures the inevitable consequence of a quasi-market system, predicated on the idea of takeovers? Or a sign of something deeply rotten at the heart of the government’s flagship education policy?
“Academies have been a jewel in the education policy crown for both Labour and Conservative governments in the past 25 years. According to Professor Becky Francis, director of the Institute of Education at University College London, Labour’s academies programme was “focused on the revitalisation of schooling as an engine of social mobility in deprived areas”. She says the idea of bringing in business and philanthropic sponsors – including big names such as the London-based French financier Arpad Busson – “not just for money but for expertise” was controversial from the start.”
We and the Brits have this in common. Both nations have eagerly abandoned responsibility for the quality of education and thrown the schools to the vagaries of the marketplace.

Many of the worst problems shared by the US and UK can be traced back to Ronald Reagan and Margaret Thatcher, the Twit Twins.
It’s actually pathetic that the UK has become the lapdog of the US on most things.
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Here’s some poetry for you from FC Liverpool fans:
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Heh heh. Love it. Thanks, Greg. Looking forward to the Tony Blair version.
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Arpad Busson is a hedge fund manager. Surprise!
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Six out of every ten english secondary schools are now academies. The USA has 7 or 8%.. Where have we gone wrong !!!!!!!!!!!!
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The Conservative Party in the UK decided some years ago to let corporations and businesses “buy” or “start up” their own secondary schools. I assume they got in return big tax breaks. That is why so many secondary schools have been taken over.
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I suspect if we traced the support for these UK ed-pirates to the source, we would run into the same names behind the privatization of public schools in the US. I would not be surprised to see Bill Gates name on that list.
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The GERM is spreading and bringing the same waste, fraud, corruption and embezzling with it. Access to public money without oversight and regulation always leads to the same outcomes on either side of the pond.
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It is not surprising that the UK has found that their version of chartering and privatizing school management has failed. They also loved the marketing scheme for that effort prepared by (Sir) Michael Barber, Paul Kihn, and Andy Moffit via McKinsey on the merits of privatizing, especially all of the wonderful quality controls that are brought to the table. The title of a key tome and message is “Deliverology: From Idea to Implementation.”
The claim is this: “The approach, which we call Deliverology, leverages and extends the key principles of best-in-class performance management. Although we initially developed the approach in our work with the UK government, we have helped other public-sector organizations—including local school districts, regional health-system authorities, and national transportation ministries—manage their reform efforts using Deliverology.
The article calls for a “Delivery Unit” attached to a major governmental office (USDE is an example). “Rather than exerting its own authority, the delivery unit acts as an amplifier of the system leader’s authority, providing a careful balance of support and challenge to those responsible for implementation.”
This article is filled with references to Top Talent, Targets, Trajectories all focused on quarterly “performance reviews” (called Stocktakes), and more The jargon is a sales pitch to outsource management of public governance of public institutions to some “administrative unit” beyond the reach of democratic governance.
I am reminded of a relatively new initiative from the Carnegie Foundation for the Advancement of Teaching focused on “Improvement Science,” advocated by Anthony Bryk head of who says …”The overall goal is to develop the necessary know-how for a reform idea ultimately to spread faster and more effectively. Since improvement research is an iterative process often extending over considerable periods of time, it is also referred to as continuous improvement,”..because the aim is “identify, adapt, and successfully scale up promising interventions in education.”
In 2018 Bryk cited six projects with noteworthy work on continuous improvement. Most were interventions to forward competency-based education, college readiness, and improved reading and math performance. Another “multifaceted” example came from a suburban school district near Milwaukee where 92% of students enrolled were classified as white, and enrollments were well below state averages for students classified as living in poverty and eligible for special education. Bryk seems to think a network of researchers and practitioners working on continuous improvement can good ideas like these and accelerate improvement “at scale.”
I think that this initiative on behalf of “Improvement Science” is an effort to refresh W. Edwards Deming’s work on organizational efficiency, and post WW II operations research, “at scale.” The underlying complaints seem to be that: (a) local and small scale improvements are amateurish, need to be examined for efficacy and outcomes by an extended network of participants in the same sort of effort, including outside researchers (e.g., Education Testing Service, American Institutes of Research) and (b) good results from “collective knowledge” can be scaled up to “accelerate” the rate of improvement in the whole US sytem.
Visit the website if you are interested in the six principles for this initiative. I am a skeptic. I also have a deep aversion to the idea that schools, students, and teachers, and parents need to be seen as problematic and subjects for “remediation by interventions” with nearly endless (recursive) cycles of “ Plan-do-study-act” in order to see “if we implemented the practice as intended” …. and “if so, what impacts or effects it had on teacher and student practice(s).”
As I see it, the purpose of this venture is to impose ideas about efficiency in manufacturing and factory operations to the work of schools and performances of teachers and students. In this respect, the values attached to the factory model of education are alive and well and the problems to be solved are located in finding and sharing “best practices,” then enabling tweaks for continuous improvement. I think Arne Duncan would love this idea, if he understood it.
https://www.mckinsey.com/industries/public-sector/our-insights/deliverology-from-idea-to-implementation and https://www.carnegiefoundation.org/our-ideas/
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Your post immediately brought to mind Frank Bunker Gilbreth & wife Lillian Moller Gilbreth, early-20thC industrial engineers & efficiency experts memorialized in the film Cheaper by the Dozen – the “time and motion study” duo. The wikipedia article notes their reduction of all motions of the hand [for WWI soldiers assembling and disassembling small arms] into some combination of 17 motions. I like wiki’s proviso: “Their emphasis on the “one best way”… predates the development of continuous quality improvement, and the late 20th century understanding that repeated motions can lead to workers experiencing repetitive motion injuries.”
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Amazon was recently awarded patents for a wrist band to track employee hand movements.
http://www.chicagotribune.com/business/ct-biz-amazon-wristbands-privacy-20180215-story.html
“Efficiency experts” have way too much time on their hands to think about devilish ways to make other people’s lives a living hell.
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Welcome back! What, no poem?
Ed DE-formed schools made by the dozen
Have hedge-funders droolin’ and buzzin’
If you think “efficient”
Means “all kids proficient”
May I sell a bridge to you, cousin?
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LOL
I think you could make more money selling acreage on the moon with a view of Earth.
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Quote of the day, for the unregulated English academy:
“A School for Scandal! tell me, I beseech you,
Needs there a school this modish art to teach you?
No need of lessons now, the knowing think;
We might as well be taught to eat and drink.”
Richard Sheridan
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Privatization of the schools in this country will continue until there are no public schools left, except for over-crowded ghetto schools, which cater to the ‘leftovers’ that the private schools reject.
Here in America, what is good for the market, is worth pursuing — even if the people go homeless or without health care or have a worthless education system– then the stock market soars — and the economy ‘grows’ by 4%. The markets are in for a rude awakening soon.
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“But although the Labour government hugely talked up its academies programme, there were only around 200 of them – 1% of all English schools – by the time it left office in 2010. It was Michael Gove, the incoming Conservative education secretary, who put turbo boosters under the policy. By the time he left the job in 2014, the number had rocketed to almost six in 10 secondary schools, and one in five primaries.”
Here’s the view on Labour & Gove as relates to UK for-lang ed. –From my peanut gallery, as a free-lance Span [& Fr, till demand died] enrichment teacher to regional PreK/K’s. Began developing my pgm in 2001 in response to the poor WL instruction my kids were getting (knowing that late start was an issue) — but tho NJ threw in for starting WL in elem [my ygst started Span in 2nd-gr in ’99], pedagogy was still hopelessly reading/ writing-focused. The upside was that PreK/K’s became interested in providing a jump-start to this new elem subject (some districts were starting as early as K), so I had clients.
In 2001 US had virtually zero age-approp WL pedagogy/ content for 2-5yo. But UK had been going great guns since ’90’s, spurred by 20 yrs’ membership in EEC (shortly Euro replaced pound). EU resolutions thro ’90’s/ early 00’s called for “teaching at least 2 for langs from a very early age”, incl research-based specifics on the advantages of starting young. UK shared our cultural aversion to WL; schools had to fight uphill w/o much budget; came up w/ways to train all [often non-Fr-speaking] early-cdhd teachers to become learners/ facilitators w/just wkly or fewer visits from bona fide WL teachers, plus lots of excellent matls shared via then-new internet.
I leaned heavily on UK govt’s early-lang-learning teachers blog & their linked school matls to develop my course. In the early 2000’s, anyone had free internet access to their curricular frameworks & all associated matls devpd by teachers. By 2008-9 (under Labour), their funding started disappearing. There was a brief mad dash where teachers/ schools tried to survive by selling their lessons/ curriculum/ internet matls. Then Gove came in (2010). Blog post talk indicated funding for early-lang-learning was being slashed. Then website access to school matls disappeared. Then the blog was shut down.
The unwritten part of my story, which is clear from Diane’s post: conservatives (US & UK) were fighting anything beyond the 3R’s for poor kids – & promoting stripped-down free-market ‘solutions’ [trust-supported academies in UK, charter schools here] throughout the ’90’s (a simmering counterpoint to then-liberal govts which embraced globalism – yet tacitly underwritten by the 2-faced neoliberal bent of those ‘liberal’ govts ). To those conservative folks, WL was either an elite frill or a subversive correspondent of EU/ globalism that didn’t fit their nationalist/ isolationist ideology.
All that was put on steroids with our ’07-08 fin crisis, which reverberated immediately overseas, adding no-fault austerity as an excuse for dropping all WL but the 1 yr in hisch reqd by colleges (& in many districts, dropping music & art, too).
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