Archives for the month of: September, 2018

In 2016, the General Accounting Office—watchdog of the federal government—published a report warning about waste, fraud, and abuse by charter school operators. Every day, there are new reports of shady real estate deals by charter schools, embezzlement, and Profiteering.

In 2016, the NAACP national convention passed a resolution calling for a moratorium on new charter schools until they were accountable, met the same standards as public schools, and stopped draining resources from the public schools, which enroll most students.

Yet Congress just agreed to increase annual funding for new charters to $440 Million in the coming year.

Are charter schools more effective than public schools? No.

Do they take resources and the students they want from public schools? Yes.

Do they threaten the viability of public schools? Yes.

Do they already have the overflowing support of the billionaire class? Yes.

Has the charter industry been riddled with waste, fraud and abuse of public dollars? Yes.

Why is Congress pouring more money into expanding this private sector activity which is neither accountable nor transparent?

Write your member of Congress and ask these questions.

Our society shows its disrespect for teachers by not paying them a salary they can live on without working a second job.

In state after state, the powers that be have cut taxes, cut education spending, and boasted that they are not “throwing money” at schools.

Meanwhile, as this feature in the New York Times shows, many teachers have to work extra jobs to meet their expenses.

This is shameful!

Legislators think it’s fine to “throw money” at those who are the 1%. The less they need money, the more they get it from the state, while teachers give up their days off to patch together a living.

Having paid as little as possible to hire teachers, legislators complain about them, demand more of them, strip away their collective bargaining rights, attack their pensions and healthcare.

We have a crisis in education: a crisis caused by greed. Pure, unadulterated greed, which enriches the richest and neglects those upon whom we depend to educate the next generation.

Into this crisis come the Reformers, with their cost-cutting ideas, their plans to replace teachers with technology or increase class sizes or import low-wage temps from TFA, but no proposals to guarantee that teachers are paid as professionals.

TIME magazine has made the discovery that teachers in America are underpaid.

North Carolina teacher Stuart Egan noticed that TIME had done a dramatic turnaround.

So did I. But I thought of TIME’s two cover stories lambasting teachers, one in 2008,the other in 2014.

That was then, this is now.

In this story, TIME presents a sympathetic portrait of teachers in America. This stands in sharp contrast to their heroic cover story about Michelle Rhee in 2008, written by Amanda Ripley and their cover story in 2014 about the “Rotten Apples,” the teachers who alledly could never be fired. The 2014 story referred to the Vergara case in California against teacher tenure, which was ultimately dismissed by the highest state court.

Maybe the news here is TIME’s abandonment of its war against teachers.

The story begins:

Hope Brown can make $60 donating plasma from her blood cells twice in one week, and a little more if she sells some of her clothes at a consignment store. It’s usually just enough to cover an electric bill or a car payment. This financial juggling is now a part of her everyday life—something she never expected almost two decades ago when she earned a master’s degree in secondary education and became a high school history teacher. Brown often works from 5 a.m. to 4 p.m. at her school in Versailles, Ky., then goes to a second job manning the metal detectors and wrangling rowdy guests at Lexington’s Rupp Arena. With her husband, she also runs a historical tour company for extra money.

“I truly love teaching,” says the 52-year-old. “But we are not paid for the work that we do.”
That has become the rallying cry of many of America’s public-school teachers, who have staged walkouts and marches on six state capitols this year. From Arizona to Oklahoma, in states blue, red and purple, teachers have risen up to demand increases in salaries, benefits and funding for public education. Their outrage has struck a chord, reviving a national debate over the role and value of teachers and the future of public education.

For many teachers, this year’s uprising is decades in the making. The country’s roughly 3.2 million full-time public-school teachers (kindergarten through high school) are experiencing some of the worst wage stagnation of any profession, earning less on average, in inflation-­adjusted dollars, than they did in 1990, according to Department of Education (DOE) data.

Meanwhile, the pay gap between teachers and other comparably educated professionals is now the largest on record. In 1994, public-school teachers in the U.S. earned 1.8% less per week than comparable workers, according to the Economic Policy Institute (EPI), a left-leaning think tank. By last year, they made 18.7% less. The situation is particularly grim in states such as Oklahoma, where teachers’ inflation-adjusted salaries actually decreased by about $8,000 in the last decade, to an average of $45,245 in 2016, according to DOE data. In Arizona, teachers’ average inflation-adjusted annual wages are down $5,000.

Let’s be clear on this point: Giving single letter grades to schools is a terrible, stupid, invalid idea. It has no scientific basis. It rewards affluent districts and stigmatizes poor schools.

Jan Resseger reports that the state’s letter grades performed as expected. The schools in the most affluent districts get the most A grades. The schools in the poorest districts get the lowest grades.

She concludes:

“Instead of branding Ohio’s poorest African American and Hispanic school districts with “F”s and punishing the state’s very poorest school districts with state takeover, the state should significantly increase its financial support for public schools in poor communities and encourage the development of full-service wraparound schools that provide medical and social services for families right at school. Ohio’s system of branding the state’s poorest schools with “F” grades and imposing sanctions like state takeover undermines support for public education in school districts that desperately need strong community institutions. The school district report cards also encourage segregation of the state’s metropolitan areas by race and family income.”

Stephen Dyer posts graphs showing that charter schools dominate the D and F grades. Of course, that will not sway the charter lobby in Ohio or cause them to rethink their devotion to the free market.

What fascinates Dyer is that ECOT—the virtual charter that collapsed in scandals a few months ago—somehow received an A in achievement because students were not chronically absent. Huh?

He writes:

“This year, ECOT got an A in the Achievement Component.

“How can this be when ECOT has historically been the worst performing school in the state? The answer lies in the fact that ECOT closed half way through the year. So the school did not get graded on several components that it traditionally bombed. The only Achievement category indicator it was graded on was meeting state indicators — raw test score information. Schools can be graded on up to 26 different indicators, depending on how many students the schools tested that are in each category. For example, if a school doesn’t have high school students, it won’t be graded on the performance of high school students.

“Last year, ECOT met 0 of the 23 indicators it was measured on. This year it met one indicator. And it was only measured based on one indicator. What was that indicator?

“I kid you not. It was chronic absenteeism.

“Last year, 13.5% of ECOT’s kids were listed as chronically absent. This year, it was 7.5%, which met the indicator and qualified as an A.

“That’s right. The school that ripped off taxpayers by at least $200 million because it charged for kids who were never there, or were absent for whole months and seasons of time got an A from the Ohio Department of Education because kids weren’t chronically absent.“

Proof positive that school grades are a hoax.

New York State Commissioner of Educatuon MaryEllen Elia defended the state tests in a letter to the editor of an upstate newspaper.

What was interesting was what she did not say.

She wrote:

Your recent editorial “Benefits of Regents testing still unclear” (“Another View,” Adirondack Daily Enterprise, Aug. 28) is riddled with inaccurate information about New York’s student testing requirements. For the benefit of your readers, I am writing to set the record straight.

Earlier this year, the U.S. Department of Education approved New York’s Every Student Succeeds Act plan. It reflects more than a year of collaboration with a comprehensive group of stakeholders throughout the state. Approval of our plan by USDE ensures that New York will continue to receive about $1.6 billion annually in federal funding to support elementary and secondary education in New York’s schools. Had we not received federal approval, that money would have been left on the table, to the great detriment of our students and teachers.

Over the past three years, I have communicated frequently with the USDE about test participation rates and the importance of not penalizing schools, students or anyone else when a district’s participation rate falls below the federally required level.

The editorial states that in June the Board of Regents adopted regulations to implement the state’s ESSA plan — leading your readers to believe, erroneously, that these regulations are now final. In fact, the implementing regulations are temporary. We continue to make changes to the regulations based on the many public comments received.

We anticipate the Board of Regents will discuss these comments and proposed modifications to the draft regulations at its September meeting. The revised regulations will again go out for comment before they are permanently adopted. We hope your readers will participate in this ongoing public comment process.

Your editorial also is misleading in its claim that releasing state test results in September “makes the testing data nearly useless for school districts.” Here are the facts. In early June, schools and school districts were able to access instructional reports for the 2018 state assessments. At the same time, the department released about 75 percent of the test questions that contribute to student scores. The instructional reports, together with the released test questions, are used by schools and districts for summer curriculum-writing and professional development activities. Additionally, while statewide test results are not yet publicly available, we have already provided districts with their students’ score information. Districts can — and should — use this information to help inform instructional decisions for the upcoming school year.

The state Education Department’s stance remains unchanged: There should be no financial penalties for schools with high opt out rates. We continue to review the public comments on this and other proposed regulations, and those comments will be carefully considered as we finalize the state’s ESSA regulations.

Ultimately, it is for parents to decide whether their child should participate in the state assessments. In making that decision, though, they should have accurate information. I hope this letter gives them a better understanding of the facts.

MaryEllen Elia
Albany
The writer is state commissioner of education.

I checked with teachers, and this is what they said.

The test scores are released long after the student has left his or her teacher and moved to a different teacher.

Most of the questions are released, but the teacher never learns which questions individual students got right or wrong.

The tests have NO DIAGNOSTIC VALUE.

The tests have NO INSTRUCTIONAL VALUE.

Apparently, it means a lot to Commissioner Elia to compare the scores of different districts, but that comparison is of no value to teachers, principals, or parents.

One middle school teacher said this to me:

“…the whole exercise is meaningless at the classroom level. Admins might look at the data when it comes to certain skills/content areas, but without looking at the questions/answers, it is not helpful for us in the trenches.”

Another teacher told me:

“…we do not get student-specific results for each question, we are supposed to look at statewide results and then somehow extrapolate that back to our classrooms, the following year, with different kids. So this is a BLUNT tool at best and students get no individual diagnostic benefit.”

The state tests are pointless and meaningless. They have no diagnostic value whatever for individual students.

Every parent in New York should understand that their children are subjected to hours of testing for no reason, other than to allow the Commissioner to compare districts. Their children receive no benefit from the testing. No teacher learns anything about their students, other than their scores.

The state tests are pointless and meaningless. They have no diagnostic value for students—or teachers.

OPT OUT.

OPT OUT.

OPT OUT.

Jeff Bezos, who may now be the richest man in the world, has pledged to spend $2 billion to aid the homeless and to establish preschools for low-income children.

“Amazon founder Jeff Bezos announced Thursday that he will give $2 billion to help homeless families and create a new network of nonprofit preschools in low-income communities.

“The pledge, announced in a tweet, fulfills the promise he made last year when he tweeted that he planned to give money to charities that help people facing the most desperate, immediate need. Bezos asked for feedback from nonprofit leaders working on the front lines to help the planet’s neediest people….

“The $2 billion gift establishes the Bezos Day One Fund, which will support two missions. The Day One Families Fund will steer money to existing charities that help the homeless. The Day One Academies Fund will create the preschools.

“When he first asked for suggestions on how to jump-start his philanthropy, Bezos got an earful. The feedback was swift and high-volume with nonprofits bombarding Bezos with requests. He responded to at least one request for a gift early this year with a $33 million donation to TheDream.US, a charity that provides college scholarships to undocumented students, but no other large donations were publicly announced.

“Bezos also entered the political arena. Earlier this month, he and his wife, MacKenzie, gave $10 million to With Honor, a veterans-focused political-action committee.

“Until now, Bezos and his family have given a total of about $160 million to nonprofits over the past decade, according to the Chronicle’s analysis of the gifts he has announced publicly. Critics have complained that wasn’t a lot for a guy whose net worth Forbes recently pegged at nearly $163 billion.“

I know that many of us are skeptical, if not downright hostile, to billionaire gifts, which typically seem to be about telling people what to do, and privatizing the public sector, leaving people dependent on them.

I say, let’s wait and see how the Bezos philanthropy plays out. What will he do to help the homeless? A handout or a fresh start? What kind of preschools will he create? Developmentally appropriate models that allow children to play and learn at their own pace or test-prep centers?

Let’s watch and see.

Historians in the future will debate whether Trump was a liar, an incompetent, or senile. No, they are debating it now. Maybe his ego is so fragile that he can never acknowledge failure or fault.

He tweeted this morning that Democrats inflated the number of deaths in Puerto Rico to embarrass him. His administration’s work in Puerto Rico, he did, was “an unsung, tremendous success.”

Alexandra Petri wrote in the Washington Post:

https://www.washingtonpost.com/news/opinions/wp/2018/09/13/three-thousand-people-did-not-die/?utm_term=.7757786f644d&wpisrc=nl_popns&wpmm=1

“3000 people did not die in the two hurricanes that hit Puerto Rico. When I left the Island, AFTER the storm had hit, they had anywhere from 6 to 18 deaths. As time went by it did not go up by much. Then, a long time later, they started to report really large numbers, like 3000……..This was done by the Democrats in order to make me look as bad as possible when I was successfully raising Billions of Dollars to help rebuild Puerto Rico. If a person died for any reason, like old age, just add them onto the list. Bad politics. I love Puerto Rico!”
 -President Trump, in two tweets
“

Three thousand people did not die in Puerto Rico. This is a great relief.


The 70 year-old woman who could not get medical care or keep her insulin cold in an apartment without power — she did not die.


The old man in a hospital where there was no power to give him dialysis for four days after the storm hit — he did not die.


The mother whom the ambulance, facing spotty cell reception and congested roads, could not reach until far too late — she did not die.


Thousands did not die months after the hurricane hit, as the recovery stalled, as the island still struggled with contaminated water and unreliable power, with blocked roads and long doctors’ lines. These are just statistics, concocted for political reasons.

Three thousand people did not die.


The empty shoes that lined up in front of the capitol in San Juan belong to people who are still among us. They did not die; they will come and step back into their shoes. They will walk back up functional roads and sit in their houses where the electricity is working. They will laugh with relief that this was not a real disaster, nothing like Katrina. They will fill glasses with water that is safe to drink. They will live on an island where the recovery has been progressing with alacrity and competence.


They are all alive; you can see them, crowding around, cheering, demanding paper towels. They did not die; your work was sufficient; their lives are not on your conscience. It is an incredible unsung success.


Resources were not scant, volunteers were not underqualified and stretched too thin. Water that was dropped off for them did not languish first in storage and then on a runway for a year. The water system is not still questionable.


Three thousand people did not die. This is not human devastation of unthinkable proportions; it is just numbers, a list drawn up by Democrats, signifying nothing.


These disasters are much smaller than we are led to believe. They only appear tremendously big and tremendously wet from a distance.

Afterward, they leave no lasting devastation in their wake. They start and end as quickly as the news cycle. They require no continued focus, no sustained work. Perhaps there are no real tragedies; there are only periodic incidents to give crisis actors needed employment. People did not die. These are just trumped-up numbers. This tragedy is nothing that cannot be mopped up with a paper towel.


They did not die. It is a comforting thought. The alternative would be unthinkable.

ELC CALLS FOR INVESTIGATION OF EXCLUSION OF STUDENTS FROM NEWARK CHARTER SCHOOL

Education Law Center has filed an official complaint with the NJ Department of Education (NJDOE) regarding the recent exclusion of students from Marion P. Thomas Charter School (MPTCS) in Newark. As depicted in videos and news articles, MPTCS excluded dozens of students at the opening of school for non-compliance with the school’s uniform policy. The school also did not notify parents that their children could not attend school, resulting in students congregating in a neighborhood park without supervision.

The ELC complaint explains that MPTCS’s exclusion of students for minor infractions of the school’s uniform policy raises legal violations requiring NJDOE investigation. The complaint is based on reports from parents, including allegations that MPTCS falsely accused one parent of failing to submit residency documentation after her son was featured in one of the videos of the incident. Other parents reported having to expend time and money to buy new shoes conforming to the MPTCS uniform to prevent their children from losing more time in school, even though they were excluded for wearing the exact same shoes deemed appropriate attire the year before.

The complaint asks the NJDOE to investigate the incident and take corrective action, including a thorough review of the school’s uniform policy and whether MPTCS enforcement of the policy is fair and legal. The complaint also asks the NJDOE to conduct training of MPTCS staff to prevent future recurrences and for disciplinary action, if necessary, to be taken against the school and school staff responsible for any violations of student and parental rights. Finally, the complaint asks for recourse for the families, including reimbursement for double expenditures and any necessary corrections to student records.

“It is obvious that these students believed they were in compliance with the school’s uniform policy, because they wore similar or even the exact same shoes last year,” said ELC Legal Fellow Richard Frost. “Excluding these students without notifying parents was an extreme, poorly reasoned, and unlawful punishment for what should never have become a discipline issue in the first place.”

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

If you want to understand where the big bucks are in the charter industry, look at the real estate deals.

http://www.mcall.com/news/education/mc-nws-bethlehem-depasquale-charter-school-law-20180911-story,amp.html?__twitter_impression=true

The State Auditor said, “You are either a public school or you are not.”

The laws of Pennsylvania enable charter fraud.

Bill Phillis is a retired deputy State Superintendent of Schools in Ohio and a passionate advocate of public schools, equity and accountability.

He launched the Ohio Coalition for Equity and Adequacy of School Funding. You should subscribe to his email list.

ECOT (Electronic Classroom of Tomorrow) wasted $1 billion of taxpayers’ money, diverted funding from real public schools, and was endorsed by Ohio’s most prominent Republican elected officials. Betsy Dezvos wants more virtual charters, which have an abysmal track record.

He writes:


The ECOT scandal could have been stopped many times since its beginning

After ECOT ripped off a billion dollars from Ohio school districts and collected a couple hundred million from the federal government during a 17-year run, the corrupt operation was finally exposed. How did this business enterprise feed illegally at the public tax trough in plain sight without being held accountable? That critical question is being debated in the final days before the November 2018 election. Candidates are debating who is to blame.

One person said; don’t blame Bill Lager-he is a businessman trying to make a buck. Lager used millions of tax dollars gobbled up from the public trough to buy political favors. Public officials turned a blind eye to the corruption.

Who should have been watching ECOT and other bad actors in the charter industry?

State Board of Education
Ohio Department of Education
State Superintendents
State Auditors
State Attorney Generals
Governors
Legislators
Private watchdog groups

Over the years state officials have shut down small charter operations-the kind that had meager political campaign budgets. But ECOT wasn’t on their radar.

The ECOT scandal should prompt state officials of all political stripes to put the spotlight on the other big time charter operators such as K12 Inc., Imagine Schools, Gulen Islamic charters, Accel, etc.

“The whole people must take upon themselves the education of the whole people and be willing to bear the expenses of it. There should not be a district of one mile square, without a school in it, not founded by a charitable individual, but maintained at the public expense of the people themselves.”
– John Adams, September 10, 1785

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