Archives for the month of: November, 2018

I will be in Washington, D.C., on Thursday for a “discussion” about education. I put the scare quotes around discussion because the schedule is jam-packed, and there won’t be enough time for any in-depth discussion of anything. But hope springs eternal.

A few things on the program of interest.

What will Rahm Emanuel say about Chicago? Will he boast about the historic day in 2013 when he closed 50 public schools in a single day, displacing thousands of African-American children?

What will Arne Duncan tell us about how federal policy can reform the schools, after seven years of trying?

I understand this two-hour event will be live-streamed and available online.

WASHINGTON POST LIVE
Education in America
November 29, 2018
4:00 – 6:00 p.m.
Washington Post Live Center

4:00 p.m.
Opening Remarks

Kris Coratti,
Vice President
of Communications and Events, The Washington Post

4:05 p.m.
Educating in America’s Urban Cores: A View from Chicago
A case-study of the opportunities and challenges facing the city of Chicago’s public school system — from funding to demographics to violence in schools.

Rahm Emanuel,
Mayor, Chicago
@ChicagosMayor

Janice K. Jackson, EdD,
CEO, Chicago Public Schools @janicejackson

Moderated by
Jonathan Capehart,
Opinion Writer,
The Washington Post @CapehartJ

4:30 p.m.
The View from the
Ground: Tackling the Challenges of K-12 Schools
Educators and prominent
activists on the front lines of America’s K-12 classrooms offer perspectives on the social, academic, safety and resource challenges facing students and teachers, including the aftermath of this year’s nationwide teacher strikes. Speakers will also discuss
how access to technology affects student learning.

Lori Alhadeff,
Member, School
Board of Broward County, Florida @lorialhadeff

Geoffrey Canada,
President, Harlem
Children’s Zone

Mandy Manning,
2018 National Teacher of the Year, Joel E. Ferris High School, Spokane, Washington @MandyRheaWrites

Randi Weingarten,
President, American
Federation of Teachers @rweingarten

Moderated by
Nick Anderson,
National Education
Policy Reporter, The Washington Post @wpnick

4:55 p.m.
The Case for Social and Emotional Learning
The majority of students and young adults report that their schools are not excelling at developing their social and emotional learning (SEL) skills. This session will highlight the importance of SEL, direct from the viewpoints of today’s youth.

John Bridgeland,
Founder and CEO, Civic Enterprises

Interviewed
by Victoria Dinges,
Senior Vice President, Allstate Insurance Company

Content
by Allstate Insurance Company

5:10 p.m.
Education 360:
Defining the Debates
National education leaders debate the most pressing issues facing the U.S. education system, including school choice, standardized testing and federal, state and local funding for public schools. These experts will also discuss how well K-12 institutions are preparing students for higher
education and the jobs of the future.

Bridget Terry Long,
PhD, Dean, Graduate School of Education, Harvard University @bterrylong

Robert Pondiscio,
Senior Fellow and
Vice President for External Affairs, Thomas B. Fordham Institute @rpondiscio

Diane Ravitch, PhD,
Professor, New
York University and former U.S. Assistant Secretary of Education (1991-1993) @DianeRavitch

Moderated by
Valerie Strauss,
Education Reporter,
The Washington Post
@valeriestrauss

5:35 p.m.
The National Landscape:
Evaluating Federal and State Education Reform Efforts
Where do Washington and
the states go from here on education reform? Former U.S. Secretary of Education Arne Duncan and former Michigan Gov. John Engler discuss the role of the federal and state governments in crafting education policy and look ahead to what’s next on the agenda
for the nation.

Arne Duncan,
Managing Partner, Emerson Collective and Former U.S. Secretary of Education (2009-2015) @arneduncan

John Engler,
President,
Michigan State
University and Former Republican Governor of Michigan (1991-2003) @MSUPresEngler

Moderated by
Christine Emba,
Opinion Columnist
and Editor, The Washington Post @ChristineEmba

Peter Goodman, who blogs as “Ed in the Apple,” usually writes knowledgeably about education politics in New York City and State.

In this interesting post, he asks the Question of the Day/Hour/Month/Year: Is Ed Reform dying?

Reformers are turning against testing; parents are catching on to the Charter School Hustle.

What next? Can Reformers save a dying brand?

Mike Petrilli, president of the Thomas B. Fordham think tank in D.C., penned a piece suggesting that Ed Reform was over, that it had reached a stalemate with its enemies, but that whatever it had done was here to stay. He called it “The End of Education Policy,” a very cheering thought. Now it’s time to zero in on practice, he wrote. I was happy to see an admission that Ed Reform had run out of gas, but I had no idea how he imagined that he or any of the other reformers would have a role in improving “practice,” unless he meant doubling down on the Common Core.

Peter Greene made sense of all this, as he always does.

He begins:

From time to time Mike Petrilli (Fordham Institute) grabs himself a big declaration and goes to town. Last week, the declaration was “We have reached the end of education policy.”

He frames this up with references to Francis Fukuyama’s book about the end of history, and I don’t know that he really ever sticks the landing on creating parallels between Fukuyama’s idea (which he acknowledges turned out to be wrong) and his thoughts about ed policy, but it establishes an idea about the scale he’s shooting for– something more sweeping and grandiose than if he’d compared ed policy to video game arcades or no-strings-attached sex.

His thesis?

We are now at the End of Education Policy, in the same way that we were at the End of History back in 1989. Our own Cold War pitted reformers against traditional education groups; we have fought each other to a draw, and reached something approaching homeostasis. Resistance to education reform has not collapsed like the Soviet Union did. Far from it. But there have been major changes that are now institutionalized and won’t be easily undone, at least for the next decade.

Okay. Well, first I’d argue that he has it backwards. It was reformsters who championed centralized top-down planning and the erasure of local governance, often accomplished with raw power and blunt force, so if somebody has to be the Soviet Union in this analogy, I think they fit the bill.

He ticks off the gains of the reformist movement. Charters are now fact of the landscape in many cities. Tax credit scholarships, a form of sideways voucher, are also established. He admits that the growth of these programs has slowed; he does not admit that these reform programs reach a tiny percentage of all US students.

One data point surprised me– one fifth of all new teachers are coming from alternative certification programs, which is really bad news for the teaching profession and for students. We’ll have to talk about this.

Testing, he says, in claiming a dubious victory, is less hated than it used to be, maybe? He makes some specious claims here about the underlying standards being stronger and the tests being more sophisticated and rigorous– none of that is true. He says that teacher evaluation systems have been “mostly defanged,” citing ESSA, but from where most teachers sit, there’s still plenty of fang right where it’s been. “School accountability systems,” he claims, are now less about accountability and more about transparency. No– test centered accountability continues to serve no useful purpose while warping and damaging educational programs across America.

The era of broad policy initiatives out of DC is over, says Petrilli. Hallelujah, says I. Only policy wonks would think it’s a great thing if state and federal bureaucrats crank out new policy initiatives every year. Every one of them eats up time and effort to implement that could be better spent actually educating students. The teaching profession is saturated with initiative fatigue, the exhaustion and cynicism that comes when high-powered educational amateurs stop in every year or two to tell you that they know have a great new way for you to do your job that will totally Fix Everything. One does not have to spend many years in the classroom to weary of the unending waves of bullshit. It would be awesome if those waves actually stopped for a while.

Petrilli’s claim is that they have, and that now is a time for tinkering with actual education practices, but his list sucks. “To implement the higher standards with fidelity” No. No no no no NO no no, and hell no. “With fidelity” is reform talk for “by squashing every ounce of individual initiative, thought, and professional judgment out of classroom teachers. “With fidelity” means “subordinating the professional judgment of trained educators to the unproven amateur-hour baloney of the Common Core writers.” “Improve teacher preparation and development” is a great goal, except that I don’t think that means “train teachers to do better test prep and go through their days with fidelity.” Then we have “To strengthen charter school oversight and quality,” which seems like a great idea, though “strengthen” assumes that there is anything there to strengthen in the first place, which in some states is simply not so (looking at you, train wreck Florida). Charters need to be reigned in– way in– and if that means that many operators will simply leave the charter school business, well, I can live with that. Work on the whole Career and Technical Education thing, a goal that I have a hard time getting excited about because in my corner of the world, we’ve been doing it well for fifty years. If you think CTE is a brand new thing, you are too ill-informed to be allowed anywhere near CTE policy.

That’s where he starts.

Now who will take the lead in changing practice, Greene asks. Not Petrilli. Not Bill Gates. Not Zuckerberg.

Greene writes:

It’s all on you.

That’s okay. As Jose Luis Vilson often says, we got this. Even if nobody is going to help us get it, we will still get it, because we have to, and because that’s why, mostly, we signed up for the gig.

Practice is where the action has always been. Education reformsters have tried to create a title of education reformers for themselves, but the real education reform, the real growth and change and experimentation and analysis of how to make things work better– that work has been going on every single day (including summers, thank you) since public schools opened their doors. Whether bureaucrats and legislators and thinky tank wonks or rich guys with too much time on their hands have been cranking out giant plans or just twiddling idly while waiting for their next brainstorm, teachers have been honing and perfecting their practice, growing and rising and advancing every single day of their career, doing everything they can think of to insure that this year’s students get a better shot than last year’s. Just one more reason that the whole “schools haven’t changed in 100 years” is both insulting and ignorant.

So thinky tanks and reformists and wealthy dilettantes and government bureaucrats can continue fiddling and analyzing their fiddlings as they search for the next great Big New Thing in policy. In the meantime, teachers have work to do.

Carol Burris describes in this post how Indiana Governor Mitch Daniels and Governor Mi,e Pence created the most expansive voucher program in the nation.

“Last year, the taxpayers of Indiana paid out $146.1 million to voucher schools, with most of it going to families who would have sent their children to private school anyway.”

The program was launched by Go Error Daniels in 2011.

Indiana’s 2011 voucher program began literally with a kiss when then Gov. Mitch Daniels picked up the bill and brought it to his lips. Daniels and his allies did more than just begin the nation’s largest voucher program. As the bill made its way through the statehouse, a $1,000 tax deduction for homeschoolers and private school families was also added. This allowed private school parents and homeschoolers to deduct costs above tuition, such as school supplies.

Daniels also expanded the already existing Scholarship Tax Credit Program that gives tax credits to companies and individuals who make donations to “scholarship” organizations that, in turn, provide vouchers. Those taking the credit get 50 percent of what they donate back.

The passage of the voucher bills and tax write-offs were hailed then by Betsy DeVos, then a school choice advocate and now U.S. education secretary, who said, “We thank Governor Daniels and the Indiana Legislature for working so hard to make widespread school choice a reality across the state.”

Since 2011, the political action committees (PACs) of the American Federation for Children, which she co- founded, have contributed $1,040,540 to Republican pro-voucher Hoosiers and PACs. DeVos family members, including Betsy and her husband Dick, have personally contributed $1,525,000 to Indiana candidates or PACs since the voucher law was put in place. Their prior contributions (1998 to 2010) in that state totaled only $62,000.

The passage of the voucher bill was also praised by Robert Enlow, president and chief executive officer of the Milton and Rose Friedman Foundation for Educational Choice, which changed its name in 2016 to EdChoice. The chairman of the EdChoice board is the CEO of Overstock.com., Patrick M. Byrne. A Utah resident, Byrne contributed $465,000 to Indiana candidates and PACs beginning with Mitch Daniels’s campaign. He and his family financed over $4 million of the $5 million raised by Families for Choice, a PAC formed to support vouchers in a 2007 Utah referendum. Upon realizing that vouchers were rejected by 62 percent of voters, Byrne referred to the referendum as a “statewide IQ test that Utah voters failed…

Pence, as governor, did everything he could to expand school choice. He grew the number of charter schools by creating a $50 million, low-interest loan program for technology and transportation as well as a $500 per student charter increase, which the legislature had scaled back from his original $1,500 ask.

The greatest growth, however, was in the state’s voucher program. Pence, who describes his religious beliefs as evangelical, removed the cap on the number of students who could qualify for a voucher to a private school, increased the limits on qualifying family income, and removed Daniel’s stipulation that the student had to try the public school first.

No longer was money being saved as a small number of students transferred from public to private schools. Now middle-income families already using private schools were having their tuition paid for, at least partially, by the state.

Nearly all of the 300-plus Indiana private schools that receive vouchers are religious schools. Although they may not discriminate in admissions based race, color, national origin or disability, they can require attendance in a designated church, mosque or synagogue and they may select students based on other factors such as test scores, discipline records and the lifestyle of their parents…

Voucher schools with grades of ‘D’ or ‘F’ for two years in a row are prohibited from taking on new voucher students until they raise performance. This law cost private schools with poor test scores considerable funding. To keep the voucher money flowing, last summer the legislature passed a new law that allows voucher schools to appeal to the State Board of Education, whose members are appointed by the governor. As soon as the law was passed, four religious schools applied for a waiver and all four were approved to take on new voucher students despite their failing grades.

The Indiana voucher program has also been an escape hatch for failing charter schools. The Padua Academy, a charter school in Indianapolis, had two years of consecutive failing ratings. Instead of shutting down, Padua became St. Anthony’s Catholic School. The same principal who led the failing charter stayed on as the leader of the replacement voucher school, which received $1.2 million in tax dollars.

Failing charters flipping to voucher schools is not limited to Padua. Imagine Schools is the largest charter management corporation in the United States. Imagine was founded and operated by Dennis Bakke, the former CEO of an energy company, AES, which merged with the Indianapolis Power and Light Company (IPALCO) in 2001. That merger would quickly become a disaster for IPALCO stockholders and workers. Stock price plummeted and many lost their jobs and their retirement savings.

When Bakke was ousted from AES in 2002 after its stock crashed, he moved into the charter management business. Imagine quickly expanded and became notorious for the real estate deals of its subsidiary company, SchoolHouse Finance. SchoolHouse Finance buys properties, often selling them for twice or three times the purchase to a buyer, and then leases them back from the buyer in order to then lease them to Imagine charter schools at exorbitant rates. Investigations of Imagine Charters in Ohio and Florida found charters paying leases that amounted, in some cases, to half of the schools’ revenue from tax dollars. Imagine was fined $1 million by Missouri for self-dealing.

We are reminded yet again that the allocation of public money without strict accountability is a invitation to commit fraud and self-dealing.

The Jackson Free-Press (Mississippi) reported that Senator Cindy Hyde-Smith attended an all-white segregation academy in her high school years.

The story was picked up by Huffington Post.

It’s important to remember that segregation academies were created as the first statewide examples of school choice. Their purpose was to allow white students to avoid being forced by federal courts to go to school with black students after the Brown vs, Board of Education decision in 1954.

Senator Hyde-Smith’s alma mater, Lawrence County Academy, “was established in 1970, one year after the U.S. Supreme Court ordered Mississippi to desegregate its schools. For 15 years after desegregation became law of the land, Mississippi dragged its feet on integrating black and white students.”

It was part of the school choice movement across the South whose purpose was to avoid and defeat desegregation.

This appeared today in the Washington Post?

We don’t know who was paying Matthew Whitaker, and that’s a problem

By Ray Madoff

Ray Madoff is a law professor at Boston College and the director of the Boston College Law School Forum on Philanthropy and the Public Good.

Someone was paying acting attorney general Matthew G. Whitaker, and we don’t know who it was.

As The Post reported earlier this week, Whitaker — who was chosen in 2014 to lead a mysterious charity with undisclosed funders — received more than $1.2 million over the course of three years before he joined the Justice Department.

We don’t know who funded this charity, called the Foundation for Accountability and Civic Trust, or why they chose to do it. But what we do know is that the way it reportedly operated under Whitaker’s leadership raises questions as to whether the organization acted as a conservative political campaign operation. We also know that those who funded the organization were able to do so entirely anonymously while writing off their donations on their taxes, all thanks to an increasingly popular charitable vehicle called the donor-advised fund.

This should not be allowed.

By design, charities are not supposed to be mysterious. Because the federal government heavily subsidizes these organizations through generous tax benefits to both donors and the organizations, they are subject to broad disclosure requirements to ensure that they are fulfilling a recognized charitable purpose. These include listing their largest donors on their annual tax returns.

Different charities are subject to differing levels of disclosure depending on what type they are. Public charities — for instance, the Red Cross — are required to disclose their largest donors on their tax returns, but this information is only made available to the Internal Revenue Service and to states that request it. But private foundations — such as the Gates Foundation or any of the smaller foundations that wealthy individuals and families commonly create — are required to also make this information available to the public.

Donor-advised funds undermine these rules by obscuring the true source of funds. They operate like charitable checking accounts. Donors transfer cash or property to a donor-advised fund sponsoring organization and receive an immediate charitable deduction for their donation. Donors then “advise” the sponsoring organization to make a payment from their accounts to their chosen charities. Because a donation received from a donor-advised fund is reported as a donation from the sponsoring organization, and not from the individual who directed it, regulators and the public are left in the dark as to the true funders of charitable organizations.

This is the case in Whitaker’s organization. DonorsTrust, a supporter of conservative causes and a donor-advised fund sponsoring organization, reportedly channeled $600,000 to Whitaker’s charity. DonorsTrust explicitly touts on its website its ability to provide anonymity to its donors. As a result, neither the public nor regulators know who was behind Whitaker’s paycheck.

Just this year, two federal appellate courts ruled in favor of state regulators requiring charities to disclose the identities of their large donors. While some donors might not like the idea of having their identities revealed, these courts recognized that this information is important for regulators to have so they can ensure charities are operating for public, and not private, purposes.

Because its funding comes from a donor-advised fund, Whitaker’s organization was able to also avoid public disclosure of its large donors. If it were categorized as a private foundation (instead of a public charity), it would have been required to report to the public — not just to regulators — the names of any donor who contributed more than $5,000.

This is not what Congress intended in 1969, when it separated private foundations from public charities. It did so because lawmakers believed that charitable organizations funded by a small number of donors were more susceptible to engaging in self-dealing than organizations that received broad public support. The problem is that in defining what constitutes “public support,” Congress included not just significant funding from small donors, but also contributions from the government and other public charities. Since contributions made through a donor-advised fund are technically donations from the fund’s sponsoring organization (which itself is a public charity), a small number of donors can easily create a new public charity that avoids the public disclosure that would otherwise come with private foundation status.

Whitaker’s organization is particularly concerning because of the prohibition against charitable organizations engaging in political activities. The Post reports that Whitaker, while serving as executive director of his charity, focused most of his media comments against Hillary Clinton during the 2016 campaign. His organization also targeted Democrats with ethics complaints. The identity of its funders could be relevant in evaluating the political nature of these activities. For example, if the funding had come from Donald Trump or another candidate, it could indicate that the true purpose of the organization was political in nature and that it should not qualify as a charity at all.

It is time for Congress to stop allowing donor-advised funds to make a mockery of our charity oversight rules. If purportedly charitable organizations want to benefit from generous tax breaks, we deserve to know who’s really funding them.

Kentucky Governor Matt Bevin is one of the most revolting figures in the Republican Party. He is a former hedge fund manager and current Tea Party shill.

He calls for “breaking the back” of the teachers union. He says the union is “suffocating” teachers and students.

Kentucky is a right to work state. Anyone who belongs to the Kentucky Education Association does so voluntarily.

How would he feel if someone suggested “breaking Bevin’s back”?

He really is a vile person.

Steven Singer has written an urgent message to members of Congress:

Stop hiring TFA as your education staff. Hire a real teacher.

TFA staff comes free to members of Congress, because a California tech billionaire pays for them.

It is a Trojan horse gift. They join your staff to advocate for TFA and its interests.

Hire a career educator to advise you.

His advice rings true for me personally. In 2010, I had a meeting with Iowa Senator Tom Hardin, who was chair of the Committee in charge of education. Richard Rothstein and I told him that NCLB was a disaster. He was shocked to hear this. His staff assured him that it was a great success. His staff was TFA.

Jeff Bryant reviews the victories for public education in the last elections.

The big victories were the overwhelming defeat of voucher legislation in Arizona and the Tony Thurmond’s election over the charter lobby’s candidate Marshall Tuck in the Califotnia race for state school superintendent, despite Tuck’s more than 2-1 funding advantage.

And there were many more victories, especially in governors’ races.

In gubernatorial races across the Midwest, Democrats ran and won with strong oppositional messages against school privatization.

In Michigan, Gretchen Whitmer won a governor’s seat formerly occupied by Rick Snyder after campaigning to “end the [Betsy] DeVos agenda in Michigan,” close for-profit charter schools in the state, and propose additional oversights for charters.

In Minnesota, Democratic challenger for an open governor’s seat Tim Walz, a former public high school geography teacher and football coach, pledged to block any proposed voucher programs. He won decisively.

In Illinois, Democratic challenger J.B. Pritzker defeated incumbent Republican Governor Bruce Rauner, while pledging to end the state’s education tax credit voucher program, which already diverts public tax dollars to pay for private school tuition for 5,600 students….

In what is perhaps the most startling of charter school turnarounds, midterm elections in New York took down a longstanding coalition of Republicans and Democrats in the state Senate who colluded with charter advocate Democratic Governor Andrew Cuomo to expand these schools and keep them relatively regulation-free.

As New York City public school art teacher and citizen journalist Jake Jacobs reports for the Progressive, a faction of eight Democratic state senators calling themselves the Independent Democratic Conference (IDC) had for years shared power and donors with Senate Republicans to work with Governor Cuomo in maintaining a “favored status” for charter schools in the state.

In September primaries, six grassroots-backed Democratic candidates ousted IDC members, and then, in turn, handily beat their Republican opponents in November. Despite being vastly outspent by the Republicans, the insurgent Democrats pressed their cases to stop charter schools from taking over space in public school buildings and to block attempts to lift the cap on the numbers of charters that can operate in the state. Most supported a moratorium on new charter schools proposed by the NAACP.

Because of victories by these insurgent Democrats, who will insist on more scrutiny of charter schools, Jacobs foresees “a new landscape” in the state legislature “where evidence and research matter more than Albany’s rampant ‘pay-for-play’ arrangements” that have given charters the upper hand.

Similarly, in red states where teacher rebellions have begun to turn the tables on the school privatization industry, public school advocates are seeing a transformed political landscape where resistance is not only possible but winnable.

After midterm elections in Arizona, “we will have the most balanced state legislature since the 1980s,” says Beth Lewis, “with roughly half of the legislators having declared full support for fully funded public schools.”

Tom Ultican has written several articles about the Destroy Public Education Movement; this installment examines a failing charter chain in San Diego that continues to rake in big bucks.

The Thrive charter chain, he says, is a masterpiece of marketing, but a failure at education.

When the chain was launched, the San Diego Unified School District staff said it was not ready to open; the founders appealed and were rejected by the staff of the County Board of Education. The founders appealed to the State Board of Education, where its defective application was rubberstamped by Governor Jerry Brown’s pro-Charter State Board.

Ultican says that charter schools are supposed to perform at least as well as similar public schools or show improvement over time.

Thrive charter schools did not meet either benchmark. But that did not deter funders or founders.

They were shameless and kept growing their failing charter chain. And the money kept rolling in, to expand the failure to more children.

“Once she obtained the charter authorization from the SBE, money came. The known list of 2014 donations: Buzz Woolley’s Girard Foundation granted her $108,000; Gate’s Educause sent $254,500; Charter School Growth Fund kicked in $175,000 and the Broad Foundation delivered $150,000 for a total of $688,000. The next year, Broad gave another $50,000 and the New Schools Venture Fund pitched in $100,000. There is another $144,000 promised from Educause.

“Destroy public education (DPE) careers pay well. Tax records reveal that Nicole’s start up “non-profit” has been lucrative. Her pay: year one $122,301; year two $133,747 and year three $142,541. Her husband holds a senior management position at the CCSA which means DPE money flows his way as well.”

In 2017, the charter chain added another school, this one paid for by taxpayers, but with this addendum. The property belongs not to taxpayer who paid for it, but TO THE CHARTER OWNERS! How cool is that!

You will not be surprised to learn that the pro-privatization website “The 74,” is wild about Thrive. Nor will you be be surprised to discover that Thrive loves putting kids on computers and that one of its cheerleaders is Tom Vanderbilt Ark, a leading salesman for edtech.

Ultican reminds us that the Thrive charter chain calls itself “public schools,” but it is a private contractor that runs lucrative but failing schools. All that keeps them going is this formula:

“Bad schools like TPS survive because they are good at marketing; have deep pocketed benefactors and political allies.”

Thrive is not thriving.

Ultican says Thrive is evidence that California needs a moratorium on charter schools until lawmakers systematically root out fraud, self-dealing, waste, and abuse. That’ll be the day.