Rob Levine, a critic of Ed Deform, created a website called edhivemn.com that tracks funding of education reform orgs in MN – and it has a feature called Charter School Scandals of the Day
Levine created a graphic to demonstrate the damage that charters do to public schools. He focuses on the charter schools in Minneapolis, which are well funded and highly segregated. Defenders of charters in Minneapolis actually think that racial and ethnic segregation is a good thing. They think that as long as families choose segregation, it is okay. George Wallace would have agreed with them.
The cycle of destruction begins as the districts loses students and money to charters. The district must cut programs and increase class sizes. When they cut programs and class sizes grow, they lose more students to charters. The cycle continues until the district shrivels to insignificance or disappears.
Rob writes:
Though specifics vary, across the nation charter schools are draining the students and finances of public school districts, creating distress in many. In Minneapolis, the Minneapolis Foundation is trying this very strategy with its created entity, Minnesota Comeback, whose goal is 30,000 new charter seats in the city.
Does the Minneapolis Foundation want to destroy public schools in Minneapolis? Look at its partners: all the same “reform” groups that are working with DeVos, the Waltons, and the Koch brothers.
Rob’s graphic shows that tens of millions spent by “Reformers” to disrupt and destroy public schools in Minneapolis.
Diane Ravitch's blog 
Few people thought that so-called choice could be so destructive. Choice has been presented as a benign influence on schools.
The first negative is that so-called choice results in intense segregation. Using public money to increase segregation should be illegal as it counter productive to the goals of creating a fair, equitable democratic society. We have also witnessed the instability of the free market where “schools open and close like daylilies.” This instability destabilizes the lives of young people and the communities in which they live.
Another problem with market based education is that the assumption is that the market will a natural progression of superior schools, both public and private, will survive. However, when a few very wealthy ideologues enter the scheme, they tilt the outcome in favor of privatization and the potential destruction of public education. These privatized schools drain money from public schools, and they get a tremendous influx of cash from their benefactors. This unfair system undermines public schools and hollows out the offerings. This process will eventually cause them to collapse. Public schools should be a public service for the good of all, They were never intended to be part of an unfair, rigged market system.
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Excellent analysis, Retired Teacher.
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and sadly your first sentence could be modified to “Choice is STILL being presented as a benign influence on schools…”
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I never thought that introducing choices in education would be “benign”. The free market is a rough and dangerous place. The discipline of competition is severe. That is why the free market has “creative destruction”. As new products and services appear, the old uncompetitive products/services disappear. Netflix and on-line streaming video destroyed Blockbuster video stores. Does anyone rent VHS tapes and DVDs anymore?
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Charles, I hate to bring up again the fact that you have no children and therefore no concern for where or how they are schooled. Parents don’t want their children to be subjected to the harsh discipline of the free market. I doubt that many parents would agree with you that it is a good idea to put little children into the path of “creative destruction.” You are correct about the market. You are wrong that it should be introduced into the lives of children and education.
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Same argument leveled against alternative district schools more than 40 years ago. “Choice” has no place in public education, we were told in the 1970’s. Sometimes that argument was often made by people who could afford to move to exclusive suburban public schools or sent their children to expensive private schools.
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Look at what choice has done for Michigan! NAEP scores collapsed. Detroit swamped with choices. Lowest performing district in nation.
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If you think that I Q no concern for where or how they are schooled. END Q, then you are flat wrong. I have a great deal of concern about how and where our nation spends our education dollars. I am a citizen, and I pay just as much in taxes as if I had a dozen children. The public treasury is a public concern. Public education is a public concern. EVERY citizen, regardless of whether they are parents or not, has an equal stake in education policy. I am not a farmer, but I am concerned about agricultural policy. I am not a doctor, but I am concerned about medical costs and insurance policy. If you “hate” to mention the fact that I am not a parent, then stop doing so.
Every citizen, parent or not, has to live in this society. This society is going to be populated with individuals who have completed education. Our industry and economy, and military are going to dependent on the graduates of our educational institutions. Every citizen, parent or not, has a stake in this process. It is an economic and national security issue. People who have no children, are not supposed to just “wash their hands” of our educational processes and expenditures, and just turn it over to parents and professional educators. Forbid it, Almighty God. As long as the government takes my money in taxes, and spends it on education, I am going to be in there speaking my mind. You see, I have to live in a nation that is going to populated by individuals who have completed their educations in institutions that I am helping to pay for. I am going to be operated on by doctors, who have been educated in public schools.
You claim Q Parents don’t want their children to be subjected to the harsh discipline of the free market END Q. How do you know this? Have you interviewed them? I think that (most) parents want and desire for their children to have a quality education. Whether it is obtained at a government-run public school, or a non-public school does not matter. Quality matters.
What Clemenceau said about war being too important to be left to the generals, is equally true about education. Education is too important, to be left to professional educators.
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Charles, very few families leave the public system. Only 6%. And most go to schools that are no better than or worse than public schools.
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Charles, very few families leave the public system. Only 6%. And most go to schools that are no better than or worse than public schools.
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I agree that only a small percentage of families can afford to pay school taxes, and pay the tuition costs at a non-public school or home-school the children. The reason that 90%+ of families send their children to public schools, is that they have no alternative.
If you wish to see the percentage of families that choose to opt-out of the public school system, then you should be supporting school choice, and providing the families with the financial support (through vouchers) that will enable the families to meet the costs of the non-public schools.
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Charles,
Even where vouchers and charters are widely available, the overwhelming majority of families choose public schools.
I have told you before that I will no longer post your repetitive comments about choice here. This is the last. Yousay the same thing. I respond the same thing. This is boring.
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I case you missed this.
May 22 PRESS RELEASE FOR NATIONAL ACTIONS:
We Choose Equity So Fund Our Future! National Day of Action
May 22, 2019
Thousands rally nationwide for education justice on May 22, 2019!
On May 22nd coalitions from 20 cities are uniting forces to hold 11 powerful actions to demand equity and end racial injustice in schools nationwide. As we commemorate the landmark Brown V. Board Decision we will renew our call for an end to the egregious disparities in resources allocated schools serving Black and Brown youth. We will also demand for full funding of Title I and IDEA. The Journey for Justice Alliance will also hold Equity Bus Tours and Forums throughout the country. Many city and statewide coalitions are organizing large rallies with bold actions connected to their local demands for fair funding, sustainable community schools and progressive revenue. Our May 22nd Day of Action will galvanize our communities as we create the momentum to make education a pivotal issue in the 2020 Presidential elections.
May 22nd Calendar
WASHINGTON DC Coalitions: Journey for Justice Alliance (New York, Baltimore, Newark, Camden, Patterson and Pittsburgh), the Alliance for Educational Justice, and the Alliance to Reclaim Our Schools
• Actions:
1) Rally at Supreme Court with parents and youth from 6 cities, President Randi Weingarten (AFT) and Sen Chris Van Hollen to commemorate Brown V. Board and a renewed demand for equity
2) Equity Bus Tour in DC’s Wards 7 and 8 to highlight resource disparities in local schools
3) Press Conference at Hart Middle School with US Rep. Susie Lee, Liz Davis and President of the Washington Teachers Union
BIRMINGHAM. Coalition/Organization Name: Citizens for Better Schools and Sustainable Communities
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board
CINCINNATI. Coalition: Cincinnati Educational Justice Coalition
• Action: Protest/Rally in front of campus of new charter school “Regeneration Schools” set to open in August, 2019 in Cincinnati, Ohio.
• Demand: No more public $$ to charter schools. Demand for equity in school funding, including local campaign demands for tax abatement policy changes. ( The proposed charter school is pushed by local deep pockets organized as the Cincinnati Accelerator started as an offshoot of MindTrust in Indianapolis. These people talk about high-quality seats–a dead give away thet the are using test scores and the absurd Ohio report card as a reason to push for a charter. Key players here are a retired banker and the family that owns CINTAS.)
CHICAGO. Coalition: The Grassroots Education Movement and Chicago Teachers Union
• Action: Fair Contract Rally–Keep the Promise: Equity & Funding for our Schools, Students & Community Thompson Center (110 W. Randolph, downtown Chicago)
• Demand: Call for new mayor to agree to a fair contract that improves educator pay & benefits, reduces class sizes and increasing critical staffing needs (ELL and SPED teachers, paraprofessionals, librarians, nurses, counselors, social workers, restorative justice coordinators) Demands include expanding sustainable community schools and increasing affordable housing.
DENVER. Coalition/Organization Name: Breaking Our Chains
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board
DALLAS. Coalition/Organization Name: Texas Organizing Project
• Action: We Choose Equity Bus Tour
• Demand: Fully Fund, IDEA, Title I and call on federal legislations to implement policies that honor mandate of Brown v. Board
BATON ROUGE. Coalition/Organization Name: Step Up Louisiana, LAE
• Action: Rally and Press Conference regarding harm done by charters and their lack of accountability (due to ‘autonomy’ given by state laws)
• Demands: Stop the proliferation of charters and a fair plan to address budget deficit
HOUSTON. Coalition/Organization Name: Save Our School Houston and Texas Organizing Project
• Action: Rally and Protest
• Demand: End Punitive dress code policies that police parents of color and prevent their engagement in school activities
JACKSON. Coalition/Organization Name: IDEA and One Voice
• Action: Forum on School to Prison Pipeline and Education Equity
• Demand: End Punitive tactics to police our children
PEORIA. Coalition: Peoria’s People Project
• Action: Organizing for Racial Equity in Education Training co-sponsored by the NAACP
• Demand: Full funding of Title I and IDEA
SACRAMENTO + (Los Angeles, Oakland, San Francisco and Sacramento) Coalitions: Oakland Public Education Network, Reclaim Our Schools LA, Close the Gap, Oakland Education Association, UTLA, United Educators of San Francisco, San Francisco Families Union, Coleman Advocates, California Teachers Association and California Federation of Teachers
• Action: We Choose Equity Bus Tour & Coalitions will unite at a rally of 1,000 people in Sacramento (Rotunda of State Capitol)
• Demand: The statewide coalition is calling on legislators to support legislation for fair school funding and bills aimed at ending school privatization. They are also demanding full funding of Title I and IDEA and the fulfillment of the mandate to honor Brown V. Board decision.
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Here’s a typical ed reform article on “public education”:
https://fordhaminstitute.org/national/commentary/wisconsin-governor-tony-evers-tries-roll-back-clock-ed-reform
Apparently there are no public school students in the state of Wisconsin. The entire movement looks thru the lens of the private and charter schools they prefer to the extent that 90% of their “work” in “public education” OMITS public school students completely.
Boy, Wisconsin public school students are lucky to have Tony Evers. Without him they would remain invisible for another decade.
This “disappearing” of public school students would be fine if they all worked for Walton and Gates and ALL were paid out of billionaire foundations, but unfortunately many of them work in public positions, supposedly getting paid to in some way benefit students in public schools.
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Now do Indianapolis
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Great video. The one thing I would add that the video doesn’t mention specifically is that the students the public school loses aren’t all one group. I often hear the neo-liberals say that you a school loses 35 students, they can just cut a class/homeroom. The problem is that all of those students didn’t come from a single grade or class. They were 7 from this grade and 9 from that grade and 5 from this grade. So if I had 56 grade one students, I may have had two classes of grade one – each with 28 students and one teacher. If my K-5 school lost 35 students and 8 of them were grade one students, I have two choices: have a single grade one class with 48 students, one teacher, and one para-pro (which would be cheaper than a second teacher) OR I can have two classes of 24 students each with two teachers and try to find the money elsewhere.
I know the video talked about cuts to programs and increased class sizes, but the distribution of the students that are lost is the key factor that we often overlook in the explanation. And because we don’t raise it, the neo-liberals are able to paint an inaccirate picture of how districts should be able to accommodate the lose of a single class of students.
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To a smaller district these losses can be devastating. The loss imposes greater inefficiency on the system.
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The cycle of destruction begins when district schools prioritize administrative roles and salaries over students. The reason the high schools within the district our charter school resides has 2500-3000 students and 35 students in a class is not because of the 180 students we enroll (not just from their district), it’s because of the choices and priorities the superintendent and board have made. If it isn’t about priorities how can we serve 3x as many students on IEPs, and all of the students they counsel out, while maintaining competitive salaries, and keeping class sizes at 16, at less money per student?
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Did you watch the video? Once charters start invading and a district loses students it cannot play catch up with the rapidly changing demographics. Districts have buildings and contracts. They have no choice but to cut programs and raise class sizes.
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Peter, thanks for your work with at risk youngsters in a suburban Minnesota district that has very large high schools. Those large hgh schools work well for some, but not for others.
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Joe do you EVER comment on topic?
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I swear you’re like a child covering her ears yelling “nee naw”
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Ah, charter logic where water is dry and down is up.
This isn’t complicated. If the school age population in a given area isn’t growing and a school loses students it’s going to have to make cuts to the budget, because while variable costs will decline some, though rarely in exact proportion with lower enrollment, fixed costs don’t decline at all in the short-term. If the school age population is naturally declining it makes the financial losses stemming from lower enrollment even worse. I completely understand why your side wants to deny reality. It makes school privatization a lot less appealing to the general public to acknowledge the effect it has on public school budgets. But pretending that this isn’t a zero-sum game doesn’t change the fact that this is a zero-sum game.
As the parent of children whose school had 3,600 students until we finally opened a new high school this year (we’re all the way down to 2,600 for the time being, whooo!), I find it extremely hard to believe that prioritizing administration is the cause of overcrowding in your area given the cost of constructing schools and the political process attached to public school construction.
We have overcrowded schools here for the same reasons as most places that have this problem. State law here effectively requires schools to be massively overcrowded for districts to qualify for state construction funds and the board is hesitant to ask voters to vote for bonds too often. My state spent more than a decade reducing per-student spending on public schools while increasing charter funding and starting a voucher program too which kinda strains our district budget. We also have rapid population growth in our district. So, we have perpetually overcrowded schools.
Unlike charters, public schools can’t issue debt for construction without public approval. That would be becuase they are actually public not faux public as charters are.
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Test message. Curious why my comment got deleted?
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PJL,
YouR comment was not deleted. WordPress put it in moderation. When I saw it, I approved it.
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Rob, I did watch the video but it lost all credibility when it starts by predicating the lie that “Philanthropists” drop in schools, when you know full well that in MN charter schools are independent public schools, with elected school boards, and they receive the same, or most often less per pupil dollars than district schools.
The question that should be asked is why are parents choosing to pull their kids out of the district schools? The number one reason that our parents and students give is that the schools are too large. Systemically we need to move away from these massive warehouses that are actually damaging our kids and move towards smaller neighborhood and specialty schools that actually meet the needs of students.
I was just working with an ALC (district alternative school) today, and I interviewed the students about what they liked best about their school. To a student they said they like the small school because it allows them to get to know their teachers on a personal level, they have better peer relationships, it is less stressful and they can be themselves.
In many areas charters are not the cause of the educational problem they are actually a solution for many students and that is what is most important. If district schools want to survive they need to adapt the the changing needs of students and parents. Despite all of rhetoric on this site I am actually encouraged by the number of partnerships between district, ALC and charters that I have seen happening in recent years.
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You’re kidding right? The Walton Family Foundation has started like 1/3 of all charter schools in the state. It costs a lot to start a charter schools….why do you think the WFF calls their grants “charter school startups” ?? Charter School Partners was the original vehicle to direct WFF money; now it’s Minnesota Comeback (started as the Education Transformation Initiative within the Minneapolis Foundation). BTW – without the Minneapolis Foundation there would be no such thing as a charter school http://www.edhivemn.com/waltonstartups.php
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So I’ll expect your apology for calling me a liar
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Here’s where the Walton Family Foundation explains its charter startup policy: “Public Charter Startup Grants” https://www.waltonfamilyfoundation.org/grants/public-charter-startup-grants
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So you’re saying that without the quarter of a million dollars that WFF gives for startups those schools would have started anyways? That’s ludicrous.
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Rob, there is a huge difference between “starting” a school and granting start up dollars. The majority of start up dollars came from the federal and state governments. In almost all of those cases the WFF provided grants to help with educational materials, or trainings -they had no part in actually starting or running the schools. The schools all have independent authorizers, publicly elected school boards, and approval from the MN Dept of Education. Are you telling me that district schools don’t seek thousands of dollars of grant money, maybe not from the WFF, but from multiple other foundations? And yes it does cost a lot of money to start a school, and when you can’t levy for start up, or sustaining money it makes it even more difficult.
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Public schools are not started or sustained by rightwingers like Walton, DeVos, Koch, Anschutz.
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So you’re saying that without the quarter of a million dollars that WFF gives for startups those schools would have started anyways? That’s ludicrous.
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The 2/3+ that didn’t apply or receive WFF dollars were able to start up by only using state & federal dollars. Would it have helped those schools and their students if they did receive the grants – absolutely!
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Well they’ve started 70 in the state – but 43 of those have now churned out of existence
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In Minneapolis almost HALF the charters have been started by WFF, and in St Paul nearly a third. http://www.edhivemn.com/story.php?storyID=4
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Pete is the director of a charter school that has had math proficiency in the 6-12% range for the past five years – including 2% proficient in 2017 http://www.edhivemn.com/recipientprofile.php?recipientID=359
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Rob it’s interesting you cite standardized test scores on this blog when Diane and others consistently state that standardized tests aren’t accurate measures of student success (one of the things I actually agree with Diane on). It is also a gross misunderstanding of the students we serve to gage them by their test scores.
More than 85% of our students enroll with us having been in at least one other high school, sometimes 2 or 3 (most often district schools), 3-4 years behind in math and reading, and a year or more behind in credit. Nearly 50% of our students are receiving special education services and more than 60% have diagnosed mental health needs. Additionally, a large percentage of students start during or after their 11th grade year so don’t take the MCA tests with us. Because of this fact, plus our small class sizes and nearly 60% opt out or refusal it’s not a very good sample size to judge our students on.
Despite all of that our teachers and support staff work hard to live our mission of Rekindling Student Hope, and quite frankly most of our students come to us with very little hope. The majority of our students show growth on the NWEA math & reading tests, we have very strong Hope Survey increases and most importantly students graduate, not always with their cohort but they do graduate.
Rob we may never agree about the value of charter schools in the education landscape, but I ask you what are students and parents who don’t feel like their home school is meeting their needs suppose to do?
I will leave you with this from a parent of a student who is graduating from our school next week: I just want to shout out to this wonderful school. My son is graduating with full credits. This would not have happened at a traditional school. When he came to us and wanted to switch schools we were naturally hesitant. However he was failing his classes. So we reluctantly allowed him to switch. He not only thrived, but excelled at project based learning. The field trip experiences as well as an opportunity to travel abroad to Guatemala to help build homes are invaluable life lessons that can’t be taught in a classroom. What an experience he will never forget! This trip came at no cost to us. Thank you to the Director, teachers and staff for running such a wonderful program for kids who just need a different avenue for learning. We will be forever thankful!
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Peter,
As you know, many public schools have been closed because of test scores. The charter industry sold itself based on false claims that they knew how to raise test scores and close achievement gaps. It seems like moving the goal posts when charter leaders, who promised to raise scores, declare that test scores really don’t matter. The only sense I can make is that test scores matter only for public schools.
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Diane, we have talked about this before, we are on the same side where standardized tests are concerned. I have been actively rebelling against standardized tests for years including opting my own kids out of them and counseling other parents to do the same. It isn’t a district verses charter issue, some charter schools did indeed make those claims, but not most of them. Many of us never believed in standardized tests, we just wanted to provide another option for students who struggled in the traditional system. No hidden agendas, no get rich schemes, just passionate educators who saw a system that wasn’t working for all students.
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Just to confirm and supplement what Peter wrote about assessments:
1. One of the original ideas of the charter movement was to encourage and promote a broader array of assessments.
2. Recently Deborah Meier and Ann Cook, both long time district educators who strongly agree on the importance of performance assessments, participated in a national webinar with other educators, some district, some charter on alternatives to standardized tests.
Along with the Meier/Cook information about NY (Applied) Performance Standards; information also was provided about the Hope Survey, which Peter has mentioned; public speaking and other applied assessments developed at Alverno that are being used by both district & charter schools, and a few others. Information about that webinar is available here:
https://www.indiecharters.org/webinar
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Just to be clear, Joe, neither Ann Cook nor Deborah Meier supports charter schools. They are friends of mine.
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Just to be clear, my point was that there are a number of people in the district & charter world who are strong advocates of much more applied performance assessments. And they have been willing to work together to help more schools use these approaches.
Some of them have been developed by district educators. Some have been developed by charter educators.
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I agree about the test scores – BUT – charter advocates are STILL hammering public schools over low test scores – EVERY DAY! In fact – that is the VERY REASON that charter advocates used to create them in the first place. Charters were first called ‘outcome based schools’ – but now that test scores stink at charters it’s all – ‘test scores don’t matter.’ So test scores are charters’ own metric – not mine. It’s entirely fair to judge them by that – more so since they come with other bad things – such as segregation and loss of democracy. What is the justification for charters now?
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BTW Pete – don’t think this is about you, specifically, or your school. This is about a democracy destroying parallel system of publicly funded schools – started and propped up with plutocrat money – that operate without accountability and undermine our entire K-12 education system. This is a movement that constantly lies through its teeth and moves the goalpost every time they fail to reach goals they themselves have set. So nothing personal.
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Thanks for clarifying Rob, and I don’t take it personally – healthy debate is important. I would however, ask that you recognize that even within the charter school world there are many different players, and every state’s laws are different. The majority of charters are independent, bad actors need to be held accountable, and there is a big difference between the messages from “charter advocates” and the teachers and leader who actually work with students and families. Most charter schools are started and run by dedicated, professional teachers and leaders who were frustrated by the inability to make meaningful changes in the traditional systems. As you know it is extremely difficult to make sustained change in large systems. The districts, administrators and teachers I regularly work with don’t see us as a parallel system, but rather an option for some of their students and families.
As to this “charter school industry” you talk about, as a teacher, board chair and administrator at a MN charter school for more than 15 years I, nor any of the teachers & administrators in my circles, have yet to meet this “industry” – are they like Hydra? Do you need to know the secret handshake?
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Peter, unfortunately the charter industry protects the bad actors. The industry as a whole is unregulated, unaccountable, non-transparent, non-union, and defends racial and ethnic segregation. What part of that should be changed? Why does the industry pay for so many lobbyists in D.C. and in state capitols? Isn’t it a bit embarrassing that Betsy DeVos is your chief champion?
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Diane, it’s embarrassing who we have as a president, I certainly didn’t vote for him. Unfortunately, because of 2016 all of us in education are stuck with DeVos, but she certainly hasn’t influenced us.
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Just to be clear, the original and current rationale for chartering – and for district public school choice – has always been much broader than test scores. It’s been about helping young people develop their skills, talents, energies and potential.
It’s also been about providing new opportunities for educators to create the kinds of schools that they think make the most sense, within some limits (for example, for many in alternative & charters, there’s agreement that public schools should not be allowed to have admissions tests).
And it’s been about expanding educational opportunities for families.
Many of the argument frequently raised against chartering on this blog were raised against a multi-racial group of mothers who organized successfully in St Paul Minnesota in 1970. They convinced the local board to create a new K-12 option, open to all. They were criticized for hurting neighborhood schools, for attempting to create a parallel system of schools, for being elitists, etc. etc.
That school has been hugely popular, and has led to many more district options. But the arguments are very familiar.
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What a shame that the charter idea was embraced by the far-right ideologues at ALEC, like DeVos, the Koch brothers, and major corporations.
Charters have become a major battering ram to destroy unions and legitimize segregation.
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That’s revisionist baloney Joe Nathan. They were originally called ‘outcome based schools’ – and everything written about them was about how they would be both experimental AND ‘high performing’ – meaning high test scores. Read Ember Reichgott Junge’s book. Since charters’ inception people like you have been hammering ‘failing’ public schools for their low test scores.
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Yes, original law was called outcome based. AND the original charter law in 1991 included among its purposes creating more effective, innovative measurement/assessment tools. From the very beginning there was a strong interest in going well beyond standardized tests.
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