Archives for the month of: September, 2019

Sarah Lahm writes about education in the Twin Cities of Minneapolis.

In this post, she says that Democratic candidates should speak out against nonprofit charters.

Charter schools, once the darling of politicians on the right and left, have become a hot potato in the Democratic Party 2020 presidential primary with nearly every candidate voicing some level of disapproval of the industry. A common refrain among the candidates is to express opposition to “for-profit charter schools.” Charter school proponents counter these pronouncements by pointing to industry data indicating only 12 percent of charter schools are run by overtly profit-minded entities, and that most charter schools are overseen by outfits that have a nonprofit, tax-exempt status.

But the singling out of for-profit charter schools is somewhat beside the point as residents of a St. Paul, Minnesota, neighborhood learned this summer when a treasured local landmark was threatened by an expanding charter school. The charter was decidedly nonprofit, but as families and preservation advocates would learn from their tenacious, but ultimately unsuccessful, battle to save a beloved, historic church, charter schools, regardless of their tax status, have become powerful players in a lucrative real estate market in urban areas where land values are high and empty lots or school-ready buildings are hard to find.

Shani Robinson is one of the teachers who was convicted of cheating in the infamous Atlanta case. In her absorbing book None the Above: The Untold Story of the Atlanta Public Schools Cheating Scandal, Corporate Greed, and the Criminalization of Educators, Robinson makes a convincing case that she was railroaded by an over-zealous, unscrupulous and racist prosecution.

In this brief video, she explains what happened. She was teaching first grade, where there were no stakes, no rewards, attached to scores. One of her colleagues falsely accused her to avoid prosecution. The trial was a sham. Many cities had cheating scandals. Atlanta is the only one where teachers were tried (using a “racketeering” statute written for the Mafia) and sent to jail.

The video is part of a collection of over 1,000 videos by Bob Greenberg. Bob calls them “brainwaves.” He is a former teacher turned videographer.

Here are two more “Brainwaves” that Greenberg made with Shani Robinson.

Lord, Why Did You Make Me Black https://youtu.be/vOTsBznfejA

Teachers Make a Difference https://youtu.be/RmipMN0FdGU

In an insightful article in the Washington City Paper, Rachel Cohen describes how the charter industry in the District of Columbia has organized campaigns to prevent any accountability, and has arranged that taxpayers fund their lobbying efforts, with the help of a few billionaires.

It takes money to persuade politicians to vote your way, and the charter industry has figured out how to get the public to foot the bill.

She writes:

Lobbyists mobilized quickly when they learned the D.C. Council would be proposing legislation to subject the city’s charter schools to freedom-of-information laws. The day before the bill was released in mid-March, charter leaders were armed with a list of talking points divided into two categories: “soft response” and “harder-edge messaging.”

The “soft response” included points like: “this bill cares more about paperwork than school performance” and “devoting schools’ resources to yet even more compliance will divert from more important student needs, such as mental health counseling.” The “harder-edge messaging” went further, charging the legislation with “bureaucracy-building and political playback masquerading as watchdogging.”

The legislation is intended to let parents, teachers, and journalists access more information about the schools’ internal operations, and it comes on the heels of a series of scandals that fomented public distrust. But the talking points encouraged charter advocates to tell their councilmembers that it’s insulting to suggest that the schools need additional oversight. “We resent the implication that the hundreds of community and parent volunteers who serve on charter schools’ boards are not putting students’ needs first,” the talking points read. “The real agenda that needs uncovering is the union strategy to force charter schools to behave exactly like the school district bureaucracy.”

This coordinated pushback didn’t come out of thin air. In fact, D.C. taxpayers might be surprised to learn they helped fund the lobbying themselves. Every year D.C. charter schools collectively funnel hundreds of thousands of dollars from their budgets to private organizations that then lobby government agencies against efforts to regulate the schools. Between 2011 and 2017, for example, local charters paid the DC Association of Chartered Public Schools, which calls itself “the collective voice of DC’s Chartered Public School Leaders,” more than $1.2 million in membership dues for its advocacy services, at a rate of $8 per student annually.

While most D.C. charters contribute to the Association, nearly all also pay $8 per student annually to a second group called Friends of Choice in Urban Schools, better known as FOCUS. Last year all but three charters kicked over FOCUS’ “voluntary student payments,” totaling more than $340,000…

For those who envision public-school politics as frazzled parents huddled in middle school gymnasiums, the world of D.C. charter advocacy might come as a strange sight. It’s a place where philanthropic money, revolving political doors, high-dollar galas, and a bevy of well heeled organizations have all been deployed to help charter schools shape their own regulations—or, more preferably, keep regulation away. Now, in the face of questions and community frustration, lawmakers are again under pressure to act. But if city leaders are going to bring newfound transparency to the charter world, they’re going to have to overcome a formidable influence machine with a long history of winning fights in D.C.

Cohen explains that the initial push for charter schools began with Newt Gingrich.

Many D.C. residents balked at Congress’ actions. When Clinton signed the School Reform Act into law in the spring of 1996, it was over the strong objection of D.C.’s non-voting Congressional delegate, Eleanor Holmes Norton, who protested Congress’ interference in the city’s local affairs.

Josephine Baker, board chair and executive director for the city’s charter authorizer, the DC Public Charter School Board, from 1996 through 2011, reflected on this process in her 2014 memoir: “The way [D.C. charters were established] left a terrible taste in the mouths of many life-long and civically engaged Washingtonians. It also represented a selling out of sorts to some community members who felt Republicans in Congress were acting as political imperialists.”

These misgivings over home rule did not stop charters from claiming legal independence, however. Professional advocates worked for years to convince the public and elected officials that D.C. lawmakers were legally unable to regulate their city’s charter sector if doing so conflicted in any way with the letter or spirit of Congress’ law. As Baker put it, “We used the charter law, deemed one of the best in the nation by the Center for Education Reform, as our shield.”

FOCUS, the charter advocacy group, has been the driving force behind these efforts. FOCUS was founded in 1996 by Malcolm Peabody, a Republican real estate developer who had strong political relationships in Congress and the local business community. A quarter-century earlier, Peabody helped pioneer the very idea of housing vouchers for low-income renters, when he served a stint under his brother, the governor of Massachusetts, and then later at HUD under President Richard Nixon. Peabody’s belief in vouchers for housing paved the way to supporting vouchers for schooling, but he understood the lack of political support for the concept in D.C., so limited FOCUS’ focus to charters.

FOCUS insisted that charters should not be regulated and that the District had no authority to hold them accountable.

FOCUS’ lobbying efforts were enhanced by millions contributed by the Walton Family Foundation. Other players included Democrats for Education Reform, Education Reform Now, and City Bridge. Money was plentiful, and the goal was to make sure that charters remained unregulated and unaccountable. Cohen is surprised that many of the charter lobbyists never bother to register as lobbyists. They operate in a zone where laws do not apply.

Advocates for public schools have been underfunded and lack the infrastructure of the charter lobby.

Now a new battle is brewing. D.C. charter schools are not subject to public records laws. They are not transparent and zealously defend their lack of transparency. They claim that transparency equals bureaucracy, and they need freedom from oversight.

Imagine if any public school made such a ridiculous claim!

This past spring, Education Reform Now, DFER-DC’s affiliate, funded a text-message campaign against the proposed transparency bill, using the same internal talking points endorsed by FOCUS and the Association. “The D.C Council is considering legislation that would divert resources in quality public charter schools away from helping students achieve to completing onerous paperwork and bureaucracy,” one text read. Another encouraged recipients to click on a link, which provided them with a pre-drafted email to send to their local representatives opposing the legislation. “I am writing to express disappointment in your recently introduced bill to unfairly target public charter schools,” the form email read. “Our kids need teachers and resources not more legal burdens.” DFER-DC did not answer City Paper’s inquiries regarding how many residents received the texts.

At the June hearing some charter leaders made similar points against additional oversight.

“I see this Council and others moving in a direction that troubles me, treating public charter schools as public agencies,” testified Shannon Hodge, the executive director of Kingsman Academy, a charter located in Ward 6. “We are not public agencies and we are not intended to be.”

Royston Lyttle, an Eagle Academy principal, agreed. “We don’t need more bureaucracy and red tape.”

Interesting that the executive director of Kingsman Academy insists that her charter is “not a public agency.” She is right.

Any organization that receives public funds should be subject to public oversight. Clearly the charters are private schools that use their powerful friends to get public money.

No oversight, no transparency, no public funding.

Technology in the classroom has become so ubiquitous that the use of papers and pencils or pens seems innovative.

The Wall Street Journal published a front-page story about the high-powered push to buy technology and the growing disillusionment of some parents and teachers.

When Baltimore County, Md., public schools began going digital five years ago, textbooks disappeared from classrooms and paper and pencils were no longer encouraged. All students from kindergarten to 12th grade would eventually get a laptop, helping the district reach the “one-to-one” ratio of one for each child that has become coveted around the country. Teaching apps and digital courses took the place of flashcards and notebooks.

Despite the investment, academic results have mostly slipped in the district of about 115,000 students.

Over the last decade, American schools embraced technology, spending millions of dollars on devices and apps, believing its disruptive power would help many children learn faster, stay in school and be more prepared for a competitive economy. Now many parents and teachers are starting to wonder if all the disruption was a good idea.

Technology has made it easier for students and teachers to communicate and collaborate. It engages many students and allows them to learn at their own pace. But early indications are that tech isn’t a panacea for education. Researchers at Rand Corp. and elsewhere say there is no clear evidence showing which new tech-related education offerings or approaches work in schools.

The uncertainty is feeding alarm among some parents already worried about the amount of time their children spend attached to digital devices. Some believe technology is not doing much to help their kids learn, setting up a clash with tech advocates who say technology is the future of education.

Across the country—in Boston, Fort Wayne, Ind., and Austin, Texas—parents are demanding proof technology works as an educational tool, and insisting on limits. They’re pushing schools to offer low- or screen-free classrooms, picketing board meetings to protest all the online classes and demanding more information about what data is collected on students.

In April, a report from the National Education Policy Center, a nonpartisan research group at the University of Colorado at Boulder, found the rapid adoption of the mostly proprietary technology in education to be rife with “questionable educational assumptions . . . self-interested advocacy by the technology industry, serious threats to student privacy and a lack of research support…”

Baltimore County said earlier this year it would scale back the ratio of laptops in first and second grades to one for every five students. A few miles away, in Montgomery County, a new curriculum this fall will return textbooks, paper and pencils to the classroom to supplement laptops.

In both cases, school officials say they were responding, in part, to parents and teachers. Baltimore County’s early-learning teachers said they didn’t need so many laptops. Parents wanted their children to “have a mixed media experience touching paper and reading books and down on the carpet without a device in their hands,” said Ryan Imbriale, who heads the school district’s department of innovative learning

The New Yorker magazine published an expose of Jeffrey Epstein’s connection to the MIT Media Laband its efforts to conceal the connection. After the story appeared, the director of the Lab resigned.

The article:

The M.I.T. Media Lab, which has been embroiled in a scandal over accepting donations from the financier and convicted sex offender Jeffrey Epstein, had a deeper fund-raising relationship with Epstein than it has previously acknowledged, and it attempted to conceal the extent of its contacts with him. Dozens of pages of e-mails and other documents obtained by The New Yorker reveal that, although Epstein was listed as “disqualified” in M.I.T.’s official donor database, the Media Lab continued to accept gifts from him, consulted him about the use of the funds, and, by marking his contributions as anonymous, avoided disclosing their full extent, both publicly and within the university. Perhaps most notably, Epstein appeared to serve as an intermediary between the lab and other wealthy donors, soliciting millions of dollars in donations from individuals and organizations, including the technologist and philanthropist Bill Gates and the investor Leon Black. According to the records obtained by The New Yorker and accounts from current and former faculty and staff of the media lab, Epstein was credited with securing at least $7.5 million in donations for the lab, including two million dollars from Gates and $5.5 million from Black, gifts the e-mails describe as “directed” by Epstein or made at his behest. The effort to conceal the lab’s contact with Epstein was so widely known that some staff in the office of the lab’s director, Joi Ito, referred to Epstein as Voldemort or “he who must not be named.”

The financial entanglement revealed in the documents goes well beyond what has been described in public statements by M.I.T. and by Ito. The University has said that it received eight hundred thousand dollars from Epstein’s foundations, in the course of twenty years, and has apologized for accepting that amount. In a statement last month, M.I.T.’s president, L. Rafael Reif, wrote, “with hindsight, we recognize with shame and distress that we allowed MIT to contribute to the elevation of his reputation, which in turn served to distract from his horrifying acts. No apology can undo that.” Reif pledged to donate the funds to a charity to help victims of sexual abuse. On Wednesday, Ito disclosed that he had separately received $1.2 million from Epstein for investment funds under his control, in addition to five hundred and twenty-five thousand dollars that he acknowledged Epstein had donated to the lab. A spokesperson for M.I.T. said that the university “is looking at the facts surrounding Jeffrey Epstein’s gifts to the institute….”

Epstein’s apparent role in directing outside contributions was also elided. In October, 2014, the Media Lab received a two-million-dollar donation from Bill Gates; Ito wrote in an internal e-mail, “This is a $2M gift from Bill Gates directed by Jeffrey Epstein.” Cohen replied, “For gift recording purposes, we will not be mentioning Jeffrey’s name as the impetus for this gift.” A mandatory record of the gift filed within the university stated only that “Gates is making this gift at the recommendation of a friend of his who wishes to remain anonymous.” Knowledge of Epstein’s alleged role was usually kept within a tight circle. In response to the university filing, Cohen wrote to colleagues, “I did not realize that this would be sent to dozens of people,” adding that Epstein “is not named but questions could be asked” and that “I feel uncomfortable that this was distributed so widely.” He wrote that future filings related to Epstein should be submitted only “if there is a way to do it quietly.” An agent for Gates wrote to the leadership of the Media Lab, stating that Gates also wished to keep his name out of any public discussion of the donation.

A spokesperson for Gates said that “any claim that Epstein directed any programmatic or personal grantmaking for Bill Gates is completely false.” A source close to Gates said that the entrepreneur has a long-standing relationship with the lab, and that anonymous donations from him or his foundation are not atypical. Gates has previously denied receiving financial advisory services from Epstein; in August, CNBC reported that he met with Epstein in New York in 2013, to discuss “ways to increase philanthropic spending.”

John Thompson, historian and retired teacher in Oklahoma, writes here about the philanthrocaptalist makeover of Tulsa University. A tale of our times.

Surely we can agree with The Tulsa World’s Randy Krehbiel, who says that the faculty and administration “disagree bitterly … about whether that transformation will be good or bad for the university.

Krehbiel provides plenty of space for the case made by T.U. President Gerry Clancy and the city’s philanthropists. Its supporters cite economic challenges, as well an opportunity for new revenue from courses that include cyber and health sciences. They claim that the plan is “not etched in stone,” and that it can evolve as the faculty weighs in.

Even so, Kreibiel reports, “a large number of students and alumni are furious about not only the plan itself but the manner in which it was developed … The Arts and Sciences faculty voted 89-4 not to implement True Commitment.” He also cites the participation of EAB, an education consulting firm. EAB’s role is unknown, but such secrecy is likely to be one reason why Krehbiel closed with a faculty member’s words, “I don’t think anyone is really optimistic.”

To get really pessimistic, read Jacob Howland’ articles in the Nation and City Journal magazines. He acknowledges the role of local philanthropies, especially the George Kaiser Family Foundation (GKFF), in “early-childhood education, delivering health care to indigent families, and making Tulsa more vibrant and economically robust.”

Howland writes:

GKFF spent $350 million on Tulsa’s new Gathering Place, the largest private gift to a public park in US history. The foundation has invested more than $100 million in the Tulsa Arts District since 2009. It is the major funder of early-childhood education in the state, and has spent more than $20 million in Tulsa alone on Educare early-childhood education centers.

But Howland suggests that the GKFF has overreached:

It has also pursued a strategy of populating city boards and commissions. In 2017, GKFF staff members headed the Tulsa school board and the Tulsa Airports Improvement Trust, and had seats on the Economic Development Commission, the Tulsa Performing Arts Center Trust, and the Tulsa City Council. For the past two years, a Bank of Oklahoma executive has chaired the board of directors of the Tulsa Regional Chamber of Commerce.

Howland concludes, “the True Commitment restructuring were all part of Kaiser’s plan to gain control of the university.” And he argues that “TU’s administration has employed smashmouth tactics in dealing with faculty opposition to True Commitment.”

I’ve long admired the great job Tulsa edu-philanthropists have done in early education, “two generation” family supports, and criminal justice reform, and I’ve often asked GFKK leaders why they have also supported their opposite – the data-driven, competition-driven corporate school reforms that have failed so badly in the Tulsa Public Schools (TPS). I’ve repeatedly urged an open and balanced, evidence-driven public discussion of the TPS, which is led by the notorious teacher- and union-basher, Deborah Gist.

I was then saddened when the GKFF even joined with the Bloomberg and Walton foundations in funding “portfolio management” directors to “absorb the duties of the director of partnership and charter schools,” and “in the future, implement ‘new school models resulting from incubation efforts of the district.’” I was later stunned to learn that Stacy Schusterman donated almost $200,000 to California union-busting, teacher-bashing campaigns.

PreK-12 EDUCATION

http://cal-access.sos.ca.gov/Campaign/Committees/Detail.aspx?id=1372632&session=2017&view=contributions

I would now urge Tulsa philanthropists to follow the links cited by journalists and educators and see if the EAB consultants have evidence to support the policies they promote, and then ask whether the values EAB proclaims are worthy of universities in our democracy.

Nowhere on the EAB website, is there any evidence that it’s approach is beneficial to students or society. EAB’s sales pitch certainly doesn’t sound like it has an appropriate role to play in higher education. On the contrary, its claim to fame is being the “brand police.” But how would its “integrated brand strategy” be able to coexist with the founding principles of universities, and their commitment to the clash of ideas? How could a commitment to academic freedom coexist with EAB brand “that all departments, schools, and colleges were onboard with.”

Its blog proclaims:

At EAB we have an ongoing fascination with organizational charts. (Really, we do.) Org charts can tell a story about a university’s strategy, its priorities, and how it gets things done. And when positions start moving on an org chart, we take notice. The latest example: The rise of the strategic marketing and communications (marcom) leader.

The most advanced marcom departments are strategic marketing partners and get involved in everything from institutional branding to admissions to fundraising. And to make sure that there’s a single source of marketing and advertising truth, they function like an in-house ad agency—their clients are departments, colleges, and offices around campus.

https://eab.com/insights/blogs/strategy/its-time-for-marketing-communications-to-have-a-say-in-campus-strategy-heres-how/

But universities aren’t a corporation where everyone is supposed to be on the same page in the search for a single “marketing and advertising truth.” To take one example, tenure protects the clash of ideas. But, EAB’s approach to “‘what you measure matters’” is a “mentality” that “sparks some ambivalence in academia to put it lightly.” So, how do you reconcile the scholarly and the business advertising mentalities? EAB’s response to tenure is:

One solution is to adopt academic metrics that also capture research effort. These metrics can include:
• The number of proposals or papers submitted
• The dollar amount of proposals
• Proportion of funding from different sources
• Benchmarks for the success rates of proposals and papers

https://eab.com/insights/blogs/strategy/3-ways-to-align-tenure-criteria-with-your-institutional-strategy/

Finally, I have enjoyed many conversations with Tulsa philanthropy leaders at events where they assembled talented professors from the O.U. and O.S.U. medical schools. Even though we disagreed on corporate school reform, I’m sure we would share our respect for those medical professionals who are battling the opioid epidemic. We would likely agree that privatization was a major contributor to the deaths of thousands of people in Oklahoma and across the nation.

I hope that philanthropists, who I am confident will contribute to the battle against opioid addiction, will ask a basic question. How many Oklahomans would still be alive and well if it was university medical professors who educated doctors about painkillers, as opposed to the drug companies’ sales reps who would misrepresent medical science in the name of “so-called unbranded promotion?” In times like these, should we not rally behind the principles which drive our universities’ search for knowledge, as opposed to something called “brand equity,” “integrated brand strategy” or whatever profit-seeking consultants spin?

Perhaps Betsy DeVos knows that the Trump administration’s days in power are winding down. She is throwing $46 million in federal money at New Hampshire in an effort to destroy the state’s public schools. This grant will double the number of charter schools in the state. Most of the state is rural or small towns. The largest city in the state is Manchester, with a population of about 100,000, with 14,000 students.

The Congressional delegation and legislature are Democrats but the Governor Chris Sununu is a conservative Republican who appoints the State Board of Education and the state commissioner of education. The latter, Frank Edelblut, homeschooled his seven children. Edelblut has proposed a program called “Learn Everywhere,” which would compel districts to pay for programs offered by for-profit or non-profit non-school providers. Edelblut has a vision of deschooling or unschooling, disestablishing public schools. He is like Betsy DeVos, only worse. Governor Sununu’s State Board narrowly approved ”Learn Everywhere.” Edelblut says public schools will “save money,” because they will cut programs and lay off teachers. Public money will flow to private providers and there will be less for public schools. He likes that. A state legislative committee is trying to block Learn Everywhere, saying that the state can’t tell districts how to spend money.

DeVos is helping Edelblut undermine the NH public schools.

The New Hampshire Department of Education is getting $46 million from the federal government to expand public charter schools over the next five years.

The DOE says it will use the money to help new charter schools with start-up costs and increase professional development for charter school staff.

Charter schools have been slow to grow in New Hampshire. Over the past 15 years, the State Board of Education has approved 33 charters, and 28 schools are now operating. With this new grant, the DOE says it plans to add 27 new schools over the next five years, with a particular focus on serving poor and at-risk students.

The grant money will be used to help schools with start-up costs, rather than ongoing operational costs, which are covered by a combination of state funding and external fundraising.

The state has no income tax or sales tax, which means schools are funded by property taxes. The property owners will bear the cost of two separate school systems, even if they would rather support their community public schools.

Meanwhile, folks in New Hampshire have some questions about who will pay for the charters after the federal start-up money is spent. They point out that the state’s few ”high quality” charters do not enroll many students eligible for free-reduced price lunch (i.e., low-income.) Commissioner Edelblut is thrilled with the chance to defund public schools.

No Democrat should support charter schools. They are an integral component of the rightwing effort to privatize public funding.

Quinn Strassel, a drama teacher at Ann Arbor Community High School has written a music about Betsy DeVos, the arch-for of America’s public schools. The Michigan media took note.

Strassel recruited Diane Hill, his former Ypsilanti High School drama teacher, to take on the role of Betsy DeVos, while he played husband Dick DeVos and brother Erik Prince.

The cast also included some of Strassel’s former students and fellow school teachers and staff.

As the fictitious storyline in the play goes, DeVos makes an appearance at a Grand Rapids charter school, “Future Business Leaders of Tomorrow Academy,” and enlists the help of six students of color in putting on a musical. She promises to personally give them $200,000 to renovate the school theater if they do a good job.

As the musical progresses, things go wrong and DeVos upsets and frightens the children. Guns enter the picture, one student is worried a family member may be deported, and another student has his brains scrambled by “Neurocleanse,” a mockery of the real-life Neurocore, a DeVos-backed, brain-performance company.

Another student complains about his family falling victim to a “pyramid scheme” run by Amway Corp., a DeVos company.

My friend Jennifer Berkshire wrote to tell me about Quinn’s terrific show.

She wrote:

The teacher who wrote the musical is amazing – his name is Quinn Strassel and he teaches drama at Ann Arbor Community High School. The part of Betsy was played by his former theater teacher at Ypsilanti High School, Diane Hill. That acclaimed theater program no longer exists, by the way, a casualty of Michigan’s schools of choice policy that has devastated schools in working class communities like Ypsilanti.

Here’s a bit about him and the show.

The writer, director, and producer Quinn Strassel wrote:

I believe comedy can be a path to change.

As a teacher, I’ve watched as Betsy DeVos has led a movement to defund and dismantle public schools in Michigan. It has been heartbreaking and devastating to witness.

I can’t outspend Betsy but I’m fighting back with what I’ve got: comedy, music, love, support from my community, and years of experience teaching and directing theatre.

I spent this past summer writing “Betsy Devos! The Musical!”

The show is completely ridiculous (with songs like “Jesus Wants Me to be Rich” and “The Best Kind of Teacher is a Teacher with a Gun”). But I’m proud of what it’s become. I think it has substance and heart.

I would like to share this show with you and as many of your friends as you can bring along for the ride. I want us to laugh and to celebrate public schools. I want to win hearts and change lives. https://www.gofundme.com/f/staged-reading-for-betsy-devos-the-musical

Please watch the link to the show, help fund it, and reach out to Quinn Strassel about staging a production in your community.

Art and humor will save us! And this show has both.

The Center for American Progress has been the think tank of centrist Democrats and a refuge for veterans of the Obama administration and the would-have-been Clinton Administration. The media calls it “progressive,” but on education its agenda was aligned with the mainstream of the Republican Party. It never supported vouchers but it was all-in for charter schools. Now that Betsy DeVos is the new face of the Reform and Choice moment, it’s bizarre to call charters a progressive idea.

CAP’s new site “Think Progress” is folding. It could not find a patron. The problem may have been not just money but message. With Sanders and Warren vying for the progressive vote, CAP has lost its claim to be”progressive.”

Given its unrelenting defense of the privatization of public schools by entrepreneurs and corporate chains, it is clear that CAP was not in touch with the meaning of progressivism. It defended all the noxious tenets of Obama and Duncan’s Race to the Top. High-stakes testing, evaluation of teachers by test scores, closing schools with low scores, and charter schools. In D.C, these were the common threads in the Bush-Obama era. In state after state, these principles are being repudiated. They failed. They were corporatist, not progressive.

Are you longing for a return of Race to the Top and its principles of high-stakes testing, competition, and charter schools? Then Senator Michael Bennett of Colorado is your man. He released his plan today in Iowa and it won praise from Arne Duncan. Try to forget that Race to the Top and George W. Bush’s No Child Left Behind were virtually the same. Try to forget that both failed, having inflicted disruption on American schools for 20 long and fruitless years.

Warren has thus far been silent on K-12 Education. Sanders has released a thoughtful and comprehensive proposal called the Thurgood Marshall plan, which pledges tripling the funding for Title 1, dedication to desegregation, and a moratorium on new charter schools.

Bennett’s announcement:


FOR IMMEDIATE RELEASE: Friday, September 6, 2019
CONTACT:
Shannon Beckham, 602-402-8051,
press@michaelbennet.com

ICYMI: Michael Bennet Joins Iowa Teachers, Parents, and Preschoolers to Unveil
Comprehensive Education
Agenda

DES MOINES, IA — Michael Bennet on Thursday joined teachers, parents, and preschoolers
in Iowa to unveil the most comprehensive education agenda of any candidate, declaring “equal must be equal” if America’s children are to reach their full potential. The plan was welcomed by education experts, including former Secretary of Education Arne Duncan, who said Bennet “understands this work in a way few can, because he has lived it.”

Read more about Bennet’s events in Iowa and the reaction from education experts below.

Read the full plan at
MichaelBennet.com/Education.

Bennet started the day by dropping off school supplies at the Jesse Franklin Taylor Early
Childhood Education Center in Des Moines before hosting a roundtable discussion with educators and touring preschool classrooms.

Later, Bennet met with a group of Iowa teachers and school board members to hear about the challenges they are facing in their classrooms.

He then joined 2017 Iowa Teacher of the Year Shelly Vroegh to host a town hall forum at Central Campus in Des Moines, where students are receiving the career and technical training that is a core element of Bennet’s education plan. He answered questions from parents, teachers, and advocates about how his experience has informed his agenda.

WHAT EXPERTS ARE SAYING

Former Secretary of Education Arne Duncan: “I was lucky enough to lead CPS when Michael Bennet was doing the same in Denver—I learned a lot from him. Maybe more importantly, I have seen his heart for the children and communities that need the most help. He understands this work in a way few can, because he has lived it.”

Executive Director of Next100 Emma Vadehra:
“Senator Bennet understands the connection between opportunity and education from
his time successfully running a major urban school district. He knows what works and what doesn’t, and I’m glad he continues to make educational equity a major focus of his campaign, from high-quality early learning to meaningful college and career opportunities, and everything in between.”

Former Senior Policy Advisor to the Under Secretary of Education Michael Dannenberg: “Whereas
Donald Trump strives and thrives on dividing America, Bennet is campaigning on a vision where folks come together at the local level, since Washington can’t seem to, on a goal everyone can support—ensuring that every child, every young person gets a real chance at living the American Dream. He’s putting forth an agenda that strives for unity, embraces decentralized pragmatic problem solving, and is directed at progressive goals with accountability attached—it’s quintessential Michael Bennet.”

Education Research Alliance for New Orleans Director Douglas Harris:
“It’s the best education plan I’ve seen so far.”

WHAT THE PRESS IS SAYING

Education Week:
“Colorado Sen. Michael Bennet criticized his opponents for the Democratic presidential nomination Wednesday, saying they’ve focused too much on ambitious proposals to forgive student debt and not enough on yawning inequality in the nation’s K-12 education system. Bennet…imagines a ‘new American Dream’ built on regional and state-federal partnerships to ensure children meet milestones of well-being and opportunity. Among those milestones: Children should be able to read by 3rd grade, and they should be able to enter college without needing remediation.”

Des Moines Register: “When asked about the issues facing American education, U.S. Sen. Michael Bennet tends to stray from the popular college tuition discussion and instead focuses on a constituency that won’t earn him an Iowa caucus vote. Preschoolers. … ‘The burden…is carried most by the kids.’”

Associated Press:
“Besides free, universal preschool and free community college, Bennet says he wants to eventually have debt-free public colleges. In K-12 schools, Bennet wants to increase federal spending to reduce local education disparities that lead to wealthy areas getting more school dollars than poorer ones.”

The Hill: “[Bennet] unveiled a sweeping education plan that would offer ‘every child’
an opportunity to ‘flourish’ by 2028 and promises free preschool and community college. Bennet, a former superintendent of the Denver Public Schools, said he’s introducing the plan to rectify historic racial and wealth disparities in the public education system.”

Forbes:
“Bennet’s plan includes early childhood and K-12—which is notable given the silence on K-12 issues amongst most campaigns—but his higher education plan is in strong contrast to candidates like Elizabeth Warren and Bernie Sanders…This plan could help Bennet stand out in the field with a detailed plan addressing education from early childhood all the way to higher education.”

Iowa Starting Line:
“Understanding the economic impact and problems with our education system highlight Bennet’s background, with time in the education and business sectors. It’s also what makes him not a single-issue candidate; he understands how this single, important issue interacts with other issues and circumstances.”

WHO TV:
“‘My sense traveling around Iowa is that you are suffering from the same thing we
are in Colorado which is just a complete under investment in the public education system,’
Bennet said, ‘We
are not investing the way that our parents and grandparents invested in us. It’s not even close.’”

CBS 2: “Bennet highlighted the importance of early childhood
education during his roundtable with educators in Des Moines, but he spent little time talking about about his education policy—instead insisting that he get input from those experiencing it first-hand.”

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