Archives for the month of: March, 2021

The Texas Senate Education Committee bowed to the wishes of the powerful charter lobby and granted sole power to the State Commissioner (appointed by the Governor) to approve charter schools. His decisions can be vetoed only by a supermajority of the State Board of Education.

The State Commissioner of Education is Mike Morath. He is not an educator. He is a software executive who served on the Dallas school board and advocated for charter schools.

Local elected authorities—including mayors and school boards—are prohibited from blocking a charter school that wants to open in its jurisdiction. Charters can locate wherever they choose without regard to the views of local communities that want to protect their own public schools from rapacious charters.

Right now, Texas is being overrun by corporate charter chains aiming to grab market share. This bill will help them by canceling democracy and the will of the people.

This is the bill that passed the committee.

CSSB 28 (Bettencourt), as substituted, increases the threshold – from a majority to a supermajority – required for a State Board of Education veto of a charter awarded by the commissioner and defines reasons why the SBOE may veto a charter. It also prohibits a local governmental entity from enacting or enforcing an ordinance, order, regulation, resolution, rule, or policy or taking action that prohibits an open-enrollment charter school from operating a public school campus, educational support facility, or administrative office in its jurisdiction.

Researchers at Teachers College, Columbia University, are conducting a survey on opting out of standardized tests. You can help them by completing their survey.

I am writing to ask for your help in promoting the 2021 National Survey on Opting Out. Thanks again for all your feedback and help with our research project.

Over the past five years, our research team at Teachers College, Columbia University has conducted a series of studies of the Opt Out movement. Our studies are not associated with any grant or other funding from either public or private sources. Therefore, our analysis is completely independent.

Our main project is the National Survey on Opting Out, which we conducted twice in 2016 and 2018. The purpose of the Survey is to understand who is involved in the Opt Out movement and why. We define involvement in broad terms to include parents who opt their children out of standardized testing and others who sympathize with the Opt Out movement. The survey is informed by interviews and conversations we had with activists around the country (e.g., Colorado, Florida, Indiana, Massachusetts, Texas, and Washington). For New York, we relied on extensive interviews conducted by David Hursh and Bob Lingard; among others they interviewed Jeanette Deutermann and Lisa Rudley.

We would appreciate your help in promoting the 2021 National Survey on Opting Out. Feel free to share the link with your contacts and on social media. We are active on social media, with updates about the study:  
Facebook: https://www.facebook.com/OptOutNtlSurvey
Twitter: @OptOutNtlSurvey

The survey is anonymous and responses are confidential. The survey is shorter than last time and should take you approximately 15 minutes to complete.

Link: https://tccolumbia.qualtrics.com/jfe/form/SV_6i2cmIQ2O3L9ggu

Thank you in advance for your support!

Oren Pizmony-Levy & Nancy Green Saraisky

—-
Oren Pizmony-Levy, PhD
Associate Professor & Program Director 
International & Comparative Education Program
Department of International and Transcultural Studies
Teachers College, Columbia University
525 West 120th Street
370 Grace Dodge Hall
Box 55
New York, NY 10027

Tel (office): 212-678-3180

Email: pizmony-levy@tc.columbia.edu
Website: http://orenpizmonylevy.com/

I like this post by Peter Greene a lot because it clears up confusion about what defines a public school. Many people think that charter schools are public schools because most state laws define them as “public charter schools.” The charter industry wrote the state laws, and they desperately wanted to be considered “public schools” so they could qualify for the same funding as public schools (in Texas, they get even more funding than real public schools). The proliferation of corporate charter chains make it even harder to see charter schools as public schools, since nowhere in the history of public schools were multiple schools managed by a corporation.

Greene asks the questions that define what a real public school is.

Here are a few of them:

Is the school and its resources owned by the public?

Who owns the building? If the school closed tomorrow, who would take possession of the building, the desks, the chairs, the books, the music stands, etc etc etc. If the physical resources of the building are owned by the public, it’s probably a public school.


Is the school run by local elected officials?

When we get to the very top level of management, do we find a board of local people elected by local taxpayers? If so, it’s probably a public school. We’re in a fuzzy grey area in districts under mayoral control, but not at all fuzzy when discussing upper management that is not elected by anybody at all.

Did those local officials open the school?

Who decided this school should exist, and that local taxpayers should pay for it? If that decision was made by a board of local citizens elected by local taxpayers, it’s probably a public school.

Are those local official required by law to meet only ever in public?

Can the board of local citizens elected by the local taxpayers meet in secret? Or must their meetings be announced and in public, with exceptions only for times when the group must adjourn for privacy regarding, say, personnel or student issues? Public school boards don’t get to meet unannounced, privately.

Are all financial records available upon request, and subject to state audit?

If you’ve gone to court to block the state from auditing your school financial records, you are not a public school. It’s simple, really– you’re spending taxpayer money, and the taxpayers are entitled to an accounting of it. Any taxpayer should be able to access your financials. The state should audit you regularly.

If your school doesn’t meet these minimal requirements, it is not a public school.


Angie Sullivan is a teacher in a Title 1 elementary school in Las Vegas, a city with free-flowing funds for casinos and entertainment but underfunded schools. She frequently writes members of the legislature about their distorted priorities.

Angie writes:

Remember when the world mocked us because Nevada gave away the family farm to TESLA and RAIDERS?  
Raise your hand if you rushed to Carson City in a Special Session to create those deals?  Regressive on STEROIDS! 

Now the world can mock us for innovation zones.  
Nevada Democrats called the Teacher’s Union petitions regressive?   A few cents a week is nothing compared to large cash subsidies Nevada gives to attract businesses.   Billions given away for a few jobs.  


Tax Credits cashed in at the whim of TESLA/Casinos directly rob Nevadans and their children of hundreds of million of dollars.  The South gets ZERO TESLA benefit.  
There is a reason the accounting practice examined during #SB543 found CCSD was short $10 Billion dollars.  
https://tinyurl.com/aa4af7ja


We have various business tax credit scams sucking the Distributive School Account dry.   Add the Nevada Plan on top and no education money flows south from Carson City.   
Creating such huge inequity – northern folks scream Nevada cannot begin to adjust the money because no one in the state wants to educate students for the low per pupil amount forced on Clark County for decades.  


Attracting businesses by providing excessive bribes  or giving them deals so loose the world laughs – is not good business.  


And it steals from Vegas Kids who then need to pay Nevada’s bills.  


Southern Caucus you need to keep an eye on the money.  These lopsided business deals will cost your children.  The state has the right to negotiate a fair deal instead of sign onto a bad one because the business seems cool.  


Teachers want to pay for schools.  Anything we suggest cannot be called regressive next to this scamming business welfare project.  


Anything.   We.  Suggest.  Is.  Not.  As.  Regressive.  
Education needs stable money.   You have to fix it.  If you do not like our ideas – come up with something.  


The Teacher, 


Angie 

Good Jobs First entered the national scene when it produced documentation that the CARES Act was being used to funnel billions of dollars to private schools and charter schools. The charter schools were double-dipping, first taking money allotted to public schools, then getting millions more from the Paycheck Protection Program, which excluded public schools.

Now, Good Jobs First has released a new report, showing that students are paying for corporate tax breaks.

Abating Our Future:


How Students Pay for Corporate Tax Breaks
Executive Summary


Public school students in the U.S. suffered poorer schools—and local and state taxpayers paid higher taxes—in 2019 due to corporate tax breaks. Thanks to a new government accounting rule, we are able to prove that economic development tax abatements given to corporations cost public school districts at least $2.37 billion in forgone revenue in 2019. That is $273 million — or 13 percent— higher than two years before.


Across the country, 97 school districts lost more than $5 million each; 149 districts lost more than $1,000 per student.


Even though we looked at all 50 states and DC, these dollar amounts come from only 2,498 school districts in 27 states, which represent about 20 percent of independent school districts. For some of the states with no meaningful data, there are legitimate reasons, such as no independent reporting for school districts.

However, as we detail, some dozen states are failing to ensure that school districts and other local government bodies are adhering to the new accounting standard.


In essence, they are either exploiting loopholes in the rule or ignoring it altogether.


With no way of knowing how much revenue school districts are foregoing in these data-absent 23 states and the District of Columbia, it’s clear the harm of abatements is far greater than we can yet prove.


Those costs reduced school budgets, forced states and localities to raise their tax rates to offset at least some of the difference, or some of both.


In some of the states with the most complete disclosures, it is evident that the poor pay more. That is, school districts with the highest rates of poverty (measured by metrics such as the share of students who qualify for free or discounted school lunches) are likely to suffer the highest losses.


And because U.S. poverty is racialized, this means that Black and Brown students often suffer the greatest losses. Indeed, Kansas City Public Schools Superintendent Dr. Mark T. Bedell recently called tax abatements “systematic education racism.”

We hasten to add that these tax abatements are, in most states, granted by city or county governments, not by school boards. Even though state equity formulas try to offset the resulting losses, tax abatements effectively amount to what we call an “intergovernmental free lunch,” in which one body of government gets to spend another body’s revenue — a structural flaw that invites over-spending and defeats accountability.
Put another way, local school leaders not only have no say in whether their money should be given away, they often don’t even realize it’s happening.


This 2017-2019 surge in spending on corporate tax breaks also occurred despite the strong economic growth the U.S. enjoyed in that pre-pandemic time span. (Most school districts’ FY 2019 calendars ended June 30, 2019.) Indeed, the nation’s unemployment rate fell to record post-war lows during our study period.


We stress again: The $2.37 billion figure is a conservative summation based on incomplete data. Supposedly, all school districts that use the Generally Accepted Accounting Principles (GAAP) — set by the Governmental Accounting Standards Board (GASB) — should report tax abatements. Though a minority of states do not require their school districts to follow GAAP, many of those districts still do use GAAP accounting, as Wall Street prefers it for rating bonds. Most states do mandate school districts to comply with GAAP, so when their abatement data is missing, we attribute this to either poor state oversight (state auditors, comptrollers or treasurers normally enforce such rules), or loopholes in how “tax abatements” are defined by GASB (or how those definitions have been specified in GASB’s annual Implementation Guides).


These definitional loopholes, or ambiguities of GASB Statement No. 77 (“GASB 77”) — especially regarding tax increment financing (or TIF) and Industrial Development Bonds (or IDBs) — are allowing some of these economic development tax expenditures to go unreported. We detail external evidence of these problems in several states. In other states, foregone revenue is offset through an increased local levy or by state aid. These states argue that GASB 77 does not apply to them because there was no foregone revenue to the districts themselves; instead all taxpayers contribute to the subsidy payouts.


We present in-depth case studies on five states with complete data:


▪ Missouri, where tax increment financing (TIF) proliferates, diverting much- needed revenues away from school districts.

▪ Louisiana, where three of the poorest districts — located in the parishes of West Baton Rouge, St. James, and St. John the Baptist — not only suffered sizeable forgone revenue in 2019 but also large increases from 2017. Indeed, teachers in East Baton Rouge made national news in 2019 when they voted almost unanimously to walk out if the parish school board granted another abatement to ExxonMobil.


▪ New York, where we found statistically significant association between greater tax abatements and higher shares of Black and Hispanic students, after controlling for district size or total enrollment.


▪ South Carolina, where six school districts each lost more than $2,000 per pupil (and four of those have Black + Brown student majorities), while total state losses soared by 31 percent to $423 million in FY 2019.


▪ Texas, where the Chapter 313 program results in heavy per-pupil losses thanks to a system that essentially rewards districts for doling out business subsidies.


In our conclusion, we make seven recommendations to the states and two suggestions to the GASB itself.


The best, most equitable solution is for states to shield school revenues entirely from abatement programs. They can simply rewrite their incentive-enabling laws to exclude from abatements those shares of local property and sales taxes that would normally be apportioned to K-12.


Short of that, we recommend that states cap the share of each locality’s property and sales tax base that can be abated in the name of economic development, and at a very small share, such as two percent. We also recommend caps on dollars per student that can be abated, at $200 annually.


Short of an absolute shield or tight caps, we recommend that states give school boards control to opt in or out of tax-break deals (i.e., to give them equivalent powers enjoyed by cities and counties).


We also recommend four actions by the states now to ensure compliance with GASB 77. They should create clear authority and mechanisms (led by a state auditor, comptroller, treasurer, or education department) to review the financial reports issued by school boards, and if, necessary, correct them. They should require that all localities include a GASB 77 note in their financial reports, whether they have reportable abatements or not. They should require localities to disclose even “immaterial” abatement costs (rather than allowing arbitrary definitional decisions). And they should require all governments that are actively making abatement agreements to compute and report the costs of such deals to all affected jurisdictions in plenty of time for inclusion in annual financial reports.


To the GASB itself, we urge it to start over on tax increment financing (TIF) and issue a clean new Statement that treats all three forms of TIF as reportable abatements akin to those clearly covered by Statement No. 77.


We also urge the GASB to finish the process it began in 2018 and openly declare that property tax abatements that are bundled with Industrial Development Bonds (IDBs) are abatements covered by Statement No. 77.


These safeguards reflect what Good Jobs First has learned since we first explored the tension between abatements and school funding in 2003, and in our many blogs, articles, and studies since GASB 77 was issued in 2015.


Communities cannot determine if tax abatements given to corporations in the name of economic development are worth the price if they don’t know the costs, especially to education.

This editorial was written by the editorial board of the Washington Post. It expresses my views.

THE FIRST witness the prosecution called in the trial of the former Minneapolis police officer charged with the murder of George Floyd was a 911 dispatcher who watched the arrest unfold in real time on a surveillance camera. So long did the restraint go on that she wondered if the camera feed had frozen. “My instincts were telling me that something’s wrong,” she testified, explaining why she took the unusual step of reporting the officers’ use of force.


Her instincts — as the world knows from its own viewing of video footage of the May 25 events at that Minneapolis street corner — proved to be terrifyingly and tragically accurate. Something is clearly wrong when an arrest for allegedly passing a counterfeit $20 bill ends up with a 46-year-old Black man gasping for air, pleading for help — and dying. Floyd’s death triggered nationwide protests and questioning about race, policing and social justice. A jury in Minnesota now faces one specific question: whether to hold Derek Chauvin, the officer who pinned Floyd under his knee for more than nine minutes — nine minutes and 29 seconds, to be exact — criminally responsible. He is charged with second-degree murder, third-degree murder and second-degree manslaughter, and he faces up to 40 years in prison if convicted on the most serious charge.


“You’ll be the judge of the facts, and I’ll be the judge of the law,” Hennepin County District Judge Peter A. Cahill told the 12-member, racially diverse jury Monday at the start of a trial that is expected to be one of the most closely watched in years. Court TV is providing live, gavel-to-gavel coverage of the proceedings. It is fitting that a public that watched Floyd’s death can now witness whether there is a reckoning.


Jerry W. Blackwell, one of the prosecutors, played the video during his opening arguments to drive home how Mr. Chauvin did not “let up” or “get up.” Floyd said 27 times he couldn’t breathe, and a crowd that formed called repeatedly on police to get up because it was clear Floyd was in distress. “While he’s crying out, Mr. Chauvin never moves,” the prosecutor told the jury. “You can believe your eyes, that it’s homicide, it’s murder.”




Mr. Chauvin’s lawyer argued there is more to the case than the video, contending that Floyd’s death was caused by his underlying heart disease and drug use; he even blamed the crowd for posing a threat and diverting officers’ attention from Floyd. “You will learn,” said Eric J. Nelson, “that Derek Chauvin was doing exactly what he had been trained to do during the course of his 19-year career.”
We hope no jury can accept that a police officer would be trained to be so willing to cause harm and so indifferent to human suffering.

Joel Westheimer is a professor of education at the University of Ottawa. He wrote this article for The Ottawa Citizen and shared it with me. This is a good time for me to mention that I strongly believe in content. In the mid-1980s, I was involved with a large committee that wrote the California K-12 History-Social Studies Framework. We realized that whatever we wrote had to be feasible from the point of view of teaching and learning. We selected the key events and developments that teachers would focus on. When we finished our draft, we sent it to teachers across the state. We received more than 1,000 reviews and read each one carefully. We made many changes. We sought in-depth learning, not a swift canoe ride across the centuries. Depth matters more than breadth.

Westheimer wrote:

Three essential lessons COVID-19 has taught us about education

During the pandemic, we rediscovered what teachers and students have always known: that schooling is about relationships, learning is a social process, and a deep-dive into a topic of interest is worth more than a stress-filled endurance swim in the shallows.

When did the Assyrian empire’s reign over Mesopotamia begin and end?

If you don’t know, you have a lot of company and you’re about to have even more. Because of the COVID-19 pandemic, countless nine- and 10-year-olds missed lessons about one ancient civilization or another this past year.

History and geography aren’t the only subjects affected. Some middle school students won’t learn the three functions of mitochondria. High school math teachers may have skipped lessons in differential equations. And who knows how many missed the opportunity to read Paulo Coelho’s brilliant allegorical novel, The Alchemist.

So what?

The first lesson parents, educators, and policymakers should draw from our collective school experiences during the pandemic is this: content matters much more than coverage. For more than three decades, the school curriculum has become increasingly consumed with all the things students should know before they graduate. That has resulted in an unprecedented global obsession with micro-managing teachers’ work to ensure the right information is taught and with standardized testing to find out if they’re succeeding.

Every day we read about children falling behind, but the curriculum is bursting at the seams. Falling behind what? Behind whom?

Research in teaching and child development tells us that learning how to think analytically is much more important than cramming in material that students won’t remember weeks or years later. We live in an age of instantly accessible information in an infinite number of domains. Living well in the 21st century does not require more information but rather the knowledge and skills needed to sift, understand and assess the quality of information. Teaching content matters, but covering every possible historical event and scientific or mathematical concept does not.

Let’s turn our concern over learning loss during the pandemic to focus on what was gained. We rediscovered what teachers and students have always known: that schooling is about relationships, learning is a social process, and a deep-dive into a topic of great interest is worth more than a stress-filled endurance swim in the shallows. What matters are the connections that teachers make, both to students and their families and between subject matter and the outside world.

A second lesson for education I take away from the pandemic is that inequality undermines the work educators do. This shouldn’t be a new lesson, but it was a wake-up call. COVID-19 has functioned like an x-ray, exposing already existing fault lines: poverty and economic inequality, unequal access to high speed internet and computers, and inadequate resources for those most in need.

Calls during the pandemic for parents to make sure their children don’t fall behind only increased these already existing inequalities. Some parents have the time, resources and education to demand their kids follow the curriculum, maybe even get ahead. Other parents are front-line workers, or holding down two jobs, or working at home with little time for other activities.

School cannot solve all of society’s problems, but they are a place we can acknowledge them. For example, some teachers brought new scrutiny to how they assign grades. Could the way we evaluate students’ prospects reflect the fact that students come from such different starting points? As children return to classrooms, let’s try — both within and outside of schools — to address inequality in meaningful ways.

A third lesson from the pandemic is that teaching is essential work. Remember those amusing memes from last spring when schools shut down?

  • Homeschooling, Day 1: And just like that, teachers were appreciated again;
  • Homeschooling, Day 2: We should double our teachers’ salaries;
  • Homeschooling, Day 3: I must apologize to the teacher for insisting that Suzie was “gifted.”

Funny, yes, but also revealing. Psychologists tells us that good humour often points to truths that everyone knows but nobody admits. I hope that we learn a newfound respect and admiration for the difficult and vital work teachers do. Will it be a little bit harder to claim teachers are lazy or have too much time off or that class size doesn’t matter? Teachers’ working conditions are children’s learning conditions and we should do everything we can to assist their efforts.

There are other lessons to take away. At the University of Ottawa, colleagues and I started the research collaborative CHENINE (Change, Engagement, and Innovation in Education) to make sure these lessons don’t get lost in the shuffle back to brick-and-mortar schooling. Already we’ve learned that educational technology can enrich good teaching but can’t replace poor teaching; that we could give students less homework and fewer tests; that the outdoors is a vastly underused resource for teaching and learning; and that trusting teachers’ front-line judgments is crucial.

When school returns to full swing, let’s give teachers latitude in what, how and when to teach any particular subject matter. Their primary job should be to restore a sense of safety, nurture a sense of possibility and rebuild the community lost through extended social isolation.

By the way, the Assyrian empire fell in 609 BC. I had to look it up. 

Joel Westheimer is an education columnist for CBC Radio and professor of education at the University of Ottawa. His most recent book is What kind of citizen: Educating our children for the comm

The Ossining, New York, school district has a creative response to the federal mandate to administer tests at a time when children’s lives have been disrupted by the pandemic. The superintendent has asked parents to write a letter asking for their child to be tested, that is, to “opt in” to testing.

Gary Stern of the Lower Hudson news (Lohud) reports:

At a time when many school districts are peeved that they are being forced by Washington to administer standardized tests, the Ossining district is taking the provocative step of only giving the tests to students whose parents request it.

This “opting in” approach may mean that few students will take the state-run tests for grades 3-8, which are scheduled for April, May and June. But that’s fine with Ossining officials, who say the tests will be unacceptably disruptive during the pandemic and will yield little meaningful data.

“We’re in a pandemic, and there is a lot our students are going through right now, and our staff,” Ossining Superintendent Ray Sanchez said. “We’re fulfilling the requirements to administer the assessments, and we’re giving parents a voice in the process.”

Kudos to Superintendent Sanchez for recognizing that children belong to their parents, not the state, and that parents should make the decision about the tests, not politicians.

U.S. Secretary of Education Miguel Cardona has yet to come up with a plausible reason for administering the state tests this year. The tests were suspended last year; there is no baseline data. The tests will not measure “learning loss.” If the Department wanted state and national data, it should not have canceled the National Assessment of Educational Progress, which gathers that data and has a 50-year timeline.

Maurice Cunningham is a professor political science at the University of Massachusetts who has developed a unique talent for exposing the workings of Dark Money in education. The usual source of Dark Money is the multi-billionaire Walton Family, but they are not alone. In this post, he reviews the remarkable story told by the media in Rhode Island. A group of ordinary moms got together to demand charter schools. They set up a website and commissioned a poll done by President Biden’s pollster. Where did the money come from? The media forgot to ask that question. The media’s lack of curiosity about the funding behind this group of moms is curious.

On February 25, five “frustrated mothers” organized to raise money for their passion: charter schools.

What we see here is quite common, a front purporting to be parents but actually funded and acting for wealthy privatization interests. In Massachusetts, Massachusetts Parents United claims to have been founded in 2017 by three moms in a library. From 2017-2019 MPU and its allied 501(c)(4) took in over $3.3 million (actually more, for technical reasons I won’t get into) and about half of that came from the Walton Family Foundation. The organization’s “mom-in-chief” paid herself just short of $400,000 in 2018-19. In 2020 the same mom founded the National Parents Union, which is not national, not parents, and not a union. But it is a money pit. Its financial backers include the Waltons, Charles Koch, and a boatload of America’s wealthiest oligarchs.

And you’ll never guess! But advocacy through polling is a major component of National Parents Union’s marketing strategy.

The story Golocalprov fell for is one of scrappy moms facing off against hidebound unions. But the real story is corporate and oligarchic interests masquerading behind parents versus teachers and the very notion of the public good.

Let’s hope that Maurice Cunningham is able to stir the Rhode Island news media to dig deeper and find out whose money is shaping the attack on the public schools of Providence.

The Florida League of Women Voters has long been wary about the state’s rush to privatize public school funding through charters and vouchers. It has previously published reports on the conflicts of interests, the politics, and the money in the charter sector. In this report, it investigates the organization created to hand out money for vouchers, called “Step Up for Students.” I am posting only the introduction. To read the body of the report, please open the attached PDF file.

Step Up for Students

 Preliminary Investigative Report

League of Women Voters Education Task Force

Contact: Dr. Sarah (Sally) Butzin

President, League of Women Voters of Tallahassee

sally.butzin@gmail.com

850-728-1097

March 2021

Introduction

For the past 20 years, a private organization has been growing exponentially using direct and indirect public funds largely out of public view. This organization is the conduit for an unregulated school system without standards being created by the Florida Legislature.

The organization is called Step Up for Students (StepUpForStudents.org), an SFO (Scholarship Funding Organization) that awards and manages tax credit scholarships for the state of Florida, as well as in Alabama.  According to Forbes, Step Up is the 21st largest charity in the United States. To put that in perspective, the American Cancer Society is 18th. In 2019 Step Up and Subsidiaries had $697,363,075 in total assets. 

Step Up began with a mission to award vouchers to low-income students to attend private schools. It has grown to include vouchers, now known as scholarships, for students with special needs, students who have been bullied, students who are homeschooled, and students with reading difficulties. The income threshold has been raised through the years to at least 300% of the poverty level, with no income threshold for homeschool or special needs students.

Step Up receives donations from corporations who receive a dollar-for-dollar tax credit on corporate and certain sales taxes owed to the state of Florida. Billions of dollars have been diverted to Step Up instead of having been deposited into General Revenue to operate state government, including public schools. These tax diversions have been cleverly labeled as “donations”.

This report is the work of a team of volunteer members of the League of Women Voters of Florida. The League’s mission is to Empower Voters and Defend Democracy. Voters become empowered through information, while democracy requires transparency. An equitable and high-quality public education system is also essential for a vibrant democracy.

We hope to bring the shadowy operations of Step Up for Students into the sunshine through this report. The growing and unaccountable privately-controlled school system, while ostensibly under the Dept. of Education, should concern every Florida taxpayer. We hope that what we have learned will encourage an investigative reporter or organization to uncover more of what is unknown by the public. It’s a matter of fairness and justice. There’s more to the story.

A money management/marketing firm operating as a charity

Step Up for Students was created by venture capitalist John Kirtley in 2002, one year after then Governor Jeb Bush’s administration established the first (FTC) Florida Tax Credit voucher program, now called a “scholarship.” By 2020, Step Up had total net assets of over a half billion dollars. It is headquartered in Jacksonville at 4655 Salisbury Road. There is an affiliate office in Clearwater.

Step Up has approximately 265 employees with an $18 million payroll. The current President is Doug Tuthill, with a salary of $286,847. Eleven key employees have six-figure salaries with a total of $1.2 million in compensation. 

Founder John Kirtley remains the unpaid Chairman of Step Up. He, and his wife, have numerous board affiliations. Kirtley is co-chairman of the Florida Federation for Children, a PAC (Political Action Committee) that donated $1.4M during the 2020 election cycle.

The Board consists of 8 members, many with corporate ties. John Legg is a former state legislator and chairman of the Senate Ed Committee, and Al Lawson is a United States Congressman. Step Up also works for the state of Alabama through its subsidiary ASOF (Alabama Scholarship Opportunity Fund). Four of the Step Up board members are also on the ASOF board.

Step Up is one of two SFO’s authorized to administer five school choice scholarship programs in Florida. Step Up administers 99% of the contributions, while AAA Scholarship Foundation handles the remaining 1%. Step Up takes an administration fee of 2.5-3% of contributions. The cap on corporate contributions in 2020 was $874M, which means a 2.5% fee would be nearly $21M for Step Up.

This leaves plenty of funds for Step Up to promote the tax credit scholarship programs to corporations and car dealers, as well as to market the program to parents. Step Up offers webinars and support systems to recruit parents and assist them in applying for scholarships. Through the years, Step Up has organized large rallies in Tallahassee to bring thousands of students and parents to Tallahassee to lobby legislators to expand the program.

The fox guarding the henhouse

The Florida Department of Education’s Office of School Choice cannot supervise a program of this magnitude.  The task of supervising over 1,800 private schools and tracking individual vouchers given to parents is huge and varied.  Where students enroll must be verified.  Some schools report vouchers for students who are not enrolled. Some vouchers are awarded to students who do not meet the family income requirement for their voucher.  In addition, some vouchers allow parents to purchase supplies and services for students.  These individual purchases must be tracked.  

This is where Step Up has stepped in. The DOE (Department of Education) has outsourced oversight functions to the same private agency that also awards the scholarships. Since its inception, Step Up has awarded over one million scholarships.

What Step Up financials tell us about their size and growth

Income – Form 990 – 2018 & 2019:

$714,828,892 in “contributions and grants” – 2018

$614,153,616 in “contributions and grants” – 2019

Two Year Total: $1,332,982,508

Expenses – Form 990 – 2018 & 2019:

scholarships totaling $624,325,270 – 2018

scholarships totaling $667,545,702 – 2019

Two Year Total: $1,291,870,972

Payroll & Benefits & Outsourcing

2018 Payroll & Benefits: $19,899,245 

2019 Payroll & Benefits: $22,110,485 (Including $1,164,052 for “management & key employees) 

   $1,120,016 of the 2019 total listed as “fundraising expense”, so as of the last public report, they’re paying over $1 million just to fundraising professionals

Two Year Payroll Total: $42,009,730

What Step Up financials DON’T tell us

  • What is the source of the “contributions and grants”? Donor names are not listed. 
  • 2019 Audit Report listed $683,370 in functional expenses for “recruiting and advertising”. This included (according to the 990) a total of $592,698 paid to two employment agencies. Why? This is very unusual in a non-profit financial report. Who are they recruiting? What is their function?
  • More questions about payroll expenses are raised in Finding 2 of the 2019 audit (below).

What Step Up Audit Reports tell us about their program monitoring function

Findings from August 2019 Audit:

  • Finding 1: Step Up did not always properly evaluate the household income of FTC Program scholarship applicants to ensure that scholarships were only awarded to eligible students. A similar finding was noted in our report No. 2019-012. 
  • Finding 2: As similarly noted in our report No. 2019-012, Step Up procedures do not require and ensure that records of attendance and time worked by exempt employees, reviewed and approved by applicable supervisors, be maintained. 
  • Finding 3: Step Up did not notify employees and students of the purpose for collecting social security numbers. In addition, some unnecessary information technology (IT) user access privileges existed that increased the risk that unauthorized disclosure of the sensitive personal student information may occur. 
  • Finding 4: Application processing errors caused a delay in funding for certain students eligible for the Gardiner Scholarship Program. 
  • Finding 5: Step Up procedures did not always identify private schools receiving more than $250,000 in scholarship funds in a fiscal year to verify that those schools contract with an independent certified public accountant for an agreed-upon procedures engagement pursuant to State law. 
  • Finding 6: Step Up expended $280,000 in FTC Program earnings for non-FTC programs.

Other audits have revealed that Step Up has financial irregularities that require further investigation. For example, Step Up earned $1.4M in interest on tax-credit dollars from 2016-18, which could have been used on up to 237 scholarships. Step Up President Tuthill defended using the interest money for non-program expenses by pointing to “start-up costs.” 

What Step Up Audit Reports DON’T tell us

  • With respect to Finding 1: Failure to properly evaluate household income (multi-year finding) – What is the remedy if a student/family has been awarded a scholarship for which they do not qualify?
  • With respect to Finding 2: This finding says that Step UP has 29 exempt employees, including the Senior Director of Development, Development Officers, Director of Marketing, and Managers of Community Outreach, who worked from home in Florida, Georgia, or Pennsylvania. Who are these employees and what work are they doing on behalf of Florida’s students? Why are they living and working out of state? How much are they being paid? 

NOTE: Proposed legislation under SB48 is changing the SFO audit requirement from annually to every three years.

What School Financial Reports Tell Us about Step Up compliance monitoring 

  • In 2019, there were 1,209 schools that received more than $250,000 of scholarship funds. Of the 1,107 who actually submitted the required reports, 28% contained material exceptions that ranged from inadequate segregation of duties to not utilizing an operating budget.
  • There were 78 schools that did not submit reports and 48 that submitted incomplete reports.

What School Financial Reports DON’T tell us

  • Which schools are in compliance and which are not? Is this information available to parents?
  • Who is monitoring the quality and appropriateness of the educational materials and services that are eligible for purchase using scholarship funds?
  • Who is monitoring the quality and academic outcomes for students attending private and religious schools?
  • Who is monitoring compliance with DOE regulations that require to qualify for scholarship money, schools must “comply with the anti-discrimination provisions of 42 U.S.C. s. 2000?” That statute is part of the 1964 Civil Rights Bill, and says “No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.

Charitable donations as a means to avoid taxes

Per the Florida Department of Revenue, “The (Florida Tax Credit) program allows taxpayers to make private, voluntary contributions to eligible nonprofit scholarship-funding organizations and receive a dollar-for-dollar credit against the following Florida taxes;”

  • Corporate income tax;
  • Excise tax on liquor, wine, and malt beverages;
  • Gas and oil production tax;
  • Insurance premiums tax; and
  • Sales and use tax due under a direct pay permit

What this means is that “donations” made to Step Up are not coming from the company’s assets, but by diverting taxes owed that would have gone into the state’s general revenue fund to pay for government services, including public schools. Since its inception, over $3 billion has been diverted, primarily to Step Up. In 2019 Step Up received $618 million from 250 donors. To date, 1,799 private schools participate in the tax credit scholarship program, 66% of which have a religious affiliation.

The “donations” appear to come primarily from the following since 2010:

  • Alcohol Distribution Industry ($1.3B)
  • Insurance Industry ($75M)
  • Healthcare Industry ($104.5M)
  • Financial Services Industry ($45.5M)
  • Banking Industry ($14.2M)

Notable donor/tax credit companies include:

  • Southern Glazer’s Wine & Spirits (largest single donor at $615M thru 2019), 
  • Geico Insurance, 
  • AutoNation Insurance, 
  • Humana Insurance, 
  • Iberiabank
  • Continental National Bank, 
  • United Healthcare, 
  • HCA Healthcare, 
  • HMS Host Restauranteur, 
  • Raymond James Financial, 
  • Waste Management, 
  • Skechers USA, and 
  • Circle K Stores. 

It is interesting to note that the Step Up website has not listed its corporate donors since 2018. Why have they gone dark? Perhaps due to negative publicity when it was revealed that many of the religious schools receiving scholarships had policies discriminating against LBGTQ students, employees, and families.  Some corporations withdrew their tax credit donations, including Wells Fargo, Fifth Third Bank, and Wyndham Destinations.

An expanded voucher program marches on

Using the tax credit donations, Step Up awards scholarships to qualified families, based upon ever-changing criteria. What started as a program to assist low-income families obtain funds to attend private schools (Florida Tax Credit Scholarship), has morphed into four additional programs for students with special needs (Gardner Scholarship), students who have been bullied (Hope Scholarship), students who attend a low-performing public school (Family Empowerment Scholarship), and students with low reading scores (Reading Scholarship).

The income eligibility threshold continues to rise, with pending legislation in 2021 rising to 300% of poverty level ($78,600 for a family of four), with annual increases going forward. There is no income threshold for students with disabilities or homeschooled students. And once a child qualifies for a scholarship, they keep it through 12th grade regardless of whether the family income grows.

New proposals through Senate Bill 48 will convert the five current scholarship programs into two ESA’s (Educational Savings Accounts) where recipients have full choice of spending on an array of approved goods and services and/or private school tuition. Leftover ESA funds can be banked for future college funds. The proposed ESA’s will be funded from a Trust Fund using general revenue funds as well as tax credit donations, which raises interesting constitutional questions.

During the Senate Education Committee debate during the 2021 Legislative Session, Senator Manny Diaz, Jr., the chief proponent of the new ESA program, assured the Committee that the program had ample guardrails to prevent fraud and abuse. However, what our Task Force has learned about Step Up makes us wonder if these guardrails are made of toothpicks.

Follow the money: Step Up and politics

This is an area that needs deeper delving, as it is difficult to trace the various PAC’s  (Political Action Committee) and entities that make campaign contributions under the radar. One place to start would be with Miami Senator Manny Diaz, Jr. (not to be confused with Manny Diaz who heads the Florida Democratic Party). 

Senator Diaz is the driving force with expanding charter and scholarship programs. He has inherent conflicts with his employment with Academica, a for-profit charter school management company. Senator Diaz also operates a PAC called Better Florida Education PC, which reported $1,152,070 in donations in 2021.Step Up President Doug Tuthil was quoted in 2011 on YouTube saying, “One of the primary reasons we’ve been so successful (is) we spend about $1 million every other cycle in local political races, which in Florida is a lot of money. In House races and Senate races, we’re probably the biggest spender in local races.” Is Step Up still making campaign contributions as a 501-c-3 non-profit organization?

We attempted to connect the dots to find connections between Step Up and campaign contributions to key legislators, as well as from corporations receiving tax exempt benefits. This again proved difficult given the practice of bundling individual contributions into groups with vague names such as Floridians for Good Government.

A driving force behind the ESA expansion is to create a cottage industry of start-ups and business ventures. In a presentation to the Florida Senate Education Committee, Tuthill was enthusiastically promoting opportunities for business to offer goods and services to growing numbers of parents who can choose what to purchase.

Step Up has conveniently created a portal on their website called “My Scholarshop” with direct links to vendors. It would be interesting to discover any links between the vendors and legislators, Step Up board members, or staff? 

Constitutional issues

The Tax Credit Scholarship program is an ingenious way to skirt constitutional issues such as the separation of church and state. By using Step Up, a non-profit entity, as a pass-through, the state is not directly funding the vouchers to religious schools.

In 2017 the Florida Supreme Court dismissed a law suit filed by the Florida Education Association for “lack of taxpayer standing” since the scholarships were funded from donations rather than tax revenue. The question remains whether the expanded ESA program will have the same protections.

Separate and unequal

In their book A Wolf at the Schoolhouse Door, authors Jennifer Berkshire and Jack Schneider ask, “Where does this end?” Some have suggested the ultimate goal is to create a completely parent-driven system where scholarships are available to all. Others have pointed out the cost-savings of privatizing the education system, eliminating the state’s responsibility to monitor the quality of educational programs, certify professional teachers, build safe school buildings, and provide annual assessments of learning progress.

When asked about quality control and learning outcomes, voucher proponents always revert to “parent choice.” It is up to the parents to make those determinations about “what is best for their child.” This assumes that all parents are up to the task.Are we on the road back 200 years ago when schooling was solely a parent’s responsibility? Parents back then cobbled together clusters of one-room schoolhouses and private tutoring. 

Parents with means had access to private schools with qualified teachers, while the Catholic Church created a system of parochial schools.

As the industrial age approached, it was clear that this parent-driven school system was inadequate for a modern society. In 1838, Horace Mann founded and edited The Common School Journal. Mann is considered the father of public education. His six main principles for creating public schools were:

  1. the public should no longer remain ignorant;
  2. that such education should be paid for, controlled, and sustained by an interested public;
  3. that this education will be best provided in schools that embrace children from a variety of backgrounds;
  4. that this education must be non-sectarian;
  5. that this education must be taught using the tenets of a free society; and
  6. that education should be provided by well-trained, professional teachers.

It is ironic that in the post-industrial information age, the Florida Legislature is promoting a system that was abandoned years ago. The Covid Pandemic has laid bare the importance of being highly educated to survive and thrive in a technological age. A high-quality education is more important than ever. This means highly trained teachers and a curriculum based on research and science. 

Reverting back to a cobbled-together system of home schools and religious schools in church basements will leave more children behind, and will lead to re-segregated schools based on race and income. Is this where Florida is headed?

Resources

This is a preliminary list of resources we found during our investigation. Others may find them helpful in uncovering more about the operations and conflicts with Step Up for Students.

John Kirtley: https://www.miamiherald.com/opinion/letters-to-the-editor/article235210632.html

John Kirtley: http://search.sunbiz.org/Inquiry/CorporationSearch/SearchResults?InquiryType=OfficerRegisteredAgentName&inquiryDirectionType=PreviousList&searchNameOrder=KIRTLEYJOHNF%20L040000768592&SearchTerm=Kirtley%20John&entityId=L04000076859&listNameOrder=KIRTLEYJOHNF%20L040000768592

Step Up For Students, Creation: https://en.wikipedia.org/wiki/Step_Up_For_Students

Step Up For Students, Promotion: https://www.politico.com/states/florida/story/2016/11/new-us-education-secretary-has-ties-to-florida-voucher-fight-107601

Step Up For Students & Donors: https://jaxkidsmatter.blogspot.com/search?q=Step+up+for+students+takes+down+their+annual+reports+to+hide+their+donors

Step Up For Students, Audit: https://www.news-journalonline.com/news/20190905/audit-finds-problems-at-floridas-step-up-for-students#:~:text=The%20audit%2C%20issued%20last%20week,students%20before%20it%20was%20fixed

Step Up For Students, Our Leadership Team: https://www.stepupforstudents.org/about-us/our-leadership-team/

Step Up For Student, Equal Opportunity: https://www.stepupforstudents.org/equal-opportunity-education/

Step Up For Students, Anti-gay policies: https://www.orlandosentinel.com/news/education/os-ne-vouchers-gay-students-updates-20200214-kprtbtsjfjbnhlsfat2asjfvle-story.html

Step Up For Students, Financial Reports: https://32n7ya2og9cc2147lx4e0my6-wpengine.netdna-ssl.com/wp-content/uploads/2019-2020-990-Form.pdf

Manny Diaz: https://www.miamiherald.com/opinion/letters-to-the-editor/article235210632.html

SB48, Bill Analysis: https://www.flsenate.gov/Session/Bill/2021/48/Analyses/2021s00048.aed.PDF

Alabama Opportunity Scholarship Fund, School Requirements: https://revenue.alabama.gov/wp-content/uploads/2017/05/Non-Public_School_Notice_of_Intent_to_Participate.pdf

Alabama Opportunity Scholarship Fund, Jeb Bush: https://yellowhammernews.com/bush-visits-alabama-raise-awareness-school-choice-low-income-scholarships/

POLITICAL CONTRIBUTIONS SUMMARY

Step up:  https://www.stepupforstudents.org/office-of-student-learning-2/teaching-learning/

Step up Advocacy: Voices for Choices.  https://www.stepupforstudents.org/step-up-voices-for-choices/

Step up Regional Councils:  https://www.stepupforstudents.org/office-of-student-learning-2/school-support/

Employee Giving:  https://www.stepupforstudents.org/donor-resources/employee-giving/

Kirtley vs AAA 

https://www.politico.com/states/florida/story/2019/04/18/school-choice-advocates-face-off-even-as-vouchers-win-support-972612

KEY LEGISLATOR PACs

https://www.news-journalonline.com/news/20191228/florida-legislatorsrsquo-pacs-amass-hundreds-of-millions-of-dollars/1

Sen. Wilton Simpson:  Pasco County, Trilby: Senate President

PACs:  Future Florida and Florida Green PAC, Jobs for Florida, Florida Republican Senatorial Campaign Committee $68,934,933.44

Senate Education Committee Republicans

Sen. Jennifer Bradley: District 5, Marion County; Education.  Husband is Rob Bradley, 

Chair of Senate Appropriations Committee

PAC:  Working for Florida’s Families https://www.opensecrets.org/campaign-expenditures/vendor?cycle=2020&vendor=Working+for+Florida%27s+Families

Sen. Doug Broxson: District 1, Okaloosa County; Pensacola Appropriations Subcommittee on Sen. Education, Appropriations

PAC:  none

Sen. Manny Diaz Jr:  District 36, Hialeah, Miami-Dade; Education, Appropriations, Appropriations Subcommittee on Education

PAC: Better Florida Education: http://www.betterfleducationpc.org/contributions.php

Manny Diaz Jr: https://www.transparencyusa.org/fl/candidate/manny-diaz-jr-can?cycle=2018-election-cycle

Sen. Joe Gruters: District 23, Sarasota; Education, Governmental Oversight and Accountability, Appropriations

PAC:  Republican Party of Florida $605,925,807.52

Sen. Travis Hutson District 7, Volusia County; Palm Coast Appropriations and Appropriations Subcommittee on Education

PAC:  First Coast Business Foundation $762,575

https://www.transparencyusa.org/fl/pac/first-coast-business-foundation-69922-pac/donors

Sen. Kathleen Passidomo: District 28, Lee County;   Appropriations, Appropriations Subcommittee on Education

PAC: Working Together for Florida

https://www.transparencyusa.org/fl/payee/working-together-for-florida-pac

Other School Choice Supporters 

Sen. Kelli Stargel: District 22 Lake; Appropriations Chair

PAC: None

Sen. Aaron Bean: District 4 Duval 

PAC: Florida Conservative Alliance $751,742.60 

https://www.transparencyusa.org/fl/pac/florida-conservative-alliance-60710-pac/donors?page=5

Lizbeth Benacquisto, District 27, Lee County: 

PAC:  Protect Florida Families $666,536.02

https://www.transparencyusa.org/fl/pac/protect-florida-families-fund-74099-pac

POLITICAL ACTION COMMITTEES 

American Federation for Children: Advocates for School Choice/Alliance for School Choice-Walton Foundation, Betsy DeVos https://www.politicalresearch.org/2012/08/01/rights-school-choice-scheme

Conservatives for Principled Leadership http://conservativesforprincipledleadership.com/

Conservative Solutions for Jacksonville http://conservativesolutionsforjax.com/

FAPSC-PAC https://www.fapsc.org/page/33

Federalist Society Members:  National group of conservative attorneys 

Fl Education Empowerment: Kirtley (closed)

Florida Federation for Children (Kirtley):  https://www.federationforchildren.org/about/

https://www.sun-sentinel.com/opinion/editorials/fl-op-edit-florida-voucher-schools-20210202-t7eunnz47vcezlzqys4ex6dfq4-story.html

*Victorious candidates supported by FFC:

https://www.federationforchildren.org/school-choice-supporters-victorious-florida-elections/

Floridian’s United for Our Children’s Future:  FP&L; U.S. Sugar, Florida Crystals Corp (aff. with Associated Industries of Florida). https://unitedforflchildren.com/

Contributions Reporting

Florida Elections Commission Campaign Finance Database https://dos.elections.myflorida.com/campaign-finance/contributions/

Center for Responsive Politics runs the Open Secrets https://www.opensecrets.org/

National Institute on Money in State Politics runs Followthemoney https://www.followthemoney.org/

Campaign Finance Database: https://dos.elections.myflorida.com/campaign-finance/contributions/#both

Florida Transparency USA https://www.transparencyusa.org/fl

NSPRA describes major funders of educational reform https://www.nspra.org/our_mission

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