Billy Townsend was a school board member in Polk County, Florida. He saw up close and personal how charters were sucking the high-scoring students out of public schools and excluding the students with disabilities. He saw up close and personal how the state’s voucher program was serving as a refuge from high-stakes testing and enabling the restoration of racial segregation. Billy believes, as I do, that if the day ever comes when so-called reformers see the harm they are doing to kids and to our democratic institution of public education, they might repent. Will shame move them more than the pursuit of profit and power? Perhaps we are naive to think it might. But hope springs eternal that even the profiteers and entrepreneurs and shady fly-by-night grifters might someday see the light.
Billy has written a powerful series about the Jeb Crow school industry and how its sole purpose is to destroy public education without helping kids. All of the articles are referenced in this post, the last of the series. He has demonstrated how the voucher schools are highly segregated and low-quality. He refers to the choice schools as “failure factories” but now calls them “Jeb Crow” schools to credit former Governor Jeb Bush for creating the Big Lie that school choice saves children. It doesn’t.
Townsend throws out a challenge to reformers who are sincere, if there are any, about equity and helping kids:
Serious “reformers” — those who actually mean it when they use the moral, racialized language of equity in justifying punitive policies that destroy public education capacity — know today that their entire life’s work is bullshit that failed on its own terms.
They know it. Every single one of them. Some of them will cry about America’s super awesome graduation rate; but they know that’s manipulated data bullshit, too. Mostly, they’ve just gone silent while think tanks beg to keep getting useless test data and grifters use the language and weaponry “reformers” provided them to demolish public education capacity for everyone.
The question now: if, when, and how will “reformers” ever break their shamed silence about their failures and decide to help us fix them?
Jeb Crow means wealthier, whiter kids get high capital charters; more vulnerable, less white kids get no capital vouchers; and we kill/privatize public schools altogether.
The grifting and cheating by state education officials is breath-taking. They know that school choice is a cynical ploy to shift money from taxpayers to private corporations. They know that the corporation that handles the voucher funding now has assets of nearly $700 million. They know where power lies in Florida. They know how corrupt the Legislature is. But everyone goes along to get along.
If you read one thing today, read Billy Townsend’s reports on Florida’s massive crime against children and the state’s own future.

The closer you look at government in “the sunshine state” of Flor-uh-duh, the worse it “gaetz.”
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I love the term Jeb Crow! Unfortunately a few of his Chief for Change followers end up in RI which is supposed to be a public education state but that is slowly changing…Right now there are two Chiefs for Change in authority There used to be another chiefs for change gal –Deborah Gist but she’s now in Oklahoma.. So now Harrison (Chiefs for Change) Peters is the Providence school superintendent who got the job from his fellow “Chiefs for Change Commissioner” Angelica Infante-Green…the carpetbagger from NY who went to RI to be the commissioner before the charter lover governor raimondo became Commerce Secretary…and Florida is not alone with deep dark secrets…The charter crowd is infiltrating even the smallest of the states- funny how the Jeb Bush exploiters and opportunists end up in RI!
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Florida is universally acclaimed in ed reform as a model for the country. There’s no discussion AT ALL of any of the problems with the privatization effort there- it’s all 100% good, according to the echo chamber.
DeVos pushed Florida’s privatization scheme, Duncan pushed Florida’s privatization scheme, Jeb Bush absolutely lavishes praise on it with no criticism or analysis at all.
Pure ideology. Florida education system is better because it meets ed reform’s ideological goals of abolishing public schools and weakening or eradicating labor unions. That’s the only metric that matters.
You won’t find a word about any of these schools on any of the ed reform sites or media outlets. To criticize or question Florida’s privatization scheme would be a firing offense.
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As Billy points out, and as I have written here many times, Florida holds back third graders who don’t read well enough to pass the test for their grade. That boosts 4th grade reading scores because the low performers were held back.
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I used to say “ideology” too, but I’m trying to think of a different term. Calling the ed-reform echo chamber “ideology”-driven is technically correct, as ideology is defined as “a system of ideas and ideals, especially one which forms the basis of economic or political theory and policy.” But it has a slightly nice ring in this context, suggesting there might be some sincere [if wrong-headed] ideals related to education in there somewhere. The motivation is supplementing private profit with public tax $, obtained by obfuscating the increased cost to taxpayers and the diminished value of what the taxes are intended to provide.
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The goal of privatization is to monetize the provision of education and eliminate public schools by making them impoverished and a last choice.
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Exploitation.
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Succinct, thank you Diane. Always trying to figure out the end-game of the political philosophy behind this. It appears to be ‘no taxes’ meaning ‘no public services’ meaning ‘no government.’ Hence, education available to the degree one’s personal income allows. Education gets to be on the front line of this effort because its absence is less noticeable to the public than would be, say, ‘no roads’ or ‘no water’– but surely those are on the horizon (or already in play). Seen in this light, the endgame appears to be nothing other than turning the clock back 150 years. You wonder how on earth politicians promoting these policies get voted in.
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They get elected by not talking about privatization and the end game. They divert attention to cultural issues like cancel culture, transgender students, and taking a knee.
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I enjoy reading over and again this passage: “Serious “reformers” — those who actually mean it when they use the moral, racialized language of equity in justifying punitive policies that destroy public education capacity — know today that their entire life’s work is bullshit that failed on its own terms.
They know it. Every single one of them.”
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Ed reformers should be called out on their constant sloganeering about how vouchers mean poor people will have the “same choice” as wealthy people do. It’s just a lie and they know it’s a lie. They know darn well these cheap voucher schools are no where near the private schools wealthy people send their children too, and they also know wealthy people will simply use the voucher as a subsidy for tuition and pay the rest.
The entire marketing campaign they’re conducting around vouchers is blatantly deceptive and they ALL parrot it. They can’t sell this cheap junk honestly so they have to exaggerate the value and mislead voters.
These are low value vouchers. They won’t cover tuition in a better private school and every single marketer and lobbyist for vouchers knows it. They’re tricking people into trading a comprehensive public school for a low value voucher. It’s a rip off.
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I have made that point repeatedly. Betsy DeVos and others of her ilk make the absurd claim that “poor people should have the same choices as rich people,” so here is a voucher worth $5,000. Good luck! The elite private schools don’t want the voucher kids and they reject those who were failing in public schools.
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It’s just amazing how completely incoherent this “movement” is. The same ed reformers who are pushing completely unregulated vouchers and junk “voucher schools” are AT THE SAME TIME coming up with long lists of proposed mandates they plan on imposing on public schools.
Do they see any conflict down the road for this “movement”? They understand that it’s completely incoherent and will eventually collapse because none of it is consistent or hangs together in any logical way?
The same 150 ed reform lobbyists who pile mandates on public schools EXCUSE their whole private sector tranche of schools from ANY regulation at all. The ONLY way ed reform makes sense is as a privatization movement. That’s the only part that parses. The rest is an incoherent mess. They support privatization. That’s the constant. The rest is an ever-shifting mess of fads and gimmicks.
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Chiara,
You have probably figured out by now that their goal is singular: kill off the public schools. The best way to do that is to strangle them with tests and mandates, while leaving the privatized schools free and tax-supported.
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By the way, congratulations to Diane Ravitch for being selected as a “global guru” in education once again this year. It is well deserved recognition from those in the education community. https://globalgurus.org/education-gurus-top-30/
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I have a friend whose children attend an expensive private high school. She attended the same school and the family feel strongly that it’s worth it, so they pay for it. They can afford it. She showed me a video the “head of school” sent to parents about the school after covid (it closed for a period) and you-all would completely approve of the message. 100% loving and understanding, a recognition the kids have been thru a lot and plea for patience and not panicking and taking cues from the students on what they need to get back on track.
The difference between THAT and the data freaks in ed reform is just brutal. Two Americas, indeed. Our kids get tests and scolding and constant grim messages about “learning loss” and the children of the wealthy get a nuanced, thoughtful and gentle “reintroduction” to school.
Instead of vouchers lets really offer people what expensive private schools offer. We can do it in the public schools we have.
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If the federal government and the test-loving state legislators would get out of the way, public schools could offer the same loving atmosphere.
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Thanks for this insightful expose on Florida’s political privatization machine. These posts are well written and full of memorable phases like Jeb Crow, grifty garbage, a caste machine and many more. Townsend does not spare the Jeb Crow Democrats in his remarks. They are just as responsible as conservatives through their enabling and acquiescence.
Florida privatization is a corrupt racist enterprise. The low capital vouchers are shameful unaccredited schools provided by grifters that “test hustle” black and brown students into “failure factories” in which most of the students drop out after three years. The high capital vouchers go to white students in mostly white schools. Students use these vouchers to supplement their tuition. Florida’s voucher schools are largely unaccountable by design, and the public has little idea that so much money is wasted on failing segregated schools.
““Reformers” have nothing to show for their 25 years in power but growing segregation and an active war of extermination against public education. And they know it.” Townsend understands that the failure machine marches on because those in power insist that it does. Townsend also believes that John King is responsible for the Gates appointments in the Biden DOE. He also considered himself to be neutral to privatization, which is hard to believe. He finds the overt segregation and profiteering unacceptable. “Flip “reform” or purge it — there are no other options for public education’s survival.” No state should follow the failure factory model of Florida.
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it is posted at OEN
https://www.opednews.com/Quicklink/Inside-the-Dark-Dirty-Sec-in-General_News-Choice_Education_Education-Funding_Education-Laws-210402-247.html#comment787682
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Crimson flames tied through my ears
Rolling high and mighty traps
Pounced with fire on flaming roads
Using ideas as my maps
“We’ll meet on edges, soon,” said I
Proud ‘neath heated brow
Ah, but I was so much older then, I’m younger than that now
Half-wracked prejudice leaped forth
“Rip down all hate,” I screamed
Lies that life is black and white
Spoke from my skull, I dreamed
Romantic facts of musketeers
Foundationed deep, somehow
Ah, but I was so much older then, I’m younger than that now
Girl’s faces formed the forward path
From phony jealousy
To memorizing politics of ancient history
Flung down by corpse evangelists
Unthought of, though, somehow
Ah, but I was so much older then, I’m younger than that now
A self-ordained professor’s tongue
Too serious to fool
Spouted out that liberty is just equality in school
“Equality,” I spoke the word
As if a wedding vow
Ah, but I was so much older then, I’m younger than that now
In a soldier’s stance, I aimed my hand
At the mongrel dogs who teach
Fearing not I’d become my enemy
In the instant that I preach
My existence led by confusion boats
Mutiny from stern to bow
Ah, but I was so much older then, I’m younger than that now
Yes, my guard stood hard when abstract threats
Too noble to neglect
Deceived me into thinking I had something to protect
Good and bad, I define these terms
Quite clear, no doubt, somehow
Ah, but I was so much older then, I’m younger than that now
Bob Dylan
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2016 Nobel Laureate
in Literature
“for having created new poetic expressions within
the great American song tradition.”
“When I received the Nobel Prize for Literature, I got to wondering how exactly my songs related to literature. When I started writing my own songs, folk lingo was the only vocabulary that I knew, and I used it. But I had something else as well. I had principles and sensibilities and an informed view of the world, and I’d had that for a while. I learned it all in grammar school: Don Quixote, Ivanhoe, Robinson Crusoe, Gulliver’s Travels, A Tale of Two Cities, all the rest. Typical grammar school reading that gave you a way of looking at life, an understanding of human nature, and a standard to measure things by. I took all that with me when I started composing lyrics, and the themes from those books worked their way into many of my songs, either knowingly or unintentionally.”
Dylan dedicated the rest of his lecture to retelling, in fantastical detail, three works of literature that specifically inspired him: Moby Dick, All Quiet on the Western Front and The Odyssey. In his speech’s final moments, he acknowledges that “songs are unlike literature, they’re meant to be sung, not read,” before sharing a telling quote from The Odyssey: “Sing in me, Muse, and through me tell the story.”
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That’s beautiful.
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“Typical grammar school reading that gave you
a way of looking at life.”
Sorry Bob. Typical grammar school reading now limits kids to short passages or excerpts after which they are given a way of looking at standardized test items so that they can find supporting evidence for self-evident claims of guess at the author’s tone or intent – all in numbered paragraphs.
P 3.
“As for me, I am tormented with an everlasting itch for things remote. I love to sail forbidden seas, and land on barbarous coasts.”
Which best describes the meaning of “everlasting itch” found in paragraph 3 in this excerpt from Herman Melville’s “Moby Dick”?
a) strong desire
b) permanent craving
c) relentless yearning
d) insatiable hunger
How did Dylan ever make it without the CCSS?
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Nailed it, Rage!
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Test and punish won’t be producing too many artists. They won’t even know what great literature is.
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And that’s only my 3rd GRADE example!
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Funny how education reformers lack intellect.
That Dylan song takes me back. In college, I used to sit at the top of a hill overlooking the city, listening to that song and thinking. Thank you.
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Rage: thanks for all this concerning Dylan. I have never studied Dylan like I have other recent historical phenomena. I think it is interesting that he chose to reference high brow literature in his address. Dylan sought with all his might to imitate Woody Guthrie, who was very literate but grounded in a generation of those interested in the roots of his culture the way Sir Walter Scott was consumed with his Scotland.
It is vital that we have both eyes on both sources of cultural inspiration.
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Easter break here. I asked my son, in 10th grade, if he was assigned any books to read during the break, remembering that from 5th grade on, I often had books assigned, or could choose one, for virtually every extended break I had, summers included. I was shocked to find out that he hasn’t been assigned one, has not written one book report all year. The only “book” they read, together as a class, was Shakespeare’s Julius Caesar. If it wasn’t for my nagging to get him to read, he would have none.
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Reblogged this on What's Gneiss for Education.
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Deformers Can’t Repent
Deformers can’t repent
They lack required bent
And never ever spent
A second penitent
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