Archives for the month of: April, 2021

I don’t get into religion much other than to say it should be kept separate from the state.

But let me take this opportunity to wish you a Happy Easter and a very happy spring.

It has been a difficult, stressful year for everyone.

Some of us have lost members of our families to COVID.

We should all get vaccinated to stop the spread of this disease, to protect ourselves, our families, and our community.

I had my two shots (of Moderna), had no side effects, and feel protected. But I am still wearing a mask and taking other necessary precautions. Listen to the science.

There are mixed reports about whether the virus is winding down or gearing up for another surge. The latter is facilitated by the sizable number of people who refuse to get vaccinated.

No one who was vaccinated has died. It is possible to get it again, but in a much milder version that is not life-threatening.

If ever there was a time when civic cooperation is needed, it is now.

Enjoy the day. Enjoy the daffodils, the crocuses, the hyacinths, and forsythia and other signs of the Earth’s renewal.

Get outside if the weather is beautiful, as it is here in New York, and enjoy the beginning of a fresh and hopeful new season.

Do something generous for someone who needs your help.

The Brookings Institution published a study of the D.C. school system, which is almost evenly divided between public schools and charter schools. It was written by three scholars: Vanessa Williamson, Brookings Institution; Jackson Gode, Brookings Institution; and Hao Sun, Gallaudet University. The title of their study is “We All Want What’s Best for Our Kids.” Their findings are based on close reading of an online parent forum called “DC Urban Moms,” where school choice is an important topic.

What they found is not surprising. Choice intensifies and facilitates racial and socioeconomic segregation. This is the same phenomenon that has been documented in choice programs everywhere. The most advantaged parents master the system and get their children into what is perceived as the “best schools.” The “best schools” are those that have the most advantaged students.

The study begins:

Public education in the District includes a system of traditional public schools and a system of public 8
charter schools; in 2018–19, these schools served over 90,000 students at 182 schools. The city is highly diverse, as is the incoming school-age population. Among children under five, 48 percent are Black, 27 percent are white non-Hispanic, and 17 percent are Hispanic.9 54 percent of the city’s public school students are in traditional (DCPS) public schools, while 46 percent are in public charter schools (DCPCS). All students have the right to attend their local public school, or they can enter a lottery for a seat at another traditional public school or public charter school.10


In practice, parents’ school choices are limited. Housing in Washington is strongly segregated by race and class, with popular schools generally located in expensive or rapidly gentrifying neighborhoods.11 Housing prices in the District are high and rising, and affordable housing is in exceptionally short supply.12 The District’s school system does not provide regular school bus transportation; children can ride public transit to school for free, but commutes can be long, and it is often impractical for working parents to accompany young children to a school that is far from home.13 Most students attend a school in their own wards, with students in poorer parts of the city facing longer commutes.14


In making decisions about where to send their children to school, parents (and especially more privileged parents) are key contributors to school segregation and inequality.


Even for parents willing or able to enroll their children far from home, there remain fewer options than might first appear. The most popular traditional public schools rarely have spaces available to students who live beyond the school’s catchment area. Popular charter schools often have waitlists of hundreds of students.15 Moreover, researching the schools available via the lottery requires time and resources; school lottery waitlists are dominated by families that are more socioeconomically privileged.16


In making decisions about where to send their children to school, parents (and especially more privileged parents) are key contributors to school segregation and inequality. As the District of Columbia Auditor’s office has stated, “there is a pattern of District families moving away from schools with more students considered at-risk17 to schools with fewer students considered at-risk. These moves are facilitated by the robust choice model in DC.”18

Gayle Green is a professor emeritus at Scripps College. In this post, she rages about the stupidity of the Biden testing mandate. In other areas of American life, we learn from our mistakes and move forward. But our policymakers are stuck in the past, so in love with failed ideas that they can’t let go of them.

She writes:

There’s hope in the air, a scent of spring, anticipation of change, democracy may pull through. Why, then, with K-12 public schools, the broken promise, the dismay?

Biden raised hopes when he promised, Dec 16, 2019, that he’d “commit to ending the use of standardized testing in public schools,” saying (rightly) that “teaching to a test underestimates and discounts the things that are most important for students to know.” Yet on Feb 22, his Department of Education did an about-face, announcing, “we need to understand the impact COVID-19 has had on learning …parents need information on how their children are doing.”

How the children are doing? They’re struggling, that’s how, doing their best, and so are teachers and parents. And it’s the least advantaged who are struggling the most, who, in the transition to online teaching, are likeliest to be without access to the internet, whose families are most vulnerable to loss of jobs, health care, lives. Now this? It costs $1.7 billion to administer these tests, but the toll on kids— the tears, terrors, alienation— is incalculable.

Most people have no idea what a blight these exams are, how they’ve stripped K-12 curricula of civics, history, literature, the arts, languages, even the sciences. Since schools live or die on the basis of test scores, what does not get tested does not get taught, and education is reduced to a mindless drill of math and English skills. No wonder kids come out of school wanting never to read another book, knowing nothing about science, the past, how to read their world. No wonder teachers are leaving in droves; the teacher shortage was dire even before the pandemic. When Betsy DeVos waived these tests last spring, teachers were so relieved that some said it had been worth the move online, to have 6-8 weeks liberated for teaching.

The high-stakes standardized testing regime began with George W. Bush’s No Child Left Behind (NCLB, 2002). The program arrived in a cloud of rhetoric about “access” and “civil rights,” describing itself as “an act to close the achievement gap… so that no child is left behind.” NCLB was, by 2009, an acknowledged failure, but the Obama administration took it over, renaming it Race to the Top, and requiring that states adopt, as a condition for federal funds, the Common Core State Standards, a set of national standards nailed into place in 2010 by the billions and boosterism of Bill Gates. Gates promised that the Core would “unleash powerful market forces,” which it did, and would level the playing field, which it did not.

And how could it? The only thing testing has ever done for the disadvantaged is to communicate a message of failure and lay waste to public schools. What test scores measure is family income; they correlate so closely that there’s a term for it—the zip code effect. When test scores have shown “low performance,” schools have been closed by the hundreds, mainly in low-income, minority neighborhoods, and replaced with privately-run, profit-generating charters.

Despite twenty years of failure, despite the waste of time and money, the standardized testing must go on. More broken promises.

Open the link and read the rest of the post.

Robert Skeels was a public education advocate in Los Angeles who decided to become a lawyer to fight the powerful corporate charter industry. After receiving his BA in classical civilizations at UCLA, Skeels spent years as an activist, inspired by Paulo Freire, then earned his law degree in 2018. This is the only instance to my knowledge where a charter critic decided that he had to get a law degree to fight the charter industry.

As a part-time associate at a law firm in Los Angeles, he has won two cases against the powerful and well-funded charter industry.

He wrote in Medium:

My first win against a corporate charter school was a year ago as third chair in a suit to overturn a wrongful expulsion of a student of color. The Partnerships to Uplift Communities (“PUC”) charter chain (of convicted felon Ref Rodriguez fame) violated that student’s due process rights. Violated isn’t a strong enough word for what they did. PUC unilaterally changed the charges at the appeals hearing and branded the child as a terrorist in his permanent record. Under the tutelage of the brilliant partners at the law firm I was a part-timer at the time (I am currently transitioning to full time there), plus sage advice from @DrPrestonGreen, we built a strong case.

Skeels’ second victory came just days ago, when he defended the blogger known as Michael Kohlhaas in his pursuit of the records of a charter chain. Kohlhaas exposes the dirty secrets of government, businesses, and other powerful forces in Los Angeles. In one of his important exposes, he revealed that Nick Melvoin, who represents the charter industry on the Los Angeles school board, had shared the board’s legal strategies with the California Charter Schools Association while in litigation with them.

Skeels writes:

This latest case was a charter trying to hide all its dirty secrets by not complying with the CPRA [the open records law]. The scandal-ridden The Accelerated Schools (“TAS”) charter chain’s leaders absconded when the community started pushing back and started asking questions about union busting.

Michael Kohlhaas dot org sent sent TAS several CPRA requests in 2018, which they ignored (unlawfully). A year later, I filed the petition for writ of mandate for them. Some ten months later TAS sent some records, but claimed “blanket exemptions” on a bunch of other ones.

An infamous law firm that only represents lucrative, privately managed charter school corporations staked out the position that any communications with the charter school industry’s trade association — the CCSA — was subject to a range of exemptions under the CPRA.

I suppose I can’t blame them. The charter industry — long used to unaccountably spending tax dollars in total secrecy — fought tooth and nail the imposition of the CPRA and Brown Act added by Ed. Code § 47604.1(b)(2)(A). When the law took effect January 2020, charter school corporations were already looking for ways to skirt the law. At the firm I’m a junior associate at, we use the CPRA for pre-discovery work against charter corporations. Michael Kohlhaas dot org, on the other hand, has used it to expose some of the ugliest, scandalous conduct by an industry already infamous for scandal. Uncovering the vile Nick Melvoin’s sharing Los Angeles Unified School District’s (“LAUSD”) confidential legal strategies with their party-opponent in a lawsuit (the CCSA) was a blockbuster revelation enabled by the CPRA.

The judge in the case ruled that the charter chain was not entitled to the blanket exemption from disclosure for its records.

Skeels wrote: “Let the corporate charter school industry know that they aren’t going to be able to hide their dark secrets anymore.”

Governor Pritzker (D) of Illinois signed legislation restoring the collective bargaining rights of the Chicago Teachers Union, which had been suspended since 1995 by a Republican Governor and Legislature.

CTU President Jesse Sharkey sent out this announcement:

After a decades-long struggle, today Governor Pritzker signed HB 2275, fully restoring our bargaining rights. The repeal of the despised 1995 Amendatory Act gutting bargaining rights for CPS unions at last eliminates restrictions on our ability to advocate for our students and families.

For more than a decade, the CTU has fought to win back the right to advocate for our students in our contract negotiations, with our beloved President Emerita Karen GJ Lewis leading the charge to reverse this injustice. Karen understood that laws follow social movements. Like every great democratic leader, she nurtured rank and file organizing and the creation of legislative and political initiatives to build and sustain our movement for common good demands, grounded in the basic rights and dignity of educators and the students and families we serve.  

With his signature today, Governor Pritzker has now restored the right to bargain freely for real equity in our public schools, and advance our organizing for the common good. The restoration of our fundamental labor rights lies at the heart of Karen’s legacy as a fighter for racial and economic justice and as a fearless advocate for those disenfranchised in our City by systemic racism and multi-generational neglect. We owe our students, their families and community allies an enormous debt of gratitude in setting the stage to reverse this unjust 1995 law, passed by a Republican legislature and a Republican governor — and backed by three consecutive mayors. We’re also deeply grateful to the bill’s sponsors, Senator Bill Cunningham, former State Rep. and current Chicago Alderman Silvana Tabares, and former State Rep. and current Chicago City Treasurer Melissa Conyears-Irvin for their tireless and steadfast leadership.

Those who supported this legislation understand that workers’ rights are human rights. They understand that it was critical to correct the core injustice of the 1995 Amendatory Act and instead return to Chicago educators the central right that every other school district gives its workers: the right without restrictions to bargain for what our students need and deserve.

With the passage of this law and our commitment to common good bargaining, our students and families can at last realize their right to real equity — and never has that commitment been more important than today. Families are struggling under the dual weights of a pandemic that has disproportionately hammered their families and the income inequality and economic hardship the pandemic has exacerbated. Our union is committed to their recovery.

With the signing of this bill, we now at last bargain from a level playing field — with the ability to at last reject the chronic classroom overcrowding, incompetent and wasteful third party contracting, and the desperate shortage of school nurses, social workers, counselors and other chronic staffing needs that have plagued our schools for years.

The state legislature has one more step to take this spring to bring real equity and democracy to our public schools, by giving Chicagoans the right that only we among Illinois residents lack: the right to elect our own representative school board. The families and educators of our school district deserve no less.

In solidarity,

CTU President Jesse Sharkey
Chicago Teachers Union • 1901 W. Carroll Ave. • Chicago, IL 60612 • 312-329-9100
www.ctulocal1.org


 

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.

Rhode Island is a mess. Two years ago, the state took control of the Providence public schools. The Governor, Gina Raymond, is a former hedge funder and not a friend of public schools. She loves charter schools and welcomed them to her state. She is now Biden’s Commerce Secretary and has been succeeded by her Lieutenant Governor Dan McKee, who is also a privatizer. The relatively new State Commissioner is Angelica Infante Green, who comes from Teach for America and had a desk job in the New York State Education Department. She is a member of Jeb Bush’s Chiefs for Change. The Providence Teachers Union originally supported the state takeover, hoping that it would bring new resources to the schools. Instead, the takeover has meant disruption, turmoil, threats to teachers, and bitterness between the hard-charging, inexperienced State Commissioner and the teachers.

Mary Beth Calabro, the president of the Providence Teachers Union, has been a teacher for 24 years and president of the union for five years.

Less than two years later, and with the COVID-19 pandemic overshadowing nearly all of the takeover, Calabro now says that the relationship between the union and Infante-Green has deteriorated beyond repair, and she is asking state lawmakers to give control of the school district back to the city of Providence. She is also calling for Infante-Green and Superintendent Harrison Peters to be removed from their positions.

The union voted “no confidence” in both the state commissioner and the city superintendent. Calabro warned that the district was forcing teachers out with its hard-nosed tactics.

“We had hope that our state takeover here would provide the much-needed support, resources, and changes to help our students move forward,” Calabro said during a Monday press conference. “And we had hope that our educators’ collective skills, experience, and expertise would be seen as a welcome part of transforming out schools. Sadly, our hopes have died.”

The state commissioner made clear from the beginning that she wanted to control the union and its contract:

The most recent sticking point between the union and management has revolved around a provision in the current union contract that gives veteran teachers preference over newer teachers when it comes to hiring. Seniority tends to be a sacred cow for public employee unions, and the teachers have resisted changes that would give Infante-Green and Peters more control over the hiring process.

Both Infante-Green and Peters say they believe the Crowley Act, the state law that gave them the power to take control of the school district, allows them to make unilateral changes to the contract. But they fear that such a tactic would send the two sides to court, prolonging a series of negotiations that has already resulted in the city paying more than $1 million to lawyers advising management.

The Boston Globe turned to Brown University professor Kenneth Wong, who was previously known for praising mayoral control as the answer to urban school problems.

Kenneth Wong, an education policy expert and professor at Brown University who has advised city and state leaders on a wide range of school funding and reform initiatives over the past decade, said he sees the next few weeks as crucial to finding common ground.

Wong said the state deserves some credit for some initial progress during the takeover. The state has issued a clear set of goals for Providence schools, like raising the graduation rate from 73.6 percent in the 2018-19 school year to 89 percent by the 2024-25 school year, and slashing chronic absenteeism from 37 percent to 10 percent during the same period.

Frankly, it is hard to see why the state deserves any credit for setting ambitious goals when it has not supplied the means to reach them and is driving away experienced teachers. The one thing that we supposedly learned from the ambitious “national goals” of 1989 was that setting goals is easy, reaching them is hard.

Here is a piece of advice for Commissioner Infante-Green: No teachers, no education. A good leader provides encouragement to the troops; a bad leader puts them in the line of fire.

Meanwhile, the new Governor Dan McKee, aligned himself solidly with the Walton-funded parent group that wants more charter schools. Democrats in the legislature have lined up behind a three-year moratorium on charters, but McKee made clear that if the bill passes, he will veto it.

The article in the Providence Journal accepted at face value that the pro-charter lobby was led by ordinary parents, but Maurice Cunningham of the University of Massachusetts has demonstrated that the group called “Stop the Wait, Rhode Island” is funded by the Waltons and other Dark Money billionaires. And see here as well.

Governor McKee is doing the bidding of the Waltons of Arkansas.

San Diego Superintendent Cindy Marten was tapped by the Biden administration to be Deputy Secretary of Education, the #2 job in the Department of Education. The corporate reform lobby was not happy with this choice, and they began making insidious charges that she was uniquely unqualified and didn’t care about equity. All of this was nonsense, of course.

When she was interviewed by the Senate committee, she showed herself to be the well-informed, knowledgeable, thoughtful educator that she is, and it appeared that even some Republican members of the committtee were impressed.

The flimsy claims against her needed to be answered, and it was not her role to do it. Fortunately a San Diego business leader stepped up and dashed all the extremists’ attacks on her record.

Mel Katz wrote in the Voice of San Diego:

After President Joe Biden surprised San Diego with the exciting news that San Diego Unified Superintendent Cindy Marten had been chosen to help lead his administration’s Department of Education, some voiced concerns that she had not had success closing San Diego’s achievement gap between students of color and White students or that she had not paid sufficient attention to equity in schools.

I don’t believe the facts back that up.

Marten has devoted her career to eliminating the legacy of systemic racism within public education. She has challenged her colleagues to create an anti-racist school district, and she has put in place concrete policies to improve the academic outcomes for students of color.

Her success has earned praise nationally from the president of the NAACP, at the state and local levels from leaders like Secretary of State Shirley Weber, state Board of Education Chair and Linda Darling-Hammond and State Superintendent of Public Instruction Tony Thurmond. Marten has earned their support from her lifetime commitment to equity. From the time she started a literacy center for low-income families, as a young teacher, to her time as principal at Central Elementary in City Heights, which thrived with improved test scores, high staff morale and increased parental involvement.

The fundamental role of any school system is to educate children, and on that core level, Marten has succeeded where many others have failed. The National Assessment of Educational Progress, which is considered the gold standard of large-scale assessments, found that San Diego was the only district in 2019 whose tests scores significantly exceeded the average scores of 27 large districts in both math and English language arts on the fourth- and eighth-grade tests. Since 2003, San Diego student scores in fourth-grade math have risen every year except one.

In addition to outperforming the average for urban school districts, the National Assessment of Educational Progress found that Black and Hispanic student achievement is increasing faster in San Diego Unified than in just about any other urban district in the country.

A recent study by the Learning Policy Institute found students of color in San Diego Unified schools academically outperform their peers statewide. A companion study by UCLA’s Center for the Transformation of Schools found this success is not accidental, rather it is the result of intentional efforts to provide added counselors and other supports to high-need school communities. San Diego Unified has an equity-based funding model that doubles and triples school-site funding above what the district receives in state allocations for disadvantaged students.

As San Diegans, we can be grateful for all that our students have achieved under Marten. As Americans, we can be optimistic about what she and Miguel Cardona, Biden’s education secretary nominee, will be able to accomplish at the national level — for all children.

Mel Katz is executive officer of Manpower. He founded the Business Roundtable for Education at the San Diego Regional Chamber of Commerce and e3 Civic High, the charter high school in the Central Library. He co-chaired San Diego Unified’s construction bond campaign, Proposition M, and its Graduation Strategy Committee.

John Merrow has written a spoof of learning loss laments and diatribes. Perfect for April 1.

He writes:

“Learning Loss” is mutating, and today an astounding 16 different and uniquely challenging manifestations have been identified.  To save their students, our teachers will need to acquire a specific skill set that will enable them to identify, diagnose, and treat this dizzying array of “Learning Loss.”  

Not only are there 16 varieties; there are also degrees of “Learning Loss.”  Unfortunately, some so-called experts rate “Learning Loss” as First Degree, Second Degree, and Third Degree without specifying whether they are using the BURN scale or the MURDER scale. That’s confusing because, while a First Degree Burn is mild, First Degree Murder is the most extreme charge.  Similarly, a Third Degree Burn is life-threatening, while Third Degree Murder is the least serious murder charge (though the victim probably doesn’t care about the distinction).  

Amidst all this confusion, there is good news: Teachers can be trained to recognize and treat “Learning Loss.”  This must be our nation’s first priority in the battle against “Learning Loss.”   As in the fight against COVID-19, we must first inoculate schooling’s front-line workers, the teachers.  

Lucky for the nation’s teachers, Dr. Merrow has a catalogue of cures for sale, at a handsome profit, of course.

Fortunately for America’s students, the educational equivalent of the Pfizer and Moderna vaccines is now available for teachers.  A wonderful new video series demonstrates how to undo the damage done by “Learning Loss.”  With their practical content and easy-to-follow procedures, these videos put the joy back into teaching….and enable teachers to rescue our children...

The traditional standardized test–a blunt instrument–simply cannot be trusted to pick up either “Literal Learning Loss” or the more subtle “Latent Learning Loss.”  What’s needed is the specific but teachable skill of ‘Listening for Learning Loss.”  With the help of this remarkable video series, a competent professional can master these techniques in a matter of days. 

Full disclosure:  I am the creator and host of the trademarked, patented video series, “Learning Loss Lessons.”  Those who purchase it will learn about the 16 varieties of “Learning Loss” as well as two important general skills, “Labelling Learning Loss,”and “Limiting Learning Loss.” 

The specific forms of “Learning Loss” covered in the series include two language arts deficits, “Literary Learning Loss” and “Lyrical Learning Loss” and four that are specific to the realm of mathematics and scientific reasoning: “Logarithmic Learning Loss,” “Logical Learning Loss,” “Linear Learning Loss,” and “Literal Learning Loss.”

My ground-breaking series also identifies subtle forms of “Learning Loss” that are related to the increasingly important realm of social and emotional skills, including “Listless (or Lethargic) Learning Loss,” “Lukewarm Learning Loss,” “Laconic Learning Loss,” “Likeable Learning Loss,” “Lapsed Learning Loss,” and (most difficult to overcome) ‘Lunchroom Learning Loss.”

You will not want to miss the list of “videos” that are available to bring teachers up to full readiness to combat the many forms of “learning loss.” They are produced by a company called BullShit.com.

This is one of John’s finest pieces. Laugh out loud kind of funny.

You may recall that the Oklahoma State Board of Education recently voted 4-3 to allow charter schools to share in local tax revenues, over the opposition of State Commissioner Joy Hofmeister, who said that the decision might violate state law. You may also recall that the virtual charter school in Oklahoma called EPIC has been embroiled in scandal after scandal (just google “Oklahoma EPIC scandal” and you will get lots of references to allegations of theft, embezzlement, ghost students, etc.). For example, in fall 2020, the state auditor reported that EPIC owes the state $8.9 million for inaccurate reporting, improper transfer of funds, and a multitude of other egregious (you might say “epic”) calculations. That $8.9 million was the tip of a very large iceberg. The state auditor said that about 1 of every 4 dollars that the state paid to EPIC (a total of $458 million) was deposited as profit by the school’s owners. The story is breathtaking.

The Oklahoma Parent Legislative Action Committee (PLAC) posted this on its Facebook page:


Oklahoma PLAC
  Facebook post:

TRANSPARENCY, ACCOUNTABILITY??? 🔎 Where art thou?

We’re wondering why State Board of Education member Jennifer Monies did not recuse herself during last week’s vote to settle a lawsuit that directly benefited another entity of which she serves as board member. She is both plaintiff and defendant in this case yet she still cast a vote. 

“On numerous occasions in the board’s public meetings, Monies has mentioned her service on the board of her son’s school, John Rex Charter Elementary in Oklahoma City, which would stand to benefit from the settlement and which is listed as a member of the Oklahoma Public Charter School Association on the organizations’ website.”

And another tragic Farce

EPIC Charter Schools named Charter School of the Year by Choice Matters