Archives for the month of: August, 2021
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Garrison Keillor: What’s in a Name?

By dianeravitch
August 2, 2021 //
49

In this delightful column, Garrison Keillor muses about the Cleveland Indians’ decision to change their name to Cleveland Guardians. As a boy, he wanted to be an Indian when the kids played cowboys and Indians.

He begins:

It’s okay by me that the Cleveland Indians will be the Cleveland Guardians even though “Guardian” is a colorless term and they might’ve done just as well with Employees or Tenants. And “Indians” is hardly a slur. I grew up admiring Indians as a boy and trying to imitate them — I had no desire to be a cowboy, I was an Indian, and I can see how my Indianness was a natural step in wanting to be a writer and not a cog in a corporation. To me, then as now, the real insult is the title “vice president.” My Ojibwe friend Jerry uses the word “Indian” freely because, as he says, “There are too many tribes for even an Indian to keep track of.” I’ve never heard the words “native American” come out of his mouth.

It’s fine for the Washington Redskins to rename themselves, and I suggest, thinking of Washington, that Lickspittles would be appropriate or Filibusterers. As for Minnesota, I was never fond of Twins as a nickname but it’s an improvement over Gophers. The gopher is a rodent, a cousin of the squirrel and rat. There are more distinguished rodents, such as the porcupine or beaver, but the gopher is near the bottom of the gnawing order, along with the hamster. No athletic team will be named the Hamsters. Count on it.

Open the link and read the rest.

Categories Humor

Samuel Abrams Reviews Joanne Golann’s Critique of “No Excuses” Charter Schools

By dianeravitch
August 2, 2021 //
39

Samuel Abrams worked for many years as a teacher in a New York City public school. After earning his doctorate, he became executive director of the National Center for the Study of Privatization in Education at Teachers College, Columbia University. The Center consistently produces valuable reports about privatization. Consider joining its mailing list.

Here, Abrams reviews Joanne Golann’s recent book Scripting the Moves, a close analysis of “no excuses” charter schools. Open the link to read the full review and an excerpt from the book.

Abrams writes:

Few education initiatives have generated as much praise as well as philanthropic funding as the “no-excuses” charter school movement. Yet criticism of the movement has recently been growing, from both inside and out, so much so that KIPP (short for Knowledge Is Power Program), the movement’s standard-bearer, dropped its motto—“Work Hard. Be Nice.”—one year ago in acknowledgement of the conflict between the organization’s rigid code of conduct and its goal of fostering student independence.

No book captures the tension between these competing forces as well as Joanne W. Golann’s Scripting the Moves: Culture and Control in a “No-Excuses” Charter School (Princeton University Press, 2021). In this NCSPE excerpt, Golann lays the foundation for her analysis, a sociological case study based on 18 months of observations at a “no-excuses” charter middle school beginning in March 2012. In keeping with much case study research, Golann, an assistant professor of public policy and education at Vanderbilt University’s Peabody College, does not identify the school or its location, other than to note it is not part of a large network of charter schools and is situated in a medium-sized former industrial city in the northeast. Golann gives the school a pseudonym: Dream Academy.

As Golann recounts, the “no-excuses” movement began with the founding of one KIPP middle school serving low-income minority students in Houston in 1994. Another KIPP middle school serving low-income minority students in the Bronx opened in 1995. With students at both schools posting top scores on state reading and math exams, KIPP won acclaim. “For its first eight years, KIPP Academy Houston was recognized as a Texas Exemplary School,” Golann notes, “and KIPP Academy New York was rated the highest performing middle school in the Bronx for eight consecutive years.”

A segment on 60 Minutes in 1999 made that acclaim national and brought to the fore the school’s “no-excuses” pedagogical strategy: a much longer school day (running from 7:25 a.m. to 5:00 p.m.), strict behavioral expectations, and unyielding commitments by parents and teachers alike to student success, all in the name of guaranteeing that every student makes it to and through college.

Embodying KIPP’s unrelenting focus on deportment has been its ubiquitous prescriptive acronym, SLANT, standing for Sit up straight at one’s desk; Listen attentively to teachers and peers alike; Ask and answer questions; Nod in acknowledgment of instructions; and Track the speaker with one’s eyes.

In the wake of the segment on 60 Minutes, more positive coverage followed. In addition to a subsequent segment on 60 Minutes, laudatory articles appeared by David Grann in The New Republic, Bob Herbert and Thomas Friedman in The New York Times, Stanley Crouch in The New York Daily News, Leonard Pitts in The Miami Herald, and Jay Mathews in The Washington Post. Mathews built on those articles in his book about KIPP called Work Hard. Be Nice (Algonquin, 2009). The husband-and-wife team of historian Stephan Thernstrom and political scientist Abigail Thernstrom earlier praised KIPP for its resolve and methods in their book No Excuses: Closing the Racial Gap in Learning (Simon & Schuster, 2003). Malcolm Gladwell devoted a chapter of his book Outliers (Little Brown, 2008) to KIPP’s impressive academic outcomes and linked them to the extended hours required of both students and teachers. Paul Tough likewise commended KIPP for its dedication to character education in his book How Children Succeed (Houghton Mifflin, 2012).

In conjunction with this positive coverage, the philanthropic spigot opened up. Doris and Donald Fisher, founders and owners of The Gap, gave $15 million to KIPP in 2000 to start replicating and afterward continued to give the organization about $5 million a year to that same end. Other foundations, including those steered by the Waltons and Gates, have since contributed many millions more. And in 2010, the U.S. Department of Education gave KIPP an Investing in Innovation grant of $50 million to further replicate.

By 2020, Golann reports, KIPP served 110,000 students in 255 schools across the country. Of these students, 88 percent came from low-income families; 95 percent were Black or Latino. Thirteen similar “no-excuses” networks evolved in KIPP’s shadow. By 2020, these networks, from Achievement First and Aspire to Success Academy and YES Prep, together enrolled another 200,000 students in 433 schools across the country. The demographics of Dream Academy, in particular, reflected those of KIPP: over 80 percent came from low-income families; about 67 percent were Black; about 33 percent were Latino.

To Golann, the problem with these “no-excuses” schools is not scalability, though scaling up these networks is indeed difficult. These schools depend on a finite number of young teachers who can work such long hours. They also depend on a finite amount of philanthropic funding to cover the cost of after-school music programs, supplementary tutoring, field trips, and college visits. More fundamentally, these schools depend on students and families that can handle the steep behavioral and academic expectations.

This last constraint is indisputable. In this regard, Golann cites the failure of Tennessee’s Achievement School District (ASD). “In 2010, Tennessee created the ASD to take over and contract with charter management organizations (CMOs) to turn around the state’s lowest-performing schools,” Golann explains later in her book. “By 2014-15, eighteen of the twenty-three ASD schools were managed by CMOs, many operating from a ‘no-excuses’ framework. After five years of turnaround efforts, the ASD schools failed to show any significant gains in students’ academic outcomes.” The key difference between conventional “no-excuses” charter schools and those in the ASD, writes Golann, is that the former involve an application process as well as specific commitments from parents and students alike to follow a contract while the latter simply enrolled all students from the designated neighborhood.

As I document in “Education and the Commercial Mindset” (Harvard University Press, 2016), a similar story unfolded over the same time period in Houston, where the economist Roland Fryer applied the KIPP curriculum to nine district high schools and eleven middle schools in an undertaking called Apollo 20. Without the application process as well as student and parent contracts defining KIPP, Apollo 20, like Tennessee’s ASD, lacked the buy-in critical to the everyday operation of “no-excuses” schools.

Please open the link to complete the review and to read an excerpt from the book.

Categories Accountability, Charter Schools, Discipline, Education Industry

Jeff Bryant: Charter Industry Lobbies Hard to Prevent Ban on Federal Funding of For-Profit Charters

By dianeravitch
August 1, 2021 //
12

Jeff Bryant is one of the best informed writers about charter schools in the nation. He is chief correspondent for Our Schools and director of the Education Opportunity Network. He explains here why the charter industry is using misinformation to stop a Democratic proposal to ban federal funding for for-profit charter schools.

He begins:

The top lobbying group for the charter school industry is rushing to preserve millions in funds from the federal government that flow to charter operators that have turned their K-12 schools into profit-making enterprises, often in low-income communities of color.

The group, the National Alliance for Public Charter Schools (NAPCS), objects to a provision in the House Appropriations Committee’s proposed 2022 education budget that closes loopholes that have long been exploited by charter school operators that profit from their schools through management contracts, real estate deals, and other business arrangements. NAPCS also objects to the legislation’s proposal to cut 9 percent from the federal government’s troubled Charter Schools Program (CSP).

The House budget proposal, which was passed out of the majority Democratic committee “in a party-line vote,” according to the Hill, has been praised by numerous education groups, including the National School Boards Association, the National Education Association, and the National Center for Learning Disabilities, for, among many things, more than doubling Title I funding for schools serving low-income children, providing over $3 billion more to educate students with disabilities, and increasing federal spending on K-12 education programs, Education Week reports.

The legislation mostly aligns with the President Biden administration’s proposed budget for K-12 spending, as reported by Chalkbeat in April 2021, and the provision ending federal funding of for-profit charter school operators reflects Biden’s pledge, made in his presidential campaign, to “not support any federal money for for-profit charter schools, period.”

The For-Profit Charter Problem

The specific provision regarding for-profit charters that NAPCS objects to states, “None of the funds made available by this Act or any other Act may be awarded to a charter school that contracts with a for-profit entity to operate, oversee or manage the activities of the school.”

Controversies over for-profit charter school operators are long-standing and largely unresolved…

As University of South Carolina law professor Derek Black explains on his personal blog, “Most states require charter schools to be nonprofit. To make money, some of them have simply entered into contracts with separate for-profit companies that they also own. These companies do make money off students.”

A 2021 report by the Network for Public Education (NPE)—an organization co-founded by education historian Diane Ravitch that advocates for public schools—examined more than 1,000 charter schools that were contracted with for-profit management companies and found that the schools’ nonprofit boards were often mere fronts for profit-making enterprises that use the charter schools they operate to “maximize their profits through self-dealing, excessive fees, real estate transactions, and under-serving students who need the most expensive services.”

Among the practices that for-profit charter operators employ, according to the NPE report, is to establish “sweeps contracts” that “give for-profits the authority to run all school services in exchange for all or nearly all of the school’s revenue.”

The report also “identified over 440 charter schools operated for profit that received grants totaling approximately $158 million between 2006 and 2017,” from the CSP, despite “strict regulations” against awarding CSP funds to charter schools operated by for-profit entities…

NAPCS’s president and CEO Nina Rees told a CNN reporter that the legislation “could impact schools that contract out for cafeteria services, special education services, or back office staff…”

After the CNN article was published, it was updated with a quote from Connecticut Representative Rosa DeLauro, a Democrat who chairs the House committee that drafted the proposal, who called NAPCS’s petition campaign “a well-funded misinformation campaign,” and said, “The language [of the proposed legislation] is clearly focused on ending the practice of charters accepting federal funds only to have the school run by a low-quality, for-profit company rife with conflicts of interest.”

Categories Charter Schools, Education Industry, For-Profit

Linda Lyon: We Are Killing the Planet: Does Anyone Care?

By dianeravitch
August 1, 2021 //
38

Linda Lyon, a military veteran and former president of the Arizona School Board Association, writes here about the devastating effects of climate change and the lack of will to confront it.

Consider some of the evidence she offers:

The news over the past month has been full of climate change stories. You’ve no doubt seen that Lake Powell, Lake Mead and the Great Salt Lake are all at record lows and although drops were predicted, the pace at which they are happening, is shocking. Lake Powell is now below the target level requiring mandatory cutbacks next year to Arizona, Nevada and Mexico with California following if the decline continues.

Record heat blasted the Pacific Northwest last month, with Portland hitting 116 degrees and Seattle 108 degrees, both record highs. Even more surprising, was the 121 degree temperature hit in the British Columbiavillage of Lytton.

The deaths of almost 200 people is attributed to the recent Pacific Northwest heat wave, 50 hawk chickswere found to have flung themselves from their nests 50 feet high just to try to escape the heat, an estimated one billion mussels, sea stars and other shore-dwellers died from exposure to unusually hot air, and countless fish are struggling to survive, including the endangered Chinook salmon which can’t survive beyond their egg stage in overheated waters.

And it isn’t just in the Pacific Northwest. As of July 23rd, the U.S. had set 585 all-time heat records, according to the National Oceanic and Atmospheric Administration (NOAA). One place, Death Valley, hit 130, considered the hottest reliable temperature ever recorded there.

According to the University of Nebraska’s Drought Monitor, 60% of the U.S. West is in exceptional or extreme drought with less than 1% of the West not in drought or abnormally dry. Average rain- and snowfall per year in the West has fallen from 22 inches per year in the 1980s and 1990s, to 19 inches from 2010 to 2020 and only 13.6 inches from July 2020 to June 2021. Now in a megadrought, the West has extremely low soil moisture, setting the stage for more frequent, and much larger and hotter wildfires.

These fires now rage across the U.S. West, and in Oregon alone, over 475,000 acres have burnt thus far in eight fires, with the largest, the Bootleg fire, generating so much energy and extreme heat that it’s creating its own clouds and thunderstorms and sending dense smoke 3,000 miles from one side of the country to the other. By the third week in July, 60 other fires were burning across the American West for a total of over one million acres consumed by fire. In fact, the average million acres burned in wildfires each year has doubled in the past two decades. And, they are happening earlier in the year and more often over the years, negatively impacting the ecosystem’s ability to regenerate.

Open the link and read it all.

Categories Environment
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