Archives for the month of: October, 2021

Jeff Bryant reports on a frightening phenomenon: the notorious and violent Proud Boys are targeting public schools.

He begins:

When violent insurrectionists stormed the U.S. Capitol on January 6 to attempt to overturn the result of the 2020 presidential election, some of the rioters were members of the Proud Boys, a far-right group prone to street brawling and pro-Western, anti-Muslim, and misogynistic rhetoric.

The insurrectionists were thwarted, but now extremist groups—including the Proud Boys—are aiming their threats and violence at a new target: public schools.

In Orange County, North Carolina, the Proud Boys and other white nationalist groups have begun showing up at high school football games and school board meetings, “protesting the district’s COVID-19 and LGBTQ+ policies.” Their intimidating language, apparel, and physical gestures prompted officials to hire extra security and pass a resolution opposing “incidents of hostile and racist behavior,” according to a report in the News and Observer.

The resolution charged that the rightwing agitators had “shouted racist and homophobic slurs at students” and included “emails from teachers and students who describe how unsafe they feel being around the Proud Boys.”

A local radio station quoted Orange County board chairwoman Hillary MacKenzie describing a recent meeting of the board where “there were two men in Proud Boys shirts and hats . . . one wore a stocking over his face . . . the other one told our board during public comment that someone should tie rocks around our necks, and we should throw ourselves in a river.”

Similar occurrences from around the country seem to indicate that the Proud Boys’ targeting of public schools is a coordinated, nationwide effort, suggesting a direct line from the group’s involvement in the January 6 insurrection to its current participation in the wave of protests at public schools and school board meetings.

ProPublica and Nashville Public Radio investigated a case that happened in 2016, when the police arrested 11young children for a crime that doesn’t exist. What they found was not simply an outrageous miscarriage of justice, but a county whose juvenile justice system is run by tyrannical officials who like to punish children to “straighten them out.”

The initial arrests occurred after a scuffle among three boys. The boys who threw punches were not arrested, but the children watching the fight were. One was only eight years old. Some were handcuffed.

A few weeks before, a video had appeared on YouTube. It showed two small boys, 5 and 6 years old, throwing feeble punches at a larger boy as he walked away, while other kids tagged along, some yelling. The scuffle took place off school grounds, after a game of pickup basketball. One kid insulted another kid’s mother, is what started it all.

The police were at Hobgood [Elementary School] because of that video. But they hadn’t come for the boys who threw punches. They were here for the children who looked on. The police in Murfreesboro, a fast-growing city about 30 miles southeast of Nashville, had secured juvenile petitions for 10 children in all who were accused of failing to stop the fight. Officers were now rounding up kids, even though the department couldn’t identify a single one in the video, which was posted with a filter that made faces fuzzy. What was clear were the voices, including that of one girl trying to break up the fight, saying: “Stop, Tay-Tay. Stop, Tay-Tay. Stop, Tay-Tay.” She was a fourth grader at Hobgood. Her initials were E.J…

In Rutherford County, a juvenile court judge had been directing police on what she called “our process” for arresting children, and she appointed the jailer, who employed a “filter system” to determine which children to hold.

The judge was proud of what she had helped build, despite some alarming numbers buried in state reports.

Among cases referred to juvenile court, the statewide average for how often children were locked up was 5%.

In Rutherford County, it was 48%…

What happened on that Friday and in the days after, when police rounded up even more kids, would expose an ugly and unsettling culture in Rutherford County, one spanning decades. In the wake of these mass arrests, lawyers would see inside a secretive legal system that’s supposed to protect kids, but in this county did the opposite. Officials flouted the law by wrongfully arresting and jailing children. One of their worst practices was stopped following the events at Hobgood, but the conditions that allowed the lawlessness remain. The adults in charge failed. Yet they’re still in charge. Tennessee’s systems for protecting children failed. Yet they haven’t been fixed…

Eleven children in all were arrested over the video, including the 8-year-old taken in by mistake. Media picked up the story. Parents and community leaders condemned the actions of police. “Unimaginable, unfathomable,” a Nashville pastor said. “Unconscionable,” “inexcusable,” “insane,” three state legislators said. But Rutherford County’s juvenile court judge focused instead on the state of youth, telling a local TV station: “We are in a crisis with our children in Rutherford County. … I’ve never seen it this bad.”

Rutherford County established the position of elected juvenile court judge in 2000, and ever since, Donna Scott Davenport has been the job’s only holder. She sometimes calls herself the “mother of the county.”

Davenport runs the juvenile justice system, appointing magistrates, setting rules and presiding over cases that include everything from children accused of breaking the law to parents accused of neglecting their children. While the county’s mayor, sheriff and commissioners have turned over, she has stayed on, becoming a looming figure for thousands of families. “She’s been the judge ever since I was a kid,” said one mother whose own kids have cycled through Davenport’s courtroom. One man, now in his late 20s, said that when he was a kid in trouble, he would pray for a magistrate instead of Davenport: “If she’s having a bad day, most definitely, you’re going to have a bad day.”

While juvenile court is mostly private, Davenport keeps a highly public profile. For the past 10 years she’s had a monthly radio segment on WGNS, a local station where she talks about her work.

She sees a breakdown in morals. Children lack respect: “It’s worse now than I’ve ever seen it,” she said in 2012. Parents don’t parent: “It’s just the worst I’ve ever seen,” she said in 2017. On WGNS, Davenport reminisces with the show’s host about a time when families ate dinner together and parents always knew where their children were and what friends they were with because kids called home from a landline, not some could-be-anywhere cellphone. Video games, the internet, social media — it’s all poison for children, the judge says.

Davenport describes her work as a calling. “I’m here on a mission. It’s not a job. It’s God’s mission,” she told a local newspaper. The children in her courtroom aren’t hers, but she calls them hers. “I’m seeing a lot of aggression in my 9- and 10-year-olds,” she says in one radio segment…

Scrutinizing the inner workings of Tennessee’s juvenile courts can be difficult. Court files are mostly off-limits; proceedings can be closed at a judge’s discretion. But on the radio, Davenport provides listeners a glimpse of the court’s work. “I’ve locked up one 7-year-old in 13 years, and that was a heartbreak,” she said in 2012. “But 8- and 9-year-olds, and older, are very common now.”

The article is long and heartbreaking, to anyone with a heart. In the past five years, the county has been forced to pay out more than $11 million to the children and families who were mistreated. But Judge Davenport plans to run for another eight year term..

This is a case that should be viewed through the lens of critical race theory.

In this opinion piece in the Baltimore Sun, Kalman R. Hettleman describes the creation in Maryland of a new state agency that has the same functions as the Maryland State Department of Education and the power to override local control. This agency is supposed to guarantee “accountability,” but it’s limitless power leaves many unanswered questions.

A bombshell, with uncertain force, is about to land on school reform in Maryland. It’s the startup in the next several weeks of the Accountability and Implementation Board (AIB) created under the Blueprint for Maryland’s Future. More than any other part of the blueprint, the AIB is a radical experiment in school governance — untested anywhere in the U.S. — with virtually limitless authority to make or break school reform for generations to come.

The AIB’s super-muscle comes from its unambiguous power to fully govern public schools. This means it can usurp the functions of the Maryland State Department of Education (MSDE) and control local school policies.

As a member of the Commission on Innovation and Excellence in Education (known as the Kirwan Commission) that drafted the blueprint, I favored the concept of the AIB. I still do. But I recognized that opponents, though some were overwrought, had a point. The seven-member board, to be appointed by the governor from a list of nine persons just selected by the AIB nominating committee, could actually cause more bureaucracy and less accountability, unless it acts wisely.

Predictably, formidable political groups opposed such a drastic departure from current law and practice. The MSDE board, state superintendent and local school district boards and superintendents argued that they would be micromanaged; in the process, they said, local control — so sacrosanct for so long — would be emasculated.

In addition, Maryland just appointed a State Superintendent with impeccable reform credentials.

Read the article. If you understand why the state is creating a powerful new agency to run its schools, please let me know.

Our blog poet reverses the state motto of New Hampshire (“Live Free or Die”).

“Die Free or Live” They made their bed
And there they lie
May soon be dead
But free they’ll die

The Republican war on “critical race theory” began in the closing months of Trump’s term in office, when he denounced it and called for “patriotic education.” One Republican state after another began passing resolutions and laws banning the teaching of CRT, which was interpreted to mean teaching about racism or anything that might make “some” children feel uncomfortable or be “divisive.” Teaching about the Ku Klux Klan or white supremacy apparently made some children feel uncomfortable.

Jan Resseger reports that the Ohio State Board of Education repealed a 2020 anti-racism resolution, since any such proposal are “divisive.” She goes into detail about the national reach of the Republican effort to eliminate anti-racist materials from the schools.

She begins:

Late on Wednesday night, the Ohio State Board of Education repealed Resolution 20, an important declaration passed in the summer of 2020 directing the Ohio Department of Education to establish staff diversity training and launch a curriculum review intended to reduce racism and bias in the state’s public schools.

The Columbus Dispatch’s Anna Staver reports: “Ohio’s State Board of Education repealed an anti-racism resolution Wednesday night and replaced it with one condemning any teachings that ‘seek to divide.'” Staver explains that the 2020 anti-racism resolution: “condemned hate crimes and white supremacy movements ‘in the strongest possible terms,’ but it also directed the Ohio Department of Education to teach its employees about implicit bias. Local school boards were asked to review their graduation rates, discipline records and classroom resources… Opponents… argued that (the resolution) opened the door for districts to teach ‘disturbing’ and ‘divisive’ material about racism and identity.”

State Board member Brandon Shea drafted Resolution 13, a counter statement which eventually passed but without some of Shea’s proposed language. Shea’s proposal, according to Staver’s report, “observed not only a growing national divide but a troubling focus on the color of one’s skin rather than on the content of one’s character.'” Shea’s proposal also condemned “critical race theory.”

While Staver reports that Resolution 13, as passed, removes the incendiary language about critical race theory, the replacement resolution condemns “any language that seeks to divide” and “any standards, curriculum, or training programs for students, teachers, or staff that seek to ascribe circumstances or qualities, such as collective guilt, moral deficiency, or racial bias, to a whole race or group of people.” This is, of course, language that conforms to the prescriptions of far right ideologues who want to protect the white majority from looking honestly at white privilege and examining the history of slavery and racism in the United States.

For The Intercept, Akela Lacy summarized the original July 2020 resolution which was rescinded on Wednesday night: “The resolution, introduced by board President Laura Kohler, acknowledges that ‘Ohio’s education system has not been immune’ to racism and inequality, and that ‘while we earnestly strive to correct them, we have a great deal of work left to do.’ It calls for the state education board to offer board members implicit bias training, programs designed to help people understand their own unconscious biases and the ways stereotypes can distort their beliefs; for all state Department of Education employees and contractors to take the training; for the department to reexamine curricula for racial bias; and for school districts to examine curricula and practices for hiring, staff development, and student discipline.”

As Lacy explains, ever since the original resolution passed, there has been an outcry from members of the public and a loud minority within the State Board itself complaining that the resolution constitutes “critical race theory.” Under pressure, the State Board finally asked Ohio Attorney General Dave Yost to determine whether the resolution is constitutional. He let the resolution stand, saying such a determination is outside his authority, except, he said, the State Board cannot impose these mandates on private contractors. For months, the resolution has been the subject of hearings in the Ohio House of Representatives’ State and Local Government Committee, where hundreds of educators and members of the public have offered testimony in favor of last year’s resolution. However, at one hearing, Lacy reports that one member of the State Board of Education, Diana Fessler, openly defended white supremacy.

It would be one thing if this sort of battle were happening only in Ohio’s state board of education, but instead the same fight is being reported in local school boards all across the country. And the arguments and downright fights are highly politicized. In the Washington Post, Adam Laats reported: “Conflicts (have) roiled school board meetings across the country, over a range of hot-button issues: masks, vaccines, policies for trans athletes, Critical Race Theory. The conflicts moved past yelling, to lawsuits and demands for recalls—and not just of individual members but entire boards. Over and over again, local school board meetings have turned from staid discussions of budgets and staffing to heated ideological forums, hosting a go-nowhere series of fights that have little to do with the actual needs of the local schools. Conservative pundits have talked up these confrontations as part of a larger political strategy… Why have school boards become ground zero for these aggressive ideological skirmishes? Quite simply: They are accessible. Most meetings are open to the public, in local town halls or school district offices; their members are local volunteers, who usually have no campaign war chests or partisan election support… And if school board meetings are disrupted, members recalled, teachers threatened, students intimidated, it is that much harder for schools to function and children to learn.”

Open the link and read on.

Peter Greene notes that 2021 has been a year of attacks on public education, and he introduces us to an organization that is a little-known but influential player behind the scenes. It has actively sought to destroy teachers unions and to bring Christian beliefs into the classroom. That is, their version of Christian beliefs.

He writes:

The Christian Educators Association is not a new player (you may have heard the name before–we’ll get to that shortly). They were founded as the National Educators Fellowship in 1953 by Dr. Clyde Narramore, an author of over 100 books, most focusing on psychology. He even had a syndicated radio show with his wife Ruth. His shtick was psychology steeped in Christian belief, and he eventually launched and led the Rosemead School of Psychology which has since been folded into Biola University, a private evangelical Christian university in La Mirada, California (we’ll meet them again). Biola was founded as the Bible Institute of Los Angeles by the president of the Union Oil Company of California, based on the model of the Moody Bible Institute, later broadening their programs (including an education department)…

In 1984 they changed the name to Christian Educators Association International, and in 1991, then-leader Forrest Turpen continued restructuring the group to be “an alternative to teachers’ unions, at a time when unions were embracing values more and more hostile to the Biblical worldview.” I was teaching then; I’m not sure what exactly they were upset about (Outcome based education?) Turpen led the group from 1983 till 2003, expanded membership, and went after the secular unions. As always, the mission was unequivocally evangelical; when he died, friends noted his “dogged determination to see the gospel proclaimed to the children of this nation.” After his death, CEAI set up the Forrest Turpen Legacy Grant, asking teachers “Do you dream of impacting your school for Christ?” Grants were awarded for Bibles, tracts, t-shirts, and transportation costs to visit the Ark Encounter, all for various school clubs.

Of one thing you can be certain, the CEAI wanted the schools to be religious. But they also had a political goal: to weaken the teachers’ unions, which they considered godless. CEAI was behind a lawsuit intended to free teachers from any obligation to pay dues. Their plaintiff was Rebecca Friedrichs. She represented teachers who wanted to collect the benefits negotiated by the unions without paying dues. As Greene explains, her case reached the U.S. Supreme Court, but was deadlocked when Justice Scalia died. The next anti-union case, Janus, completed the mission.

The Network for Public Education blog posted this excellent explanation of why the Republican laws banning teaching about racism are wrong. They assert that white children will feel bad about themselves if they learn the truth about the past, about whites’ oppression of Blacks, about lynching and massacres and white supremacy.

From the blog Edukention, a response to the concern that teaching about racial history and institutional racism will make white children feel bad. 

One of the myths about teaching accurate racial history and institutional racism is that it will make white children feel bad about themselves. In most cases, this is a trumped up idea intended to dissuade teachers from teaching accurately and it is a rationale for abusing teachers, administrators, and school boards into supporting a white supremacist curriculum. It makes NO SENSE that an accurate education would make the learners “feel bad” about themselves. What they are learning is what was done BEFORE they were alive; they didn’t do anything wrong. They are learning about what OTHER PEOPLE did.

It’s like saying we shouldn’t teach about World War II because it might make Germans, Italians, and Japanese people feel bad about themselves. I’m ¼ German, and I never once felt the slightest bit of guilt or self-loathing when I learned about Nazi Germany. In fact, I felt good because I learned that people who share my heritage who were wrongheaded in their ideas were defeated and then later they made peace with their past, established a better set of conditions, and became important leaders and global citizens–although far from perfect, of course.

It’s not fun to learn about injustice, especially if you are benefitting from that injustice. We can file these feelings under “growing pains,” which is when you learn something that makes you feel temporarily bad but is ultimately important to be a functioning, ethical adult. For example, think about Santa Claus, the Easter Bunny, the Tooth Fairy, or any myths that are prominent among children in your culture. Eventually, the truth must out. Life is not fair, and it’s less fair from some than others. Much less fair. To a degree that takes lives and livelihoods from some and makes it much easier for others.

Over the course of centuries, white people have allowed themselves to be treated with a level of care and respect they have not granted to people of color. After so much time, it can seem natural that some deserve more than others. THAT’S where unfair privilege comes in. Some of us (white, wealthy, male, straight, abled) have a lot of privilege. Yeah, it sucks to have that pointed out, but we have to be adults. We need to learn about it, accept it, and make the necessary changes to make ourselves and our world better.

Children and adolescents are especially attuned to fairness, and as they mature they are rarely wounded when they understand that they must share in fair ways.

Read the full post here.

You can view the post at this link : https://networkforpubliceducation.org/blog-content/edukention-good-teaching-about-race-does-not-make-white-children-feel-bad-about-themselves/

Jim Sleeper is a journalist and alumnus of Yale, as well as a lecturer there. He published an enlightening article about the role of Yale University in forging the Grand Strategy, a strategy of American imperial power to safeguard the world (and American interests). For those of us who came of age in the 1950s, it seemed like the American Colossus was invincible and profoundly moral. But since the debacles in Vietnam and Afghanistan, the Grand Strategy no longer looks so grand, and America’s role as the “world’s policeman” appears to be a fruitless enterprise. To understand the Grand Strategy and Yale’s role in shaping it, read Sleeper’s article.

Sleeper urged me to post a larger portion of his excellent essay. Here it is.

When a new leader of the Grand Strategy program tied to change its focus, she was forced out.

Sleeper begins:

Yale history professor Beverly Gage has been praised widely for defending academic freedom from donors’ meddling by announcing her resignation (effective in December) from the directorship of Yale University’s Brady-Johnson Program in Grand Strategy, which she took over in 2017 from Cold War historian John Lewis Gaddis. But there are more politically urgent, and arguably profound, questions at issue here beyond professors’ right to design their courses free of outside interference.

Since the program’s inception more than two decades ago, Grand Strategy’s intensive seminars have engaged undergraduate as well as graduate students with close readings of classical works on strategy, stressful crisis decision-making simulations, and meetings with accomplished policymakers. In 2010, David Petraeus, at the time the four-star Army general commanding U.S. military operations in the Middle East (and later to become director of the CIA), visited the seminar, as did former U.S. Secretary of State Henry Kissinger, observers from the CIA, and U.S. Military Academy cadets.

That the program, prior to Gage’s arrival, nudged students toward embracing the U.S. military and national security state was hardly a secret. “A Yale Class Seeks to Change the World … Before Graduation,” read a headline on a Columbia News Service report in 2004, when Grand Strategy was directed by Gaddis. “We are looking for leaders,” the late Charles Hill, a program co-founder, career Foreign Service officer, and Yale’s diplomat-in-residence, told the reporter. “This course gives us a great opportunity to get our hooks into them early. We are not … looking for the kind of person who would be protesting the [World Trade Organization] at Davos,” the World Economic Forum.

But Gage wanted students to scrutinize foreign-policy elites, not elevate them. She welcomed social movement activists in civil rights, environmental, and other domestic causes, expanding Grand Strategy’s horizons to include people who challenge the dominant world arrangements that other visitors defend. Soon she was “second guessed and undermined,” as she put it, by the Yale administration’s failure to resist a demand for a conservative board of program overseers made by Grand Strategy’s benefactors: former Treasury Secretary Nicholas Brady, a former director of the Mitre Corporation and manager of federally funded research and development projects for the Defense Department; and Brady’s billionaire business associate Charles B. Johnson, an overseer of the conservative Hoover Institution on War, Revolution, and Peace. The two had endowed Grand Strategy with $17.5 million in 2006.

In an essay for the recently published anthology Rethinking American Grand Strategy, Gage writes that “as a citizen, I have, for better or worse, been as likely to be a protester as a policy maker,” and she urges anyone drawn to the latter “to pay more attention to voices bubbling up from below.” To Grand Strategy’s emphasis on foreign-policy decision-making, she added “the art of … channeling collective grievances into effective action.”

Gaddis, Hill, and other original faculty had sided generally with the powerful. “We hauled the entire Grand Strategy class down to New York to meet Henry Kissinger and hear about his sense of the great deficit that exists in grand-strategic thinking,” Gaddis told a large assembly of Yale alumni (including me) at a reunion in 2004. “A student was outraged by Christopher Hitchens’s book accusing Henry of war crimes. So I said, ‘Why not do a senior essay on Kissinger’s ethics?’ I saw a draft, called Henry, and he said ‘Bring him in.’ He hired him on the spot, … to fact check Christopher Hitchens.”

Many alumni swooned, not least over Gaddis’s exhibition of first-name familiarity with the famous and powerful. This was how things had been done at Yale in their time, and by God, Gaddis was bringing back the old elan! But nobody stopped to ask how that fits with a college education for undergrads, or whether intermingling national security professionalism with liberal education prematurely narrows their intellectual and moral development.

Yale College has often been a crucible of U.S. national statesmanship and espionage: Nathan Hale, class of 1773, was hanged for spying on British-colonial troop movements; the CIA was founded at Yale during World War II; and the State Department and its diplomatic corps have been instructed and advised by Yale professors for decades. Yale’s president from 1951 to 1963, A. Whitney Griswold, a descendant of colonial Connecticut governors and an “establishment” figure par excellence, abolished Yale’s Institute for International Studies, which had been funneling students into murky foreign missions with help from conservative alumni, but even then the university continued to serve as a recruitment grounds for the foreign-policy establishment.

Trump is a sore loser. Will we ever see the last of him?

It seems he’ll be with us forever, his legacy revealed by the stories that his former aides tell about what they saw during his four madcap years.

The latest is contained in a story in The New York Times. It seems that the famous xenophobe Stephen Miller cooked up a campaign season plan to close the border by stationing 250,000 troops there. Trump loved the idea. It would show that he’s a tough guy and would achieve his goal of ending immigration on our southern border.

But Defense Secretary Mark Esper shot down the idea. He thought it was “outrageous.” A quarter million troops was “more than half the active U.S. Army, and a sixth of all American forces — to the southern border in what would have been the largest use of the military inside the United States since the Civil War.”

The idea was batted around but Secretary Esper was adamantly opposed. Trump and his minions also considered a proposal to send troops into Mexico to hunt down members of drug cartels, but backed when they became persuaded that it would be considered an act of war to send our military across the border of another country, uninvited.

After a brief but contentious confrontation with Mr. Miller in the Oval Office, Mr. Esper ended consideration of the idea at the Pentagon.

Mr. Trump’s obsession with the southern border was already well known by that time. He had demanded a wall with flesh-piercing spikes, repeatedly mused about a moat filled with alligators, and asked about shooting migrants in the leg as they crossed the border. His aides considered a heat-ray that would make migrants’ skin feel hot.

Around the same time that officials considered the huge deployment to the American side of the border with Mexico, Mr. Trump also pressed his top aides to send forces into Mexico itself to hunt drug cartels, much like American commandos have tracked and killed terrorists in Afghanistan or Pakistan, the officials said.

Mr. Trump hesitated only after aides suggested that to most of the world, military raids inside Mexico could look like the United States was committing an act of war against one of its closest allies, which is also its biggest trading partner, the officials said…

But taken together, the ideas under discussion that spring underscore the Trump administration’s view of the armed forces as a tool of the presidency that could be wielded on behalf of Mr. Trump’s domestic political agenda in an election year…

Wiser heads than Trump or Miller recognized how unhinged these proposals were:

If Mr. Trump had gone through with the troop deployment, it would have represented a force two and a half times the size of the 100,000 American troops in Afghanistan at the height of the 20-year war in that country. It would have also dwarfed the American presence in Iraq during the war there: The maximum number of troops in Iraq at any time was about 170,000.

It is unclear how the Defense Department could have managed such a deployment. The U.S. Army has about 481,000 active-duty soldiers, but many are already deployed around the world, as are thousands of Marines, airmen and other troops. Sending 250,000 troops to the border — much of which crosses difficult, undeveloped lands — would also have required an enormous logistical effort to house and feed the troops.

In the original version of this post, i said that Nixon told the press when he resigbed, ”You wont have Nixon to kick around anymore.” Tom Ultican caught my error. Nixon said this when he lost the California governor’s race in 1962.

The House of Representatives recently passed a budget that excluded for-profit charter schools from receiving federal funds. The federal Charter Schools Program has doled out many millions to for-profits over the years, despite the fact that their need for profit reduces their funding for instruction, small classes, and experienced teachers. The Senate has not yet taken action on the budget but the charter lobbyists are pushing hard to protect their for-profit friends. In the past, the charter industry shunned the profiteers, but they stand with them in solidarity to hang on to their access to federal funds.

Does it matter whether a charter operates for-profit or not? Jeff Bryant explains how the introduction of profiteering has harmed not only the schools but other sectors as well. Bryant is an independent journalist who has written frequently about school privatization.

He begins:

Charter school industry lobbyists, who appear to have lost a fight in the U.S. House of Representatives over an appropriations bill that cuts federal funding to charter schools operated by for-profit businesses, are rolling out a campaign to defend their taxpayer revenues in the U.S. Senate, but federal lawmakers may wish to consider new evidence of how for-profit charter enterprises introduce potential harms into public education.

One such potential harm, according to an in-depth examination conducted by Our Schools, stems from for-profit charter school operators partnering with private investors intent on turning quick profits from public dollars meant for educating children.

Our Schools examined the relationship between Pansophic Learning, owner of the Accel Schools chain of for-profit charter schools, and Safanad Limited, a private equity firm, originating in the Middle East, with extensive investment holdings in K-12 education, senior living, and other public sector-related enterprises.

What Our Schools found was that for-profit businesses like Pansophic Learning are providing entryways for wealthy investors from abroad to flood the U.S. with money to buy up struggling taxpayer-funded enterprises and put into place elaborate business schemes and networks of interrelated companies that hide their profiteering while doing little to improve the quality of services to the public.

A request for comment regarding Pansophic’s relationship with Safanad and the partnership’s potential for conflicts of interest that was left as a press inquiry at the Pansophic website did not receive a reply.

The combination of for-profit operators backed by private equity has become prevalent in other publicly funded sectors that have traditionally been operated by federal and/or state governments or nonprofit organizations. And the results have not been beneficial to the public or the individuals the publicly funded system was intended to serve.

For example, in the government-funded prison system, “The involvement of private equity firms, which manage large investment portfolios, presents a conflict between the financial and social goals of some investors,” reported Prison Legal News in 2019, citing two studies—one from the nonprofit Worth Rises, which advocates for “dismantling the prison industry,” and the other from the American Federation of Teachers, a national teachers’ union.

Another analysis, by the ACLU, found that for-profit prison operators backed by private investors are more apt to create profit for their investors by maintaining high rates of incarceration, which results in significantly higher social and fiscal costs to the public.

Our Schools found that this combination of for-profit entrepreneurs backed by private investors is having a similarly corrosive impact in the charter school industry.

Ron Packard and K12 Inc.

The genesis of Accel Schools goes back to 2014, when Education Week reported that Ron Packard, the former CEO of K12 Inc., had formed a new education enterprise called Pansophic Learning. K12 Inc., which changed its name to Stride Inc. in 2020, was then, and still is, the largest for-profit charter school operator in the U.S.

Packard, a former Goldman Sachs executive who specialized in mergers and acquisitions, departed K12 Inc., which he founded, at a time when the company was besieged with negative publicity.

In 2011, K12 Inc. was the subject of a scathing story in the New York Times revealing that “only a third” of the students enrolled in its online charter schools “achieved adequate yearly progress, the measurement mandated by federal No Child Left Behind legislation,” while the company employed multiple ways to “squeeze profits from public school dollars by raising enrollment, increasing teacher workload, and lowering standards.”

The withering critique, which ran on the newspaper’s front page, “caused” the publicly traded company’s stock price “to drop precipitously,” Education Week reported in 2012, and prompted a shareholder to file a federal lawsuit accusing K12 Inc. executives, including Packard, of “misleading investors with false student-performance claims.”

More negative publicity came in 2013 when Politico reported K12 Inc. was one among many online charter schools that “posts dismal scores on math, writing, and science tests and mediocre scores on reading.” Another blow came that year when influential hedge fund manager and charter school proponent Whitney Tilsonannounced he was shorting K12 Inc. stock, betting the company would fail.

In 2014, K12 Inc. became the target of yet another lawsuit accusing the company of “misleading investors by putting forward overly positive public statements… only later to reveal that it had missed key operational and financial targets,” Education Week reported. The lawsuit also charged Packard, whose relationship to the company had become unclear, of selling off his own stock before revealing the negative financials, and, thus, earning a windfall of $6.4 million before the stock price plunged.

But as Packard disengaged from one troubled education enterprise, he started another with a financial partner that would provide the capital to quickly scale up.

As Education Week reported in 2014, Packard’s new company, Pansophic Learning, included a partnership with a holding company, Safanad Education, a subsidiary of Safanad Limited, a New York- and Dubai-based real estate and investment firm. Packard and Safanad spent an unknown sum to purchase part of K12 Inc.’s assets, mostly in higher education, and acquire an international brick-and-mortar private school. The two entrepreneurs were “on the hunt for acquisitions,” according to Education Week.

A Charter School Shopping Spree

Initially, Packard and Pansophic Learning kept a low profile until, in 2016, a visit by then-Republican presidential nominee Donald Trump drew attention to a Cleveland, Ohio, brick-and-mortar charter school “that usually escapes notice,” reported the Plain Dealer, a Cleveland newspaper.

According to the Plain Dealer, the school, the Cleveland Arts and Social Sciences Academy, was one of 27 schools in Colorado, Illinois, Michigan, Minnesota, and Ohio that had been recently acquired by Accel Schools, a new for-profit network of charter schools owned and operated by Pansophic Learning.

Packard is listed as the CEO of both Pansophic Learning and Accel Schools. Two other C-suite executives of both Pansophic Learning and Accel Schools are COO Maria Szalay and CTO Eric Waller. Pansophic Learning and Accel Schools also have an identical street address in McLean, Virginia.

Prior to the news about Trump visiting its school, Accel Schools had been “amassing an education empire” in Ohio, the Akron Beacon Journal reported.

Among its acquisitions were, in 2014, the “troubled K-8 schools” of White Hat Management, which had previously been, according to the Akron Beacon Journal, Ohio’s largest charter school chain. In 2019, Accel Schools purchased White Hat’s last remaining online charter school as well.

In 2015, Accel Schools also acquired the assets of another financially struggling charter management firm, Mosaica Education, and bought Cleveland-based I Can Schools, which, Packard told the Plain Dealer, were also “struggling financially.”

The charter school shopping spree Accel Schools went on undoubtedly benefited from the financial support of Safanad.

“We are fortunate to partner with Safanad,” Packard is quoted saying in Safanad’s official announcement of its partnership with Pansophic Learning in 2014. “Safanad’s extensive resources will allow us to pursue opportunities of all sizes,” he said.

The Bahamdan Connection

According to the firm’s website, Safanad’s founder and CEO is Kamal Bahamdan, a Saudi national. “Mr. Bahamdan has also been the CEO of the Bahamdan [investment] Group,” according to his profile.

Kamal Bahamdan’s current relationship with the Bahamdan Investment Group is unclear, but the Bahamdan firm maintains a controlling interest in Safanad. According to its SEC filings brochure, Safanad is “controlled by Bahamdan Investment Group and KB Group Holdings Ltd.” KB Group Holdings Ltd., according to Safanad’s SEC filing form, is owned by the Bahamdan Investment Group.

The Bahamdan Investment Group is a Saudi-based investment firm founded by Sheikh Abdullah Salem Bahamdan, Kamal Bahamdan’s father, according to Rocket Reach, a corporate sales, recruiting, and marketing website that published a Bahamdan company history calling Kamal Bahamdan the “third generation” of financial leadership of the Bahamdan Investment Group and “[Abdullah] Bahamdan’s son.”

In numerous online profiles, Abdullah Salem Bahamdan (also Abdullah S. Bahamdan, Abdullah Salim Bahamdan, and Abdullah Bahamdan) is described as a “seasoned banker” and one of “the Middle East’s most prominent and influential financiers.”

Abdullah Bahamdan also spent more than 50 years as the chairman of “Saudi Arabia’s National Commercial Bank, the largest lender in the Arab world,” according to Institutional Investor. National Commercial Bank (NCB), which merged with Samba Financial Group in 2021 to form Saudi National Bank (SNB), was established in 1953 by royal decree, according to the SNB website, with the Saudi government as its major shareholder.

Despite its close relationship to the Saudi government, NCB was one among 16 financial institutions that were fined by the Saudi Monetary Authority in 2019 “for violating principles of responsible finance,” according to Reuters. “[T]he violations were related to exceeding debt burdens imposed on people in proportion to their monthly income.”

In 2020, the U.S. Treasury Department settled a lawsuit with NCB accusing the bank of violating U.S. sanctions against Syria and Sudan between November 2011 to August 2014.

The bank and Abdullah Bahamdan have been the subjects of at least two lawsuits accusing them of financing terrorist groups, which may have been part of what prompted the Saudi government to, in 2017, “crack down on corruption” in its banking industry, Reuters reported.

Perhaps as a result of the crackdown, SNB claims on its website that it “has developed a Bank-wide Anti-Money Laundering and Combating Terrorist Financing Policy.”

Mixing Charter School Investments With Subpar Senior Care

Aside from its investments in Pansophic Learning, Safanad has made some of its biggest commercial real estate deals in the health care sector, principally in senior care facilities, including assisted living, independent living, memory care, and nursing homes, frequently called skilled nursing facilities.

Senior Housing News reported that Safanad teamed up with investment firm Formation Capital, an Atlanta-based health-care-focused private investment company, to purchase 36 senior care facilities in 2011, and, in 2012, the partners spent $750 million to acquire 68 more nursing homes located in East Coast states. The acquisitions made the two investment firms “one of the United States’ largest standalone skilled nursing portfolios,” according to Senior Housing News, with “more than $1 billion worth of senior care assets in the U.S.”

In 2013, the same two investment firms purchased a “36-property senior housing portfolio for approximately $400 million,” reported Senior Housing News, and in 2014, the two firms struck another deal to buy “14 skilled nursing facilities in the mid-Atlantic for about $150 million,” according to Senior Housing News.

The deals Safanad and Formation Capital struck to acquire senior care facilities are strikingly similar to the business transactions Safanad conducted with Pansophic Learning in the charter school sector, principally, buying up financially struggling service businesses that receive large amounts of public funding—in the case of the senior care sector, from Medicare and Medicaid—and that also happen to include significant holdings of real estate.

The nursing home and senior living facilities industry was struggling financially before the pandemic, according to a report by the Pew Charitable Trust. Facilities had been cutting corners for years, skating by with too few staff, due to stagnating wages, and sometimes hiring unskilled workers instead of highly trained personnel.

COVID-19 simply revealed an industry that was already “broken,” reported NBC News, citing “low pay, high turnover, and tough working conditions” as chronic problems in the senior care facilities industry.

Yet the growing presence of private equity investors in the senior care industry has done little to help the industry and appears to have done mostly harm.

2020 study found that private equity ownership of nursing homes and other kinds of senior living facilities increased costs to the public by 19 percent while shortening the lifespans of patients.

Patients in facilities with substantial private equity backing tended to have less access to nurses, declining mobility, and greater use of antipsychotic medications, the study found. Consequently, “private equity ownership increases short-term mortality by 10 percent,” the authors claimed, “which implies about 21,000 lives lost due to private equity ownership over our sample period.”

As with the for-profit prison industry, many of the problems posed by private investment firms in the senior care industry, according to the study, can be sourced to “high-powered for-profit incentives… [being] misaligned with the social goals of quality care at a reasonable cost.”

The study distinguished private equity for-profit ownership from “generic” for-profit ownership because “private equity ownership confers distinct incentives to quickly and substantially increase the value of their portfolio firms.” It is this form of intense, high-powered profit-maximizing incentives, the authors asserted, “that characterize[s] private equity… [and could lead to] detrimental implications for consumer welfare.”

Investor-driven senior care facilities were especially hard hit by the COVID-19 pandemic, a 2020 article in the New York Times reported.

“Decades of ownership by private equity and other private investment firms left many nursing homes with staggering bills and razor-thin margins,” according to the article.

“The toll of putting profits first started to show when the outbreak began,” the article continued. “[S]ome for-profit homes were particularly ill equipped and understaffed, which undercut their ability to contain the spread of the coronavirus.”

Among the for-profit operators that appear to have fared poorly in the pandemic is Consulate Health Care, one of the providers that were snapped up by Safanad and Formation Capital in 2014, according to Senior Housing News. In a 2021 report, the Private Equity Stakeholder Project lists Formation Capital as the owner of Consulate Health Care.

Nursing homes operated by Consulate Health Care and Formation Capital have been hotspots for COVID-19 outbreaks, according to numerous news reports from Florida and Virginia. The high incidence of outbreaks has, in part, prompted a U.S. House committee to launch an investigation into the country’s five largest for-profit nursing home companies, including Consulate Health Care, Politico reported in 2020.

Creative Ways to Wring Profits

As the New York Times reported in 2020, while senior care facilities often struggle financially, their private equity-backed owners have “found creative ways to wring profits out of them.”

Some of these creative ways include charging their operators “hefty management and consulting fees”; buying the real estate from the operators and then leasing the buildings back to the operators, while upping the rents; and pushing their operators to buy products and services from companies that are controlled by the investors.

The real estate plays these firms pull off are particularly lucrative, the New York Times noted, because the buildings are often “more valuable than the businesses themselves.”

A 2018 article in the Naples Daily News described how these arrangements work in Consulate Health Care facilities owned by Formation Capital, the state’s largest provider.

Consulate Health Care and Formation Capital both operate a network of other related businesses—including “real estate, management, rehabilitation and other companies”—that they use as subcontractors for the nursing homes they own.

So when “[t]axpayer money flows to Consulate nursing homes,” the article explained, some of the money also goes to subcontractors that are related to the owners, Consulate Health Care and its controlling company, Formation Capital. “[A]nd profits earned go to the chain’s owner, the Atlanta-based private equity firm Formation Capital,” the article stated.

One of the Consulate Health Care nursing homes highlighted in the article pays its owner and management fees to two Consulate companies and also pays its lease payments and rehabilitation service fees to providers that are both related to Formation Capital.

“In each case,” the article said, “the money flows back to Formation Capital and its wealthy investors,” which include Safanad.

Pansophic Learning and Accel Schools operate similar business arrangements that help their organizations maximize their profits, according to a 2021 report by the Network for Public Education (NPE).

Much in the same way Consulate Health Care facilities and Formation Capital push their nursing homes into contracts with their other related businesses, Accel and Pansophic use “a complex web of corporations,” according to NPE, to “control the operations of the school and in doing so, steer business to their related services.”

The report highlighted Accel-managed Broadway Academy, in Cleveland, a charter school previously owned by White Hat Management, according to the Accel Schools contract with the school.

Under the “fees” section in the terms of that contract—originally with for-profit management company Chippewa Community School, LLC, which is now a subsidiary of Accel Schools Ohio LLC—the school, referred to in the contract as the corporation, pays the operator (Accel, by way of its subsidiary Chippewa Community School, LLC) 96 percent of the school’s monthly qualified gross revenue, which is the per-pupil revenue the school receives from the state. In return, Accel is the sole source to provide the school with school staffing and professional development, school management and consulting, textbooks, equipment, technology, student recruitment, building payments, maintenance, custodial service, security, and capital improvements.

In other words, there’s nothing that stops Accel or Pansophic from creating yet more subsidiaries and other related companies that can do business with Broadway Academy. According to the contract, Accel can subcontract services “without the [Broadway Academy] Board’s approval,” and property purchased by Accel “shall remain… [Accel’s] sole property.”

According to NPE, these kinds of contracts, known as “sweeps,” are commonplace in the for-profit charter school industry.

“Sweeps contracts give for-profits the authority to run all school services in exchange for all or nearly all of the school’s revenue,” said the NPE report.

Taxpayer funding for the Broadway Academy that isn’t swept up by Accel’s continuing fee must be depositedinto a “Student Enrichment Fund” for “educational services in the areas of student cultural activities[,] … supplemental tutoring services, and other programs.” Accel has sole authority to “propose uses for such funds,” and “85 percent of all Student Enrichment Funds not spent during the fiscal year in which they are received shall be paid over to [Accel].”

While Accel’s contract with Broadway Academy doesn’t include real estate, the authors of the NPE report searched the database of Ohio charter school contracts, called “community schools documents,” and found that “Global School Properties Ohio, LLC holds the leases for many Accel charter schools. The… [landlord] is at the same 1650 Tysons Blvd. address in McLean, Virginia, as Pansophic [Learning].”

Profiting From D- and F-Rated Schools

School choice and charter school advocates are often quick to defend for-profit charter companies and their private investors, arguing that they are “sector agnostic” about who owns and operates a school and care only about the school’s “results.”

But what constitutes good results in education is a much-debated topic, and studies about the results of for-profit charter schools have found mixed results at best.

A 2017 report from Stanford University’s Center for Research on Education Outcomes (CREDO) found that students who attend for-profit charter schools have weaker growth in math than they would have in a district public school and similar growth in reading. Students in nonprofit charter schools experienced stronger academic growth in both subjects than their peers enrolled in for-profit charters. The differences were “significant,” according to the study.

Also in 2017, Chalkbeat reported, “studies comparing for-profit schools to nonprofits and traditional public schools in the same area don’t find consistent differences in performance, as measured by test scores.”

None of these studies examined the performance of Accel Schools or the impact of private equity in the for-profit charter industry.

But based on Ohio’s A-F grading system, Accel Schools in the Cleveland area, where the management company has its highest density of schools, has no schools with A or B ratings from the 2018-2019 school year, the last one measured due to the pandemic. There are three C-rated schools, including Broadway Academy. Eleven others are D- and F-rated schools. Among the F-rated schools is the school Trump visited in 2016, the Cleveland Arts and Social Sciences Academy.

The problems posed by the charter school industry and its for-profit sector have not gone unnoticed by Democratic Party elected officials and their voters.

A 2021 survey found that public support for charter schools is waning, especially in the Democratic Party where favorability has fallen to an all-time low of only 33 percent. Our Schools has previously noted that Democratic Party politicians are steadily drifting away from their once-avid support of the industry, especially the ones operated for profit.

Nevertheless, out of seven charter schools that have applied to open in West Virginia, where charter schools had not been allowed to open until 2021, five of the proposed schools would be operated as for-profit entities, and of those five, three would be operated by Accel.

By Jeff Bryant, a writing fellow and chief correspondent for Our Schools. He is a communications consultant, freelance writer, advocacy journalist, and director of the Education Opportunity Network, a strategy and messaging center for progressive education policy. His award-winning commentary and reporting routinely appear in prominent online news outlets, and he speaks frequently at national events about public education policy. Follow him on Twitter @jeffbcdm. Produced by Our Schools.