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Why Did Americans Abandon the Greatest Economy in History?

By dianeravitch
December 9, 2023 //
43

This excellent article in The Atlantic by Rogé Karma should be widely read. Something changed radically in our economy and our society in the past several decades, limiting access to “the American Dream.” He explores the reasons why.

He writes:

If there is one statistic that best captures the transformation of the American economy over the past half century, it may be this: Of Americans born in 1940, 92 percent went on to earn more than their parents; among those born in 1980, just 50 percent did. Over the course of a few decades, the chances of achieving the American dream went from a near-guarantee to a coin flip.

What happened?

One answer is that American voters abandoned the system that worked for their grandparents. From the 1940s through the ’70s, sometimes called the New Deal era, U.S. law and policy were engineered to ensure strong unions, high taxes on the rich, huge public investments, and an expanding social safety net. Inequality shrank as the economy boomed. But by the end of that period, the economy was faltering, and voters turned against the postwar consensus. Ronald Reagan took office promising to restore growth by paring back government, slashing taxes on the rich and corporations, and gutting business regulations and antitrust enforcement. The idea, famously, was that a rising tide would lift all boats. Instead, inequality soared while living standards stagnated and life expectancy fell behind that of peer countries. No other advanced economy pivoted quite as sharply to free-market economics as the United States, and none experienced as sharp a reversal in income, mobility, and public-health trends as America did. Today, a child born in Norway or the United Kingdom has a far better chance of outearning their parents than one born in the U.S.

This story has been extensively documented. But a nagging puzzle remains. Why did America abandon the New Deal so decisively? And why did so many voters and politicians embrace the free-market consensus that replaced it?

Since 2016, policy makers, scholars, and journalists have been scrambling to answer those questions as they seek to make sense of the rise of Donald Trump—who declared, in 2015, “The American dream is dead”—and the seething discontent in American life. Three main theories have emerged, each with its own account of how we got here and what it might take to change course. One theory holds that the story is fundamentally about the white backlash to civil-rights legislation. Another pins more blame on the Democratic Party’s cultural elitism. And the third focuses on the role of global crises beyond any political party’s control. Each theory is incomplete on its own. Taken together, they go a long way toward making sense of the political and economic uncertainty we’re living through.

“The American landscape was once graced with resplendent public swimming pools, some big enough to hold thousands of swimmers at a time,” writes Heather McGhee, the former president of the think tank Demos, in her 2021 book, The Sum of Us. In many places, however, the pools were also whites-only. Then came desegregation. Rather than open up the pools to their Black neighbors, white communities decided to simply close them for everyone. For McGhee, that is a microcosm of the changes to America’s political economy over the past half century: White Americans were willing to make their own lives materially worse rather than share public goods with Black Americans.

From the 1930s until the late ’60s, Democrats dominated national politics. They used their power to pass sweeping progressive legislation that transformed the American economy. But their coalition, which included southern Dixiecrats as well as northern liberals, fractured after President Lyndon B. Johnson signed the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Richard Nixon’s “southern strategy” exploited that rift and changed the electoral map. Since then, no Democratic presidential candidate has won a majority of the white vote.

Crucially, the civil-rights revolution also changed white Americans’ economic attitudes. In 1956, 65 percent of white people said they believed the government ought to guarantee a job to anyone who wanted one and to provide a minimum standard of living. By 1964, that number had sunk to 35 percent. Ronald Reagan eventually channeled that backlash into a free-market message by casting high taxes and generous social programs as funneling money from hardworking (white) Americans to undeserving (Black) “welfare queens.” In this telling, which has become popular on the left, Democrats are the tragic heroes. The mid-century economy was built on racial suppression and torn apart by racial progress. Economic inequality was the price liberals paid to do what was right on race.

The New York Times writer David Leonhardt is less inclined to let liberals off the hook. His new book, Ours Was the Shining Future, contends that the fracturing of the New Deal coalition was about more than race. Through the ’50s, the left was rooted in a broad working-class movement focused on material interests. But at the turn of the ’60s, a New Left emerged that was dominated by well-off college students. These activists were less concerned with economic demands than issues like nuclear disarmament, women’s rights, and the war in Vietnam. Their methods were not those of institutional politics but civil disobedience and protest. The rise of the New Left, Leonhardt argues, accelerated the exodus of white working-class voters from the Democratic coalition…

McGhee’s and Leonhardt’s accounts might appear to be in tension, echoing the “race versus class” debate that followed Trump’s victory in 2016. In fact, they’re complementary. As the economist Thomas Piketty has shown, since the’60s, left-leaning parties in most Western countries, not just the U.S., have become dominated by college-educated voters and lost working-class support. But nowhere in Europe was the backlash quite as immediate and intense as it was in the U.S. A major difference, of course, is the country’s unique racial history.

The 1972 election might have fractured the Democratic coalition, but that still doesn’t explain the rise of free-market conservatism. The new Republican majority did not arrive with a radical economic agenda. Nixon combined social conservatism with a version of New Deal economics. His administration increased funding for Social Security and food stamps, raised the capital-gains tax, and created the Environmental Protection Agency. Meanwhile, laissez-faire economics remained unpopular. Polls from the ’70s found that most Republicans believed that taxes and benefits should remain at present levels, and anti-tax ballot initiatives failed in several states by wide margins. Even Reagan largely avoided talking about tax cuts during his failed 1976 presidential campaign. The story of America’s economic pivot still has a missing piece.

According to the economic historian Gary Gerstle’s 2022 book, The Rise and Fall of the Neoliberal Order, that piece is the severe economic crisis of the mid-’70s. The 1973 Arab oil embargo sent inflation spiraling out of control. Not long afterward, the economy plunged into recession. Median family income was significantly lower in 1979 than it had been at the beginning of the decade, adjusting for inflation. “These changing economic circumstances, coming on the heels of the divisions over race and Vietnam, broke apart the New Deal order,” Gerstle writes. (Leonhardt also discusses the economic shocks of the ’70s, but they play a less central role in his analysis.)

Free-market ideas had been circulating among a small cadre of academics and business leaders for decades—most notably the University of Chicago economist Milton Friedman. The ’70s crisis provided a perfect opening to translate them into public policy, and Reagan was the perfect messenger. “Government is not the solution to our problem,” he declared in his 1981 inaugural address. “Government is the problem.”

Part of Reagan’s genius was that the message meant different things to different constituencies. For southern whites, government was forcing school desegregation. For the religious right, government was licensing abortion and preventing prayer in schools. And for working-class voters who bought Reagan’s pitch, a bloated federal government was behind their plummeting economic fortunes…

The top marginal income-tax rate was 70 percent when Reagan took office and 28 percent when he left. Union membership shriveled. Deregulation led to an explosion of the financial sector, and Reagan’s Supreme Court appointments set the stage for decades of consequential pro-business rulings. None of this, Gerstle argues, was preordained. The political tumult of the ’60s helped crack the Democrats’ electoral coalition, but it took the unusual confluence of a major economic crisis and a talented political communicator to create a new consensus. By the ’90s, Democrats had accommodated themselves to the core tenets of the Reagan revolution. President Bill Clinton further deregulated the financial sector, pushed through the North American Free Trade Agreement, and signed a bill designed to “end welfare as we know it.” Echoing Reagan, in his 1996 State of the Union address, Clinton conceded: “The era of big government is over.”

In the remainder of the article, the author says that the nation is at an inflection point, ready for a change. But what that change will be determined by voters next year.

Categories Biden, Democracy, Democrats, Deregulation, Economy, Elections, History, Racism, Republicans

Gayle Greene: Higher Education and the Triumph of Hype Over Experience

By dianeravitch
December 8, 2023 //
66

Recently, I have read alarming articles about state universities eliminating majors in the humanities as a cost-cutting measure while expanding departments that grant degrees in computer science, business, and other job-related fields. Just last week, The Atlantic published an article about the downsizing of foreign languages, linguistics, and other majors at the University of West Virginia, even though the state has a surplus of nearly $2 billion. Other universities are cutting majors in history, the arts, and political science in favor of majors that enhance immediate employability.

Gayle Greene, professor emerita at Scripps College in Claremont, California, contends that such actions are short-sighted. Today—in a world of disinformation, fake news, and Artigiani intelligence—we need the humanitities more than ever so we can discern and weigh facts and reality. In this essay , she shows how tech titans like Bill Gates have encouraged the destructive trend of favoring job-ready degrees.

Greene writes:

“College is remade as tech majors surge and humanities dwindle,” announces Nick Anderson in the Washington Post, May 2023. “Remade” is an understatement, when more students today are majoring in computer science than in all the humanities– English, history, philosophy, languages, the arts— combined. And what for? In the past year, tech has laid off more than 200,000 workers, with more layoffs predicted.

 

There was a chorus of Cassandras warning against this remake: do not whittle education down to preparation for jobs that might not exist in a decade; do not sacrifice the humanities to STEM. But the hype was so loud, it drowned out the warnings. The STEM skills shortage was broadcast by business leaders, lobbyists, politicians, think tanks, media, and especially by Bill Gates, who spread the word far and wide. He announced to Congress, in 2008, “U.S. companies face a severe shortfall of scientists and engineers with expertise to develop the next generation of breakthroughs.” Obama echoed him in his 2012 State of the Union Address: “I hear from many business leaders who want to hire in the U.S. but can’t find workers with the right skills.” Obama reiterated the message in his 2011, 2013, and 2016 State of the Union Addresses, announcing, in 2013 a competition “to redesign America’s high schools,” rewarding those developing STEM classes to deliver “the skills today’s employers are looking for to fill jobs right now and in the future.”

 

The hype was hot air. “If a shortage did exist, wages would be rising” rather than staying flat as they have “for the past 16 years,” wrote Ron Hira et al in USA Today, 2014. Obama might have heeded him or Andrew Hacker, Ben Tarnoff, Matt Bruenig, Michael Teitelbaum, Gerald Coles, Walter Hickey, Michael Anft, who raised similar alarms. Or Paul Krugman, who warned, “the belief that America suffers from a severe ‘skills gap’ is one of those things that everyone important knows must be true, because everyone they know says it’s true”; it’s “a zombie idea… that should have been killed by evidence, but refuses to die.”

 

When an idea persists against all evidence, you have to ask: who profits? A 2012 Microsoft publication warned that the U.S. faces “a substantial and increasing shortage of individuals with the skills needed to fill the jobs the private sector is creating”—even though, in the summer of 2014, Microsoft laid off about 18,000 workers. Other companies,Boeing, IBM, Symantec, were also laying off thousands, sometimes rehiring them at lower salaries, even as they lamented the “lack of qualified applicants,” wrote Hacker.

 

The problem for a company like Microsoft has not been a lack of skilled workers, but that U.S. tech workers expect to be well paid. Foreign tech workers in the U.S. make about 57% what their U.S. counterparts make. Hence the tech industry’s push for easier immigration policies and H-1B visas, visas that allow U.S. businesses to temporarily employ foreign workers in specialty work like IT. If we don’t ease up on immigration policies, Gates told Congress in 2008, “American companies simply will not have the talent they need to innovate and compete.” Hence Gates’spush for coding and computer classes in schools and colleges. “Nothing would make programming cheaper than making millions more programmers,” wrote Tarnoff, “and where better to develop this workforce than America’s schools.”

 

The STEM skills shortage was the PR of an industry wanting a large pool of workers ready to work for less, an industry with enormous lobbying power. The campaign has been so successful that now hundreds of thousands of trained workers are newly unemployed in a market flooded by as many as qualified as they. It’s succeeded in bending higher education to its purposes, re-directing it to training for jobs, with tech jobs the most hyped–even though tech comprise less than 8% of the economy. Colleges and universities direct resources that way, private donors pour enormous sums that way, and students follow the money and the buzz, whatever their interests and talents. Humanities enrollments have plummeted, courses, programs, departments have been gutted, and tenured faculty let go.

 

But what even the most dire of Cassandras failed to see, even those working in AI, was the seismic upheaval AI was about to create.

 

*******

Obama might have been more cautious about dismantling an educational system that’s served the U.S. so well, a system widely believed to have been the engine of this country’s power and productivity. The U.S. still has the universities that rank highest internationally and have world-wide draw, in spite of the assaults higher education has lately endured. But he went ahead and based his educational policies on the vision of a technocrat (Gates’ word for himself) who sees the purpose of education as making a workforce that will allow U.S. industries “to compete in the global economy,” as Gates said in Waiting for Superman, 2010, a public-school-bashing documentary film he funded and starred in. Obama turned his education department over to the Gates foundation, as Lindsey Layton documented in the Washington Post, 2014: “top players in Obama’s Education Department who shaped theadministration’s policies came either straight from the Gates Foundation in 2009 or from organizations that received heavy funding from the foundation.”

 

With K-12, Obama uncritically adopted No Child Left Behind (NCLB), the test and assess regime George W. Bush inflicted on public schools in 2002 in the name of “reform”—even though NCLB was an acknowledged disaster by the time Obama took office. Schools could be closed if test scores declined— many were closed, especially in underprivileged areas, where kids don’t test well—which left teachers no choice but to teach to the test and strip curricula of subjects not tested, including literature, history, philosophy, the arts, languages, social sciences. The panic about test scores made a boondoggle for new ventures supplying materials for test- prepping, test-administering, test-scoring, and assessing. In fact, what test scores most reliably measure is how well kids take tests, which penalizes students from disadvantaged backgrounds and makes a mockery of claims that testing levels the playing field, the rationale for so-called reform.

 

Obama tightened the screws on Bush’s program, requiring states to agree to certain conditions to qualify for federal funding, each of them high on the Gates agenda. States had to agree to make room for more charter schools, and they did—more charters were founded on Obama’s watch than Bush’s. Gates claims that charters will create “choice” and “competition” and incentivize teachers to raise test scores. In fact they have not raised test scores, though they have succeeded in routing public funding to private interests, as they were meant to. States also had to agree to adopt a standardized curriculum. This came in the form of the Common Core State Standards, Gates’ brainchild, which wedded teaching even more closely to testing, assessing, and technology, since standardized material is easily computer-administered and scored. The Common Core has reduced reading and writing to decontextualized skills — “find the main point,” “identify the figures of speech”— which has been a major turnoff for kids. The moaning we hear lately about declining test scores is beside the point: the point is that kids are massively alienated from school because “drill, kill, bubble fill” is all they’re fed.

 

Gates has admitted that transforming K-12 is harder than he’d anticipated: “We really haven’t changed outcomes” (i.e. test scores). But he should not underestimate his impact. His perpetuation of the broken-public-schools narrative, his attack on teachers and tenure, his imposition of mechanization and measurement on an enterprise he knows nothing about, have driven teachers out of the profession in record numbers, with few lining up to take their places. Teachers have written and spoken against the Common Core, forming advocacy groups to resist it, and tens of thousands of parents have opted their kids out of testing— but the machine rolls on. The foundation “has influence everywhere, in absolutely every branch of education…federal, state, local,” with politicians, journalists, administrators, think tanks, summarizes Tom Loveless of the Brookings Institute.

 

Higher education has been harder to get hold of, on account of the respect it commands throughout the world. But harping on its failures to meet market needs has done much to skew it the Gates way. “The [Gates] foundation wants nothing less than to overhaul higher education, changing how it is delivered, financed, and regulated,” wrote Marc Parry, Kelly Field, and Becky Supiano, in a brilliant expose, “The Gates Effect.” It “would like college to be cheaper, more accessible, and more targeted towards the specific skills desired by employers. Instead of a broad education where a college student might take courses across a range of subjects, the new model has students demonstrating ‘competencies’ by passing tests in specific areas, and receiving a certificate upon completion.” Thefoundation “hasn’t just jumped on the bandwagon,” the authors conclude; “it has worked to build that bandwagon.”

 

And its stranglehold on mainstream media is murderous. As with K-12, “Gates buys up everyone and engineers the appearance of a consensus,” writes Diane Ravitch. Ravitch was in the first Bush education department and a proponent of No Child Left Behind, but turned against it when she realized its purpose was to route public resources to private interests; she has been a powerful advocate for public schools ever since. As with K-12, “the foundation has bought the research, bought the evaluations, bought the advocacy groups, and bought the media to report on what the foundation is doing. It has lavished support on education journals, while also saturating them with ads and ‘sponsored’ articles.” As with K-12, this creates the sense of a hue and cry from many quarters, of widespread agreement that higher education is broken, resists change, resists innovation, needs technology, needs to produce more STEM workers.

 

​**********

Fifty years ago, the humanities had a “national mandate,” writes Nathan Heller in a widely read New Yorker article, “The End of the English Major,” February 2023. The liberal arts had pride of place. Now the mandate has moved to STEM, with more than a little push from business interests keen to transform higher education to job preparation and right-wing anti-education agendas.

 

In 2013, Obama’s administration produced a “Scorecard,” an online tool to show “folks” where they can get “the most bang for the buck,” as he promised in his 2013 State of the Union address. The Scorecard has Gates’ fingerprints all over it. It ranks colleges according to number of graduates, speed to graduation, starting salaries, time taken to pay back student loans—which makes a college rise higher in the rankings for graduating a hedge fund manager than a teacher. And higher education has cooperated, inviting managerial administrators in to make education “more like business,” lean, mean, and cost effective. They’ve stripped away courses and programs with no “real world” value and cut back in areas they deem inessential— like teaching, which has been turned over to part-timers or online programs, while tenured faculty are let go, and with them, tenure. Administrators hire more administrators, offices and functionaries proliferate, and academia is saddled with a top-heavy bureaucracy that drains resources. Then along comes a pandemic that cuts into college enrolments and devalues any enterprise without immediate utilitarian value—and here we are. The humanities are beyond crisis; they’re “on life support,” writes James Engell, Harvard Magazine, February.

 

And the STEM bandwagon rolls on, powered by Gates lobbying, onto the floor of Congress, where the Higher Education Act, the federal law governing crucial policies such as accreditation and standards that qualify colleges for financial aid, is overdue for reauthorization. In May 2019, the Gates foundation established a new lobbying group, “Commission on the Value of Postsecondary Education,” to make sure Congress understands the “value” of postsecondary education, “value” defined in terms of graduates’ salaries and social mobility. Prior to this lobbying group, the foundation exerted its influence from behind the scenes, but launching a 501c (4) nonprofit enables them to “talk directly with legislators about laws,”explains Nick Tampio. In May 2021, the Commission published a 117-page report, Equitable Value: Promoting Economic Mobility and Social Justice through Postsecondary Education, which spells out elaborate systems of measurement and assessment to make sureschools render dollar for dollar return on investment. The foundation is now in a position to assure that federal funding gets routed to majors leading to jobs Gates sees as vital to the economy.

 

*********

In 2018, Benjamin Schmidt cautioned against remaking higher ed to meet alleged market needs because nobody could predict what jobs would look like in ten years. Now, with AI to do the work of many humans, we might ask what jobs will look like in ten months. In March, Goldman Sachs released a report estimating that “generative AI may expose 300 million jobs to automation,” work that “might be reduced or replaced by AI systems,” summarizes Benj Rfestfd in Ars Technica. An insider, “Scott,” comments on a NYT article, March 28, on likely effects of GPT (“generative pre-trained transformers” that produce human-like text and images):

 

As a software entrepreneur who is part of a think tank that studies AI, I can tell you that GPT is not overhyped… it impacts every job from manufacturing to knowledge work, and with some imagination even agriculture, food production and restaurants… People are focusing on a single job? You should start thinking of entire professions, industries and companies (thousands of which GPT will put out of business this year). Our politics are not ready for the disruption, deflation and unemployment.

 

“We have summoned an alien intelligence,” write Yuval Harari, Tristan Harris, and Aza Raskin in the NYT in March. Our first contact with AI, they note, the relatively simple manipulation of attention by social media, was catastrophic: it “increased societal polarization, undermined our mental health and unraveled democracy.” What comes next is anybody’s guess, but a lot of people are worried, including more than a thousand tech leaders and researchers who signed an open letter in March calling for a six-month moratorium on the development of GPT, citing its “profound risks to society and humanity.”

 

“It’s a completely different form of intelligence,” says Geoffrey Hinton, the “godfather of AI,” who resigned from Google so he could speak freely; and it’s likely to be “much more intelligent than us in the future.” It has the capacity to flood the internet with fake images and misinformation so convincing that we may “not be able to know what is true anymore”—which is dire for democracy. There are calls for regulation, including from Sam Altman, CEO of Open AI, the company that created GPT-4: “the current worries I have are of disinformation problems, economic shocks, or something else at a level far beyond anything we’re prepared for.”

 

Meanwhile the titans, Google, Amazon, Microsoft, Meta, are out of the gate, racing for the spoils.

 

​*********

How to deal with an alien intelligence that’s faster and smarter than we are? Killing the humanities has left us a bit understaffed in this department. By eliminating subjects that might teach us about ourselves and our fellow beings, we’re exacerbating the problems confronting society. Misinformation and conspiracy fantasies flourish, racism and hate crimes are on the rise, along with mortality rates, not only from Covid but “deaths of despair.” Quality of life in the U.S. has plummeted.

 

Many people fear that the STEM craze may be turning out graduates ignorant of the past and their world, ill equipped for the challenges of an increasingly uncertain future. Spending one’s college years mastering the practical skills of a specialized field does not cultivate a broad understanding of the world. Minds need to be developed all around, if they are to “understand human behavior” and achieve “emotional intelligence and mental balance”— the capacities Yuval Harari says young people most need as they face dizzying change. They’ll need, above all, ”the ability to keep changing,” qualities of adaptability and versatility cultivated by the kind of education we’ve trashed.

 

“Major in being human,” David Brooks advises young people who are wondering where to turn with AI threatening to steal their futures. Ask yourself, “which classes will give me the skills that machines will not replicate, making me more distinctly human?” Gravitate toward classes that will help you develop “distinctly human skills… that unleash your creativity, that give you a chance to exercise and hone your imaginative powers.” That would be the humanities, small, discussion-based classes where students learn about the past and creations of their kind, about what humankind has been and might be; where they learn to articulate their positions and see that others have positions too, that they can disagree yet get along—which goes a way toward learning to live in society. Find the human, urges Douglas Rushkoff in Team Human, and find the others who can help us resist the anti-human agenda and “restore the social connections that make us fully functioning humans.”

 

The stakes are high. A 2020 study, “The Role of Education in Taming Authoritarian Attitudes,” found that in all the countries surveyed, higher education correlated with resistance to authoritarianism, but it made the greatest difference in the United States, on account of our unique system of general education based in the liberal arts. Yet this is the system we’re letting go. Authoritarianism thrives on misinformation, on simplistic, us-them thinking. Democracy requires that people deal with complexity, think, question, interpret, inquire, sort out information from misinformation, push back against agendas being pushed on us, take nothing on authority. It requires that people know how to read their world, interpret, evaluate, inquire, consider context and consequences, and know how to seek sources other than social or corporate media. Decoding has a longer shelf life than the coding Gates is pushing. It’s crucial to democracy –and to employability, it turns out, since skills alone become rapidly obsolete.

 

To disinvest in the humanities is to disinvest in the human, to give up on the hope of a livable world and more humane future. Which is why it’s urgent to resuscitate the humanities and not outsource our humanity to Hal.

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Gayle Greene is Professor Emerita, Scripps College, Claremont, CA. Her most recent book is Immeasurable Outcomes: Teaching Shakespeare in the Age of the Algorithm (Johns Hopkins UP, 2023), which makes a case for the humanities by actually showing what goes on in a small discussion class.

Gaylegreene.org

Categories Budget Cuts, Curriculum, Democracy, Disruption, Education Industry, Ethics, Extremism, Higher Education, Technology

Marjorie Taylor Greene Warns Against COVID Vaccine

By dianeravitch
December 8, 2023 //
24

Dr. Paul Offit, an infectious diseases specialist, wrote on his blog about some of the GOP zanies who are at war with science and COVID vaccines. I want to know whether Rep. Greene had her children vaccinated for smallpox, measles, chickenpox, diphtheria, polio, and other infectious diseases.

He writes:

On February 13, 2024, National Geographic Press will be publishing a book I wrote called, TELL ME WHEN IT’S OVER: AN INSIDER’S GUIDE TO DECIPHERING COVID MYTHS AND NAVIGATING A POST-PANDEMIC WORLD. Before publication, I will be writing about issues described in the book.

In next three posts, I will focus on the misinformation business and the war on science.

On November 13, 2023, Marjorie Taylor Greene (R, Georgia) held a meeting to discuss COVID vaccines. Greene had already made a name for herself by claiming that Jewish space lasers had caused wildfires in California, that Donald Trump was fighting a worldwide sex-slavery ring, that Muslims don’t belong in government, that the shootings in Parkland, Sandy Hook and Las Vegas were staged, and that 9/11 was an inside job. Who better to educate the press and the public about COVID and COVID vaccines?

Greene began the meeting, which was held in a tiny room in the Capitol building, stating, “We will hear from expert doctors who have bravely sounded the alarm on vaccines.” Flanked by Clay Higgins (R, Louisiana), Ron Johnson (R, Wisconsin), Thomas Massie (R, Kentucky), Warren Davidson (R, Ohio), and Andy Biggs (R, Arizona), the meeting was poorly attended, poorly staffed, and poorly equipped. Because only one microphone was available to the congressmen and only one available to those who testified, the microphones had to be passed back and forth. Also, the hearing wasn’t really a “committee” hearing because no committee had sponsored it. Rather, as described by Greene, it was part of the “shadow Congress.” Matt Gaetz (R, Florida), who popped in and out of the meeting, explained that the real committee seats “were bought and paid for by Big Pharma.”

Three people testified before Greene’s “committee.” A lawyer, an obstetrician-gynecologist, and a scientist. In Part 1 of this three-part posting, we’ll start with the lawyer.

The first to testify was 46-year-old Thomas Renz, who passed the Ohio bar exam in November 2019 on his fifth attempt. Renz then joined fellow COVID conspiracy theorists like Lt. Gen. Michael Flynn, MyPillow CEO Mike Lindell, and Roger Stone on a national speaking tour titled “ReAwaken America.” He has since made more than a hundred appearances on conservative talk shows like One America, Newsmax, and Infowars. During the Greene hearing, Renz made three claims, the last of which was the most explosive.

First, Renz declared, “The people that are dying are vaccinated.” Contrary to Renz’s claim, a study published in the Journal of the American Medical Association showed that in 2021, unvaccinated adults were 12 times more likely to be hospitalized and in 2022, that they were 6 times more likely. COVID vaccines have been estimated to have saved the lives of more than 3 million Americans.

Second, Renz said that “COVID is not as bad as SARS or MERS but about as dangerous as a bad flu season.” The first pandemic coronavirus, called SARS-1, was identified in Asia in February 2003. That virus spread to 30 countries, infected more than 8,000 people, and killed about 800. By July 2003, the global outbreak was contained. The second pandemic coronavirus, called MERS (Middle East Respiratory Syndrome), appeared about ten years later, in June 2012, in Saudi Arabia. That virus spread to 20 countries, infected more than 2,500 people, and killed about 900. SARS-CoV-2, on the other hand, has killed almost 1.2 million people in the United States and 7 million people in the world. Unless Renz was referring to the 1918 flu pandemic, which killed more than 50 million people worldwide, COVID is worse than any other flu season in history.

Renz saved the best for last. With the help of an “unnamed whistleblower,” Renz claimed that something suspicious had happened in November 2014 at Fort Riley, Kansas, when the Department of Defense (DOD) and the CIA, in collaboration with the Wuhan Institute of Virology, had created SARS-CoV-2 virus. To support his claim, Renz offered only conspiracy and innuendo. In fact, abundant evidence now proves that SARS-CoV-2 virus was an animal-to-human spillover event that occurred in the western section of the Huanan Wholesale Seafood Market in late 2019.

No one was more excited by Renz’s revisionist history than Clay Higgins (R, Louisiana). “I didn’t trust Dr. Fauci from the moment I met him,” Higgins declared. “I generally don’t trust the government. This is a weaponized virus. It was sticky. It sickened and weakened but it did not kill, which takes more soldiers to take care of that person.” Renz later claimed that it wasn’t only Tony Fauci, the CDC, the FDA, and the DOD that had played a part in this massive cover-up, Hunter Biden was also involved (because why not?).

Next up was the testimony of an obstetrician-gynecologist from Florida. Stay tuned.

Categories Fake, Fraud, Health, Science

What Home Schooling Sometimes Hides: Child Abuse

By dianeravitch
December 7, 2023 //
24

The Washington Post identifies a serious problem with home schooling: No one is monitoring the well-being of children. In public schools, teachers and staff are designated reporters of children’s physical health; if they see signs of abuse, they are legally bound to report it to authorities. In home schooling, child abuse may be hidden. Read this horrifying story and bear in mind that some states are paying parents to keep their children home instead of sending them to school.

Peter Jamison writes in The Post:

Nobody could find Roman Lopez.

His family had searched, taping hand-drawn “missing” posters to telephone poles and driving the streets calling out the 11-year-olds name. So had many of his neighbors, their flashlights sweeping over the sidewalks as the winter darkness settled on the Sierra Nevada foothills.

The police were searching, too, and now they had returned to the place where Roman had gone missing earlier that day: his family’s rented home in Placerville, Calif. Roman’s stepmother, Lindsay Piper, hesitated when officers showed up at her door the night of Jan. 11, 2020, asking to comb the house again. But she had told them that Roman liked to hide in odd places — even the clothes dryer — and agreed to let them in.

Brock Garvin, Roman’s 15-year-old stepbrother, was sitting in the dimly lit basement when police came downstairs shortly after 10:30 p.m. He ignored them, he said later, watching “Supernatural” on television as three officers began inspecting the black-and-yellow Home Depot storage bins stacked along the back wall.

Brock had no idea what had happened to Roman. But he did know something the police did not: Much of what his mother had said to them that day was a lie.

When she reported Roman’s disappearance, Piper told the police she was home schooling the eight kids in her household. This was technically true. It was also a ruse.

Most schools have teachers, principals, guidance counselors — professionals trained to recognize the unexplained bruises or erratic behaviors that may point to an abusive parent. Home education was an easy way to avoid the scrutiny of such people. That was the case for Piper, whose children were learning less from her about math and history than they were about violence, cruelty and neglect.

Left to their own devices while she lay in bed watching TV crime procedurals, and her husband, Jordan, worked long hours as a utility lineman, their days and nights passed in a penumbral blur of video games, microwave dinners and fistfights. Almost nothing resembling education took place, her sons said. But there was a shared project in which she diligently led her children: the torture of their stepbrother, Roman.

Roman had been a loving, extroverted 7-year-old who obsessed over dinosaurs when Piper came into his life, a mama’s boy perpetually in search of a mother as Jordan, his father, cycled from one broken relationship to the next.

On the day he was reported missing, he was a sixth-grader who weighed only 42 pounds. He had been locked in closets, whipped with extension cords and bound with zip ties, according to police reports and interviews with family members who witnessed his treatment. Unwilling to give him even short breaks from his isolation, Piper kept him in diapers.

The Washington Post reconstructed Piper’s torment of her stepson from hundreds of pages of previously undisclosed law enforcement records, as well as interviews with two of her four biological children, other relatives, friends of the family, neighbors and police officers.

Piper, 41, who is in prison, did not respond to two letters requesting comment for this story. Her former public defender did not return calls or emails. Jordan Piper, 38, also in prison, declined a request to comment through his attorney.

Little research exists on the links between home schooling and child abuse. The few studies conducted in recent years have not shown that home-schooled children are at significantly greater risk of mistreatment than those who attend public, private or charter schools.

But the research also suggests that when abuse does occur in home-school families, it can escalate into especially severe forms — and that some parents exploit lax home education laws to avoid contact with social service agencies.

In 2014, a group of pediatricians published a study of more than two dozen tortured children treated at medical centers in Virginia, Texas, Wisconsin, Utah and Washington. Among the 17 victims old enough to attend school, eight were home-schooled.

After a home-schooling mother killed her autistic teenager, government analysts in Connecticut gathered data from six school districts over three years. Their report, released in 2018 by the state’s Office of the Child Advocate, found that 138 of the 380 students withdrawn from public schools for home education during that period lived in households with at least one prior complaint of suspected abuse or neglect.

Child-welfare advocates have long pushed for a minimal level of oversight for home-schooled students — calls that have grown more urgent as home schooling has exploded, becoming the country’s fastest growing form of education. But home-school parents, arguing that serious episodes of abuse are rare, have fiercely resisted. And nowhere have their efforts been more successful than in the state where Roman and his siblings spent most of their lives: Michigan.

Michigan is one of 11 states in which parents are not even required to tell anyone they are home schooling, let alone demonstrate they are teaching their children anything. Its lack of regulation, the result of a 1993 state Supreme Court decision still celebrated by home-school advocates, has repeatedly concealed the actions of abusive parents like Piper.

“She told people we were home-schooled, but we weren’t,” Carson Garvin, one of Roman’s stepbrothers, now 16, later wrote in a victim impact statement. “Now I can see it wasn’t for us that she made this decision. It was to protect herself from the school counselors and staff. I believe that if we had went to school that someone would have had a feeling that something was off and that she would have been reported at some point.”

Despite what Piper told the police, Roman had never really liked hiding. The truth was that he had been hidden. And home schooling is what allowed her to hide him.

As Brock Garvin sat in the basement watching TV on the night of Roman’s disappearance, listening to the police officers banter as they opened the Tough Storage Tote bins, he was in a fog. He had been up all night playing “Dark Souls” on his Xbox, and was upset that he hadn’t been allowed to sleep for most of the day, as he usually did.

He was also jarred by the entrance of unknown grown-ups into the house. The family had moved to California from Michigan just a few months earlier. Long isolated, they were now strangers to everyone around them.

But Brock wasn’t worried about Roman. If his stepbrother had run away, whatever he found could hardly be worse than what he had escaped.

Then the lid on one last bin snapped open, and the officers’ laughter stopped.

Even in his benumbed state Brock felt something strange pass through the room, as if the air pressure had suddenly dropped. It was quiet for a moment, then the police began pulling on latex gloves.

‘I’ll behave’

Roman loved being alive. It was a strange thing to say about an infant, but that was Jennifer Morasco’s first impression of the sunny 5-month-old boy who would become her stepson when she married Jordan Piper in 2010.

“He’d be teething, but he wouldn’t cry,” recalled Morasco, now 41. “He was just so happy to be in existence, and loved being around people and doing stuff with everyone.”

Roman’s mother, Rochelle Lopez, was a soldier who deployed to Iraq when he was 14 months old. After returning, she struggled with heart problems, anxiety and addiction to pain medication, according to police records. Lopez, who died in 2021 at age 34, fought with Jordan in court for years over custody of Roman.

But none of that seemed to weigh on the boy that Morasco largely raised until he was about 4 years old. Morasco still remembers the lyrics to “Life is a Highway,” a song from Roman’s favorite movie, “Cars,” that he sang over and over. Another favorite was “Rainbow Connection,” the banjo-accompanied Muppet ode to life’s unfulfilled promises.

“He thought he was Kermit the Frog, essentially,” Morasco said.

Even after Morasco left Jordan Piper, she kept in touch with Roman, calling every year on his birthday. But in 2016, Jordan wasn’t picking up his phone, so she tried sending a Facebook message to Roman’s new stepmom, asking her to tell him “he is loved all the way to the moon and back.”

Lindsay Piper reacted harshly, warning Morasco not to contact her again and boasting that Roman “has excelled in ways I can’t begin to explain.”

Piper herself had barely graduated high school, according to her sister, Chanel Campbell. Her interest was never in academics; it was in babies. It wasn’t an unusual fixation for a young girl, but there was something off-kilter about the intensity that Lindsay brought to her aspirations of motherhood, her sister said.

“She carried a baby doll around with her until she was, like, 12,” said Campbell, who was raised with her sister in and around Flint. “She just had this fascination with baby dolls and dressing them up and changing them and putting them in diapers.” This treatment extended to the family’s miniature schnauzer, which Lindsay forced into footed pajamas.

By the time she married Jordan Piper, Lindsay had four children of her own. Their father, Marcus Garvin, was an infantryman in the Army and Army National Guard. He returned from his service in Iraq to years of marital turmoil with Lindsay, who eventually gained full custody of their children. After marrying Jordan, she became the parent of a fifth: her stepson, Roman.

In Piper’s frequent Facebook posts, they were a happily blended family, all beaming smiles and matching flannel shirts. But Campbell knew this image was no more real than the dolls her sister had once carried around. At family gatherings, Piper’s children tended to run wild, and she responded in disturbing ways: pinching them, or biting them on their forearms. When Campbell protested, she said, her sister would storm off.

Reached by phone, Piper’s mother, the guardian of Carson’s twin brother, initially said she would consider speaking to The Post but did not respond to subsequent calls or text messages. Piper’s eldest daughter, now 21, did not respond to repeated requests for comment.

Shortly after her marriage to Jordan, Piper started to complain about her boys’ experience at their elementary school.

“She said, ‘I’m just going to home-school them. I’m tired of the teachers singling them out. I’m tired of everyone picking on them,’” Campbell recalled. “I thought to myself, ‘You’re definitely right. We’ve got a problem here. But home schooling isn’t going to be the answer to it.’”

Between late 2016 and the summer of 2017, Piper withdrew the children from school, Brock and Carson said. With the exception of a few brief interludes when they were sent back for days or weeks, they would not regularly attend school again for the next five years.

At first, they sporadically logged on to an online learning program, Brock and Carson recalled. Then any pretense of education was dropped.

Piper spent the day watching “Criminal Minds” and “Law & Order,” her sons said, and in the evenings, when Jordan returned from work, the couple would sit around drinking Jack Daniels.

By this time, the family had moved to Gaines, a tiny town amid soybean fields about 20 miles southwest of Flint. At midday, the sound of children at recess echoed past their house from the elementary school three blocks away. But for Piper’s kids, the high-pitched laughter and shouting might as well have come from another planet.

“My world got very, very small,” recalled Brock, who was then 12. “I wouldn’t see the sun or moon. I would just be in my room 24/7.” He at least had his Xbox; Carson had his twin brother. Roman had nothing and nobody, because the things that made him human were methodically stripped away.

It happened slowly, his stepbrothers said. Early on, when the boys scuffled, Piper blamed Roman, the one to whom she had not given birth, punishing him with lengthy timeouts. Then she began locking the door to his room. Then she began covering his window with a blanket.

“He would sit in the dark on his bed all day. And she would have us, like, scratch on the walls and make creepy noises so he’d think there’s demons trying to kill him,” said Brock, who expressed deep regret about participating. “He’d sit there and scream, like, ‘Stop it, please’ or ‘I’ll behave’ … that was his life.”

Soon there was no disciplinary pretext for the harm inflicted on Roman, Carson and Brock said. It was simply what the family did. Piper ordered her sons to join in when she whipped him with phone charger cords. Roman began trying to escape, so she tied him down. She took away his clothes. Most of her kids were overweight, but Roman was put on something worse than a starvation diet.

“She would feed him oatmeal with huge amounts of salt in it,” Carson said. “He puked it up, so he wouldn’t have to keep eating it. And she would make him eat his puke.”

Campbell suspected there was something badly wrong inside her sister’s house. She said that after seeing bruises on Roman’s face at a Christmas get-together in 2016, she called child protective services.

She made two follow-up calls, she said, but could never determine whether any action was taken. Police later said they found no records of CPS investigations into Piper’s treatment of Roman. A spokesman for the Michigan Department of Health and Human Services — which oversees such investigations — declined to comment, citing the confidentiality of child-welfare cases.

Roman kept appearing in Piper’s Facebook photos, increasingly wraithlike beside his grinning siblings.

“He was just lifeless, just sad. You could just see it in his face, aside from the puffy eyes and the bruising on his forehead,” Campbell said. “The love had been sucked out of him.”

It seemed unimaginable that a child could fall so completely through the safety net because a parent like Piper decided to home-school. But in Michigan, it had happened before.

‘A shield for child abuse’

About two years before Roman was withdrawn from school, an eviction crew entered Mitchelle Blair’s Detroit apartment on March 24, 2015. The 35-year-old mother of four wasn’t home, so they began removing her furniture. But their work came to an abrupt halt when they opened a deep freezer in the living room: inside were the bodies of two children.

Stoni Blair and Stephen Berry — estimated to have been ages 13 and 9 when their mother killed them — had been pulled out of Detroit public schools with their siblings two years earlier. During Blair’s conviction and sentencing to life in prison for first-degree murder, it emerged that she had burned her children with scalding water and beaten them with wooden planks.

She also claimed to be home-schooling them.

Stephanie Chang, then a freshman Democratic state representative whose district included the site of the murders, was horrified by the case. She was also alarmed by what she perceived as a yawning gap in the state’s child protection system.

It wasn’t just Stoni and Stephen. Seven years earlier, there had been Calista Springer, a home-schooled 16-year-old who died in a house fire in Centreville, Mich., unable to free herself from a choke chain her parents used to tie her to her bed. Marsha and Anthony Springer were convicted of torture and child abuse and sentenced to lengthy prison sentences.

Chang understood such cases didn’t represent most children’s home-schooling experiences. But she also believed abusive parents were taking advantage of Michigan’s absence of any notification or monitoring requirements for home educators, with devastating consequences.

“There are so many amazing home-school parents who I have so much respect for. But when people use home schooling as a shield for child abuse, that’s not acceptable,” said Chang, now a state senator. “That lack of a notification requirement creates an environment where parents can basically just do whatever they want.”

It is a concern that extends beyond Michigan, and that pediatricians share with politicians….

A month after Mitchelle Blair’s children were discovered dead in Detroit, Chang introduced a bill requiring that parents notify their local school district of a decision to home-school and that home-schooled children meet at least twice a year with a mandated child abuse reporter, such as a teacher, doctor or psychologist.

“It’s such a common-sense thing, in my view,” Chang said.

The state board of education in Michigan endorsed the legislation. But the possibility of any oversight infuriated home-schoolers, and they organized to defeat Chang’s modest proposal.

The story goes on to explain that Roman died of salt poisoning. He was 11, but weighed the same as a six-year-old.

When the older boys were returned to their biological father in Michigan, who had not seen them for years, he insisted on sending them to public school.

His parents were arrested and jailed in California for second degree murder. The mother has been sentenced to a term of 15 years to life. Roman’s father awaits sentencing.

In the face of such horrifying stories, it is incomprehensible that state officials do not pass laws to regulate home schooling: first, to check in the health of the children, and second, to determine whether they are learning anything. A parent with several children, like the one in this story, could collect almost $60,000 a year from the state in Florida or in other states where vouchers go to unregulated home schooling parents.

Categories Accountability, Childhood, Deregulation, Failure, Home Schooling, Parents, Safety

BOMBSHELL: Cardona Gives Hillsdale Charter School $2 Million, Despite Lies and Lack of Diversity

By dianeravitch
December 7, 2023 //
29

What an embarrassment for the U.S. Department of Education!

Carol Burris writes on Valerie Strauss’s Washington Post blog, “The Answer Sheet,” that Secretary Miguel Cardona just awarded one of its largest grants ever to expand a Hillsdale College charter school in Ohio. Hillsdale is closely tied to the conservative Christian movement and to Republican leaders such as Donald Trump, Governor Ron DeSantis of Florida, and Governor Bill Lee of Tennessee.

Hillsdale’s history program is called “the 1776 curriculum,” intended to refute the ideas of journalist Nicole Hannah-Jones’ controversial “1619 Project.” Hannah-Jones argued that American history began with the arrival of African slaves in 1619. To counter her narrative, the Trump administration in its waning days created “the 1776 Commission” to produce a quick version of a patriotic history. On President Biden’s first day in office, he abolished the 1776 Commission. Hillsdale College, however, continued the work of writing a full U.S. history curriculum based on the work of the 1776 Commission and made it available to schools that wanted history as it used to be taught: with great men, high ideals, and unblemished patriotism.

Hillsdale is now associated with a chain of charter schools that have adopted its Christian worldview and the 1776 curriculum. As Burris, executive director of the Network for Public Education explains, a Hillsdale charter just won nearly $2 million from the federal Charter Schools Program. CSP is administered by the U.S. Department of Education. The charter made claims about its location and its demographics that are “misleading.”

Trying to think of an analogy to Secretary of Education Miguel Cardona giving a large grant to a Hillsdale charter school: imagine Secretary of Education Betsy DeVos giving $2 million to a charter school for transgender children. Neither seems likely. But one scenario happened.

Valerie Strauss introduces Burris’s column.

A recent federal audit had a bit of bad news for the U.S. Education Department’s Charter Schools Program (CSP), which has provided more than $2.5 billion in grants to help open or expand charter schools. The audit by the department’s Office of Inspector General found that the CSP office may not have had “reliable information needed to make informed decisions” about continuing funding for charter schools with program grants.

There was more in the audit, which you can read about here, but this post looks at a different problem facing the CSP: schools with highly problematic applications that win millions of dollars of federal money anyway.

Charter schools are publicly funded but privately operated, some of them as for-profit entities, and they educate about 7 percent of U.S. schoolchildren. The 30-year-old charter sector has been riddled with financial and other scandals over the years, although supporters say that the problems these schools face are expected growing pains and that they offer families an important option to schools in publicly funded districts. Critics say that they are part of the movement to privatize public education and that some states have lax charter school laws that do not properly regulate them.

This post was written by Carol Burris, an award-winning former New York high school principal and now executive director of the advocacy group called Network for Public Education, which is an alliance of organizations that advocates for the improvement of public education and seeks legislative reform of charter schools. Burris has written previously on the charter school program for Answer Sheet (for example, here and here). She has chronicled how the program spent hundreds of millions of dollars on charter schools that never opened or closed not long after opening.

Burris writes about the funding application of a charter school in Ohio, the Cincinnati Classical Academy, and says that her organization, along with a group of Ohio legislators and other organizations, have asked Education Secretary Miguel Cardona to rescind the school’s nearly $2 million CSP grant. I asked the school to comment and will add its response if I get one. I asked the Education Department about the letter, and a spokesman said this in an email:

“The U.S. Department of Education (Department) is committed to supporting state and local efforts to increase school diversity and reduce racial and socio-economic isolation in schools, including through the Charter School Program (CSP). There are multiple safeguards in place to ensure the integrity of CSP applications and funded grants. For example, all CSP applicants must provide attestations confirming the accuracy of information submitted in their application. False, fictitious, or fraudulent statements or claims may subject applicants to criminal, civil, or administrative penalties. Such safeguards are in place to help ensure charter schools serve communities well.”

By Carol Burris


An invitation to fiction writing. That is how Mike Winerip described the federal Charter School Program (CSP) grant process in a 2012 New York Times story, a characterization based on his investigation of a New Jersey charter school, which, despite three failed attempts to open and an application full of “misrepresentations,” had secured a CSP grant.

This issues didn’t go away. The All Football Club of Lancaster, Pa., an unauthorized charter school with no community support, submitted an often-incoherent application and yet won $1.2 million in 2020. A school run by a for-profit operator immersed in self-dealings and a segregation academy turned charter school cashed in on a North Carolina grant.

But the prize for the most inventive story to secure a CSP grant may belong to the Cincinnati Classical Academy (CCA), a Hillsdale College member school, for securing a nearly $2 million grant. CCA, which prides itself on teaching virtue, asked for the grant on the basis of its claim that it was closing the achievement gap and serving disadvantaged students, never reporting that only 16 percent of its students are economically disadvantaged and that 2 percent are Black — a starkly different student body from the overwhelmingly disadvantaged and majority-Black Cincinnati Public School students, who, CCA says, it wants to save from poverty.

Cincinnati Classical Academy


Cincinnati Classical Academy is located on a cul-de-sac in a leafy residential suburb of Cincinnati called Reading. The school’s website features a motto and a coat of arms, and plays a video showing the school building with a cross atop a tower at the entrance as well as a large American flag. It currently runs from kindergarten through seventh grade but says it plans to add a grade each year until it becomes a full K-12 school.

It takes considerable digging on its website to realize that CCA is a charter school, not a tuition-free Christian private academy. Its headmaster’s message speaks of morals, virtue and “old-fashioned” methods. Pictures of the gymnasium show a large crucifix on the wall next to an American flag. In a photograph of a school hallway lined with posters depicting the school’s virtues, Mary and the infant Jesus from Botticelli’s “Madonna of the Magnificat” illustrates the virtue of humility. To illustrate gratitude, CCA shows a family praying before a meal.

Nearly all of the uniformed children featured on the website are White. There is no mention of a provision for free lunch on the school’s webpage, which features catered lunches students can purchase in full or a la carte.

Although CCA is only in its second year, it has the status of being a member school of Hillsdale College’s K-12 initiative, which entitles it to free curriculum, training and consultation from the small, nondenominational, conservative Christian college in Michigan. Hillsdale President Larry Arnn is an ally of former president Donald Trump as well as of Trump’s former education secretary, Betsy DeVos, and “distinguished fellow” Christopher Rufo, an activist who has fueled the culture wars.

Hillsdale provides support for CCA through its Barney Charter School Initiative, which began in 2010 with a half-million-dollar contribution from the Barney Family Foundation and which has opened a few dozen charter schools across the country. Hillsdale College’s mission is to maintain “by precept and example the immemorial teachings and practices of the Christian faith,” while the mission of its K-12 charter schools includes a call for “moral virtue.” A Hillsdale K-12 civics and U.S. history curriculum released in 2021 praises conservative values, criticizes liberal ones and distorts civil rights history.

According to its 990 tax forms, the Barney Family Foundation gives to health and child-centered charities along with Americans for Prosperity, the Cato Institute, the Hoover Institution, the Heartland Institute, the State Policy Network, the Friedman Foundation for Educational Choice, the Heritage Foundation, and other right-wing foundations and think tanks.

Stephen Barney, a trustee emeritus on the Hillsdale College Board, has been one of its most generous donors. Between 2010 and 2019, the Network for Public Education identified more than $4 million earmarked for Hillsdale from Barney’s foundation, excluding unlisted donations in 2011 and or donations before or after those years.

Despite Hillsdale College’s frequent boasts of rejecting federal money (and the federal regulations that come with it, including Title IV provisions), the college’s affiliated charter schools eagerly dip into the federal Charter School Program through state entitlement grants. To date, the Network for Public Education has identified more than $16.75 million given to Hillsdale charters for school start-ups or expansions.
The grant to CCA is the first given directly by the federal department to a Hillsdale-connected charter school.

The questionable narrative

Applicants for Charter Schools Program Developer Grants fill out extensive applications in making the case for why their schools deserve the funds. According to the Federal Register, which calls for applications, the first purpose of the CSP is to “expand opportunities for all students, particularly for children with disabilities, English learners, and other traditionally underserved students, to attend charter schools.”

However, CCA caters to the well-served in disproportionately high numbers. State records show that it had no English language learners in 2022-2023 when it applied. Students with disabilities were enrolled at less than half the rate of the Cincinnati Public Schools. More than 80 percent of the students in Cincinnati Public Schools were economically disadvantaged compared to fewer than 17 percent at CCA. Other charter schools in Hamilton County had no problem attracting economically disadvantaged students; their average rate topped 85 percent.

The only category in which CCA exceeds a demographic of Cincinnati Public Schools is White students. More than 82 percent of CCA students are White, compared to 20 percent in the public school district.

So what can a school like this do to get a grant intended for schools that serve underserved kids? It didn’t reveal itself.

CCA cited Cincinnati Public Schools demographics to make its case in its application even though it is located in the Reading Community City School District, which is whiter, wealthier and has better ratings. Then it provided another handful of schools within five miles for comparison, none of which are in Cincinnati Public Schools. The school also talked in its application about closing the achievement gap and serving diverse, underserved students even though its unrevealed Black student population (2.4 percent) is so tiny the state does not even give it a gap-closing measure.

But where the school best revealed itself is in its list of goals and objectives. Not only did it fail to share its lack of diversity, it included no goals or objectives to address it. The application does not discuss the need to increase the number of English language learners, homeless children, students with disabilities, or students who get free or reduced-price lunches to level the enormous gap between the school’s proportions and the greater Cincinnati area.

If achieved, the goals in the application prepared by Kentucky’s Adkins and Company and signed off by the president of the school’s governing board will not disrupt the status quo. CCA will be able to meet them and keep the federal dollars flowing for four years while maintaining the reality projected on its website — that it is a magnet for White, Christian conservative families to escape the area’s diverse schools.

The CSP review process

If you have ever applied for a mortgage, you remember the extraordinarily detailed evidence you must provide to support every claim. That is not the case when “free government money” for charter schools is at stake.

The curious lack of a demographic profile of the school’s students was never a concern for the reviewers. CCA received the highest score of all applicants — 101. One of the three reviewers gave the school a perfect score. You can find the application and the reviewers’ scoring here.
Reviewers, who are solicited from the charter school world, were satisfied that “comprehensive data is provided, revealing the underperformance of Cincinnati public schools and underscoring the necessity for a high-quality alternative that offers families a viable choice,” even though the school is not a part of Cincinnati Public Schools.

The reviewers bought the same old narrative — a high-poverty district is bad, so bring in a charter school. They parroted back what the applicant said and praised Hillsdale College’s Barney Charter School Program.

Inexplicably, given the CSP’s checkered history, the Education Department increased the maximum amount of Developer Grants per charter school from $1.5 million to $2 million this year, and CCA got nearly every penny of the limit: a grant for $1,991,846. Grants are usually for five years, but CCA had been open for a year when it applied, so it got a four-year grant. The average amount per year is $300,000 but the Education Department gave CCA nearly half a million dollars a year — on the basis of claims that even cursory checks on state data or a visit to the school’s website would show to be untrue.

Back in Ohio, public education advocacy groups are outraged but not surprised. Bill Phillis, the executive director of the Ohio Coalition for Equity and Adequacy of School Funding, told me that the charter industry in his state “has been rife with financial and academic fraud and corruption.” He also said the CCA’s application for a development grant, with its “deception and disingenuous information,” is “typical of the charter industry in Ohio.”

The Network for Public Education sent a letter to U.S. Education Secretary Miguel Cardona protesting the grant and asking that it be rescinded. It was signed by Phillis’s coalition, along with U.S. Rep. Greg Landsman (D-Ohio), five state legislators who represent the area, the Ohio PTA, both state teachers unions, the Cincinnati NAACP, and more than a dozen public education, civil rights, local teacher associations and advocacy groups.

Other 2023 CSP awardees are being challenged. The St. Louis Board of Education has passed a resolution protesting the more than $35 million CSP grant received by the billionaire-funded Opportunity Trust to open more charter schools in Missouri — nearly all of which will, because of state law, be located in St. Louis or Kansas City. According to the St. Louis Post-Dispatch:

“The group misrepresented its relationship with SLPS in its application to the U.S. Department of Education, the resolution states. The school board “does not have a working relationship with the Opportunity Trust, does not collaborate with the Opportunity Trust and has opposed efforts by the Opportunity Trust to enact legislation to divert district funds to charter schools,” it [the resolution] reads.”

CSP grant applications that have been misleading and deceptive have still been rewarded with millions of taxpayer dollars from CSP. Whether the source of the problem is the department’s process, a less-than-rigorous application, the reviewer selection process or faulty regulations, awards that are based on disingenuous claims and deceit do not serve children or taxpayers well.

Until something changes, the statement that applicants sign — “I am aware that any false, fictitious, or fraudulent statements or claims may subject me to criminal, civil, or administrative penalties. (U.S. Code, Title 18, Section 1001)” — should be enforced, and the secretary should use his authority to terminate the grant.

Categories Accountability, Cardona, Miguel, Charter Schools, Curriculum, Equity, Extremism, Funding, History, Lies, Ohio, Race, Scandal, U.S. Department of Education

Pennsylvania: New School Board President Sworn in on a Stack of Banned Books!

By dianeravitch
December 6, 2023 //
9

On Twitter (“X”), The Recount reports that the newly elected president of the Central Bucks County school board, Karen Smith, was sworn into office on a stack of banned books, not the Bible.

https://x.com/therecount/status/1732425364675203121?s=42&t=9ko2QEoKmRIlvHb1PdtjSw

The new board swept out a board of rightwing zealots.

Categories Censorship, Education Reform, Elections, Freedom to Read, Literacy, Literature, Pennsylvania

You Gotta See This!

By dianeravitch
December 6, 2023 //
8

This is a 2-minute video by Trae Crowder.

Or here on Facebook.

Please watch it and enjoy!

Categories Education Industry, Florida, For-Profit, Vouchers

Tennessee: 80% of Charter Schools Are Less Successful than District Public Schools

By dianeravitch
December 6, 2023 //
13

Last spring, a television station in Nashville reviewed state data and discovered that 80% of the state’s charter schools are “less successful” than the districts they allegedly serve. In other sectors, when a new idea is tried and fails, it is abandoned. But this is not likely in education, because someone is making money from failure. Among the state’s lowest performing charter schools were those in the “Achievement School District,” which was created with $100 million on Race to the Top funding, promising to taise the state’s lowest performing schools into the top 25% in the state.

NASHVILLE, Tenn. (WTVF) — About 80% of the taxpayer-financed, privately operated charter schools in Tennessee have a lower success rate than the districts where they are located, according to a NewsChannel 5 analysis of state data.

Out of 109 charter schools for which data was available for the 2021-2022 school year, 87 had success rates below the rates reported for other schools in the same geographic district — in many cases, much lower. More than a third of the charter schools, a total of 38, reported success rates of 10% or less; 10 of those had success rates below 5%.

Only 21 charter schools reported higher success rates, while comparisons were difficult for one school because of the way that the state reports the data.

The data also raises questions about how well the privately operated charter schools are meeting the needs of children with disabilities, with two-thirds reporting that they had so few students that they were not required to report success rates for those children.

Tennessee’s Department of Education calculates the one-year success rate based on the percentage of students in grades 3-5 whose scores on state assessments “met expectations or exceeded expectations” for math and English Language Arts.

Success rates are now at the center of Tennessee’s education policy under a new law set to require the retention of third graders who don’t meet ELA expectations.

In the larger debate, the data appears to run counter to some ideological arguments — mainly from the right, but sometimes from the left —that taxpayer-funded charter schools are a critical response to low-performing traditional public schools, with much of the focus often directed at the potential of charter schools to meet the needs of children of color.

Charter school advocates largely focus on metrics regarding “student growth,” a complex calculation used to argue that students in those schools statistically tend to learn more statistically than their peers in traditional public schools.

At the lower end of the scale, the LEAD Brick Church charter school had a success rate of just 5.7% for grades 5-8, compared to Metro Nashville Public Schools’ 26.2% for grades 3-5 and 22.5% for grades 6-8.

Brick Church is 70% economically disadvantaged, and more than 95% of students are children of color.

The traditional public school was taken over by the state and converted to a charter school under the Achievement School District in 2012 as part of an ambitious notion that the state could take schools in the bottom 5% and turn them into top performers within five years.

In fact, data shows that Tennessee’s Achievement School District has largely failed in that goal, producing some of the worst results of any district.

The ASD success rate was 10.6% for grades 3-5, compared to Metro Nashville’s 26.2% and Memphis-Shelby County’s 20.9%.

The relatively new Tennessee Public Charter School Commission District, by comparison, had a 37.4% success rate — a figure driven largely by just one school, KIPP Antioch College Prep Elementary. The commission’s Nashville Collegiate Prep reported a success rate of 23.4% for grades 3-5, compared to MNPS’ 26.2%.

On the other hand, the commission’s Bluff City High School in Memphis reported a success rate of just 6.7%, compared to Memphis-Shelby County’s 6.8% for grades 9-12.

Categories Accountability, Charter Schools, Education Industry, Failure, Tennessee

Tennessee: Dark Money Targets Critics of School Choice, Republicans and Democrats

By dianeravitch
December 6, 2023 //
6

Adam Friedman of Tennessee Outlook wrote about the flood of dark money pouring into Tennessee to defeat legislators who oppose school choice, both moderate Republicans and Democrats. The biggest money is coming from Charles Koch (Americans for Prosperity).

Categories Billionaires, Charter Schools, Corruption, Dark Money, Democracy, Education Industry, Elections, Koch Brothers, Republicans, Tennessee, Vouchers

PR Firm Releases Statement from Moms for Liberty about Bridget and Christian Ziegler

By dianeravitch
December 5, 2023 //
27

By now, you have heard about the allegations of sexual misconduct by Christian Ziegler, leader of Florida’s state Republican Party, and his wife, Bridget Ziegler, co-founder of Moms for Liberty, school board member in Sarasota, and DeSantis appointee to the Disney World governing board. An unnamed woman accused Christian Ziegler of raping her. In her statement to the police, she referred to a prior three-way sexual tryst that included Bridget Ziegler. She canceled her date with Christian because he didn’t bring Bridget. Then she claims he showed up and raped her.

If you want to see the full police affidavit, read Mercedes Schneider’s account of the ménage a trois.

If you want to see Peter Greene’s wise take, read here.

Moms for Liberty released the following statement via a public relations person:

From: Grace English <Grace@cavalrystrategies.com>
Sent: Tuesday, December 5, 2023 1:16 PM
Subject: Statement from Moms for Liberty Co-Founders re: Christian and Bridget Ziegler

 

Hello,

 

In response to numerous media inquiries about Christian and Bridget Ziegler, please see the following statement from Moms for Liberty Co-Founders Tiffany Justice and Tina Descovich:

 

Comment from Tina Descovich and Tiffany Justice: 

 

“We have been truly shaken to read of the serious, criminal allegations against Christian Ziegler. We believe any allegation of sexual assault should be taken seriously and fully investigated.

“Bridget Ziegler resigned from her role as co-founder with Moms for Liberty within a month of our launch in January of 2021, nearly three years ago. She has remained an avid warrior for parental rights across the country.

“To our opponents who have spewed hateful vitriol over the last several days: We reject your attacks. We will continue to empower ALL parents to build relationships that ensure the survival of our nation and a thriving education system. We are laser-focused on fundamental parental rights, and that mission is and always will be bigger than any one person.” – Tina Descovich and Tiffany Justice

 

— 

Grace English

Cavalry Strategies

(904) 923-1684

Categories DeSantis, Ethics, Florida, Lies, Scandal
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