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Josh Cowen is a Professor of Educational Policy at Michigan State University. He has spent many years as a voucher researcher and recently concluded that vouchers are a failed experiment, based on a multitude of research studies.

As soon as anyone becomes a critic of charter schools or vouchers, the choice lobby attacks them and claims they are paid by the teachers’ unions. I know this from personal experience. A few years ago, a choice lobbyist accused me of taking union money to buy the house I lived in; I assured her that I paid for my home all by myself.

Funny that the shrill well-paid lobbyists act as though unions are criminal enterprises, when in reality they have historically enabled poor and working class people to gain a foothold in the middle class, to have job security, health benefits, and a pension. They also give public schools a voice at the table when governors propose larger classes, lower standards for new teachers, or decreased funding for schools. I believe we need unions now, more than ever. Whenever I hear of a charter school unionizing or of workers in Starbucks or some other big chain forming a union, it makes my day.

Josh Cowen has undoubtedly been subject to the same baseless criticism from the same union-haters whose salaries are paid by plutocrats. He shares his thoughts here about teachers’ unions.

Here in Michigan, the Democratic legislature just re-affirmed our state’s longstanding commitment to working families by removing anti-labor provisions from state law. The move doesn’t apply to teachers and other public employees, because the conservative U.S. Supreme Court sided a few years back with Right-wing activists in their efforts to hinder contributions to public sector unions, but it’s still good news for the labor movement overall.

And I wanted to use their effort—alongside Republican efforts in other states to threaten teachers for what they say in classrooms—to make a simple point.

We need teachers unions. Other folks more prominent than me, like AFT’s Randi Weingarten, have made this point recently too. But I wanted to add my own voice as someone who has not been a union member, and someone who—although I’ve appeared with Randi on her podcast and count many union members as friends—has never been an employee or even a consultant.

If you want to talk dollars, The Walton Family Foundation once supported my research on charter schools to the tune of more than $300,000. Arnold Ventures supported my fundraising for a research center at Michigan State–$1.9 million from them. And the US Department of Education awarded my team more than $2 million to study school choice—while Betsy DeVos was secretary.

Think about that when I say school vouchers are horrific. And understand, I’m getting no support from teachers’ unions.

Instead it is I who supports them.

I’ve been studying teacher labor markets almost as long as school vouchers. Mostly my research has looked at teacher recruitment and retention. But I’ve also written about teachers’unions specifically. There’s a debate among scholars on what unions do and whether their emphasis on spending translates into test score differences. In the “rent seeking” framework economists use, the concern is that dollars spent on salaries don’t have direct academic payoffs.

There is no question that spending more money on public schools has sustained and generational impacts on kids. Research has “essentially settled” that debate, according to today’s leading expert on the topic.

But I want to branch out from dollars and cents and test scores to talk about teacher voice.

And I want to do that by raising a few questions that I’ve asked myself over the last couple years:

Why should the voice of a billionaire heiress from Michigan with no experience in public schools count for more than the voices of 100,000 teachers in my state’s classrooms every day?

Why should the simple fact that they work with children made by other people mean that teachers surrender their own autonomy and judgment not just as professionals but as human beings?

Why should educators have to work under what amounts to gag orders, afraid to broach certain topics or issues in the classroom? Some states are setting up hotlines to report on teachers as if they’re parolees, and a bill in New Hampshire would essentially give the fringe-Right Secretary of Education subpoena power to haul teachers in front of a special tribunal for teaching “divisive concepts.” This, after a Moms for Liberty chapter put out a bounty on New Hampshire teachers who were likewise divisive on an issue. Read: an issue of race or gender.

It’s not just threats to teacher employment. We know this. There are threats to teachers’ lives. How many teachers have died alongside their students—other people’s children—over the years in school shootings?

Why does the Right claim to trust teachers enough to arm them with guns in response to those shootings, but not enough to let them talk about race, gender, or any other “divisive concept?” Even some conservative commentators have worried publicly that we’re asking teachers to do too much. Why are we asking them to be an armed security force too?

‘In her recent history of “The Teacher Wars”, The New York Times’ Dana Goldstein noted that teachers formed unions, and fought for teacher tenure, to protect themselves not just professionally but personally. For free speech. To prevent harassment from supervisors—then as now, teachers were mostly professional women—and to keep from being fired for pregnancy or marital status.

So really, attacks on teachers are nothing new. Instead, teachers seem to be one of the few professions that it’s still acceptable in political conversation—even a mark of supposed intellectual sophistication in some circles—to ponder the shortcomings of the educators who work with our kids every day.

There’s nothing sophisticated about attacking hardworking, thoughtful, and dedicated people. And the only result of doing so will be the further erosion of our public, community schools. And that’s really the point. Just a few days ago, we learned that the big data that I and many others have gotten used to working with finally caught up to the on-the-frontlines warnings of educators everywhere: teachers are exiting the profession at unprecedented rates.

I’ve taken no money from teachers’ unions for any of the work I do. I’ve never been a member of a union—teachers’ or otherwise. Until now. Because after writing this today, I made a donation to my state’s primary teachers’ union and became a general member: a person “interested in advancing the cause of education…not eligible for other categories of membership.”

There’s a word for that in the labor movement. You hear it a lot here in Michigan, where I grew up and now teach future teachers in a college of education. That word is Solidarity.

Sign me up.

Julie Vassilatos writes about Paul Vallas’ school reform ideas here. Privatization and choice. She says that they are no longer innovative: they have been tried again and again, and they have failed again and again. We seen this rodeo before: disruption; closing schools; high cost; poor results.

An excerpt:

Here’s what you need to know if you don’t already. Vallas is the OG of a tired, old, failed style of school reform marked by privatization of public services, charter proliferation, and school choice. These elements are now omnipresent in American public education; he helped make this so. In no school district anywhere have these initiatives enabled positive transformation, not in thirty years. But choice-based school reform does two things well—it racks up big, huge spending deficits, and it racially stratifies urban school systems. Vallas has achieved both, here and everywhere he has led districts.Vallas-style school reform has a kind of tech-bro aesthetic: spend big, break things, disrupt systems, do it all at once. But this has always come with a cost. We need to know the cost.

Vallas’s push for privatization and its ugly impact in urban districts

In Chicago, the effort to privatize is by now the rather hackneyed status quo. Charter advocates say there just aren’t enough charters yet. But critics say we can’t possibly afford to keep throwing money at this worn-out approach. After all, in Chicago we have seen the rise and fall of the UNO network, and embroilment in scandals for Urban Prep, Acero, Epic, Gulen, and many other chains.

If you click this link, you can find 26 articles on charter scandals in IL dating back just to 2017.

Privatization lacks accountability. These schools are not subject to the standards and accountability faced by traditional public schools, which eventually is what lands many of them in trouble—they say they are handling special needs and aren’t. They claim they offer bilingual services and they don’t. They get millions in funding from the district and it goes up in smoke. These schools also yield a poor ROI—that is to say, their results are not good. On top of this, these schools are prone to closing without notice.

Privatization always results in disinvestment of traditional public schools. Privatizers love to say that public schools are terrible without ever acknowledging that they’ve been deeply disinvested for decades, then divert much of what funding remains to charter schools, entrenching the cycle of disinvested schools failing to provide what students need and deserve. When you factor in poor ROIs, scandals, and instability, banking on charters seems like a pretty poor bargain. In Chicago, the district added charter schools for years prior to the school closings, very much impacting or even creating the 2012/13 “school utilization crisis” pushed by Rahm and Barbara Byrd-Bennett. Suddenly we had too many schools for too few students. The end result was 50 closed neighborhood public schools, displacing 30,000 kids.

By the way, I posted a tweet the other day, retweeting Fred Klonsky’s Blog titled “Vallas Will Defund CPS.” CPS=Chicago Public Schools. Hours later, I received a notice from Twitter that my comment had been deleted because it contained offensive content. What? An opinion about a mayoral candidate is “offensive”? And this on the giant social media site that welcomes Nazis, election deniers, COVID crackpots, and assorted conspiracy theorists.

This was the “offensive” post that had to be censored.

A reader named JCGrim posted an important fact about vouchers: Voucher schools are not required to comply with the federal law that protects the rights of students with disabilities.

Vouchers are a backdoor scheme to make kids with disabilities disappear. Move them off the books & into unaccountable, unstable, non-transparent places.

The Council for Exceptional Children (CEC) oppose vouchers on the grounds that voucher & voucher-like programs fail to comply with IDEA’s provision of a free, appropriate, public education (FAPE).

Position on Use of Public Education Dollars to Fund
School Vouchers and Other Voucher-Type Programs
Approved July 2020
pubpol@exceptionalchildren.org CEC opposes school vouchers and voucher-type programs for all children and youth including those with disabilities. Such programs are contrary to the best interests of all children and youth and their families, the public-school system, local communities, and taxpayers.

Here the link to the full position paper.

Click to access Public%20Funds%20-%202020.pdf

The Arkansas Legislature, controlled by Republicans, passed Governor Sarah Huckabee Sanders “education” bill, dubbed LEARNS, which authorizes vouchers. The first two hearings were held during school hours. The bill sailed through the legislature. The third hearing, where students were able to attend, was limited to a six-page amendment.

The students wanted to oppose the bill, but State Senator Jane English tried to shut them down, interrupting them, cutting them off.

Students found clever ways to work around her brusque treatment but their objections were ignored.

“I’m sorry, you just don’t get to talk on the bill,” English told the students. “If you want to talk on this amendment, specifically things that are in this amendment, you’re free to do that, but you cannot speak on the bill….”

“I’d like to speak on the amendments, and how they do not go far enough to tear down and decimate this bill,” said student Ethan Walker, over repeated interruptions by English. “These petty little wording rearrangements don’t do anything to address how bad this bill actually is….”

Another student, sophomore Rhone Kuta, worked around English’s objections by referencing a specific line on a specific page, as the Republican chair repeatedly interrupted him.

“Where it deletes ‘and’ and substitutes ‘or,’ the reasons I believe this amendment is bad is, this should actually say we are deleting the voucher program on section 63 because the voucher program absolutely reallocates resources from the working class Americans and Arkansans and reallocates it to the upper class,” Kuta said.

The students showed themselves to be far more intelligent than their elected officials. They were treated shamefully. The bill was a fair accompli.

If you do only one thing today at my request, please watch the video in the Alternet post, where you will see an adult bullying high school students.

As you probably know, there have been many layoffs across the tech sector in recent months. At the same time, unemployment is close to a 50-year low, at 3.2%. Employers are raising wages to attract employees for low-wage jobs. Why is the tech sector in trouble? I’m no financial or corporate expert, so I can’t explain what is going on.

But something caught my eye as I read a story about Salesforce, which was both very successful and yet laying off 10% of its employees.

The company has been dogged by five activist investors in recent months, and is being pressured to cut costs, but the layoffs continue in spite of a stellar quarter. In fact, Benioff bragged to Swisher in bombastic fashion: “We had a great quarter. Yeah, it’s probably I think, it’s probably the best quarter of a software company ever.”

I clicked the link to see who those five activist investors who were demanding more cost cutting, no matter how it hurt morale at the company.

The first was Elliott Management. It rang a bell, but at first I didn’t remember why. More googling and soon I see the name Paul Singer.

Singer is a billionaire. Singer is a big supporter of charter schools. Singer is a rightwing Republican. Singer loves Eva Moskowitz’s Success Academy charter chain; in addition to giving SA millions, he served on its board.

An article in Mother Jones a decade ago called Singer a “vulture capitalist” and a “fundraising terrorist.”

A few years back, the U.K. Independent said that Singer had destroyed Peru’s economy and was threatening Argentina’s. Again, “vulture capitalist.”

Singer has been called a “doomsday investor.” When he takes over, he sucks out the lifeblood.

This guide to “vulture funds” was published only a month ago.

I have been trying to understand the connection between vulture investing and the aggressive charters that suck the lifeblood out of their host, the public school system.

What do you think?

Texas Governor Greg Abbott and Lt. Gov. Dan Patrick have been pushing voucher legislation hard this year. Texas is one of the few red states that has not adopted voucher legislation for religious and private school tuition. The big stumbling block in the past has been a sturdy coalition of urban Democrats and rural Republicans.

Writing for ReformAustin, Jovanka Palacios explains here what Governor Abbott does not understand about rural schools.

Gov. Greg Abbott believes that touring rural areas where Republican members of the Texas House or Senate are against vouchers is enough to get them and their constituents on board with the “school choice” idea. But he seems to be overlooking one small detail: “rural public schools are the lifeblood of their communities.”

Keith Bryant, Superintendent of Schools in Lubbock-Cooper ISD, illustrates the effect of a voucher program in rural public schools best:

“They are unifiers, gathering places, and information providers. Many times they are the largest employers in their communities, and, often, school events are the largest draw of visitors to their towns. Disruptions to funding for rural schools are disruptions to the fabric of life in rural communities.”

In a state where the money follows the child, students dropping out of public schools would inevitably affect – an already scarce – budget. Those who oppose a “school choice” program argue that the Legislature should focus on increasing public school education funding, instead of diverting those dollars into a system that holds no accountability.

School funding isn’t that complex, Bryant told RA News, who explains school funding as a pie that everyone in public schools in Texas is sharing.

“Every public school in Texas is sharing this pie. If someone takes a slice out of the pie to fund vouchers for private schools or homeschooling, there is less pie remaining for Texas public schools.”

Open up the link at the Network for Public Education blog, where you will see the article as well as a link to the original.

Consider subscribing to the Network for Public Education blog, which is able to cover many more stories about education across the nation than I do. The blog is curated by the wonderful Peter Greene, who has an eye for great stories.

Steve teaches in Polk County, Florida. He left a comment about where to find a wealth of choices: in public school. Choice advocates claim that public schools are one-size-fits-all. Nothing could be further from the truth. Charter schools and voucher schools are one-size-fits-all. They may exclude students they don’t want, for any reason. They may have a religious core that appeals to one-size. Home-schooling? You can’t get any more one-size-fits-all than learning at home. If you want indoctrination, go to a religious school; if you want education, go to a public school.

Do you want choices? Go to a public school!

Steve writes:

You want choice? Here, in the seventh largest school district in the state, you can choose AP, college-dual enrollment, Cambridge, ACCEL or International Baccalaureate for academics.

You can enter a career academy for aeronautics, health fields, architecture, criminal justice, education, culinary, graphics, CAD/CAM, engineering, legal studies, design, veterinary science, finance, biotechnology, construction. and others.

There are outstanding fine arts programs, with graduates going on to Broadway, television, and the tourism entertainment industry.

Play sports? The state lets you transfer to any school you want. You could join the state champion football team or state champion girls basketball team.

Want something hands on, such as, diesel mechanic, HVAC, auto repair, IT, or welding? Two public vo-tech high schools offer those programs.

All this choice is available in the public system.

So, the issue isn’t choice at all. This is about what vouchers have always been about since the days of massive resistance in Virginia.

Segregation?

In the late 1980s, the charter idea was brand new. AFT President Albert Shanker thought that charter schools would develop innovative ways to help the students who struggled the most in schools. He envisioned charter schools as “research and development schools” that would learn new ways of reaching the most disaffected and turned off students. He saw them as laboratories created by teachers that would first get the permission of the entire school staff at a regular public school, then get the endorsement of the local school board. In his vision, charter schools would be part of the public school system, cooperating with public schools to share whatever they learned. He also saw them as unionized schools. He imagined them getting a charter for 3-5 years, showing what they learned, then being reabsorbed into the regular public schools if they had finished their mission.

His vision did not include for-profit charter schools. He imagined collaboration between public schools and charter schools, not competition. He did not imagine charter schools run by private corporations. He did not imagine charter schools as privately managed schools run by corporations, chains, or non-educators.

When he realized that the charter idea had been corrupted by privatizers and that they had become a means of breaking teachers’ unions, he turned against charters and concluded that they were no different from vouchers. To Al Shanker, they had turned into a first step on the road to privatizing public education.

Back before the disillusionment set in, the Clinton administration authorized a federal Charter Schools Program to fund the opening of new charter schools; federal dollars were needed to jumpstart more charter schools. At its inception in 1994, the new program had a few million dollars. At the time, there were only a few hundred charter schools in the nation.

Since 1994, the federal Charter Schools Program has grown to a yearly expenditure of $440 million under the astute encouragement of the charter lobby, but between one-third and 40% of the charters funded by the federal government either never open at all or close within a couple of years. The number of failed federally funded charters has grown even larger in the past few years, as Carol Burris’s letter below documents (also see here and here.)

According to the National Alliance for Public Charter Schools, there are now nearly 8,000 charter schools in the nation, enrolling 7.5% of all public school students. (Of course, opinions are sharply divided about whether charter schools are “public” schools, since they are not overseen by elected school boards and court decisions usually rule that charters, unlike public schools, are “not state actors.”)

The time has come to ask, why is the federal government still paying to launch new charter schools? The charter sector seems to be multiplying quite well without federal aid. It is now typical for charter schools to accept not the neediest students, but the most promising ones. They drain students and resources from the public schools, which enroll nearly 90% of students. With so many deep-pocketed backers in the philanthropic sector and on Wall Stree (Walton, Gates, Bloomberg, and a never of hedge funders)t, why do new charters need federal aid?

Carol Burris, executive director of the Network for Public Education, recently wrote a letter to Secretary of Education Miguel Cardona, Deputy Secretary Cindy Marten, and Deputy Assistant Adam Schott, calling on the US. Department of Education to stop funding the federal Charter Schools Program.

I ask you, dear readers, to send a similar letter to urge the end to funding a failed federal program that is no longer necessary, if it ever was.

Here is Carol Burris’s letter:

Secretary Miguel Cardona (miguel.cardona@ed.gov)

Deputy Secretary Cindy Marten (cindy.marten@ed.gov)

Deputy Assistant Adam Schott (adam.schott@ed.gov)

Dear Secretary Cardona, Deputy Secretary Marten, and Deputy Assistant Schott:

On behalf of the 350,000 Network for Public Education members, I am writing to ask that you do not fund the Federal Charter School Programs in the FY 2024 budget. Here are the reasons why.


First, enrollment in charter schools between 2020-2021 and 2021-2022 declined by 5,323 students. That decline was identified using NCES data. The “surge” in charter enrollment was predominantly in low-quality online schools during the prior year. The need for more charter schools is not there. 


Second, a recent program audit by the Department’s Office of the Inspector General report found that of the grants issued between 2013 and 2016, only 51% of the schools promised by CSP recipients opened or expanded. 


Third, there has not been an opportunity to find out whether or not the new regulations are, in fact, being properly implemented by the State Entities and the CMOs. 


The nearly half-billion dollars saved can be used to reduce the budget deficit or, better yet, to fund our public schools.

Thank you for taking the time to read this email, for the courage to withstand the pressures to back down on the new regulations, and for all that you do for our children every day.


Carol Burris

Executive Director

The Network for Public Education

Fiona Hill and Angela Stent are experienced foreign policymakers. They published an astute analysis of Putin’s shifting reasons for invading Ukraine and of the West’s failure to explain its policy goals in Ukraine with clarity. Their article was published by the prestigious journal Foreign Policy, which usually is behind a paywall but made this article available online. I am posting the second half of the article. To read it in full, open the link.

The Kremlin is shameless in its rhetoric, and no one in Putin’s circle cares about narrative coherence. This brazenness is matched by domestic ruthlessness. Putin and his colleagues are willing to sacrifice Russian lives, not just Ukrainians’. They have no qualms about the methods Russia uses to enforce participation in the war, from murdering deserters with sledgehammers (and then releasing video footage of the killings) to assassinating recalcitrant businessmen who do not support the invasion. Putin is perfectly fine with imprisoning opposition figures while sweeping through prisons and the most impoverished Russian regions to collect people to use as cannon fodder on the frontlines.

Only 34 countries have imposed sanctions on Russia since the war started.

The domestic ruthlessness is in turn exceeded by the brutality against Ukraine. Russia has declared total war on the country and its citizens, young and old. For a year, it has deliberately shelled Ukrainian civilian infrastructure and killed people in their kitchens, bedrooms, hospitals, schools, and shops. Russian forces have tortured, raped, and pillaged in the Ukrainian regions under their control. Putin and the Kremlin still believe they can pummel the country into submission while they wait out the United States and Europe.

The Kremlin is convinced that the West will eventually grow tired of supporting Ukraine. Putin believes, for example, that there will be political changes in the West that could be advantageous for Moscow. He hopes for the return of populists to power in these states who will back away from their countries’ support for Ukraine. Putin also remains confident that he can eventually restore Russia’s prewar relationship with Europe and that Russia can and will be part of Europe’s economic, energy, political, and security structures again if he holds out long enough (as Bashar al-Assad has in the Middle East by staying in power in Syria). This is why Russia is seemingly restrained in some policy arenas. For instance, it has vested interests in working with Norway and other Arctic countries in the Norwegian archipelago of Svalbard and the Barents Sea, where Moscow has been careful to comply with international agreements and bilateral treaties. Russia does not want its misadventure in Ukraine to embroil and spoil its entire foreign policy.

Putin is convinced that he can compartmentalize Moscow’s interests because Russia is not isolated internationally, despite the West’s best efforts. Only 34 countries have imposed sanctions on Russia since the war started. Russia still has leverage in its immediate neighborhood with many of the states that were once part of the Soviet Union, even though these countries want to keep their distance from Moscow and the war. Russia continues to build ties in Africa, Asia, Latin America, and the Middle East. China, along with India and other key states in the global South, have abstained on votes in favor of Ukraine at the United Nations even as their leaders have expressed occasional consternation and displeasure with Moscow’s behavior. Trade between Russia and these countries has increased—in some cases quite dramatically—since the beginning of the conflict. Similarly, 87 countries still offer Russian citizens visa-free entry, including Argentina, Egypt, Israel, Mexico, Thailand, Turkey, and Venezuela. Russian narratives about the war have gained traction in the global South, where Putin often seems to have more influence than the West has—and certainly more than Ukraine has.

BLURRING THE LINES

One reason the West has had limited success in countering Russia’s messaging and influence operations outside Europe is that it has yet to formulate its own coherent narrative about the war—and about why the West is supporting Kyiv. American and European policymakers talk frequently of the risks of stepping over Russia’s redlines and provoking Putin, but Russia itself not only overturned the post–Cold War settlement in Europe but also stepped over the world’s post-1945 redlines when it invaded Ukraine and annexed territory, attempting to forcibly change global borders. The West failed to state this clearly after Russia’s annexation of Crimea in 2014.

The tepid political response and the limited application of sanctions after that first Russian invasion convinced Moscow that its actions were not, in fact, a serious breach of post–World War II international norms. It made the Kremlin believe it could likely go further in taking Ukrainian territory. Western debates about the need to weaken Russia, the importance of overthrowing Putin to achieve peace, whether democracies should line up against autocracies, and whether other countries must choose sides have muddied what should be a clear message: Russia has violated the territorial integrity of an independent state that has been recognized by the entire international community, including Moscow, for more than 30 years. Russia has also violated the UN Charter and fundamental principles of international law. If it were to succeed in this invasion, the sovereignty and territorial integrity of other states, be they in the West or the global South, will be imperiled.

Yet the Western debate about the war has shifted little in a year. U.S. and European views still tend to be defined by how individual commentators see the United States and its global role rather than by Russian actions. Antiwar perspectives often reflect cynicism about the United States’ motivation and deep skepticism about Ukraine’s sovereign rights rather than a clear understanding or objective assessment of Russian actions toward Ukraine and what Putin wants in the neighboring region. When Russia was recognized as the only successor state to the Soviet Union after 1991, other former Soviet republics such as Belarus and Ukraine were left in a gray zone.

Some analysts posit that Russia’s security interests trump everyone else’s because of its size and historical status. They have argued that Moscow has a right to a recognized sphere of influence, just as the Soviet Union did after 1945. Using this framing, some commentators have suggested that NATO’s post–Cold War expansion and Ukraine’s reluctance to implement the Minsk agreements—accords brokered with Moscow after it annexed Crimea in 2014 that would have limited Ukraine’s sovereignty—are the war’s casus belli. They think that Ukraine is ultimately a former Russian region that should be forced to accept the loss of its territory.

Kyiv is fighting to protect other countries.

In fact, the preoccupation of Russian leaders with bringing Ukraine back into the fold dates to the beginning of the 1990s, when Ukraine started to pull away from the Moscow-dominated Commonwealth of Independent States (a loose regional institution that had succeeded the Soviet Union). At that juncture, NATO’s enlargement was not even on the table for eastern Europe, and Ukraine’s affiliation with the European Union was an even more remote prospect. Since then, Europe has moved beyond the post-1945 concept of spheres of influence for East and West. Indeed, for most Europeans, Ukraine is clearly an independent state, one that is fighting a war for its survival after an unprovoked attack on its sovereignty and territorial integrity.

The war is about more than Ukraine. Kyiv is also fighting to protect other countries. Indeed, for states such as Finland, which was attacked by the Soviet Union in 1939 after securing its independence from the Russian empire 20 years earlier, this invasion seems like a rerun of history. (In the so-called Winter War of 1939–40, Finland fought the Soviets without external support and lost nine percent of its territory.) The Ukrainians and countries supporting them understand that if Russia were to prevail in this bloody conflict, Putin’s appetite for expansion would not stop at the Ukrainian border. The Baltic states, Finland, Poland, and many other countries that were once part of Russia’s empire could be at risk of attack or subversion. Others could see challenges to their sovereignty in the future.

Western governments need to hone this narrative to counter the Kremlin’s. They must focus on bolstering Europe’s and NATO’s resilience alongside Ukraine’s to limit Putin’s coercive power. They must step up the West’s international diplomatic efforts, including at the UN, to dissuade Putin from taking specific actions such as the use of nuclear weapons, attacks on convoys to Ukraine, continued escalation on the battlefield to seize more territory, or a renewed assault on Kyiv. The West needs to make clear that Russia’s relations with Europe will soon be irreparable. There will be no return to prior relations if Putin presses ahead. The world cannot always contain Putin, but clear communications and stronger diplomatic measures may help push him to curtail some of his aggression and eventually agree to negotiations.

The events of the last year should also steer everyone away from making big predictions. Few people outside Ukraine, for example, expected the war or believed that Russia would perform so poorly in its invasion. No one knows exactly what 2023 has in store.

That includes Putin. He appears to be in control for now, but the Kremlin could be in for a surprise. Events often unfold in a dramatic fashion. As the war in Ukraine has shown, many things don’t go according to plan.

Steve Dyer is a veteran analyst of Ohio education issues, as a former legislator and think tank budget expert. He writes here about the latest expansion of Ohio’s failed voucher program. When an independent evaluation of the Ohio voucher program was previously carried out, it concluded that kids who leave public school to use a voucher lose ground academically. The evaluation was sponsored by the Fordham Institute. Do not be fooled by the misleading summary written by Fordham staff.

In this post, he shows where the money is coming from and where it’s going:

Now that the Ohio Legislative Service Commission has officially costed out the so-called “Backpack Bill”, we know for certain that this bill has nothing to do with “rescuing” kids from “failed” public schools. It’s all about publicly subsidizing the adults who can already afford to send their kids to private school.

The LSC analysis proves definitively that the bill would instantly provide public funding to about 90,000 Ohio students who do not currently receive it. It would be through vouchers, education savings accounts, homeschoolers (including those being taught Nazi ideology) and other various devices all adding up to an additional $1.13 billion. All while the legislature is talking about massive tax cuts and continues to short-change the needs of the 90% of students in Ohio’s public schools.

These are not students who are leaving public schools. These are students who are already in private schools, whose parents can already afford private schools and who attend schools that are not audited by the state to ensure they are actually educating a single student we’re paying them to educate.

Sounds like a great idea to me! I mean, Ohio’s never had an issue with privately run schools billing the state for millions of dollars to educate kids they never actually had, right? Oh yeah, except for the ECOT scandal that was about 40% bigger than the biggest public bribery case ever brought in the state.

It would be one thing if Ohio’s private schools were doing an awesome job. However, we know that about 90% of the time, kids in Ohio’s public schools test better than students attending private schools in the same cities. We also know that the students taking vouchers are significantly more white than the communities they are from.

At this point on the post, Dyer adds the data from different counties.

This Universal Voucher bill would put an additional $1.13 billion into a program that would provide taxpayer subsidies to adults who send their kids to unaccountable schools that perform markedly worse than Ohio’s public schools all while further segregating our kids and communities by race.

Open the link to finish the post and see the data.