Archives for category: Accountability

Way back in 2004, Chicago’s then-superintendent Arne Duncan announced a bold initiative that he called “Renaissance 2010.” He closed 80 public schools and opened 100 charter schools. He implemented a disruptive strategy called “turnaround,” in which schools were closed and handed over to charter operators, most or all of the teachers fired. When he was appointed Secretary of Education by President Obama, the president saluted him for his courage in closing down “failing” schools. Not long after, some of the turnaround schools failed and were closed.

And now the Chicago Board of Education voted unanimously to put an end to the turnaround strategy. “Reform,” as defined by No Child Left Behind and Race to the Top, has failed.

Chalkbeat reports:

Chicago’s Board of Education voted unanimously Wednesday to end its largest school turnaround program and phase 31 campuses managed by the Academy for Urban School Leadership back into the district fold across the next three years. 

The district will continue to pay the nonprofit organization to manage a key teacher residency program at a cost of $9.6 million over the next three years. 

Before voting to curtail the group’s school oversight after 15 years, board members said the recommendation illustrated a broader philosophical shift in Chicago toward sending new resources to neighborhood schools and their existing staffs as opposed to strategies like “turnarounds” that relied on disrupting practice by requiring school staffs to reapply for their jobs. 

“Turnaound is a relic of a previous era of school reform,” said Elizabeth Todd-Breland, a history professor at the University of Illinois at Chicago and member of the school board.

Board members acknowledged the symbolism of the vote, which came in the same meeting as a discussion over the potentially negative enrollment impact of relocating a charter high school campus (the relocation was not recommended by district leadership).

Interesting turn of phrase: “Turnaround is a relic of a previous era of school reform.” Professor Todd-Breland is correct,

The Bush-Obama-Trump disruptive “reforms” failed. They are relics. It’s past time to invest in improving our public schools, where most students are enrolled, and supporting our teachers.

I recently posted a long article by Michael Fullan that proposed a new paradigm for education reform. I found Fullan’s dismissal of the status quo persuasive, as well as his description of a forward-looking approach.

Laura Chapman, inveterate researcher and loyal reader, reviewed Fullan’s recent work and was disappointed with what she found:

If ever any paper needed close reading this is it, especially Fullan’s discussion of the 6C’s, 21st Century Skills, and vague references to some ancillary research in California and Australia.

I am working on learning more about at least one of Fullan’s California projects. Unfortunately there are no peer-reviewed summary of accomplishments.

Here is a link if you also want to see what assessment looked like in one Fullan project, a three-year $10 million effort to improve the performance of English Learners including long-term English Learners, funded by the California School Boards Association and several non-profits.  https://michaelfullan.ca/wp-content/uploads/2017/11/The-Coherence-Framework-in-Action.pdf

You will see that the main measures of accomplishment are expressed as percentages, and that these percentages changed over the three-year project.

100% of Long-Term English Learners will access new curriculum supported with adequate technology, instructional materials, and assessments.

5% annual increase in English Learner language proficiency.

3% annual increase in English Learner A-G completion. (A-G refers to courses required for admission to either the California State University or University of California systems with a grade of C or better).

50% increase in Long-Term English Learner students reporting they feel positively connected to the school environment and experience success.

Year-to-year changes in these percentages appear to be framed as if evidence for continuous improvement.

This brief suggests that more detail can be found in specific pages of Fullan’s 2016 book: The Taking Action Guide to Building Coherence in Schools, Districts, and Systems. You have to buy or borrow the book to see the details.

Although some of the Fullan’s paper is appealing, it also represents another proposal for managing learning as if there are no redeeming features in our public schools and the principle of democratic governance for these.

It is worth noting that Joanne Quinn, a frequent collaborator with Fullan, has an MBA in Marketing and Human Resource Management. According to LinkedIn for 16 years she has been President of Quinn Consultants in Toronto. She also served for ten years as the Superintendent of Education for four schools in a district with 65,000 students.

Fullan is think-big thinker: “This paper is intended to provide a comprehensive solution to what ails the current public school system and its place in societal development – a system that is failing badly in the face of ever complex fundamental challenges to our survival, let alone our thriving as a species.”

I am uncomfortable with anyone who claims to have a “comprehensive solution” to the current public school system (including the USA) and who fails to address the fiscal and policy constraints that have been imposed on that system for decades along with a pattern of denial that planet earth and human survival is at risk.

If you want a better and brief jargon-free article on doable reforms, find “Twenty Years of Failing Schools” in The Progressive, February/March issue (pages 50-51. This article includes specific suggestions for the Biden administration and the new Secretary of Education. The author is Diane Ravitch.

Angie Sullivan teaches first-grade students in a Title I school in Las Vegas. She writes regularly to every member of the legislature and to journalists to tell them what it is like from a teacher’s perspective.

She wrote this missive:

Shannon Bilbray-Axelrod should recuse herself from charter school legislation.  It is unethical for her to line her lobbying pocket and then work on charter legislation.  Scott Hammond and Carrie Buck should also recuse themselves from working on charter language having made millions in the business.  Unethical.  

While you are in AB420, you should amend the Charter Authority requirements.   

To sit on the 9 member board, you should have not earned money from a for-profit school.   

The number of recusals from Charter Authority board members while trying to do business is ridiculous. 

Oftentimes decisions are made with a questionable quorum because too many folks on the dais are making money from the business and have to recuse. 

If you are a charter lawyer, charter consultant, charter owner – not the time to sit on the decisions making board.  It is unethical.   

You should have to wait 3 years after profiting from charters before being allowed to sit on the board.  
The chair of the Charter Authority should not run a charter.   

This leads to awkward business.   

The Chair leaves the dais to go to the table to have the board give her permission and/or money.  I have seen Chair Melissa Mackedon who runs a charter in Fallon do this several times.   

It is like insider trading – benefitting their business and themselves.  Then popping back up into positions to hand out money and favors to other charters.  Charter Board Members should not be on both sides (giving and receiving) routinely in meetings.  Unethical.  

Former or current legislators should not sit on the Charter Authority Board.  It appears that they legislated to make millions.  Pat Hickey and Randy Kirner are examples of folks who recently left their positions and then became part of the Charter Authority Board.

Lawyers like Jason Guinasso who have chaired the board should not be able to come back a few years later to manipulate charter language or the board.   He addressed them as friends trying to take advantage of his connections.  Recently Guinasso approached the board from the table on behalf of a charter he most likely set-up for failure while he was chair.  The theft and lawsuits cost Nevadans.


https://www.nevadacurrent.com/2020/06/29/lv-charter-school-alleges-it-paid-1-6m-to-utah-management-company-for-nothing/

https://kutv.com/news/beyond-the-books/nevada-charter-school-ends-business-ties-with-american-preparatory-schools-in-utah

New EMOs/For-Profit Service Providers should not be allowed in the state.  No more new for-profit campuses under their umbrellas either.  They have made a huge mess.   Academica basically has a weird monopoly with different branches.   They are posed for rapid expansion.  Folks outside the state watching Academica in Nevada are very concerned.  

For-profit corporations like Academica take advantage of states like Nevada.  Language should be included to prevent rapid expansion and the ability to siphon money into side businesses.   This robs students and gives millions to side businesses.   Folks like Gulenist Soner Tarim should not be able to come into Nevada and apply for a charter – with language in the contract that gives them 12% off the top and ability to rapidly expand by being a EMO/Service Provider.  These should be two different things – EMO/Service Provider and Charter Applicant.  These administrators and side businesses are making a ridiculous amount of money and do not have to bid out their services.  The public should be able to see these contracts since the taxpayer is paying.  Folks should not be handing contracts out to their friends and family.

EMOS/Service Providers should not be allowed to break the charter diversity laws like Academica did intentionally when opening the Northern Pinecrest.  Academica should be closed for that.

PPP loans were given to both the charter campuses and the management corporations and all the side businesses.   How much money did a for-profit charter really get during the pandemic?   They got money for the EMO/Service Providers/Campus/Friends/Family etc?  Then held an informational meetings to warn everyone “not to say anything”.  

125 Florida charter schools already funded by taxpayers received $50 million in PPP loans https://www.abcactionnews.com/news/local-news/i-team-investigates/125-florida-charter-schools-already-funded-by-taxpayers-received-50-million-in-ppp-loans

I hope the FBI comes and arrests everyone involved in this mess and lining their pockets. 

https://www.nevadacurrent.com/2020/12/24/nevada-charter-schools-got-millions-in-ppp-loans/ 

$350+ Million in education money annually and not one person knows what it is spent on.

And seems like legislators are just fine with that?


The Teacher,

Angie Sullivan


https://www.leg.state.nv.us/App/NELIS/REL/81st2021/Bill/8052/Text

Apparently, the voucher schools were embarrassed by the Ohio study showing that kids who use vouchers lose ground academically.

There were two ways to respond to that finding: 1) improve instruction in the voucher schools by requiring them to hire certified teachers; 2) obscure the data.

The voucher lobby chose the second route.

The Republican-dominated legislature is now vastly expanding the state’s failing voucher program. But a few years ago, it decided that voucher schools would no longer be required to give the same exams that students in public schools are required to take. The conservative Thomas B. Fordham Institute worried about the change, because it makes it difficult, if not impossible, to draw comparisons between students in public schools and their peers in private and religious schools.

That’s the goal.

Many other states that offer vouchers allow those schools not to take the state exams. Some, like Florida, expect no accountability from voucher schools. Others ask those schools to administer an “equivalent” standardized test, which makes it impossible to compare voucher schools to public schools.

Andrea Gabor is the Bloomberg Professor of Business Journalism at Baruch College, which is part of the City University of New York. Gabor has written insightful articles about education in the New York Times and at Bloomberg.com. She is the author of After the Education Wars: How Smart Schools Upend the Business of Education Reform.

The following is a summary of a chapter in her forthcoming book, MEDIA CAPTURE: HOW MONEY, DIGITAL PLATFORMS, AND GOVERNMENTS CONTROL THE NEWS, which will be published by Columbia University Press in June. She prepared this excerpt for this blog.

She writes:

For the past twenty years, American K-12 education has been on the receiving end of Big Philanthropy’s efforts to reengineer public schools based on free-market ideas, with foundation-funded private operators taking over large swaths of school districts in cities like Los Angeles and New Orleans.

Between 2000 and 2005 alone, three foundations—the Bill and Melinda Gates Foundation, the Walton Family Foundation and the Eli and Edythe Broad Foundation—quadrupled their spending on K–12 education to $400 million. By 2010, the top 15 foundations had spent $844 million on public education.

Moreover, these Big Philanthropies coordinated their spending, investing in what Harvard’s Jal Mehta and Johns Hopkins’s Steven Teles call “jurisdictional challengers”—efforts aimed atupending traditional educational institutions, in particular public schools and school boards. Instead, the foundations funded a range of private and public institutions, including charter-management organizations and alternative teacher-development institutions such as Teach for America, as well as school-board candidates who would back the philanthropists’ reform agenda and help break the “monopoly” of public-school districts.

Diane Ravitch and a slew of other academics, bloggers and writers have documented the growing influence of Big Philanthropy and its convergence with federal education policies, especially under Presidents George W. Bush and Barack Obama, creating what the political scientist Sarah Reckhow calls “a perfect storm.”

As part of its soup-to-nuts strategy designed to maximize the impact of its gifts and expand its influence, Big Philanthropy has expanded its reach to universities, think tanks, government institutions, and the news media.

My chapter, “Media Capture and the Corporate Education-Reform Philanthropies,” in Media Capture, explores the efforts of the Big Philanthropy to shape public opinion by ratcheting up its spending on advocacy and, in particular, by investing in local news organizations. The philanthropies have supported education coverage at a range of mainstream publications—investments that often helped promote the foundations’ education-reform agenda. In addition, they have founded publications specifically dedicated to selling their market-oriented approach to education.

For the news media, battered by internet companies such as Craigslist and Facebook, which have siphoned off advertising revenue, funding from philanthropies comes at an opportune time. Nor can private foundations be faulted for supporting the news media, especially given the rise of “alternative facts” and demagoguery during the Trump era. Foundation funding has long been important to a range of respected news organizations such as The New York Times and National Public Radio, as well as established education publications, such as Education Week.This is not to say that this funding has unleashed a spate of pro-reform coverage. Indeed, I have published essays critical of the education-reform philanthropies in many foundation-funded publications. However, logic suggests that publications desirous of repeat tranches of funding will at least moderate their critical coverage.

What is particularly troubling are the large contributions to local news organizations—many of them earmarked specifically for education coverage—by foundations that explicitly support the takeover of local schools and districts by private operators. My chapter explores how philanthropic support of news organizations—including new publications founded and run by education-reform advocates—is aimed at creating a receptive audience for the foundations’ education-reform agenda.

The Gates Foundation’s effort to influence local and national policy via the news media is a case in point.

The Gates Foundation alone devoted $1 billion in the decade from 2000 to 2010 to so-called policy and advocacy, a tenth of the foundation’s $3 billion-a-year spending, according to an investigation by The Seattle Times.

Although much of that money went to analyze policy questions—such as the efficacy of vaccine-funding strategies—“the ‘advocacy’ side of the equation is essentially public relations: an attempt to influence decision-makers and sway public opinion.”

In 2011, The Seattle Times published an exhaustive article about its leading hometown philanthropic organization and asked: “Does Gates funding of media taint objectivity?” (At the time, the Gates Foundation also was bankrolling a slew of education policies, including the common core, and building political support for “one of the swiftest and most remarkable shifts in education policy in U.S. history.”)

The Seattle Times showed how the Gates Foundation funding goes far beyond providing general support for cash-strapped news organizations:

“To garner attention for the issues it cares about, the foundation has invested millions in training programs for journalists. It funds research on the most effective ways to craft media messages. Gates-backed think tanks turn out media fact sheets and newspaper opinion pieces. Magazines and scientific journals get Gates money to publish research and articles. Experts coached in Gates-funded programs write columns that appear in media outlets from The New York Times to The Huffington Post, while digital portals blur the line between journalism and spin.”

Indeed, Gates usually “stipulates” that its funding be used for reporting on issues the philanthropy supports—whether curing diseases such as HIV or improving U.S. education. And although Gates does not appear to dictate specific stories, the Seattle Times noted: “Few of the news organizations that get Gates money have produced any critical coverage of foundation programs.”

The Seattle Times story was written before the newspaper accepted a $530,000 grant, in 2013, the bulk of it from the Gates Foundation, to launch the Education Lab. The paper described the venture as “a partnership between The Seattle Times and Solutions Journalism Network” that will explore “promising programs and innovations inside early-education programs, K–12 schools and colleges that are addressing some of the biggest challenges facing public education.” The Gates Foundation contributed $450,000, with the John S. and James L. Knight Foundation funding the rest.

In a blog post, the newspaper addressed the potential conflict of interest posed by the grant: “The Seattle Times would neither seek nor accept a grant that did not give us full editorial control over what is published. Generally, when a grant is made, there is agreement on a specific project or a broad area of reporting it will support.” The newspaper earmarked its funding for so-called “solutions journalism.”

It may be laudable for a publication to focus on “solutions” to societal problems. But almost by definition, a mission that effectively targets “success stories” diminishes journalism’s vital watchdog role.

Then too, Gates’s influence extends well beyond Seattle. The Associated Press documented the Gates foundation’s soup-to-nuts effort, in 2015, to influence education policy in Tennessee.

“In Tennessee, a Gates-funded advocacy group had a say in the state’s new education plan, with its leader sitting on an important advising committee. A media outlet given money by Gates to cover the new law then published a story about research funded by Gates. And many Gates-funded groups have become the de facto experts who lead the conversation in local communities. Gates also dedicated millions of dollars to protect Common Core as the new law unfolded.”

Meanwhile, the same year in Los Angeles, fellow philanthropist,Eli Broad, identified Gates as a key potential investor in his $490 million plan to dramatically grow the city’s charter-school sector. The plan included a six-year $21.4 million “investment” in “organizing and advocacy,” including “engaging the media”and “strategic messaging.” (The charter-expansion plan itself followed an $800,000 investment by a Broad-led group of philanthropists to fund an initiative at The Los Angeles Times to expand the paper’s coverage of K–12 education.) In 2016, Gates invested close to $25 million in Broad’s charter-expansion plan.

The Gates Foundation also served as a junior partner in one of the most audacious, coordinated efforts by Big Philanthropy to influence coverage of the education-reform story—the establishment, in 2015, of The 74 Million, which has become the house organ of the education-reform movement. The 74 has been a reliable voice in favor of the charter-school movement, and against teachers’ unions. In 2016, it published The Founders, a hagiography of the education-reform movement. And it has served as a Greek chorus of praise for the education reforms in New Orleans, the nation’s first all-charter district, while ignoring the experiment’s considerable failings.

Key contributors to the publication, which boasts a $4 million-annual budget, were the Walton Foundation, Bloomberg Philanthropies, the Carnegie Foundation, and the Dick and Betsy DeVos Family Foundation. Soon after it’s founding, The 74 acquired a local education publication, the L.A. School Report, which itself had been heavily funded by Broad. In 2016, Gatescontributed, albeit a relatively modest $26,000, to The 74.

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Jeanne Kaplan is a veteran civil rights activist who was elected to serve two terms on the Denver school board. She has been active in multiple campaigns to stop privatization and over-testing and energize a genuine effort to improve the public schools. She wrote this piece for this blog.


  THE SISYPHEAN TASK IN DENVER

The dictionary defines Sisyphean task as something you keep doing but never gets completed, an endless task.  In Greek mythology Sisyphus is punished by the god Zeus and is tasked with endlessly pushing a rock up a steep mountain, only to have it roll back down each time he nears the top.  I will leave the deeper philosophical meanings to others.  Simply interpreted, public education advocates residing in the Queen City of the Rockies, “transformers” if you will, will find similarities to this story as we reflect on our battle to defeat “education reform.”  In Denver’s case the Sisyphean task master has not been a vengeful god, but rather a school board member or a school board itself which through their betrayals continues to keep “transformers” tasked with pushing the education transformational rock up the mountain.

Call it the Sisyphean Challenge, Groundhog Day, a Broken Record, Déjà vu.  However you describe it, these “transformers” are experiencing another setback in their attempts to stop or at least slow down the business-based “education reform” model. In 2009 Denver voters thought they had put an end to the then still budding “education reform” movement.  “Transformers” won four of seven seats on the school board but quickly lost that advantage when, within hours of the election, one supposed “transformer” flipped sides.  For the next ten years education reformers had free reign in Denver. Four to three boards became a six to one board, became a seven to zero board.  All for “education reform.”  Forward ten years to today.  “Transformers” once again gained control of the Denver School Board in theory.  This time the transformer majority was believed to be 5-2.  But local education reformers – with a lot of help from national reform partners – once again figured out how to get their privatization agenda through this hypothetically anti-privatization 5-2 Board.  By consistently voting to renew and re-establish privatization policies and projects, today’s Board has deprived Denver voters once again of reaching the mountain top, and usually by a 6-1 vote.  And from today’s perspective the rock has once again rolled down the mountain.

The below listed organizations, initiatives and foundations have all had their hand in preventing educational transformation in Denver. The list is thorough but not comprehensive:

1 – A+ Colorado30 – Empower Schools
2 – Adolph Coors Foundation31 – Gates Family Foundation
3 – Anschutz Family Foundation32 – Janus Fund
4 – Bellwether Education Partners33 – KIPP – Knowledge is Power Program
5 – Bezos Family Foundation34 – Koch Family Foundations
6 – Bill and Melinda Gates Foundation35 – Laura and John Arnold Foundation
7 – Bloomberg Philanthropies36 – Laurene Powell Jobs – Emerson Collective
8 – Boardhawk37 – Leadership for Educational Equity
9 – CareerWise38 – Lynde and Harry Bradley Foundation
10 – Chalkbeat39 – Lyra Learning – Innovation Zones
11 – Chan Zuckerberg Initiative40 – Michael and Susan Dell Foundation
12 – Schusterman Family Foundation41 – Moonshot
13 – Chiefs for Change42 – PIE Network (Policy Innovators in Ed)
14 – City Fund43 – Piton/Gary Community Investments
15 – City Year44 – Relay Graduate School of Education
16 – Colorado Health Foundation45 – Richard and Helen DeVos Foundation
17 – Colorado Succeeds46 – RootEd
18 – Community Engagement & Partners47 – Rose Foundation
19 – Daniels Fund48 – School Board Partners
20 – Democrats for Education Reform49 – Stand for Children
21 – Denver Families of Public Schools50 – Students First
22 – Denver Foundation51 – Teach for America
23 – Denver Scholarship Foundation52 – The Broad Academy/The Broad Center
24 – Donnell-Kay Foundation53 – Third Way
25 – EdLeadLeadership54 – TNTP
26 – Education Pioneers55 – Transform Education Now (TEN Can)
27 – Education Reform Now56 – Wallace Foundation
28 – Education Trust57 – Walton Family Foundation
29 – Eli and Edythe Broad Foundation

Below are some of the reform ventures coaxed through by these groups.  Many have been used to maintain the failing status quo.  Some have been used to make money for friends and colleagues.  Some have been outright failures.   But by its failure to address them or by its continued tolerance of them, the DPS Board has sanctioned the continuation of privatization in our city:

·      At a time when education reform was truly hanging on by a thread in Denver, the Board assured its continued existence for the foreseeable future by voting to renew the use of the racially biased state accountability system, going even further into reformland by promising to develop a new accountability “dashboard” (a key “reformer” tenet).  While testing is state mandated, the District did not even explore the possibility of waiving its obligation to rely on this system. This one decision has also allowed the proliferation of many of the above listed groups and has given new life to the overall privatization movement.  A lot of new players are making a lot of new money from the public education system in Denver. After all, what is the business model really about if it is not about making money?  This one vote has allowed the continuation of some of the most divisive and punitive practices such as:

1.     Relying on high stakes testing even though the Board has given lip service to wanting a waiver this year due to COVID; 

2.     Relying on a non-transparent Choice system, which some believe is being used to fill unwanted charters;

3.     Ranking of schools and continued competition resulting in winners and losers among students and schools;

4.     Relying on Student Based Budgeting where the money follows the student;

5.     Marketing of schools, whereby wealthier schools and schools with their own board of directors (charters and Innovation Zone schools) have a distinct advantage;

6.     Giving bonuses to employees of schools based on test scores.  

Other recent reform-oriented Board decisions include:

·      Voting to renew or extend all 13 charter school contracts that were up this year even when some were struggling for enrollment and academic success.  The Board claimed it did not want to disrupt kids and families.  Portfolio model.

·      Promoting school MERGERS as opposed to school CLOSURES for under enrolled neighborhood schools, somehow thinking voters won’t notice that merging schools results in the same failed policy as school closures, that campaign promises have been broken, and that charter schools are being treated differently.  Portfolio model.  

·      Voting to approve new Innovation Zones, the hybrid portfolio model that supposedly gives schools more independence while, unlike charters, is still under the control of the school board.  These Innovation Zones do, however, have their own administrative staff as well as their own boards and have ushered in their own cottage industry. Portfolio Model.

·      Working with City Fund funded School Board Partners for Board training. City Fund is a relative newcomer to the education privatization world and is largely financed by Netflix Reed Hastings and John Arnold of Laura and John Arnold Foundation.  Locally, City Fund has dropped $21 million into Denver’s own RootEd to assure “every child in Denver has the opportunity and support to achieve success in school, college and their chosen career.” This needs to be done equitably, of course!  And only within a non-union school!  Grant funding from private sources to promote private interests.

·      Hiring a Broad trained Superintendent search company, Alma Advisory Group.  Alma has also been involved in executive searches for both City Fund and The Broad Academy, two quintessential privatizers.  More than four months have gone by since DPS Superintendent Susana Cordova resigned.  Four metro Denver school districts have had superintendent vacancies this winter.  Two have already found their leaders.  Denver is still holding community meetings which if they follow DPS history, will end up be ing rather meaningless.  Most importantly, will this “reform” inclined group be able to bring a wide-ranging group of candidates forward? The Broad Academy, training leaders in education reform.

·      Continuing to allow and expand non-licensed teachers and administrators from programs such as Teach for American and Relay Graduate School of Education into DPS’ schools and continuing to tell the public they are just as qualified as professional educators.   Anyone can teach!

Why do these examples matter, you might ask?

For starters, review the list of organizations and people pushing privatization.  The sheer number is staggering.  Then check out the similarity of language in their missions, visions, and goals and the uniformity of strategies and messaging.

·      Every child deserves a great school. 

·      Every school deserves all the support it needs to ensure equity.

·      Every school should have parent and community partners.

·      Every school should be anti-racist, celebrate diversity, be inclusive.

These are all worthy goals, albeit very general ones.  But what is the overall strategy to achieve them?  Privatization and the business model focusing on innovative and charter schools using an accountability system based on high stakes testing to define success seems to be their answer.  And in spite of claims that “reformers” are agnostic as to the type of school they foster, there are a few common characteristics they demand in their privatized schools:  

·      the ability to hire and fire anyone at any time; employees do not have to be licensed; at-will employees if you will.  That’s right.  No unions in innovation or charter schools.  Anyone can teach. 

·      an accountability system based on high stakes tests; schools and employees evaluated and punished by the results of these racially inappropriate tests.

·      market-driven criteria used to define school success.  Winners and losers, competition, closures, choice, chaos, churn.

·      “learning loss,” the pandemic-based slogan, must be addressed by unrelenting dependency on high stakes testing.  No test waivers for this crazy school year.  “Reformers” must have that data, and they must remind everyone that in spite of Herculean efforts on many fronts, public education has failed. 

Add to this scenario the amount of money being spent to further this agenda. Determining this takes some patience because the tax records are often difficult to find and decipher. Then try to deduce who is benefitting from each program.  This also takes some digging, for let me assure you, public education has spawned not a cottage industry but rather a mansion industry!  Search the group you are interested in and check out its board and staff.  And finally, look at the effect all of this has had on kids.  Yeah, yeah, yeah. Isn’t it always about the kids?  In reality few of these extra ventures have had any effect on kids.  Fewer still touch kids directly.

Each privately funded unit on this list has had a privatized DPS connection of some sort.  Some initiatives are duplicative. Some are very narrowly focused. Some purport to be THE ANSWER to public education’s struggles.  There is no tolerance for differing beliefs.  Yet, after 15 years of experimentation Denver’s students remain mired in mediocrity, suffering from an ever narrowing curriculum and dependent on evaluations, ratings, and a definition of success based on racially biased tests.  Nationally, Denver Public Schools remains a leader in implementing “education reform” but alas, it also remains a leader in teacher and principal turnover and home to one of the largest achievement/opportunity gaps in the nation. 

We in Denver have been subjected to the high-octane version of “education reform” for more than 15 years.  Choice, charters, competition, closures have resulted in three unequal tiers of schools (charter schools, innovation zones, neighborhood schools).  Reformers call this “the portfolio model.”  I call it structural chaos. Michael Fullan calls it fragmentation, a system wrongly focused on “academics obsession, machine intelligence, and austerity.”  To those privatizers who say, “but you have no solution,” Fullan has one that would turn public education on its head and could possibly produce what all of us involved in the public education scene say we want: robust, equitable education for all.  Fullan has a solution for whole system success that would be focused on the human elements of public education:  learning and well-being, social intelligence, and equality of investments.   But in order for anything like this to work the superintendent and the board must be on the same page.  Elections matter.  And candidates need to understand what is at stake and what they have been elected to do.

Public education is the cornerstone of our democracy. (Given today’s America it might have slipped to second place behind voting rights). I ran for school board on that belief, I witnessed its importance through the lives of my immigrant parents. I do not believe our democracy will survive without public education, but the cornerstone must change. Radically.  Dramatically.

Imagine if all of the efforts of those 50 plus organizations were combined into one united movement focused on an anti-racist, equitable systemic change.  And imagine how truly revolutionary, transformative and unifying this movement could be if it included voices and ideas not aligned with the business model but with people who are willing to truly look at things differently, people who were willing to be honest and show leadership.  Imagine how during this unique time in our nation’s history this new system could have resulted in a new and exciting way of delivering and evaluating teaching and learning, well-being, equity and equality.  Imagine how exciting this unique time in Denver could been had we taken advantage of this opportunity.  , Instead, DPS decided to continue with the status where money and power continue to rule, where a business model has been buttressed to portray a non-existent success, and where an elected Board of Education has turned its back on its mandate.

Historically “transformers” in Denver have been dogged in their attempts to get that rock to the mountain’s peak.  We have kept fighting even when betrayed by school board members, even when organization after organization has put down roots to continue the mirage of success, even when untold millions of dollars have been invested in programs that have yet to make a significant difference in educational outcomes.  Can we in Denver defy Greek mythology and end this Sisyphean nightmare? Or are there too many yet unknown obstacles in our path to stop us once again?  Elections will decide. Time will tell. 

Two friends got together to address an important topic for readers of the blog. Yong Zhao is a much-published international scholar based at the University of Kansas. Bill McDiarmid is Dean Emeritus of the College of Education at the University of North Carolina at Chapel Hill.

They write:

COVID-19 has disrupted schooling in its traditional sense. It has also disrupted other school related activities such as state standardized testing. As schools return to “normal” thanks to vaccination, many states are already pushing to resume standardized testing as part of the “normal” operations of formal education and to assess the so-called “learning loss” (Zhao, 2021). Resuming standardized testing is perhaps one of the worst things that can happen to children, especially after more than a year of social isolation and unprecedented disruption.

Standardized testing in schools has been criticized repeatedly for multiple reasons. A decade and a half ago, Sharon Nichols and David Berliner clearly articulate the damage to American education caused by standardized tests in their book, Collateral Damage: How High-Stakes Testing Corrupts America’s Schools (Nichols & Berliner, 2007). Dan Koretz has cited mounting evidence to show that test-based accountability has failed to significantly improve student performance in his recent book The Testing Charade: Pretending to Make Schools Better(Koretz, 2017). State-mandated high-stakes testing has led educators and educational authorities to cheat, reduced education to a narrow band of the knowledge spectrum, demoralized educators, and failed to significantly close the opportunity and results gaps that marginalized students and their families continue to endure (Emler, Zhao, Deng, Yin, & Wang, 2019; Tienken & Zhao, 2013).

The negative impact of standardized testing on students cannot be overstated. First, testing discourages many students, especially historically marginalized students who may not do well on the tests for reasons outside their control. These students, primarily because of where they happen to live, have performed worse on standardized tests than their counterparts from wealthier, suburban, and mostly white neighborhoods. The results, then, are often used to hold them back or relegate them to remediation. Consequently, they miss opportunities to participate in more meaningful activities that could nurture their talents, interests, and, thus, their engagement with school.

Second, standardized testing for each grade is designed to measure students learning for that year in school. The learning thought to be measured for a given year, however, may be less important than other knowledge, skills, and dispositions students may have developed that will serve them better in their lives.  For example, although students may have not mastered certain mathematical formulae measured on the state test, they may have improved their talents, curiosity, confidence, or collaborative skills which are valuable in life (Zhao, 2018). Opportunities to build these essential skills may be rare. Mathematical formulae, on the other hand, can be retrieved online as needed. Assessment in education has been heavily focused on short-term instructional outcomes and knowledge while largely ignoring non-cognitive skills and skills needed to be life-long learners. In a world in which workers will be changing jobs four or five times and established industries will die out and new ones arise, students will need the skills suited to frequent self-reinvention.

Third, standardized testing has typically focused on two subjects: literacy and numeracy. Other subjects and domains of knowledge have been slighted or ignored. Equally important it fails to offer students opportunities to demonstrate their learning in activities and domains that are of greatest importance to them and in which they may excel. As a result, although testing results show students’ talent in taking tests in mathematics and language, it says nothing about students’ strengths and their potential to be not only good but, potentially, excellent at whatever are their innate talents and interests (Zhao, 2016). Many examples exist in multiple areas of human achievement of people who tested poorly in school but made extraordinary contributions to our world. Testing does nothing to further educators’ efforts to deploy strength-based practices that encourage and support interest-driven learners. 

After years of criticism from many students, families, and educators, and exposure of the corrupting and distorting effects of high-stakes testing, many policymakers, educational authorities, and members of the public cling to test-based accountability. Although ESEA has reduced testing requirements, the change is minimal. U.S. students may face fewer tests than a decade ago but, except for the pandemic period, students are still over-tested.  

Some argue that testing is necessary to figure out if school systems are addressing the persistent failure to justly serve marginalized students and communities. This could be accomplished, however, without high-stakes consequences for schools, educators, students, and families. We can also imagine assessments that place as much emphasis on the skills needed for the rapidly evolving world of work as on the legacy curriculum subjects. According to the World Bank, McKinsey, the OECD, and other crystal-ball-gazingorganizations, if students are to succeed in the future, these include creativity, critical thinking, communication, collaboration, as well as non-cognitive skills such as persistence, teamwork, and conscientiousness.  Some researchers are currently testing surveys that provide reliable data on these skills (STEP, 2014).  

In line with “never waste a crisis,” the current moment of disruption is the time for us to radically rethink our addiction to high-stakes assessments. It won’t be easy. Many are heavily invested in the testing status quo. At the very least, we need a conversation that includes the voices of all concerned – students, educators, families, communities, and policymakers.  

References:

Emler, T. E., Zhao, Y., Deng, J., Yin, D., & Wang, Y. (2019). Side Effects of Large-Scale Assessments in Education. ECNU Review of Education, 2(3), 279-296. 

Koretz, D. (2017). The Testing Charade: Pretending to Make Schools Better. Chicago: University of Chicago Press.

Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., . . . Sanghvi, S. (2017, November 28). Jobs lost, jobs gained: What the future of work will mean for jobs, skills, and wages. McKinsey Global Institute.Retrieved 03/25/21 from:https://www.mckinsey.com/featured-insights/future-of-work/jobs-lost-jobs-gained-what-the-future-of-work-will-mean-for-jobs-skills-and-wages

Nichols, S. L., & Berliner, D. C. (2007). Collateral Damage: How High-Stakes Testing Corrupts America’s Schools. Cambridge, MA: Harvard Education Press.

STEP skills measurement surveys : innovative tools for assessing skills (English). Social protection and labor discussion paper, no. 1421. Washington, D.C. : World Bank Group. Retrieved 03/25/21 from: http://documents.worldbank.org/curated/en/516741468178736065/STEP-skills-measurement-surveys-innovative-tools-for-assessing-skills

Tienken, C. H., & Zhao, Y. (2013). How Common Standards and Standardized Testing Widen the Opportunity Gap. In P. L. Carter & K. G. Welner (Eds.), Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance (pp. 113-122). New York: Oxford University Press.

Zhao, Y. (2016). From Deficiency to Strength: Shifting the Mindset about Education Inequality. Journal of Social Issues, 72(4), 716-735. 

Zhao, Y. (2018). What Works May Hurt: Side Effects in Education. New York: Teachers College Press.

Zhao, Y. (2021). Build back better: Avoid the learning loss trap. Prospects, 1-5.

Yong Zhao

Foundation Distinguished Professor

School of Education and Human Sciences

University of Kansas

Professor in Educational Leadership

Melbourne Graduate School of Education

University of Melbourne

and


G. Williamson McDiarmid

Dean Emeritus

College of Education

University of North Carolina at Chapel Hil

Bob Braun was an education reporter for 50 years. After he retired from the New Jersey Star-Ledger, he began blogging and paid close and critical attention to the state takeover of Newark. This column, posted in 2014, is as timely now as it was when it first appeared.

Let’s get this straight. Those of us opposed to the structural changes to public education embraced by crusaders ranging from the billionaire Koch brothers and the Walton Family Foundation to Bill Clinton and Barack Obama—along with Governor Chris Christie and Microsoft founder Bill Gates—are not opposed to the reform of public schools. We oppose their destruction.

We do not oppose making schools more accountable, equitable and effective—but we do oppose wrecking a 200-year-old institution—public education—that is still successful in New Jersey.

Public schools give students from all backgrounds a common heritage and a chance to compete against privileged kids from private schools. We don’t want schools replaced by the elitists’ dream of privately managed, publicly funded charter schools, which can be money makers for closely aligned for-profit entities.

We oppose eliminating tenure and find laughable the idea embodied in Teach for America (TFA), an organization that recruits new college graduates for short stays in urban schools, that effective classroom instructors can be trained in weeks if they’re eager and want breaks on student loans—breaks that come with TFA participation. We oppose breaking teacher unions, reducing education to the pursuit of better test scores and using test results to fire teachers. We want our teachers to be well trained, experienced, secure, supervised, supported and well paid. We want our kids to graduate from high school more than “college and career ready”—a favorite slogan of the reformers. We want them to graduate knowing garbage when they see it—to understand mortgages, for example, rather than just solving trigonometry problems.

Don’t call it reform, call it hijacking. A radical, top-down change in governance based on a business model championed by billionaires like Eli Broad, the entrepreneur whose foundation underwrites training programs for school leaders, including superintendents—among them, Christopher Cerf, New Jersey’s education commissioner from late 2010 until this past February. The Broad Foundation seeks to apply to public institutions, like schools, the notion of “creative destruction” popularized for businesses by economists Joseph Schumpeter and Clayton Christensen. In a memo forced into public view by New Jersey’s Education Law Center, leaders of the Broad Superintendents Academy wrote that they seek to train leaders willing to “challenge and disrupt the status quo.”

Sorry, but it’s neither clever nor wise to disrupt schools, especially urban schools. Irresponsible, distant billionaires cause unrest in communities like Newark, a place they’ll likely never get closer to than making a plane connection at its airport. These tycoons say they want to improve learning—to narrow the achievement gap between rich and poor, black and white. I don’t buy that. The gap is caused by poverty and racial isolation, not public schools. They want reform that doesn’t raise taxes and won’t end racial segregation. So they promote charter schools that segregate and pay for them with tax funds sucked from public schools. Bruce Baker, a professor at Rutgers Graduate School of Education, calls it “revenue neutral and nonintegrative” reform. What that means, Baker says, is “don’t raise our taxes and don’t let poor black and brown kids access better-resourced suburban schools.”

School reform once meant equity and integration. Now it’s called choice. Not the choice that would allow Newark kids to take a bus 15 minutes to Millburn. Not the choice that would allow the dispersion of disadvantage so the poorest attend the same schools as the most advantaged. It’s choice limited to a district. And choice limited to families who win a lottery for charter-school admission. “We’re letting poor parents fight it out among themselves for scrap—it’s Hunger Games,” says Baker.

Charters segregate. In Newark, where there are 13 charter schools, children with the greatest needs—special education kids, English-language learners, the poorest children—are stranded in asset-starved neighborhood schools. Disadvantage is concentrated, public schools close, and resources shift to charters. In Hoboken, three charter schools educate 31 percent of the city’s children, but enroll 51 percent of all white children and only 6 percent of youngsters eligible for free lunches.

Such skimming of the more able students lets proponents like Christie claim that charters outperform public schools. But charters serve a different population. In his devastating send-up of Newark’s North Star Schools, titled “Deconstructing the Cycle of Reformy Awesomeness,” Baker describes how charters achieve high test scores and graduation rates by shedding underperforming students. Half the kids—including 80 percent of African-American boys—dropped or were pushed out.

Charters are not the solution. “Overall, charters do not outperform comparable public schools and they serve a different population,” says Stan Karp, an editor at Rethinking Schools, an advocacy organization dedicated to sustaining and strengthening public education. He adds, “Nowhere have charters produced a template for district-wide equity and system-wide improvement.”

Many suburbs have resisted charters, but state-run urban districts like Newark cannot. In Newark, Christie joined with then Mayor Cory Booker, a devotee of privatization, to bring in Broad Academy graduates Chris Cerf to be state schools chief and Cami Anderson to be Newark superintendent. They were awarded a pledge of $100 million from Facebook cofounder Mark Zuckerberg to support school reform in Newark.

Suburbs cannot escape other reforms, including federal insistence on relentless, time-consuming annual testing to measure student achievement and teacher performance. While states can opt out of testing, the price in lost federal revenues can be high. Democrats for Education Reform (DFER), a national political action committee, applauds these changes as “bursting the dam” of resistance from unions to test-based evaluation and merit pay.

The coalition of foundations, non-governmental organizations and financial institutions promoting privatization is an opaque, multi-billion dollar, alternative governance structure. They include the Broad and Walton foundations; the Bill and Melinda Gates foundation; the Charter School Growth Fund and the NewSchools Venture Fund (a pair of nonprofit investment operations overseen largely by leaders of for-profit financial firms); the training and support organizations New Leaders for New Schools, the New Teacher Project and America Achieves; as well as the advocacy groups Stand for Children and Education Reform Now.

At its most recent summit of education reformers—including Newark’s Anderson—the NewSchools Venture offered workshops on “How Disruptive Can We Be?” and a seminar on charter schools that was advertised this way: “Charter schools are being brought into the center of reform strategies, not just to provide new options for some students, but to transform an entire public education system, based on a diverse portfolio of autonomous school operators.”

Why is school privatization such a draw for investors? Is it just philanthropy? No, there is also profit to be made from the $650 billion spent annually on public schools. Some charter school operations are profit making, including nearly two-thirds of charter school operators in Michigan and many in Florida—and Christie has been pressing to allow profit-making charters in New Jersey. Salaries for operators of charter school chains can run as high as $500,000 a year. The New Markets Tax Credit, pushed by charter supporter Bill Clinton when he was president, allows lenders to reap higher interest rates. Then there are rents paid by charter schools to charter-related profit-making companies like Newark’s Pink Hula Hoop (started by TEAM Academy board members); legal fees; and the sale of goods and services.

The costs of this movement: urban schools stratified. It’s an apartheid system, with the neediest warehoused in neglected public schools and a few lucky lottery winners in pampered charters. It is stratification on top of a system already stratified by all-white suburban districts and $35,000-plus private schools.

More costs: unconscionable amounts of time, energy and resources devoted to test preparation. The brightest young people, says Baker, will leave teaching to short-stay amateurs rather than endure the unpredictability of evaluations that rate a teacher “irreplaceable” one year and “ineffective” the next.

New Jersey ranks at the top nationwide in educational achievement, reports Education Week. We are second in “chance for success,” third in K-12 achievement and fifth in high school graduation. These statistics include urban schools; if properly funded, they succeed. Look at Elizabeth: good schools, no charters. Christie left it unmolested and provided millions in construction funds kept from other cities—perhaps because the school board endorsed him.

New Jersey is not the basket case Christie says it is. Urban schools are not failure factories. We don’t need a hostile takeover by Wall Street.

Nancy Bailey is a retired teacher and a terrific blogger. She and I co-authored a book called EdSpeak and DoubleTalk: A Glossary to Decipher Hypocrisy and Save Public Schooling. We have never met in person but I asked her to help me revise a similar book that I published a decade earlier; it had become obsolete. Now it is the go-to book to understand education jargon and decipher hoaxes. It was a joy to work with her. Nancy wrote this post for me while I was out of commission having surgery.


Why I Write About Students and Public Schools

Democratic Public Schools

Ensuring that the public has access to good public schools after Covid-19 is more critical than ever. We cannot go back to continuous high-stakes testing and schools that punish teachers and students, especially our youngest learners. Schools should also not be allowed to continue to collect unregulated data through online assessments. Parents need stronger FERPA laws. 

I think we have also learned with this pandemic that parents and students value public schools, that technology is a tool but can never replace the classroom.      

Americans own our schools through a democratically elected school board, or at least we should. We lose that ownership when outsiders with ulterior motives to privatize or change schooling’s nature make schools more like a business. They convert the system to charter schools or change curriculums to serve companies that will make money on the school district’s new plan.

The more involved corporations become with public education, the more changes occur within public schools. Common Core, high-stakes standardized tests, the reliance on AP classes and SAT and ACT testing from the College Board, and many tech programs convert public schooling to a privatized system. 

It is crucial to protect public schools from individuals or corporations who wish to remove the “public” in public schools. Parents should be able to be involved in how their schools function. We need parents, teachers, and the community to be active participants in how public schools serve children bringing Americans together. 

School choice fans believe parents should choose their school, but this is a false argument. Most private school administrators will determine who to accept to the school. Charter schools may choose students by lottery, which is not parent choice either. Even if a student is randomly selected, charter schools can always counsel students out.

Charter schools were initially supposed to be for teachers to run. The charters doing the best jobs are likely run by or highly influenced by real teachers. But many charters are run by Educational Management Operations (EMOs) that set the rules and are prone to scandal. For years, charter schools have primarily served children of color, often with harshly run curriculum and punishing discipline. 

It is hard to see why America needs two systems of education. It further divides people, and charter schools are still substandard to a well-run public school system. Charters that work, run by real teachers, could become alternative schools in a public school system.  

Helping students work together in public schools—students with all kinds of backgrounds and students of color—will bring us together as a nation. The diversity in our country should be cherished, not destroyed by privatization. 

When public schools are valued, when school boards are elected and work with the constituents to better schooling for all children, it is the best that democracy can be. We must afford every child a chance to learn in a well-managed, excellently staffed public school. 

Teaching

I learned to be a special education teacher in the seventies when the All Handicapped Children Act of 1975 became law. It was amazing to see schools open their doors for all children, and universities begin offering specialized classes for different special education areas. I saw it as a shining moment in America.

My undergraduate degree was to teach students with emotional disabilities, with a minor in elementary education. I took challenging coursework. My student teaching took place at one of the best residential treatment centers in the nation, Hawthorn Center, along with an elementary school near Detroit where teachers worked well together, especially in reading. 

Hawthorn Center has struggled with funding since I student taught there, yet many parents desperately search for residential treatment. The elementary school where I student taught closed long ago. I struggle to understand this.  

In the meantime, Teach for America claims that you can teach with five weeks of training, or maybe it is six weeks now. Many from this group go on to lead schools in states and the nation when they never had the kind of preparation necessary to teach children! 

Writing

I write about these issues and more. It is sometimes overwhelming that public schools have so many concerns and how children and teens face such hurdles to get good schooling in America. There is no reason why this country should not have the best public school system in the world for all children!

Gary Rubinstein is well known to readers of this blog, as I have posted almost all of his blogs. He is a career high school math teacher in the New York City public schools. I met Gary about ten years ago, when I had made a complete turnaround in my views about testing and choice. I was working on an article about “miracle schools” that fudged their data and discovered that Gary was an expert on reviewing school-level data and exposing frauds. He helped me write an article (“Waiting for a Miracle School”) that appeared in the New York Times in 2011, and he has continued to be a friend ever since. Gary’s analytical skills have been invaluable in fighting off idiotic “reforms,” like evaluating teachers by their students’ test scores (known as VAM). In his multiple posts on that subject, he showed its many flaws. For example, an elementary teacher might get a high score in reading and a low score in math, posing the dilemma of whether the district could fire her in one subject while giving her a bonus in the other. I confess that I am a person of The Word, and I have never taken the time to learn how to put graphics into my posts. I can’t even reproduce charts. I only do words. So when I need to post a pdf or a graphic or anything else that is not words, I turn to Gary for help and he is always there for me. In addition to being a math and computer whiz, Gary is an author. As most of you know, Gary began his career working for Teach for America. As he explains below, he became disillusioned with the “reform” spin just as I became disillusioned with the propaganda about testing and choice. Gary writes about how strange it is to be frequently attacked on Twitter and other social media by “reformers.” My admiration for him is boundless.

Gary writes:

I got into blogging almost exactly ten years ago, just after the Teach For America 20 anniversary alumni summit.  Until that time, I was unaware of the politics of education and the emerging education reform movement.  I had seen ‘Waiting For Superman’ and knew it was propaganda, but I didn’t quite understand who was benefiting from it or what the possible negative side effects of it could be.

But at that conference it became very clear to me what was going on during a ‘Waiting For Superman’ reunion panel discussion.  I watched as Michelle Rhee, whom I had known from years earlier when we worked together at the Teach For America training institute, and Dave Levin, who I had known for a lot of years from when we were teaching in Houston around the same time.  At the end of the conference, Arne Duncan made an odd speech about how great it was that he shut down a school and fired all the teachers and now it is a charter school in which every student supposedly graduated and got into college.

It sounded fishy to me.  Having worked, by that time, at three different schools that had low standardized test scores, I knew that a school can have good teachers but still have low test scores.  I suspected that there was more to the story than Arne Duncan was saying so I did my first investigation.  Little did I know that it would lead to a ten year adventure that would give me the opportunity to be an investigative journalist and help save the world.  As an added bonus, I made a lot of friends, got a following to read my writing, appeared on NPR and also on a TV show called ‘Adam Ruins Everything.’  But there was a downside to this attention because I also became a target of various known and unknown internet personalities who have attacked, ridiculed, and slandered me.  I think that on balance the good outweighed the bad, but it is sad to me that I have had blog posts about what an awful person I am and there have been podcasts about how I don’t believe in the potential of all children.  Students of mine have googled me and located some of these smears and asked me about them.  It’s hard to explain to them that I’m embroiled in a strange war where the FOX news of education wants to vilify me for telling the truth.

Here is a recent example where Chris ‘Citizen’ Stewart, the CEO of the Education Post website, compares my views with those of Charles Murray of ‘The Bell Curve’ fame.

I suppose my story is that I was the right person at the right time and in the right place.  The small group of resistors to the misguided bipartisan teacher-bashing agenda needed someone like me.  I was a Teach For America alum so I had that whole ‘war veteran against the war’ kind of credibility.  I was very patient and able to comb through state data.  I was a math major in college so I was able to do some basic statistics and make the scatter plots that helped the cause so much.  You may or may not know that I have slowed down a lot on my blogging.  After about 7 years of intense blogging, I started to burn out.  Fortunately other bloggers came on the scene and took up the cause and have been great.  I do try to blog from time to time still, but I have also been doing other projects, like my recent effort to explain all the essentials of elementary school, middle school, and high school math in one ten hour YouTube playlist.  These efforts come from the same source — the desire to help students learn.  Whether it is by fighting off a destructive element or in providing a free resource that anyone in the world can access, I am very proud of what I’ve accomplished in the last ten years.

I want to thank the great Diane Ravitch for taking me under her wing and for being a great mentor and friend.  I wish for her a speedy recovery from her surgery.

Here is a presentation I did at Tufts University describing my journey from teacher to crusader: