Archives for category: Accountability

 

Peter Greene writes here about Betsy DeVos’s recent decision to roll back Obama-era regulations intended to protect students against predatory for-profit colleges. 

Sadly, this is what we have come to expect from a Secretary of Education who is more interested in protecting the free market than protecting students against fraud.

Greene writes that DeVos rolled back

the Obama-era requirement that such schools either show that their graduates actually land jobs, or the school would lose access to all that sweet sweet federal money. That was a powerful piece of leverage, because the for-profit colleges focus on veterans and poor folks with the result that a great deal of the for profit college revenue stream comes from the feds, who loan to the students and pay off the schools, guaranteeing that the for-profits get paid and that the students are in hock to the feds.

Rolling back Obama-era protections is problematic because the Obama administration itself did a super-lousy job of riding herd on these predatory schools. At one point, having announced that they were now by golly going to clamp down those outfits, they turned around and bailed out one of the worst. Then, when that outfit collapsed anyway, the feds let them be sold off to a debt-collection agency.

It was after all that foolishness that the administration finally implemented a gainful employment rule. This was also followed by  students scammed by the for-profit agitating to be released from their debts. The Department of Justice requested that the Department of Education simply release the portion of that debt that they held; they refused.

All of that happened before Trump ever descended the escalator to unleash havoc on US politics; it’s only fair to note that this is, in many ways, a mess that DeVos inherited and which the Obama administration never exactly showed signs of fixing.

Last week, DeVos was sued–again–by a boatload of students stranded in massive debt. The student position is that they were defrauded and their loans should be forgiven.

DeVos’s position about loan forgiveness has been to simply pretend to lose all the paperwork and never process any of the requests to have loans erased. Having ignored the rules for two years, DeVos last year tried to get rid of them, and this week she finally did it.

Hundreds of thousands of students who were defrauded by predatory for-profit colleges are on their own. Shameful.

 

In this post, Jan Resseger surveys the war against public schools in Florida.

Sue Legg summarized the abject failure of Jeb Bush’s A+ Plan here.

The drive to privatize public schools was masterminded by Jeb Bush, with the help of Betsy DeVos, a compliant Republican Legislature (including some who own or operate charter schools), and a zest to give public money to entrepreneurs and grifters.

Asshe points out, recent legislation requires school districts to share their tax levies with charter schools over which they have no control.

Privatization and school choice are rooted in the desire for profit and segregation.

Despite Jeb Bush’s propaganda campaign, his A+ Plan deserves an F-.

Bush, that educational genius, invented the idea of labeling schools with a single letter.

Floridians now treat school grades as normal, but only 15 states require them, mostly low-performing. states. 

I have said it before and I was say it again: School grades are stupid. They are idiotic. Under Bloomberg as mayor, NYC had school grades for a few years. They were meaningless. The public school in my Brooklyn neighborhood was rated A one year; the Mayor and Joel Klein made a ceremonial visit to the school to congratulate the principal and staff. The next year it got a grade of F. Nothing had changed. Same principal, same staff.

If your child came home with a report card that had only one letter, you would be incensed. Why then should anyone accept a single letter grade for an institution with hundreds of staff and students and multiple programs?

School grades deserve an F. A truly dumb idea. No state should use them.

Education in Florida is a mess that is designed to benefit privateers and harm public schools.

 

Veteran educator Ann Cronin offers her plan to assess real student achievement. 

Skip the standardized tests and assess what students know and can do.

She shows how it can be done, saving every state and district millions now wasted on the testing industry.

Bill Phillis of Ohio writes:

School Bus
Cleveland Plain Dealer analysis of trends in test scores in HB 70 districts: NO IMPROVEMENT
The state takeover of school districts (HB 70 of the 131stGeneral Assembly) has caused chaos in school communities, fattened the wallets of consultants, but has not demonstrated improved test scores.
The federal government, via No Child Left Behind (NCLB), has created chaos in school communities throughout the nation. Every Student Succeeds Act (ESSA) is not much better than NCLB. The feds are attempting to run schools via NCLB and ESSA with no success. Some states like Ohio are also trying to run school districts with no success.
The feds need to help the states implement a system of education in accordance with each state’s constitutional provisions. In turn, the states need to help districts provide equitable and adequate educational opportunities and then butt out of local school management. Communities have far greater capacity to manage their schools than state and federal officials.
William L. Phillis | Ohio Coalition for Equity & Adequacy of School Funding | 614.228.6540| ohioeanda@sbcglobal.net| www.ohiocoalition.org
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Ed Johnson lives in Atlanta and fights daily against the malignant competition and punishment inflicted on the children of Atlanta by the school board and superintendent. He shares the philosophy of W. Edwards Deming, who taught the importance of collaboration and teamwork.

He wrote this post and sent it to the school board:

 

Cyberattacks and competition
I have been under cyberattack for nearly a year, now.
First, it was attempted blackmail to “expose” me by making public an old username and password I used once to visit an “unsavory” website some 25 years ago.  I hear this blackmail tactic is quite common, and successful.
 
Well, blackmail didn’t work on me, so then came invading my computer and encrypting all personal files and holding the encrypted files hostage pending my paying the one bitcoin (~680 USD) ransom demand before I would be given the decryption key.
 
Well, holding my personal files hostage for ransom didn’t work on me, so then on 18 Dec 2018, there suddenly came a great flood of email notifications from subscription and online services all over the globe thanking me for having signed up.  Fraudulent signups continue to occur at the rate of around six or so per day.  The aim of the bountiful fraudulent signups seems to be the gamble that, in the fog of hurriedly unsubscribing the many services, one is bound to click on a Trojan Horse disguised as an “Unsubscribe” link.
 
Well, fraudulent subscriptions haven’t worked on me, so two days ago, this happened: My receiving notifications of Diane Ravitch blog posts had been blocked at wordpress.com, for crying out loud!
 
For the first time, I felt panicky.  No Diane Ravitch blog posts?!!  No, that can’t be!
 
But in the end that didn’t work on me, either.  Not for long, anyway.
 
So I remain a happy camper.
 
Even so, I guess we will always have some folk who have been taught and deeply conditioned to compete “by any means necessary” to win at the expense of others.
 
Atlanta Public Schools Leadership (APSL; school board and superintendent) are pretty good at teaching and conditioning people, even young children, to win at the expense of others, when winning and losing is not at all necessary, as with their Race2Read competition, for example.
 
Just think, the many children innocently and trustingly pour themselves into reading, wanting to do their best, to be helpful, to contribute, only to have the APSL adults turn on them and declare ten reading winner kids (“Top Student Readers”) and to tell the thousands of other children they are the reading loser kids, even if that is not the reality, at all.  Because they show they utterly fail to understand variation, the APSL adults create reading winners and reading losers out of the children, arbitrarily and capriciously, and ignorantly.
 
The currently serving APSL have always shown that everybody cooperating to achieve a common goal is an extremely foreign concept to them.  As their Race2Read competition exemplifies, the APSL would rather have children, students, schools, parents and community members, and even school bus drivers, competing than cooperating and collaborating.
 
How unfortunate, here in the twenty-first century, some among the APSL keep practicing the regressive belief that competition motivates people and boosts morale and improves quality, as does, for example, school board member Cynthia Briscoe Brown opining in a school board meeting here (at 1:22:30 thru 1:24:56) that the new “Elite Bus Driver” program is a way of “boosting morale” among school bus drivers.
 
Now, tell me, what parents would want an inferior, second-rate school bus driver at the wheel of the school bus transporting their children?  Or an inferior, second-rate mechanic having worked on the school bus?  What might parents think or do if they knew the majority of both school bus drivers and school bus mechanics have been told, and have come to believe, they are the inferior, second-rate ones?
 
Intentions hold no water, here.  Again, we are in the twenty-first century and the APSL should be progressing into it, not regressing back out of it, by way of behaviorism and Taylorism.
 
One dimension along which the APSL should have already progressed further into this century is that of recognizing the unethical and immoral nature of arbitrary and capricious competition—such as the Race2Read competition and the Elite Bus Driver program—and simply not do it.
 
So, how many children made Race2Read competition losers will grow up to transfer, unconsciously, their learned reading loser position in life into a selfish coding and hacking practice of “winning” by cyberattacking others?
 
What?  Did someone just say such a matter can’t be measured so therefore can’t happen?
 
Really?

 
Ed Johnson
Advocate for Quality in Public Education
Atlanta GA | (404) 505-8176 | edwjohnson@aol.com
 

 

John Thompson says we used to disagree, but he has come around. My memory is not what it used to be, but I recall that he took issue with my use of the term “corporate reformers.” He used to think that the “reformers” were trying to help and just needed the hand of friendship extended to them. Now he thinks otherwise.

He knows that I tried to meet Bill Gates when I visited Seattle. My requests were always rebuffed. There are just so many times you can try without getting a message that the meeting will happen never.

He ponders in this post whether I hurt reformers’ feelings and whether I should care.

Ravitch acknowledged that “reformers say I am ‘mean’ or ‘harsh’ when I say that some ‘reformers’ have a profit motive or that their grand plans actually hurt poor minority children instead of helping them.” She had been told, “Bill Gates was very hurt by my comments about his effort to remake American education. He frankly could not understand how anyone could question his good intentions.” But Ravitch had never questioned his intentions, even though she “certainly question[s] his judgment and his certainty that he can ‘fix’ education by creating metrics to judge teachers.”

Ravitch confessed to being less worried about the Billionaires Boys Club’s feelings than their “constant repetition of the blatant lie that American public education is a failure.” She said, “Dear reformers, please know that I didn’t mean to hurt your feelings. I just wanted to let you know that your efforts to create a dual system of publicly funded schools turns back the clock to the shameful era before the Brown decision.”

And Ravitch “wanted you to know that your reliance on standardized testing is a grand mistake.” She opposed reforms mostly based on the edu-philanthropists’ theories, and wanted them to realize “your speculative plans are not ‘hurting the feelings’ of teachers and principals, they are ruining their careers, ruining their reputations, doing real and tangible damage to the lives of real people.”

John comments with his own insights:

Communicating with representatives of the nation’s elites, I learned that most of the pro-reform experts realized that something had gone terribly wrong. Although few agreed the huge body of evidence showing that their movement had taken terrible inner city schools and made them worse, most admitted that it had not produced very many positive changes. Some of the poorest students had been helped and others had been hurt. And reformers often knew that they had had far more success driving veteran teachers out of schools than in finding replacements.

I was not completely wrong in believing we could start a dialogue. A bipartisan coalition was making Oklahoma one of the first states to undo the worst education policy of the era: the use of test scores in teacher evaluations. But I was mostly wrong and Ravitch was right. The Billionaires Boys Club merely adopted a kinder, gentler public relations spin. Then, schools were further undermined by budget cuts, and the exodus of experienced teachers, leaving public education even more vulnerable.

So, we need a new round of the type of conversations that I’ve tried, while heeding Ravitch’s hard-earned wisdom.

 

We have recently heard from political candidates who claim they oppose “for-profit charter schools” but support “non-profit charter schools.”

What they don’t know is that this is a distinction without a difference. Many “non-profit charter schools” are managed by for-profit EMOs (Education Management Organizations). Some are theoretically “non-profit” but pocket big money on their lease agreements (paying exorbitant sums to lease their space from a real estate company who is owned by the charter owner).

Peter Greene explains here how non-profits make a profit. It is legal graft, in which entrepreneurs figure out how to profit from taxpayers’ money intended for students and teachers.

His article originally appeared in Forbes.

He writes:

There is such a thing as a business that specializes in charter schools and real estate. In some states, the government will help finance a real estate development if it’s a charter school, and in general developers have noted an abundance of cash. Though, as one charter real estate loan bond financier told the Wall Street Journal, “There’s a ton of capital coming into the industry. The question is: Does it know what it’s doing?” Many states have found a problem with charters that lease their buildings from their own owners as well.

Why such interest in charter real estate? One reason: the Clinton-eraCommunity Tax Relief Act of 2000 made it possible for funds that invested in charter schools to double their money in seven years. And the finance side can become so convoluted that, as Bruce Baker lays out here, the taxpayers can end up paying for a building twice– and the building still ends up belonging to the charter company.

Management Companies

Once you’ve set up your nonprofit charter school, hire yourself as a for-profit charter management organization. Over the last decade, there have been numerous examples of this arrangement, sometimes called a “sweeps contract,” where the charter school hands as much as 95% of its revenue off to a for-profit management organization. As with real estate, there have been instances where the school’s assets (books, furniture, computers, etc) have been ruled to be the property of the management company— so even if the school tanks, the organizers walk away with assets they can cash in.

 

Tom Ultican writes here about the billionaire takeover of Camden, New Jersey. It was easy. Working with Republican Governor Chris Christie, who was eager to have someone take responsibility for the schools in the state’s poorest district, the billionaires got what they wanted.

Camden was their plaything, their Petri dish.

Have they ended poverty yet?

 

This is a wonderful article that appeared in Education Week, written by Margaret Pastor, a veteran educator in Maryland.

When I started reading, I recoiled at the thought of giving standardized tests to babies in kindergarten. Disgusting. But keep reading, as I did (if you are a subscriber).

Many of us in education have deep misgivings about the role standardized tests play in our schools. As a principal, I’ve had a front-row seat to incidents that illustrate why we should be seriously concerned. Let me tell you about one of them.

A few years ago, an assistant superintendent approached me about the performance of my kindergarten teachers. He had looked at the school’s scores from a commonly used standardized test and had identified an underperforming kindergarten teacher.

He pointed out that in one of my four kindergarten classes, the student scores were noticeably lower, while in another, the students were outperforming the other three classes. He recommended that I have the teacher whose class had scored much lower work directly with the teacher who seemed to know how to get higher scores from her students.

Seems reasonable, right? But here was the problem: The “underperforming” kindergarten teacher and the “high-performing” teacher were one and the same person.

I had just two kindergarten teachers. They each taught one morning and one afternoon class.

The idea that I should have the “high performing” teacher coach her lower-performing colleague was suddenly very concerning to me, not to mention impossible. It was clear to me that I couldn’t use standardized tests to distinguish high-performing from low-performing teachers. And this incident fed the doubts that I already harbored about using those same tests-which are meant to be “scientific”-to measure student learning.

I am married to a scientist. He runs tests on plant pathology, analyzes the results, draws conclusions, and uses the results to develop solutions to the problems he studies. I am in awe of the tidiness of the whole process.

I, on the other hand, am an educator. At best, every child is an experiment of one. We test the children’s learning with admittedly limited instruments-standardized tests-that were never designed to be used as a standalone analysis. A lot of classroom time is dedicated to preparing for these tests and giving them. Results are affected by dozens of variables that we can’t control: illness, hunger, sleep deprivation, unfamiliar forms of a test, limited command of English.

It gets better and better but I have quoted as much as I can.

 

Readers of this blog are well aware of my views. When I have a chance to share them with others who are not readers, I grab that opportunity.

I was recently interviewed by Julia Travers of “Philanthropy Women.”

This is the interview.