Archives for category: Budget Cuts

Governor Tom Corbett’s budget cuts may have claimed their first victim.

Daniel Denvir writes:

“Sixth-grader Laporshia Massey died from asthma complications, according to her father, who says he rushed her to the emergency room soon after she got home from school on the afternoon of Sept. 25. He says Laporshia had begun to feel ill earlier that day at Bryant Elementary School, where a nurse is on staff only two days a week. This day was not one of those days.

“Daniel Burch, Laporshia’s father, is angry and wants to know whether Philadelphia’s resource-starved school district failed to save his daughter’s life.”

Every school should have a school nurse on duty every day, but Philadelphia has a $300 million deficit. The district has been under state control for a dozen years. The State Constitution says that maintenance of education is a state responsibility but Corbett does not agree with the state constitution.

This letter comes in response to a post by TeacherBiz, aka
Ani McHugh.

Dr. Ravitch, I worked for 29 years for NJEA and six for PSEA. I worked with local teacher associations in some
of the poorest cities in both those states (NJ and PA), including
Chester-Upland.

What is happening in CU is nothing short of a criminal assault on the poorest of the poor, led by politicians who have allowed the state to have a funding formula which penalizes
poor districts and then criticizes them for “failing.”

Corbett, a
former prosecutor, should himself be prosecuted for failing to
enforce the state constitution, which calls for a “thorough and
efficient” system of public schools. By contrast, New Jersey’s
Supreme Court forced the cowards in the legislature to fund poor
districts at the same level as the wealthy districts, with some
impressive results.

I love your work. And oh,
by the way, Ani McHugh is my daughter, of whom I am inordinately
proud.
Robert P. Broderick
Beverly, NJ

Two years ago, after the resignation of their superintendent, the Ogden, Utah, school board chose one of its own members to take over as the leader of the schools. Brad Smith, a lawyer, may be the only superintendent in the state who has never been a teacher and has no credentials.

This is innovative, for sure. Nations like Finland and Korea would never allow a non-professional to take over a leading role in the profession. It demeans all those who worked so hard to darn credentials.

Things did not go well for Superintendent Smith. Last spring, angry parents crowded into a meeting to complain about budget cuts, overcrowded classes, and layoffs for librarians (aka “media specialists”). Smith boasted that there had been more change since he took over than in the previous two decades, but a local university professor responded that students’ lives are harmed by too much disruption.

Smith managed to find the funding to retain 7 out of 20 media specialists, but parents worried that veteran teachers were leaving the district.

Some community members complained that the source of the budget shortfall was not teachers’ salaries but administrative bloat.

Despite community concerns, the board voted two weeks ago to renew Smith’s contract. The head of the Democratic Education Caucus was baffled by the superintendent’s bonus in a time of austerity.

She said: ““We’re hearing of classroom sizes of 38, and even as high as 45 in core classes,” she said, noting national recommendations were for 26 in a secondary class. Irvine also criticized Smith’s performance-based bonuses.

“Based on an article in the Standard recently, we discovered the superintendent has received bonuses in the last years upwards of $50,000 total. How can this be when this year librarians have been eliminated, teacher and staff assistants have been either eliminated or cut full time to part time?”

Clearly, Ogden has decided to utilize a business plan. The superintendent has no education background. Class size doesn’t matter. Librarians don’t matter. The voices of concerned parents are ignored. As long as those test scores go up, the school board will declare success. After all, trained seals can perform no matter how many are in the pool.

Bruce Baker is really ticked about Erik Hanushek’s new video promoting the “education crisis” and asserting that money is definitely not the answer.

Hanushek holds up Florida as a model and points to Wyoming and New York to make his point that money doesn’t matter.

Baker doesn’t agree, and he assembles data to make the following points:

*States with weaker unions (higher number in ranking, meaning lower union strength ranking), have systematically lower state and local revenue per pupil and less competitive teacher wages.

*States with weaker unions have systematically lower average NAEP scores.

*States with higher reformy grade point averages according to Students First, have lower shares of children in the public school system, and have lower average NAEP scores.

*Average NAEP scores are most positively associated with state and local revenue and teacher wage competitiveness.

*Standardized NAEP gains over time are most positively associated with shares of 3 and 4 year olds enrolled in school programs/pre-school.

*Standardized NAEP gains are also positively associated with Students First grade point averages. But, standardized NAEP gains are pretty strongly related to starting point. That is, states showing greater gains are generally those who started lower.

After following Jared Polis’s personal attacks on me on Twitter, Jersey Jazzman decided to examine what Polis has done in Congress. He is good on some issues, like gun control and the environment. But when it comes to fiscal issues, he favors tax breaks for corporations and the rich.

He praises Colorado’s SB 191, which bases 50% of teachers’ evaluations on test scores, which most researchers say is wrong. It is one of the most punitive corporate reform bills in the nation. I was in Colorado the day it was passed by the State Senate. The Colorado NEA asked to speak out against it, and I did. But the bill was introduced by young 32years old) State Senator Michael Johnston, ex-TFA, a fervent believer that teachers should be judged by test scores and should be fired or lose tenure if they couldn’t raise them.

Jersey Jazzman concludes thus:

Wealthy “liberals” who do not want to talk about inequality have found a useful issue in education “reform.” They can affect concern for the poor by pointing their fingers at teachers and their unions, deflecting the blame away from themselves. They can pretend that “college and career readiness” will lift the poor out of a system they themselves have benefitted from: a system that requires winners and losers. I don’t think Jared Polis wants to see anyone suffer. I don’t think Jared Polis likes poverty. But I do think Jared Polis would rather not reflect on the possibility that maybe his wealth was acquired at the expense of the working poor and the shrinking middle class, and that maybe we need to reform our government, our economy, and our markets with far more urgency than we need to reform our public school system. If wealthy, “liberal” reformers would finally start acknowledging this state of affairs, maybe we could have a significant, substantive conversation about the future of this country — and that would include education reform. It appears, however, that Jared Polis would rather just call the people who are trying to talk about education at a level beyond platitudes “evil”. –

See more at: http://jerseyjazzman.blogspot.com/2013/09/the-continuing-problem-of-wealthy.html#sthash.dXf6rMNo.dpuf

How many times have we read stories that Chicago faces a huge deficit? I can’t recall it was $600 million, or some other figure.

But the huge deficit, plus “underutilization,” gave Mayor Rahm Emanuel the change to make history:

He closed the largest number of public schools in history, at one fell swoop (50).

But now he is going on a spending spree, building new schools and pledging to spend at least $90 million for new construction and upgrades.

What happened to the budget crisis? Did the deficit disappear?

Were the schools really underutilized?

There must be a simple explanation.

Maybe a reader from Chicago can translate what this means.

I had a wonderful inaugural event in my book tour in Pittsburgh. It was organized by parent activist Jessie Ramey, who writes the blog Yinzercation, and union activist Kipp Dawson. It was co-sponsored by seven local universities, the Pittsburgh Federation of Teachers, and a galaxy of educational justice groups, including GPS (Great Pittsburgh Schools).

The audience included many elected officials, including the newly elected mayor, school board members, and Superintendent Linda Lane.

The event began with a long and fabulous set played on African drums by about 20 students, who seemed to range in age from 9-13 or so. They were great!

I spoke, then was followed by the Westinghouse high school marching band. They arrived with great vivacity, but their story was heartbreaking. This school, which produced a number of legendary jazz greats, has been decimated by budget cuts. The school’s jazz program was shut down years ago. Now the marching band has no instruments, and their uniforms are hand-md-downs. A speaker, Reverend Thornton, pleaded with the crowd, to make donations to help the band that has neither instruments nor uniforms nor a stable band director.

Anyone want to see the “crisis in American education”? Come see how the Commonwealth of Pennsylvania is denying a thorough and efficient education to the children of Pittsburgh. Especially the children of color.

As you may know, Michelle Rhee is holding three “teacher town halls” in which she and Steve Perry and George Parker talk to an audience who are allowed to submit questions.

George Parker was previously the head of the D.C. teachers union; he now works for Rhee.

Steve Perry, once a commentator for CNN, runs a magnet school in Hartford. Earlier this year in Minnesota, he spoke at a public forum and called unions “roaches” and accused teachers of being responsible for the “literal death” of children.

The first was held in Los Angeles, the second in Birmingham, and the third will be held in Philadelphia on September 16. (Ironically, I will be speaking in Philadelphia on the next night at the Free Library.)

G.F. Brandenburg, retired D.C. math teacher, explains here how the “teacher town halls” work.

Philadelphia is a great place to have a genuine conversation with teachers.

The governor cut the state education budget by $1 billion.

Thousands of teachers and other school staff were laid off last spring.

Many schools are opening without guidance counselors, social workers, teachers of the arts, basic supplies.

Teachers should try to attend Rhee’s “teacher town hall” and see what solutions the panel offers.

George Schmidt, who taught for many years in the Chicago Public Schools but was fired by Paul Vallas for releasing test questions, edits Substance News. Here is his analysis of Chicago’s perennial budget crisis:

Sorry this is very long, but I have a hunch that many people will want to know how the “austerity” lies that feed all those “necessary school closings” and teacher layoffs are created in the fictional propaganda offices of school districts across the USA — not just Washington D.C.

The “deficit” claims have to be reported (and accepted) as “fact” in order for the liars who are operating the “school reform” offices get away with all these attacks.

But: Let’s not give Michelle Rhee credit where she was only following a script that was previously written and perfected in — you’ll never guess — Chicago. As long ago as when Michelle Rhee was failing as a Teacher for America “teacher” and using masking (or duct) tape to maintain order in her classes, Chicago had perfected the process of “eternal austerity” in its education budgets. Every year (except one) during Arne Duncan’s term as “CEO” (2001 – 2008), Duncan held a press conference to announce that CPS was facing an enormous “deficit.” Duncan’s predecessors had been doing the same for a decade, concocting a “deficit” using what the former Board Secretary told me was their “magic number.”

That’s right — a “magic number.” According to Tom Corcoran, who first laid out the plan for me after his retirement, CPS officials would meet and decide what was needed to have a certain “deficit” (the “magic number”) and then arrange the preliminary numbers in the next year’s budget to create that “deficit.” Throughout the 1990s, the “magic number” every year was “$300 million!” That number then became a headline across the top of the front page of the Chicago Tribune, and was repeated endlessly until it was believed by everyone who was paying attention to the official version of reality.

Anyone familiar with a budget process knows how easily a “deficit” can be created in a future budge:

Overestimate expenses.

Underestimate revenues.

And this was the “Chicago Plan” from the days when MIchelle Rhee was still learning to “pass” her literature classes in high school thanks to Cliffs Notes.

Because the Chicago budget is projected for the next fiscal year, it’s difficult to challenge the magic number except based on history. The audited financial statements of Chicago’s public schools do not come out until six months after the end of the fiscal year, and that has been the first time the city has an accurate accounting of its school finances, since the lying about the magic number has been going on now for more than two decades.

Anyone interested can read the CAFR (the Comprehensive Annual Financial Report) of Chicago Public Schools, because they are public (by law) in December of each year. Unfortunately for the truth, the CAFR for a fiscal year comes out nearly two years after the BIG LIE of each magic number is created and spun to the public. Therefore, the CAFR for the current fiscal year we’re in in Chicago won’t be available until December (when it’s presented to the Board of Education members) and January (when we squeeze it out of CPS using the Freedom of Information Act). The FY 2013 CAFR will be available in December 2013, but FY 2013 ended two months ago, on June 30, 2013. And the Magic Number (another billion) was lied around and picked up by the corporate media in Chicago during the early months of 2012, during the first year of Rahm Emanuel’s Board of Education.

“Everyone” knows that Chicago’s public schools were facing a “billion dollar” deficit for the current fiscal year (FY 2014, July 1, 2013 through June 30, 2014). Everybody can read hundreds of stories from the past eight months in Chicago’s corporate media citing that figure. The New York Times repeatedly cited it, so, as most intelligent people knew, it HAD to be true.

BS.

The “Billion Dollar Deficit” was concocted the same way it always was, and then repeated over and over propaganda style in a way that would have been approved by the tyrants of the 20th Century.

One of the features of that “Billion Dollar Deficit” was that Chicago had “zeroed out” its “reserves.” That part of the big lie was part of the story told by Penny Pritzker and others on Rahm’s Board during that first year (leading up to the Chicago Teachers Strike of 2012). “Everyone” knew that CPS was facing a “Billion Dollar Deficit!” just by reading the newspapers and the quotes, from the Chicago Tribune through The New York Times. Blach Blachhhh Blahhhhhhh…

Suddenly, on July 24, 2013, CPS announced that its proposed budget had eliminated that Billion Dollar Deficit! — partly by “finding” more than $600 million in “reserves” it didn’t have. Of course, the July 24 report to the Board took place after Barbara Byrd Bennett and the Board had ordered the closing of 49 of the city’s real public schools (because of the need to save money because of that “Billion Dollar Deficit!”) and fired about 3,000 school workers (most of them, teachers) because everyone knew CPS was facing a “Billion Dollar Deficit!”

Anyone who wants to read the Power Point that shows how CPS “balanced” its new budget after telling the latest version of Magic Numbers for six months, with the help of the city’s (and nation’s) corporate media can go to the CPS Website:

http://www.cpsboe.org/meetings/meeting-videos/15

where there are videos of the presentations of the Board meetings.

In the third video, national readers can witness Tim Cawley, who currently serves as “Chief Administrative Officer” for CPS, and Barbara Byrd Bennett, who was brought to Chicago after helping destroy the public schools of Detroit, do a Power Point about that FY 2014 proposed budget. The public can also download that Power Point to have while watching the video of Cawley reading carefully from his scripts.

Cawley is just the latest in a long line of CPS officials who have presented the Magic Numbers with a straight face to an uncritical public.

Not one of the city’s corporate media noticed that a “reserve” that had been “zeroed out” supposedly 13 months earlier had not only fattened up, but reached a historic high — more than $600 million. And “everyone” who was reading the papers (including as I’ve said, The New York Times) knew that CPS had been facing a “Billion Dollar Deficit!”

The difference this year is that leaders of the Chicago Teachers Union began studying how CPS budgets in the room from which I’m writing this five years ago. We began, not with news clippings or CPS “Proposed Budget”, but with the CAFRs. Each year, we were able to track the same lies.

This year, as everyone read on the front page of The New York Times, the reason for the “Billion Dollar Deficit!” is the teacher pensions! And just in case The New York Times missed it, Tim Cawley repeated that over and over and over in his presentation the you can view on line.

But just so people reading this know, the New York Times reporters who did that front page story about the CPS “pension crisis” never called the Chicago Teachers Union or the Chicago Teachers Pension Fund to check the facts they were reporting — as “news” — from Rahm Emanuel and his allies and minions.

While it would be nice to say that Michelle Rhee was responsible for the “austerity” nonsense that drives all those teacher layoffs (and not, “pension reform”) and other “reforms” (close 49 “underutilized” schools, as in Chicago), as a matter of historical fact, one of the place that invented this whole scam was Chicago. Back when Michelle Rhee was honing her mendacity skills in elementary and high school.

Again:

All you need to reach a “Magic Number” for a “deficit” is to:

First: Underestimate revenues and

Second: Overestimate expenses…

And…

MOST IMPORTANTLY:Enjoy the services of a corporate media trained to treat a quote from an authoritative “source” (Michelle Rhee; Tim Cawley; Jean-Claude Brizard; Barbara Byrd Bennett) as if it were a “fact” even when the facts contradict the words oozing out of the mouth of the latest talking heads of “school reform.”

But you don’t have to believe me. Just read that front page story in The New York Times from a month ago about how Chicago’s schools will be broke because of the high price of all those teacher pensions. Here we go again…

While the adults struggle over the future of education in Bridgeport, Connecticut, the students are tested and tested and their voices are seldom heard.

This student’s voice will be heard, thanks to Jonathan Pelto.

The student feels buried in a deep hole while adults keep shoveling dirt on him.

Today is Election Day for the school board in Bridgeport. Time to elect those who extend a helping hand, not a test or a shovel full of dirt.