Archives for category: Charter Schools

New Hampshire reluctantly accepted federal money to open new charters. The reluctance occurred when Democrats were in charge of the legislature. Once Republicans captured control of the legislature, the reluctance disappeared. Governor Sununu selected a home-schooling parent as state commissioner of education, and New Hampshire is now all in for vouchers and charters.

But New Hampshire can’t escape certain inevitable problems that accompany school choice:

First, sending public money to private schools does not improve education; in fact, it weakens the public schools, attended by the vast majority.

Second, vouchers always cost more than was predicted.

Third, most vouchers will be used by kids already attending private schools.

Fourth, many charter operators are more interested in money than in the hard work of education.

New Hampshire is now going through the throes of a charter school closure. Four other new charter schools in the state have closed.

New Hampshire Public Radio reported:

A charter school in Exeter is closing less than two years after it opened, as former school officials face an ongoing investigation for alleged embezzlement and fraud.

“We tried everything that we could to save the school but sadly, the obstacles were insurmountable,” Jennifer Roopenian, the current chair of the Coastal Waters Chartered Public School board of trustees, told NHPR via email on Sunday.

Roopenian said the board learned of another “financial discrepancy” last week, and “despite our attempts to find a solution, the board had to make the heartbreaking decision to close the school.”

The development comes as the Exeter Police Department is pursuing two investigations into former officials associated with the school, which served students from kindergarten through 12th grade. One investigation involves alleged tampering with a public record; the other involves alleged embezzlement. State agencies, including the New Hampshire Attorney General’s office and New Hampshire Department of Education, say they are also communicating with the police about the allegations but declined to give more details.

Coastal Waters Chartered Public School opened in 2022 with a mission inspired by Waldorf teaching, which focuses on arts, nature and creativity. But some parents say there were red flags that the school was in trouble early on, and no one — the state, or the school board of trustees — was providing proper oversight to ensure its success.

By this winter, the school had lost more than half its student population since its opening year.

“They sold a really good story about the Waldorf method, about how kids would be learning in traditional ways as well as Waldorf ways,” says Stephanie Carr Thomas, a former Coastal Waters parent who pulled her children out of the school in 2022. “But that’s not what happened.”

Coastal Waters Chartered Public School is one of a handful of charters that have opened in New Hampshire amid increased funding and a growing interest in school choice. Charter schools are approved by the State Board of Education and receive funding directly from the state, about $9,000 per student. In 2022, Coastal Waters also won a $1.36 million federal grant as part of the New Hampshire Department of Education’s charter school expansion initiative.

Nicole Mazur, a former Coastal Waters parent and board member, said the school’s alternative vision drew families who couldn’t afford private school but wanted more personalized, outdoor-based education for their kids. And at the beginning, she said, many parents tried to help the school succeed.

“There were people wanting to help and volunteer, and helping to work out whatever kinks there were, just saying: ‘Tell me where to be and I’ll be there, and we’ll help,’’’ Mazur recalled. “There was a lot of excitement and positivity.”

But she said that excitement quickly gave way to concerns about the school’s facilities and finances…

In late 2022, Mazur and several other parents quit the board of trustees and pulled their kids out of the school, citing concerns about their children’s well-being and lack of financial transparency by the board chairman and treasurer, William Libby. Libby did not respond to NHPR’s request for comment.

Reports from both the state and the school show that enrollment continued to shrink over the last year, from 128 students in 2022 to 47 students as of last week…

Some Coastal Waters families say it’s unclear what power the education department has in its own investigation. The department’s misconduct investigations typically involve licensed individuals who have violated the educator code of conduct or code of ethics. But some former Coastal Waters officials didn’t have New Hampshire educator licenses to begin with.

The state requires charter schools to ensure at least half of its teaching staff either hold state certification or have three years of teaching experience. Roopenian, the current Coastal Waters board chair, said the school’s most recent teaching staff met those requirements.

Jesse Peloski, who withdrew his children from Coastal Waters in late 2022, said he worries the mechanisms for reporting and monitoring concerns about charter schools are “potentially very broken.”

“There is a huge desire for alternatives to public schooling,” he said. “But there’s also a huge opportunity for exploitation there.”

Jeff Bryant, independent education journalist, writes here about two federal education programs with disparate goals. One is the relatively small Community Schols Program, which aims to build and strengthen communities, and the other is the Charter Schools Program, which is wildly overfunded and which divides communities. His article appears on the website of the Independent Media Institute; it was originally published by The Progressive.

Bryant writes:

The Department of Education has separate grant programs for funding either charter or community schools; the latter provides money for what schools and families really need, the former, not so much.

[This article was produced by the Progressive. Read the full article here.]

Two education-related grant programs operated by the U.S. Department of Education—both of which dole out millions in federal tax dollars for educating K-12 children every year—present two opposing truths about government spending on public education: that it can be wasteful and misguided, or innovative and informed.

The first program enjoys the significant backing of industry lobbyists and wealthy foundations, and allows private education operators—some that operate for-profit—to skim public money off the top. It also adds to racial segregation in public schools, and squanders millions of dollars on education providers that come and quickly go, or simply fail to provide any education services at all.

The second program helps schools expand learning time and opportunities for students, especially in high-poverty and rural communities; promote parent engagement; encourage collaboration with local businesses and nonprofits; and become hubs for child- and family-related services that contribute to students’ health and well-being.

These strikingly different outcomes result from two different intentions: the first program’s goal to promote a type of school that is vaguely defined versus the second’s goal to expand a way of doing school that is supported by research and anecdotal evidence.

The first grant program is the Charter Schools Program (CSP), which funds privately operated charter schools and their developers and advocacy organizations. The program, started during the Clinton Administration and greatly expanded during the Obama years, gives money directly to charter schools and to state education agencies and charter school-related organizations to distribute to new, existing, or proposed charters.

In October, the National Alliance for Public Charter Schools, the nation’s top lobbyist for the charter school industry, hailed the federal government’s release of $572 million in taxpayer dollars from the CSP, calling the money “the most essential funding to enable the existence of public charter schools.”

In New Mexico, local press outlets reported that a $52 million CSP grant went to a charter industry advocacy group called the Public Charter Schools of New Mexico, which in turn would award subgrants to individual charter schools. One reporter quoted the group’s leader who said, “There was a large application with several requirements in there. And we were scored based on, you know, how well we met the requirements and a peer review process.”

In Idaho, Idaho Ed News reported about the $24.8 million CSP grant going to Bluum, which the reporter called “a nonprofit charter support organization.” The grant is to be used “to grow and strengthen Idaho’s charter school network,” the article said.

Maryland’s top charter school industry booster, the Maryland Alliance of Public Charter Schools, celebrated its $28.7 million CSP saying it would provide “subgrants to open new charter schools and/or replicate and expand charter schools.”

Not all CSP grants went to advocacy groups. The largest—totaling $109,740,731—went to the Indiana Department of Education. According to Chalkbeat, one out of three charter schools in Indiana have closed since 2001.

A 2019 analysis conducted by the Network for Public Education, a pro-public schools advocacy group, found that over its lifespan CSP has wasted as much as $1 billion on charter schools that never opened or opened and quickly closed.

Another CSP grant of $37,579,122 went to the Minnesota Department of Education. In Minnesota, courts have grappled for years with the question of whether racial imbalances in public schools, caused to a great extent by the expansion of racially segregated charter schools, violate the constitutional right of students of color to receive an adequate education.

Other CSP grants went to credit enhancement for charter school facilities, essentially giving public money to real estate development firms and investment companies that finance and build new charter schools.

[…]

Read the rest of this article on the Progressive.

Jeff Bryant is a writing fellow and chief correspondent for Our Schools. He is a communications consultant, freelance writer, advocacy journalist, and director of the Education Opportunity Network, a strategy and messaging center for progressive education policy. His award-winning commentary and reporting routinely appear in prominent online news outlets, and he speaks frequently at national events about public education policy. Follow him on Twitter @jeffbcdm.

Guess what? Another massive scandal involving virtual charter schools. Not ho-hum because the money skimmed off is a lot: $44 million. The U.S. Attorney for the Southern District of Indiana said it was the biggest fraud case he had handled.

If you recall, the biggest virtual charter school fraud case ever happened in California, where the A3 charter chain skimmed off hundreds of millions of dollars. In Pennsylvania, Nick Trombetta, founder of the Pennsylvania Cyber Charter School, was sent to prison in 2018 for 20 months for fraud. Steven Ingersoll, the optometrist who founded four virtual charter schools in Bay City, Michigan, received a prison sentence of 40 months. And who can forget Ohio’s ECOT Man (Electronic Classroom of Tomorrow), who collected $1 billion from the state over 20 years, gave lots of campaign donations, but declared bankruptcy when the state auditor asked him to refund millions for phantom students?

We know all this. We know that students in virtual charter schools get low scores, have low graduation rates, collect generous public funding, but the money keeps flowing. Why?

New story: Indiana.

A federal grand jury returned indictments against the operators of two online charter schools in Indiana, the Indiana Virtual School (IVS) and the Indiana Virtual Pathways Academy (IVPA). The operators inflated their enrollments to collect state monies. Each defendant faces 10-20 years in federal prison for each count if convicted. The charges are conspiracy to commit wire fraud, wire fraud, and money laundering. The group received over $44 million from the state. Most of the students either never attended the schools or left but remained on the rolls.

FOX 59 in Indianapolis reported:

INDIANAPOLIS — Officials with the U.S. Attorney’s Office for the Southern District of Indiana released more information about a recent indictment brought forward in a multi-million dollar education-related fraud scheme.

According to the office, three men were officially indicted in relation to the scheme, including:

  • Tom Stoughton, 74, a Carmel resident who was indicted on 16 counts of wire fraud, 57 counts of money laundering and one count of conspiracy to commit wire fraud
  • Phillip Holden, 62, a Middletown resident who was indicted on 16 counts of wire fraud and one count of conspiracy to commit wire fraud
  • Percy Clark, 81, a Carmel resident and the former superintendent of Lawrence Township schools, who was indicted on 16 counts of wire fraud, 11 counts of money laundering and one count of conspiracy to commit wire fraud.

In addition, officials said that 61-year-old Christopher King, a Green Fork resident, pleaded guilty to one count of conspiracy to commit wire fraud.

According to previous reports, officials allege that the individuals named in the indictment received more than $44 million in funding from the Indiana Department of Education to operate two online charter schools: the Indiana Virtual School and the Indiana Virtual Pathways Academy.

Officials said that IVPA was an offshoot of IVS that was created in 2017 so IVS could avoid losing its charter with Daleville Community Schools. This comes after IVS reportedly received an F grade from the Indiana Department of Education.

The individuals listed in the indictment reportedly used fraudulent enrollment reporting methods to receive funding from the state that they were not owed nor supposed to be eligible for.

Between 2016 through 2019, the defendants submitted false numbers for more than 4,500 students they knew were not attending either school in order to receive state tuition reimbursement.

”The members of the conspiracy falsely claimed thousands of students were enrolled even though those students were not attending classes or receiving services,” Zachary Myers, the U.S. Attorney for the Southern District of Indiana, said.

The court documents state that the school did not unenroll students even if they were inactive, and reportedly pushed incomplete student applications through the enrollment process, both of which increased the enrollment numbers. This included students who had dropped out or those who never completed their application process, as well as students who never logged in for classes. It also included students who never knew they were reenrolled….

The two schools reportedly paid the state funds to fraudulent for-profit companies, the U.S. Attorney’s Office for the Southern District of Indiana claims. The companies were reportedly controlled and/or operated by Stoughton and the money was funneled through the companies to pay millions of dollars to Stoughton, Clark, King and others.

Myers said the defendants used the funds to purchase vehicles and boats, as well as pay for private school tuition. 

Herbert Stapleton, a special agent in charge with the FBI in Indianapolis, said that the cooperation with other agencies, including the State Board of Accounts in Indiana, was integral in starting this investigation and uncovering the potential fraud. 

Stapleton said that this case was “extremely complex,” including hundreds of thousands of records potentially relevant to the case that were analyzed and categorized. This included hundreds of interviews with fraudulently enrolled students and their parents, including an interview with parents whose student died but was still fraudulently enrolled at the school.

Tim Slekar has been active in the fight against privatization of public education for more than a decade. He has created videos, written articles, posted on blogs, and recently he has run a regular radio show. He’s always fighting for public schools, teachers, and students against the long and ugly arm of corporate reform.

He writes:

Dear Advocates for Democracy and Education,

As BustEDpencils expands to a daily radio show on Civic Media, we’re not just talking about education; we’re championing the cornerstone of a healthy democracy—robust public schools. Our show is a clarion call to defend and rejuvenate public education, the bedrock of informed citizenship and democratic engagement.

By tuning in daily, you’re not just listening; you’re actively participating in safeguarding our public schools. Each episode is a step towards a more informed, democratic society, where public education is celebrated and protected as a vital public good.

And we’re not stopping at the airwaves. We’re planning to bring the heart of our message into your communities with live appearances. These events will be more than just talks; they’ll be rallies for public education, celebrating its critical role in maintaining a thriving democracy.

Join this urgent mission. Tune in, engage, and prepare to welcome us into your community. Together, let’s ensure that public education remains a pillar of our democratic society.

In Solidarity for Public Education and Democracy,

Tim and Johnny

P.S. Every listener, every conversation, every community we visit is crucial in our fight to preserve and enhance public education. This journey is about more than just a radio show; it’s about nurturing the very roots of our democracy.

Timothy D. Slekar PhD
412-735-9720
timslekar@gmail.com
https://civicmedia.us/shows/busted-pencils

Leonie Haimson is a tireless advocate for better public schools and reduced class sizes. She leads a small but powerful organization called Class Size Matters. I am a member of her board (unpaid, of course, as she is).

CSM is powerful because Leonie is tireless. She attends meetings of the City Council, the Panel on Education Policy (I.e., the Board of Education); she testifies at City Council hearings and goes to Albany to testify when the education committees meet. She finds lawyers to work pro bono and files lawsuit to seek more funding for the schools. She works with parent groups to support or oppose the latest decision by the mayor. She meets with elected representatives. She writes op-Ed’s for the local press. She almost single-handedly collapsed Bill Gates’ inBloom, which hoped to collect personally identifiable information about every student in every state. She scrutizes the budget of the NYC public schools, even more intensely than those who are paid to do it. She once blocked a bad deal that saved the city $600 million, by exposing the sordid record of the contractor.

The elected officials in Albany are now considering whether to renew mayoral control of the public schools. Michael Bloomberg persuaded the Legislature to give him control soon after he was elected in 2001. He promised all sorts of miraculous improvements. He would be accountable, he said.

Leonie testified recently at a hearing on mayoral control and explained that mayoral control did not increase accountability. In fact, it decreased accountability. No one listened to parents. One of Bloomberg’s chancellors (his second, who lasted only 90 days) mocked parents who expressed their grievances at a public hearing.

The mayor hired a lawyer with no experience in education to be the schools’ chancellor. He did not trust educators and surrounded himself with people from the corporate sector.

The mayor had a majority of appointments on the city’s “Panel on Education Policy,” a toothless replacement for its Board of Education. When the members of the Panel threatened to reverse one of his decisions, he fired the disobedient appointees on the spot and replaced them with others who served his wishes.

The mayor could do whatever he wanted, regardless of the views of teachers, parents, students, communities. Beloved public schools that served the neediest of students were closed and replaced with small schools that did not accept the neediest of students. He opened scores of charter schools that were free to reject or exclude students they did not want, then crowed about their test scores. (Now a private citizen, Bloomberg continues to give hundreds of millions to charter schools; no big deal for him, as his assets exceed $60 billion).

Leonie stands on a solid foundation of knowledge, experience, and persistence. Sometimes I think she wins battles because the electeds don’t want her to pester them anymore.

She is the undisputed champion of reduced class sizes.

More power to her!

John Thompson, a historian and retired teacher in Oklahoma, reviews the stalemate in education in the Sooner State. The cause: a state superintendent who will not abandon failed reforms.

He writes:

As School Superintendent Ryan Walters ramps up his attacks on public education, resisting his false, rightwing agenda has become Oklahoma educators’ top priority. While we need to unite and put the school reform wars of the last two decades behind us, the lessons of corporate reforms must be remembered. As Walters puts the doomed-to-fail, test-to-punish No Child Left Behind Act of 2002 (NCLB) “accountability” mandates on steroids, I’ve tried to be as diplomatic as possible in reminding educators how and why data-driven, competition-driven “reforms” did so much damage. Reading the Tulsa World editorial, “Current Public Accountability Systems Always Leaving Kids Behind” by Bixby Superintendent Rob Miller, brought me back to a time when I was one of many educators trying to reason with corporate school reformers. Then I read Peter Greene’s “VAM: Why Is This Zombie Policy Still Around?, and I was reminded of the history of so many Oklahoma administrators failing to push back against the Billionaires Boys Club.

My favorite memories of Rob Miller was when he pulled no punches in telling legislators the hard truths about NCLB. Miller is still candid about it, illustrating education’s “gap between those who make policy and those who suffer the consequences.” Research made it clear that “standardized tests are unreliable indicators of school quality,” and “nothing more than an elaborate sorting and labeling system.” Non-educators dismissed the experience of teachers, concluding they were “just falling back on excuses about student poverty, adverse childhood experiences, teacher shortages and unstable families.”

Miller recounts the loss of “recess, music and arts, field trips, class discussions and reading books for pleasure when we need to get these kids proficient at bubbling correct answers on multiple-choice tests.” He then writes:

Who cares if a 10-year-old learns to hate school because he’s been retained in third grade and his days are now filled with worksheets, practice tests and repetitive drill-and-kill curriculum in place of projects, puzzles and hands-on activities which nurture his natural curiosity and develop thinking skills? Suck it up, kid!

In my experience, the overwhelming majority of education leaders knew that test-driven accountability would inevitably lead to “tedious, time-wasting, high-pressure, spirit-killing, highly scripted instructional programs.” But few would go on the record about the harm done by focusing on test scores, as opposed to improving learning. And few of them were as eloquent as Miller when standing up for students.

Then, I read Peter Greene’s summary of what I believe was the worst of the worst corporate reform mandate, Value Added Models (VAMS). When the Billionaires Boys Club” saw the way that NCLB wasn’t working, they blamed Baby Boomers for accepting “Excuses!” and targeted individual educators, using invalid and unreliable algorithms to punish and replace veteran teachers with 23-year-olds they could train. I will always love President Obama, but his Race to the Top was even more destructive than NCLB. Virtually every educator and student above 2ndgrade were held accountable for increased “outputs.”

Greene first explained the inherent flaws in VAMS, doing an intensive analysis of the model’s flaws for teacher evaluation, and surveys documenting teachers rejecting them. He also wrote:

We used to talk about this a lot. A. Lot. But VAM … has departed the general education discussion even though it has not departed the actual world of education. Administrators still brag about, or bemoan, their VAM scores. VAM scores still affect teacher evaluation. And VAM scores are still bunk.

And that leads to what may be the most disturbing aspect of Greene’s piece for states like Oklahoma. He reviewed a range of studies around 2014 and 2015 that made the overwhelming case for abandoning the use of VAMs for accountability purposes. Since Ryan Walters has said he’s been consulting with the architects of the Houston IDS regarding a plan for taking over the Tulsa Public Schools, the most relevant and frightening research Greene cites for Oklahoma document the destructive role that VAMs played in Houston.

Reading Superintendent Miller’s and Greene’s work makes me, once again, rethink my efforts to persuade administrators and politicians to reject test-driven accountability. I worry that education leaders will revert back to the “culture of compliance,” and obey Walters’ demands. I keep remembering the time when one of the nation’s top experts, John Q. Easton of the Chicago Consortium on School Research, came to Oklahoma City and explained why it is impossible to improve schools without first building trusting relationships, and warning about untrustworthy accountability metrics. Afterwards, in the parking lot where administrators were more likely to feel free to speak their minds, the OKCPS’s top researchers agreed, but warned that the new types of tests resulting from NCLB (with Criterion Based Tests replacing Norm Referenced Tests) would completely corrupt our data.

Then, we had an agreement with MAPS for Kids volunteers that the OKCPS would be clear in telling teachers that their job was teaching to state standards, not standardized tests. When NCLB was implemented, however, I was in the meeting where top administrators recalled years of ridiculous mandates and then jolted us all by saying the district had no choice but to expand high-stakes testing. I was the only one who pushed back. A smart, sincere, veteran administrator replied, “John, I always say you don’t make a hog bigger by weighing it. But this is politics. We have no choice.”

On the state level, I joined an informal committee with superintendents trying to draft NCLB policies that would be less destructive. I was tasked with studying the Ohio standards. Because it was then a swing state, Ohio was granted the most freedom to get around the most destructive accountability mandates. The thought was that NCLB’s worst aspects would not survive the 2004 elections, so we sought to kick the ball down the field until evidence-based policies returned!?!?

So, I kept trying to be diplomatic, bridging differences with both – corporate reformers who would not reconsider their ideology-driven mandates and educators who felt they had to comply with those mandates. On one hand, unity is more important when our democracy – not just public education – faces existential threats. On the other hand, discussing these historic facts could be a unifying force. After all, so many of today’s teachers and parents have experienced the damage done by test-driven, competition-driven schooling. I suspect that many of them would appreciate a discussion of the history of those failures.

The 21st century is full of hard truths about the way that the holistic instruction students need for a better future was undermined. And then came Covid, and then came the Moms for Liberty. Reading Rob Miller and Peter Greene, and the science they present, is convincing me that I also must learn from failures to openly oppose corporate school reforms, in addition to fighting back against fanatics like Ryan Walters.

By the way, Walters just announced his plan to create a “one-stop shop” for teacher training, development and financial services. He unexpectedly ended the state’s relationship with:

The three organizations, which have wide membership throughout the state are the Oklahoma State School Boards Association (OSSBA), the Cooperative Council for Oklahoma School Administration (CCOSA) and the Oklahoma Public School Resource Center (OPSRC). In a news release, Walters said without providing examples that the three organizations “work in tandem with national extremist groups that seek to undermine parents, force failed policies into the schools, and work against a quality education in Oklahoma.”

The Cooperative Council for Oklahoma School Administration responded, “Last year, over 5,400 educators attended CCOSA’s professional development events to serve those members, focusing on topics such as school finance, special education law and teacher evaluations.” The OPSRC did not reply, but apparently, Walters broke ties with them because they hired a former district superintendent, April Grace, who was his Republican opponent for state superintendent. Before education leaders try to cooperate with Walters in order to avoid his full fury, they should remember that the OPSRC is funded by the Walton Family Foundation and other philanthropies that support corporate school reforms! That’s one more reminder that revenge, not school improvement, is his focus.

Thom Hartmann continues to amaze me, with his steady production of powerful articles. This one is especially important for the readers of this blog, whose primary purpose is to strengthen and protect our public schools.

Thom Hartmann writes:

In 1776, British economist Adam Smith published The Wealth of Nations, a book that laid out the principles that modern economies have operated under for centuries (with the exception of the Reagan Revolution years of 1981-2021). In addition to arguing for a strong domestic manufacturing base and high taxes on the wealthy, Smith pointed out that one of the things that most directly constitutes the wealth of a nation is its educated workforce and well-informed populace (as a result of that education).

From Thomas Jefferson creating the first tuition-free American college (the University of Virginia), to Horace Mann’s advocacy of public schools in the late 19th century, right up until 1954, this was an uncontroversial position. It’s why every developed country on Earth has a vibrant public school system and — with the exception of the US since Reagan ended free college in California — most developed countries offer free or near-free college to their citizens.

But in 1954, the US Supreme Court upset the education apple cart by declaring in their Brown v Board case that “separate but equal” schools, segregated by race, were anything but “equal.” That decision fueled two movements that live on to this day.

The first was the rightwing anti-communist movement spearheaded by the John Birch Society, which was heavily funded back then by Fred Koch, the father of Charles and David Koch. They put up billboards across the country demanding that Americans rise up and “Impeach Earl Warren,” who was then the Chief Justice of the Supreme Court, for requiring “communist” racial integration of our schools.

The second was the private, all-white “academy” movement that has morphed over the years into charter schools and the “school choice” movement of today. It received a major boost when the white supremacist co-founder of neoliberalism, Milton Friedman, published a widely-read and influential article in 1955explicitly calling for what he called “education vouchers” to fund all-white private schools to “solve the national crisis” the Court had created.

In 1958 when the Virginia Supreme Court went along with the US Supreme Court’s Brown v Board decision and ordered that state’s schools desegregated, the governor shut downevery public school in the state. Prince Edward County’s schools were still closed in 1964, when they were finally ordered to open by the courts.

Hundreds of “segregation academies” opened across the South; in Mississippi, for example, 41,000 white students left public schools to attend these academies in just the one year of 1969. Parents had to pay the tuition themselves, but they were willing to do so to avoid their children having to interact with Black, Hispanic, or Asian kids.

The turning point for the Republican Party was 1964, when President Johnson and a Democratic Congress passed and signed into law the Civil Rights Act. Shortly thereafter, one Southern Democratic politician after another changed party affiliation to the GOP so they could continue to argue against “forced integration” of public schools.

The Republican war on public schools burst into the open with the Reagan Revolution, when Education Secretary Bill Bennett oversaw a 30 percent cut in federal aid to public schools following Reagan’s promise to abolish the Department altogether. Every Republican running for president since has made a similar promise or claimed the need to end the Education Department.

Bill Bennett wasn’t shy about explaining why it was necessary to gut public schools, after the Supreme Court had ordered they must be racially integrated. Bennett wanted to privatize public education — as did Trump’s former Education Secretary, billionaire Betsy DeVos — and is probably most famous for his statement that gives us a clue as to why this idea of ending public education is so persistent in the GOP:

“If you wanted to reduce crime,” Bennett said on the radio, “you could, if that were your sole purpose; you could abort every Black baby in this country, and your crime rate would go down.”

LISTEN NOW · 0:17

Could it be that it’s all about keeping white children away from Bennett’s Black babies? Is simple racism what’s animating the GOP’s antipathy toward public education?

One clue is that the idea of ending public education in America goes back even farther than Bennett or Reagan to a single moment and a single court decision. 

When I was born, in 1951, Republicans loved public schools. Republican President Dwight Eisenhower led the charge to build gleaming new public schools all across the United States: I attended one, as did perhaps a majority of my generation.

But then came the Supreme Court, with their Brown v Board decision.

In 1957, President Eisenhower ordered the Little Rock, Arkansas, public schools desegregated. The “Little Rock Nine” — nine Black children trying to desegregate Little Rock Central High School — became nationally famous when Governor Orval Faubus prevented them from entering the school that fall, provoking Eisenhower to call up federal troops to escort the children to class.

Faubus called a referendum — an election — and the good citizens of Little Rock voted 19,470 to 7,561 to shut down their entire school system rather than comply with Eisenhower’s order. That, in turn, led back to the Supreme Court, which, in the fall of 1958, ruled unanimously in Cooper v Aaron that the Brown v Board desegregation order was, in fact, now the law of the land for public education.

In response, whites-only private schools and “academies” began springing up across the nation, many run by all-white churches. (Jerry Falwell tried, in 1966, to open an all-white school; in 1980 he became Reagan’s main advisor on merging the white supremacist faction of evangelical Christians — also triggered by Brown v Board — into the GOP.)

Thus, in 1958 the governor of Virginia closed all the public schools in racially mixed Warren County, Norfolk, and Charlottesville; Prince Edward County’s public schools remained closed for a full five years.

While that’s the foundational history of what has become the GOP’s war on public education, for most of the past 40 years Republicans have merely claimed vague libertarian principles when they try to explain what they ironically call “school choice.”

It wasn’t until Donald Trump gave them permission — and showed them how politically potent it could be — to unleash their inner racists that the GOP went public with overt white supremacy as a core value for the party.

While Critical Race Theory (CRT) was a little-known 1993 analysis of structural racism pioneered by Kimberlé Crenshaw and Derrick Bell taught only in law school, rightwing influencer Christopher Rufo popularized the term with an appearance on Tucker Carlson’s Fox “News” show.

From there, it echoed around the GOP for a few months before catching fire across rightwing hate radio, podcasts, and Fox. Pretty soon white supremacist militia members were showing up at school board meetings threatening members that “we know where you live.”

Republicans anxious to stoke the fears of their white racist base began inveighing against teaching CRT in public schools — even though such a thing had never happened — and passing laws so loosely worded as to bar any meaningful teaching or classroom discussion of America’s racial history.

All-white private schools funded with taxpayer dollars have become the darlings of Republicans. In most cases these schools don’t need to flout the law by declaring their segregated status: Black, Asian, and Hispanic parents most often simply aren’t interested in enrolling their children in schools that proudly proclaim they will not allow a drop of “CRT,” true American history, or real science education in their classrooms.

The issue of privatizing public schools came up in Arizona in 2018 with a statewide ballot initiative that would extend free school vouchers to every student in the state: it was defeated by voters by a 2:1 ratio. Writing for The Arizona Republic, columnist Laurie Roberts was unambiguous in her description of the state’s voters’ horror at the ballot initiative:

“Actually, they didn’t just reject it. They stoned the thing, then they tossed it into the street and ran over it. Then they backed up and ran over it again.”

Republicans in the heavily gerrymandered state, though, didn’t much care about the will of the voters. Appealing exclusively to their white racist “Christian” base, they pushed what was essentially that same proposal through the GOP-controlled state legislature and it was signed into law last year by Republican then-Governor Doug Doocey.

In giving every student in the state the ability to opt out of public education with a taxpayer-funded voucher, Doocey established a new benchmark in the war against racially integrated public schools that was matched this year by Florida, Arkansas, Iowa, and Utah.

Legislation to gut public schools and replace them with vouchers for private schools have failed in six states so far (Georgia, Texas, IdahoVirginiaKentucky, and South Dakota), but Republicans are not letting go. This year voucher bills were introduced in at least 24 states.

The fact that most of the nation’s public school teachers are union members has given Republicans another good reason, in their minds, to do everything possible to destroy public schools. As Trump’s former Secretary of State Mike Pompeo claimedlast year, in the minds of Republicans the American Federation of Teachers’ President Randi Weingarten is “the most dangerous person in the world.”

Republicans also love the fact that voucher programs mostly subsidize upper-income families, while educationally ghettoizing the children of low-income parents. Vouchers almost never cover all the costs of attending a private school, so they primarily serve as a government handout to the mostly upper-middle-class white families who already wanted to send their kids to today’s version of the segregation academies.

Once the public schools are largely dead, Republicans will begin lobbying to “reduce spending” by cutting the amount allocated for the vouchers, locking the emerging two-tier status of publicly funded education into place.

For the moment, though, private schools are a booming industry as a result of the GOP’s embrace of Friedman’s vouchers. In Florida, for example, they have virtually no rules or standards for the over-one-billion-dollars the state shovels into its private schools: while public schools must disclose their graduation rates, how they spend their money, and let anybody examine their curriculum, private academies have no such rules in many Republican-controlled states, even though they’re receiving public monies.

Many private schools across the country operate with untrained and uncertified “teachers,” have no clear standards for graduation, and refuse to teach “controversial” subjects like evolution, climate science, and the racial history of America.

Which brings us to organized religion, the other recipient of big bucks because of the school voucher movement. Schools affiliated with churches are now raking in billions every month across the US, and Republicans — who continue to push for unconstitutional things like mandatory public school prayer — pander daily to fundamentalists who don’t want their kids exposed to science or history.

Six corrupt Republicans on the Supreme Court legalized this practice of shoveling taxpayer funds to churches and religious schools in their notorious Carson v Makin decision last year. As Justice Sonya Sotomayor wrote in her dissent:

[In just five short years this Court has] “shift[ed] from a rule that permits States to decline to fund religious organizations to one that requires States in many circumstances to subsidize religious indoctrination with taxpayer dollars.” This decison “continues to dismantle the wall of separation between church and state that the framers fought to build.”

Which is exactly what the GOP wants. As SenDem recently wrote for Daily Kos:

“Laura Ingraham claimed that ‘a lot of people are saying it’s time to defund government education or at least defund it by giving vouchers to parents.’ Fox’s Greg Gutfeld similarly declared that private school vouchers are needed because public schools are ‘a destructive system’ and described teachers as ‘KKK with summers off.’

“Sen. Marco Rubio of Florida has called public schools ‘a cesspool of Marxist indoctrination.’ Donald Trump declared, ‘public schools have been taken over by the radical left maniacs.’ And Rep. Marjorie Taylor Greene of Georgia called them taxpayer-funded indoctrination centers that need to end, which is a bit ironic since she is the poster child for the necessity of funding public education.”

Sweden has been flirting with libertarianism for a few decades and was the first developed country to offer American-style school vouchers to all kids so they could attend private, for-profit public schools. Just a month ago, their government proclaimed the experiment a disaster and is trying to figure out how to shut down the private schools and re-establish a public education system.

Public schools were the great social and economic leveler for the last century of American history; Republicans want to end that and instead advantage wealthy children over their lower-income peers, particularly those whose skin is darker than Trump’s spray tan.

Public schools (and free college) made it possible for America to produce an explosion of invention and innovation throughout the mid-20th century; now other countries are surpassing us, as the dumbing-down of our kids has become institutionalized in Red state after Red state.

And public schools gave many students their first experience of interacting with people who look different from them and grew up under different circumstances, awakening many young people to the discrimination and unfairness inherent in how America has historically treated minorities.

All of which explains why Republicans so badly want to put an end to public education in America.

Public Schools First NC is a parent-led organization that has consistently fought the North Carolina General Assembly, which has done everything possible to harm public schools and public school teachers since the Tea Party took control in 2010. The Republican majority introduced charters and vouchers. It has consistently underfunded public schools and ignored a court decision requiring equitable funding (the Leandro decision). Once, long ago, the public schools of North Carolina were considered the most progressive in the South. No more.

Public Schools First NC released this statement:

The United States has changed dramatically in the nearly 56 years since Martin Luther King, Jr. was assassinated. If he were still alive today to celebrate his 95th birthday, what would he have to say about where we are as a nation?

The answer to what MLK, Jr. would say is best left to the creative minds of MLK, Jr. historians, his friends, and family. But what we can do is document what MLK, Jr. would see if he were still alive.

He would see that although tremendous gains were made after the 1964 Civil Rights Act was signed into law and the U.S. Supreme Court ruled in Green v. County School Board of New Kent County (1968) that school integration plans must meaningfully reduce segregation, schools are now more segregated by race than they were in 1968.

According to a 2020 report from from the UCLA Civil Rights Project, in 1968, 77% of Black students across the nation attended majority non-white schools. That number dropped to 62% (55% in the South) by 1976 under the influence of desegregation efforts but rose again to 81% by 2018, the latest year available.

He would see that the gains in school integration were hard-fought, eventually beaten back by racism and northern Whites calling for the “freedom to choose” their schools when challenged with the reality of school desegregation.

In North Carolina, he would see how the U.S. Supreme Court’s decision in Swann v. Charlotte-Mecklenburg Bd. of Education (1971) motivated the district to launch an ambitious desegregation plan that made it a national leader in school integration and closing achievement gaps.

He would also see how the Fourth Circuit Court of Appeals decision in 2001 to prohibit consideration of race in school assignments led to Charlotte-Mecklenburg schools steadily resegregating. A 2022 report by the NC Justice Center named Charlotte-Mecklenburg the most segregated district in the state.

He would see the growing school choice movement and the declining investment in public schooling across the United States. The irony of cutting funds to schools and then citing failing schools as a reason to pay for other options would not be lost on MLK, Jr.

In North Carolina, he would see that segregation academies could become state-funded charter schools. He would see the emergence of vouchers pulling even more dollars away from public schools despite lack of evidence of their benefit to students.

He would see the stubborn resistance to funding public schools exemplified by the Leandro case. Brought by five poor, rural school districts and parents (Cumberland, Halifax, Hoke, Robeson, and Vance) in 1994, the nearly thirty years of subsequent legislation have revealed statewide failures in education funding. Cumberland County, with a school district still fighting for adequate funding, is now distinguished by having more private school voucher recipientsthan any other county in the state.

He would see resistance so entrenched that legislative leaders refused to follow a North Carolina Supreme Court ruling to fund the schools. They appealed the ruling and now the Leandro case is back before the North Carolina Supreme Court on February 22, 2024. (Learn more here.)

Would Martin Luther King Jr. be there to hear oral arguments? Will you? How can we all honor Martin Luther King Jr.’s legacy?

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What Would Martin Luther King, Jr. Say?

The United States has changed dramatically in the nearly 56 years since Martin Luther King, Jr. was assassinated. If he were still alive today to celebrate his 95th birthday, what would he have to say about where we are as a nation? 

The answer to what MLK, Jr. would say is best left to the creative minds of MLK, Jr. historians, his friends, and family. But what we can do is document what MLK, Jr. would see if he were still alive.

He would see that although tremendous gains were made after the 1964 Civil Rights Act was signed into law and the U.S. Supreme Court ruled in Green v. County School Board of New Kent County (1968) that school integration plans must meaningfully reduce segregation, schools are now more segregated by race than they were in 1968. 

According to a 2020 report from from the UCLA Civil Rights Project, in 1968, 77% of Black students across the nation attended majority non-white schools. That number dropped to 62% (55% in the South) by 1976 under the influence of desegregation efforts but rose again to 81% by 2018, the latest year available.

He would see that the gains in school integration were hard-fought, eventually beaten back by racism and northern Whites calling for the “freedom to choose” their schools when challenged with the reality of school desegregation. 

In North Carolina, he would see how the U.S. Supreme Court’s decision in Swann v. Charlotte-Mecklenburg Bd. of Education (1971) motivated the district to launch an ambitious desegregation plan that made it a national leader in school integration and closing achievement gaps.

He would also see how the Fourth Circuit Court of Appeals decision in 2001 to prohibit consideration of race in school assignments led to Charlotte-Mecklenburg schools steadily resegregating. A 2022 report by the NC Justice Center named Charlotte-Mecklenburg the most segregated district in the state.

He would see the growing school choice movement and the declining investment in public schooling across the United States. The irony of cutting funds to schools and then citing failing schools as a reason to pay for other options would not be lost on MLK, Jr.

In North Carolina, he would see that segregation academies could become state-funded charter schools. He would see the emergence of vouchers pulling even more dollars away from public schools despite lack of evidence of their benefit to students.

He would see the stubborn resistance to funding public schools exemplified by the Leandro case. Brought by five poor, rural school districts and parents (Cumberland, Halifax, Hoke, Robeson, and Vance) in 1994, the nearly thirty years of subsequent legislation have revealed statewide failures in education funding. Cumberland County, with a school district still fighting for adequate funding, is now distinguished by having more private school voucher recipientsthan any other county in the state.

He would see resistance so entrenched that legislative leaders refused to follow a North Carolina Supreme Court ruling to fund the schools. They appealed the ruling and now the Leandro case is back before the North Carolina Supreme Court on February 22, 2024. (Learn more here.)

Would Martin Luther King Jr. be there to hear oral arguments? Will you? How can we all honor Martin Luther King Jr.’s legacy?

Denis Smith worked for the Ohio Department of Education, where he oversaw the burgeoning charter industry. When I was in Ohio a few years back, another former state official told me that charter lobbyists wrote the state’s charter school law. In their effort to make it palatable to give public money to private entities to run schools, the lobbyists decided to call them “community schools.”

As Denis Smith points out in this article, Ohio is the only state that calls charter schools by that name. In fact, “community schools” have their own definition. They are public schools that offer a wide range of social and even medical services. There are federal programs for charter schools and for community schools: they are not the same. Some charter schools in Ohio operate “for profit.” No community school does.

Smith writes:

More than a quarter-century ago, in a move that undermined the status of the state’s public schools, Ohio Republicans approved legislation that authorized the use of public funds to operate schools run by private management companies. These entities that use public funds to establish and maintain a parallel system of education are called charter schools.

Except in one state, where the legal title for these schools may be an issue that is bound to confuse both policy makers and the public over time.

Indeed, in this nation 44 of the states refer by law to these public-private hybrids as charter schools. Sadly, the Ohio Revised Code calls them something else, community schools. That poor choice of language terminology, an awkward construction from the very beginning of Ohio school privatization, may now pose a problem and continuing confusion as the result of legislation in the U.S. Senate that will expand the existing federal community school program.

That’s right, the federal full-service community school program.

On Nov. 29, Ohio U.S. Sen. Sherrod Brown introduced the Full-Service Community School Expansion Act of 2023 in the U.S. Senate. The legislation seeks to increase the number of school districts and schools in the federally-funded community school program, which shares the same title with the hybrid schools in Ohio but otherwise has no resemblance.  

What policy experts define as a full-service community school was codified in 1991, when Florida legislation defined such an educational program as “the integration of educational, medical, and social and or human services that meets the needs of youth and their families on school grounds or in easily accessible locations.” Indeed, the basic idea of a community school and the terminology for it predated the Ohio legislation that renamed charters as community schools. More on that later.

The initial legislation that established the FSCS program defined the “four pillars of a community school” as having integrated support for students from health and social service agencies, an expanded instructional day for added learning opportunities, community engagement, and collaboration by the school leadership with community service providers.

The federal definition of a community school is instructive, where the school day is extended to enhance learning, and where community organizations provide dental, vision, nutrition, and other key services to help children thrive and be successful in their school experience. If it has been said that it takes a village to raise a child. But it also takes a community to educate a child through public participation in providing the care and support for those who are the future.

This idea of a community school, now defined in federal law, complements the historical image of the little red schoolhouse, which has served as the center of the community since the early days of the republic. In fact, the Northwest Ordinance of 1787 required that a portion of the land in new territories be set aside to support the establishment and funding of public schools. It is also fitting to know that Ohio was the first state to be formed from the Northwest Territory in 1803.

With this historical background and the federal legislation that defines a community school, let’s compare the federal concept of a community school with what is called a “community school” in Ohio.

In 1997, the legislature established in the Ohio Revised Code Chapter 3314- Community Schools, a strange entity that is a hybrid of public funds received by private management companies to educate students. But the problem with these “community schools” is that they are neither of the community nor public in their structure.

As an example, the very idea of a national charter school chain operating multiple schools, whose headquarters may be elsewhere, where its board members sit on the governing bodies of several schools and may not be residents of the communities where the schools are located, is antithetical to the concept of a community school.

So we are back to a contradiction in terms that needs to be addressed. Of all the 45 states that have chosen to operate publicly funded but privately operated schools, Ohio has chosen to use the term “community school” in law when these schools are anything but.

And the reason? You shouldn’t be surprised to know that in this state of gerrymandering and supermajorities, it’s all about politics. Here’s why.

About 15 years ago, a former Republican legislator told a colleague who worked with me in the Ohio Department of Education’s Community (Charter) School Office that there was a concern the initial legislation would not have passed in 1997 if the word charter was used. Community was a “word that sells,” it was thought back then. To this day, it appears that Ohio is the only state which uses such unique language to describe these schools, where community replaces the term charter and sponsor replaces another key term, that of authorizer.

In light of the confusion that will only grow as real community schools continue to develop, public schools with extended-learning formats and support programs provided by collaborating community organizations governed by elected and not appointed community members, it’s time for the legislature to do the right thing and amend Chapter 3314 of the Ohio Revised Code. To put it bluntly, and in light of prevailing federal definitions as found in the Full-Service Community School Program, Ohio community schools are not and cannot be identified as community schools.

Conclusion: Ohio politicians, watch your language. Real community schools, particularly the full-service variety and not charters masquerading as such, are the real thing. Thank you, Senator Brown, for your precise use of language in sponsoring this valuable program and advocacy for community schools. After all, it takes a community to govern, oversee, and support a school, a real community school, that belongs to all of us, and not a national chain or profit-centered business enterprise.

Steve Bailey, an opinion writer for the Charleston Post and Courier, wrote recently about the new charter school that will open in an affluent neighborhood in Charleston. It will use the Hillsdale College curriculum. The Moms predict it will be the highest performing school in the area. With the freedom to choose its students and to oust the ones who are problematic, it’s sure to get high gest scores.

He writes:

The leaders of Moms for Liberty, who have made a fine mess of the Charleston County School District, have a new project: starting a “classical” — read conservative — kindergarten through 12th grade charter school, preferably in Mount Pleasant. And the Moms’ kids will be at the front of the line for seats in their new school.

Ashley River Classical Academy has partnered with Hillsdale College, a tiny Michigan school that has become the go-to provider for conservatives like Donald Trump and Ron DeSantis looking to overhaul curriculums to counter “leftist academies.” The Christian college has helped open 23 charter schools in 14 states — and many more are on the way. Ashley River would be its first in South Carolina.

Hillsdale, with about 1,570 students, has expanded its influence by providing and helping implement a free, off-the-shelf product for conservatives. Its 1776 Curriculum focuses on Western civilization and American exceptionalism, phonics, Latin, classic literature and traditional teaching methods, not “shiny and new” technology and instruction. It emphasizes “moral character and civic virtue,” Ashley River said in its charter school application.

“ARA is poised to become one of the highest achieving schools in South Carolina,” it predicts.

The school started accepting pre-enrollment applications this month and is scheduled to begin kindergarten through fifth grade classes in August. The six-member board of directors includes Tara Wood, the chair of the Charleston Moms for Liberty chapter; Janine Nagrodsky, the treasurer; and Nicole McCarthy, who heads the Moms’ education committee. The all-white board has hired an African American principal, Alexandria Spry, who previously ran a Hillsdale school in Jacksonville, Fla.

The student body “will be diverse in every way,” the charter application promises. “We want all kids to come to the school,” says Spry.

Charter schools, which are publicly funded but privately run, are often promoted as offering parents an alternative to low-performing schools in urban areas. That hardly describes this school’s preferred home: affluent Mount Pleasant, where the town’s explosive growth has been fueled in part by some of the best public schools in the region. The $104 million Lucy Beckham High School opened there three years ago.

But that is where the founders would like to open Ashley River Classical Academy. Coincidentally or not, Mount Pleasant is also ground zero of the Charleston chapter of Moms for Liberty. Half the school’s board lives there. Their kids, and those of school employees, will get preference in admissions, according to the school website.

“The school is not a political project,” Spry tells me. “We are just trying to provide the best education we can.”

Finding a site has been a struggle. Ashley River Classical is looking for a 10-acre campus to build a 50,000-square-foot school that eventually could accommodate 690 students, kindergarten through 12th grade. The school originally looked at five sites in Mount Pleasant, none of which panned out. It’s now looking at a temporary site in North Charleston, near Daniel Island, with plans to eventually build in Mount Pleasant, according to the school’s website.

A location is expected to be announced this month, Spry said. But both she and Tom Drummond, the board chairman, declined to comment further on a site.

Ashley River is one of more than two dozen South Carolina charters sponsored by Erskine College, a small Christian school in Due West. Nashville-based American Classical Education Foundation has committed to help finance the school’s start-up costs.

It was just a year ago that Moms-backed candidates won a majority on the Charleston County School Board, kicking off a chaotic year that included the hiring and departure of a superintendent in a matter of months. Now the Moms and their like-minded supporters will have a chance to implement their own ideas in their own school for their own kids. Tuition-free, thanks to taxpayers.