Archives for category: Charter Schools

 

Tom Ultican shows how The Mind Trust has dutifully implemented the rightwing agenda in Indianapolis. Fattened with big contributions from far-right foundations, the Mind Trust has done  a thorough job of undermining public education in that city. Now its leader, David Harris, has decided to create yet another national corporate reform organization, having established his bona fides with the Walton Family Foundation and the Arnold Foundation. Walton loves charters and hates unions. Ex-Enron John Arnold loves charters and hates public sector pensions.

Republicans in the State Capitol must love David Harris. He cleverly uses his Democratic credentials to pursue the Trump-DeVos-Pence agenda of privatization.

 

This story was published in 2016. It remains the best single description of the chaos that free-market advocates have inflicted on the children of Detroit.

Please read it. Don’t skim it. Read it.

Detroit is a city with many choices and very few good choices. It is a city overrun with charter schools. Many of them operate for profit. The companies profit, the children lose.

“Michigan leapt at the promise of charter schools 23 years ago, betting big that choice and competition would improve public schools. It got competition, and chaos.

”Detroit schools have long been in decline academically and financially. But over the past five years, divisive politics and educational ideology and a scramble for money have combined to produced a public education fiasco that is perhaps unparalleled in the United States.

“While the idea was to foster academic competition, the unchecked growth of charters has created a glut of schools competing for some of the nation’s poorest students, enticing them to enroll with cash bonuses, laptops, raffle tickets for iPads and bicycles. Leaders of charter and traditional schools alike say they are being cannibalized, fighting so hard over students and the limited public dollars that follow them that no one thrives.

“Detroit now has a bigger share of students in charters than any American city except New Orleans, which turned almost all its schools into charters after Hurricane Katrina. But half the charters perform only as well, or worse than, Detroit’s traditional public schools.

“The point was to raise all schools,” said Scott Romney, a lawyer and board member of New Detroit, a civic group formed after the 1967 race riots here. “Instead, we’ve had a total and complete collapse of education in this city…”

“The 1993 state law permitting charter schools was not brought on by academic or financial crisis in Detroit — those would come later — but by a free-market-inclined governor, John Engler. An early warrior against public employee unions, he embraced the idea of creating schools that were publicly financed but independently run to force public schools to innovate.

“To throw the competition wide open, Michigan allowed an unusually large number of institutions, more than any other state, to create charters: public school districts, community colleges and universities. It gave those institutions a financial incentive: a 3 percent share of the dollars that go to the charter schools. And only they — not the governor, not the state commissioner or board of education — could shut down failing schools.

“For-profit companies seized on the opportunity; they now operate about 80 percent of charters in Michigan, far more than in any other state. The companies and those who grant the charters became major lobbying forces for unfettered growth of the schools, as did some of the state’s biggest Republican donors.

“Sometimes, they were one and the same, as with J. C. Huizenga, a Grand Rapids entrepreneur who founded Michigan’s largest charter school operator, the for-profit National Heritage Academies. Two of the biggest players in Michigan politics, Betsy and Dick DeVos — she the former head of the state Republican Party, he the heir to the Amway fortune and a 2006 candidate for governor — established the Great Lakes Education Project, which became the state’s most pugnacious protector of the charter school prerogative…

”Operators were lining up to get into the city, and in 2011, after a conservative wave returned the governor’s office and the Legislature to Republican control for the first time in eight years, the Legislature abolished a cap that had limited the number of charter schools that universities could create to 150.

“Some charter school backers pushed for a so-called smart cap that would allow only successful charters to expand. But they could not agree on what success should look like, and ultimately settled for assurances from lawmakers that they could add quality controls after the cap was lifted.

“In fact, the law repealed a longstanding requirement that the State Department of Education issue yearly reports monitoring charter school performance.

“At the same time, the law included a provision that seemed to benefit Mr. Huizenga, whose company profits from buying buildings and renting them back to the charters it operates. Earlier that year he had lost a tax appeal in which he argued that a for-profit company should not have to pay taxes on properties leased to schools. The new law granted for-profit charter companies the exemption he had sought.

“Just as universities were allowed to charter more schools, Gov. Rick Snyder created a state-run district, with new charters, to try to turn around the city’s worst schools. Detroit was soon awash in choice, but not quality.

“Twenty-four charter schools have opened in the city since the cap was lifted in 2011. Eighteen charters whose existing schools were at or below the district’s dismal performance expanded or opened new schools…

”With about $1.1 billion in state tax dollars going to charter schools, those that grant the charters get about $33 million. Those institutions are often far from the schools; one, Bay Mills Community College, is in Michigan’s Upper Peninsula, nearly 350 miles away — as far from Detroit as Portland, Me., is from New York City…

”“People here had so much confidence in choice and choice alone to close the achievement gap,” said Amber Arellano, the executive director of the Education Trust Midwest, which advocates higher academic standards. “Instead, we’re replicating failure.”

Some children have attended three, four, five different charters. They compete for the kids and the money.

When there was a bipartisan effort in the legislature to establish accountability, the DeVos family fought it and won.

 

 

 

Florina Rodov taught in a charter school in Los Angeles for a year. In this article, she describes her experiences. 

It was an eye opening and nightmarish year.

She taught from 2005-2009 in a New York City public school,and got burned out by the testing, the paperwork, and the cultural contempt for teachers. She heard about the charters and was intrigued.

“On August 2, 2016, in sunny Los Angeles, I interviewed with the amiable principal of a charter school. A former teacher herself, she founded the school with an attorney friend to give middle and high school kids a college preparatory program that offered AP courses, sports, and the arts. The teachers at her school had a voice, she said, and the close rapport between students and staff made it feel “like a family.” I was inspired by her passion — and despite the fact that the school was moving for a third time in three years and had lost its co-founder and a few teachers (all of whom had resigned), I signed a non-union contract on the spot.

“But I soon realized there was a gulf between charter school hype and reality. Every day brought shocking and disturbing revelations: high attrition rates of students and teachers, dangerous working conditions, widespread suspensions, harassment of teachers, violations against students with disabilities, nepotism, and fraud. By the end of the school year, I vowed never to step foot in a charter school again, and to fight for the protection of public schools like never before.

”On August 15, my first day of work, I dashed into the school’s newest home, a crumbling building on the campus of a public middle school in South Los Angeles. Greeting my colleagues, who were coughing due to the dust in the air, I realized most of us were new. It wasn’t just several people who had quit over the summer, but more than half the faculty — 8 out of 15 teachers. Among the highly qualified new hires were a seasoned calculus teacher; an experienced sixth grade humanities teacher; a physics instructor who’d previously taught college; an actor turned biology teacher; and a young and exuberant special education teacher.

“When the old-timers trickled in, they told us there’d been attrition among the students, too: 202 of 270 hadn’t returned, and not all their seats had been filled. Because funding was tied to enrollment, the school was struggling financially.”

Working conditions were difficult. Everyone worked a 60-hour week. The SPED teacher had 48 students.

But that wasn’t all.

“The working conditions made it a test of endurance. The contract with the district that called for our school to get cleaned twice weekly wasn’t honored. The frazzled janitor only had time for us after he was done with the co-located middle school, which was almost never. I watched pieces of pepperoni decay on the stairs and globs of feces dry up on the bathroom wall over several weeks. During a lesson, my smart, sweet ninth graders were distracted by a roach striding across the floor, victoriously waving a cookie crumb in the air with its pincers. Needless to say, the lesson went to the insects.

“But the biggest threat was to our safety. We were in a gang-ridden, drug-infested area — but there was no security guard or emergency plan in place. And even without outside factors, it was quickly becoming a climate of terror inside the school, as well. When a senior grabbed a teacher’s ass, the principal didn’t expel him (she couldn’t afford to lose more students) — so he continued sexually harassing her, and it felt like there was nothing we could do to stop him…

”Last year, Secretary of Education Betsy DeVos quipped that picking a school should be as easy as choosing Lyft, Uber, or a taxi. In California — the Wild West of the charter sector because of the schools that pop up indiscriminately — it is that easy. The result is chaos: Schools struggle to establish themselves, teachers quit, and kids bounce around from school to school at a head-spinning rate. One of my seventh graders had attended seven schools over the course of seven years…Due to this school-hopping culture, only 16 seniors remained of the 43 freshmen who had enrolled at our charter in 2013.”

There are no doubt good charters, bad charters, every kind of charter. What is the value of disrupting a nation’s public schools recklessly, without regard to quality or consequences?

 

Another victory for the Trump-DeVos agenda of school choice, this one in Puerto Rico, which is still struggling to recover from massive hurricane damage.

Politico Morning Education reports:

SCHOOL CHOICE PROPOSAL MOVES AHEAD IN PUERTO RICO: One of the island’s legislative chambers approved this week an education reform plan that would usher in charter schools to the territory and roll out a program of school vouchers in 2019. The plan was pitched by Gov. Ricardo Rossello as the island’s education system grappled with a tough recovery and mass migration to the states following Hurricane Maria. It has been criticized by teachers unions, which fear that turning over education to private entities will disrupt public schools there.

– The legislation allows for the creation of charter schools, or for the conversion of existing public schools into charters. Schools must be run by non-profit operators, and must be non-sectarian. Students from across the island would be able to participate in enrollment lotteries, though schools have to give preference to students in neighboring communities. Teachers who chose to work for charter schools in Puerto Rico would be given a leave of absence from the Education Department, which would hold their jobs for up to two years.

– Responding to concerns that Puerto Rico’s system would emulate post-Katrina New Orleans, where nearly all students attend charter schools, lawmakers instituted a cap on the number of charter schools equal to 10 percent of all public schools there.

– As for school vouchers, lawmakers are proposing a rollout in the 2019-2020 school year that would allow 3 percent of students to attend schools of their choosing – including private schools. That number would rise to 5 percent the following year. It’s unclear how much money would be granted to each student, but the legislation calls for no more than 70 percent of what is already allocated per public school student.

The lesson: If you can’t fund your schools adequately, offer school choice instead. It will intensify social and economic segregation and it won’t improve education, but it will give the illusion of reform.

 

Expanding charter schools is the passion of Betsy DeVos.

Lest we forget, it was also the passion of the Obama administration, which spent eight years promoting the wonders of charter schools.

In the last months of the Obama Administration, with John King as Secretary of Education, the U.S. Department of Education awarded $100 million to California and to KIPP to open more charter schools. 

“KIPP Public Charter Schools and the California Department of Education have received federal grants together worth nearly $100 million to expand and start more public charter schools.

“The California Department of Education won $49.9 million to run a grant competition for charter school operators, to support nearly 500 new and expanded public charter schools.

“A consortium of the KIPP Foundation and the KIPP California Region won nearly $48.8 million over three years.

“Among schools benefiting from the award are four growing KIPP Bay Area schools: KIPP Heritage Academy and KIPP Prize Preparatory Academy in San Jose, KIPP Excelencia Community Prep in Redwood City and KIPP Bridge Academy in Oakland. Each of the schools may receive up to $500,000 over the three-year grant period for expansion.”

All that money to expand a charter chain that was first introduced to a national audience in performance at the Republican convention of 2000, when George W. Bush was nominated for the Presidency. 

Betsy DeVos will enjoy the results, but hold Secretaries Arne Duncan and John King and President Obama accountable. John King is now president of Education Trust, which supports high-stakes testing as the path to equity (which it never has been and never will be since all standardized tests mirror family income). Arne Duncan works for Laurene Powell Jobs’ Emerson Collective.

 

 

Since the passage of No Child Left Behind, test scores have been defined by federal law as the goal of education. Schools and teachers that “produce”higher scores are good, schools and teachers that don’t are “bad,” and likely to suffer termination. The assumption is that higher test scores produce better life outcomes, and that is that.

In late 2016, Jay P. Greene produced a short and brilliant paper that challenged that assumption. I have fallen into the habit of asking myself whether the young people who are super-stars in many non-academic fields had high scores and guessing they did not. Fortunately, it is only in schools where students get branded with numbers like Jean Val Jean of “Les Miserables.” Outside school, they can dazzle the world as athletes, musicians, inventors, or mechanics, without a brand.

Greene writes:

“If increasing test scores is a good indicator of improving later life outcomes, we should see roughly the same direction and magnitude in changes of scores and later outcomes in most rigorously identified studies. We do not. I’m not saying we never see a connection between changing test scores and changing later life outcomes (e.g. Chetty, et al); I’m just saying that we do not regularly see that relationship. For an indicator to be reliable, it should yield accurate predictions nearly all, or at least most, of the time.

“To illustrate the un-reliability of test score changes, I’m going to focus on rigorously identified research on school choice programs where we have later life outcomes. We could find plenty of examples of disconnect from other policy interventions, such as pre-school programs, but I am focusing on school choice because I know this literature best. The fact that we can find a disconnect between test score changes and later life outcomes in any literature, let alone in several, should undermine our confidence in test scores as a reliable indicator.

“I should also emphasize that by looking at rigorous research I am rigging things in favor of test scores. If we explored the most common use of test scores — examining the level of proficiency — there are no credible researchers who believe that is a reliable indicator of school or program quality. Even measures of growth in test scores or VAM are not rigorously identified indicators of school or program quality as they do not reveal what the growth would have been in the absence of that school or program. So, I think almost every credible researcher would agree that the vast majority of ways in which test scores are used by policymakers, regulators, portfolio managers, foundation officials, and other policy elites cannot be reliable indicators of the ability of schools or programs to improve later life outcomes.”

I would add that Chetty et al did not establish a causal relationship between teacher VAM and later life outcomes, only a correlation. The claim that my fourth grade teacher “caused” me not to become pregnant a decade later strains credulity. At least mine.

Greene’s essay includes an excellent reading list of studies showing high test scores but no change in high school graduation rate or college attendance.

The Milwaukee and D.C. voucher studies that show a gain in high school graduation rate should note the high attrition rate from these programs, which inflates the graduation rate.

Imagine saying to a governor, I have a policy intervention that will raise test scores but will have little or no effect on life outcomes. Would they jump at the offer? Based on the political activity of the past 15 years, the answer is yes.

Overall, however, a seminal essay from a prominent pro-choice scholar.

 

John Thompson, teacher and historian in Oklahoma, writes here about the run-up to a possible teachers’ strike. Teachers’ salaries in Oklahoma are near the lowest in the nation. Coincidentally or not, supporters of school choice are massing this morning Choice advocates are rallying this morning at the State Capitol to demand more funding for charters and vouchers. The choice advocates don’t care about teachers’ salaries, teacher shortage, or the experience of those who teach their children.

 

John Thompson writes:

“Oklahoma gives $500 million a year in tax breaks to energy companies, but it is #1 in the nation in cutting state funding for education, reducing formula funding by 28%. We are either third from last or last in the nation in teacher pay. Teachers have not received a state pay increase for a decade; the starting salary is $31,600 for a first-year teacher. State employees have not received an across the board pay raise in 12 years.

“As the rest of the nation watches the grassroots rebellion of teachers that is likely to lead to an April 2 walkout of both teachers and state employees, outsiders should be aware that before the legislature could address our fiscal crisis, it has had to deal with more pressing priorities.

Another year goes by, and Oklahoma still leads the nation for cuts to education


http://www.politifact.com/truth-o-meter/statements/2018/mar/07/good-jobs-first/are-oklahoma-teachers-lowest-paid-nearly/
http://newsok.com/oklahoma-teachers-continue-wait-for-pay-raise-a-decade-after-last-increase/article/5580331
http://newsok.com/article/5586584?slideout=1

“The first priority which had to be resolved before Oklahoma could address the budget was brought up by my legislator, Rep. Jason Dunnington (D-OKC). He wanted Imad Enchassi, senior imam of the Islamic Society of Greater Oklahoma City, to serve as the House Chaplain for a Day. Enchassi is one of the state’s most thoughtful, articulate, and witty leaders. However, the Republican leadership continued to block the iman’s application They changed their rules requiring clergy participating in the House Chaplain Program “be from the representative’s own place of worship.”

“After 250 Christians, Jews, and Muslims showed up in the Capitol rotunda to hear Enchassi lead an Islamic prayer, the Republican leadership had to change the guidelines once again. After all, they needed the rules necessary for keeping political issues out of their daily prayers …

“Sure enough, a second priority emerged when the Senate leadership had to defend a Baptist minister’s 15 minute prayer/serman to that legislative body. He blamed school shootings on gay marriage.

“The pastor said:

‘Feb. 14 (a young man) went into a school and killed 17 of our people, our kids. What is going on? What is going on? … Do we really believe that we can create immorality in our laws? Do we really believe that we can redefine marriage from the word of God to something in our own mind and there not be a response? Do we really believe we can tell God to get lost from our schools and our halls of legislation and there be no response? Do we really believe that?’

http://newsok.com/interfaith-leaders-say-legislatures-chaplain-program-excludes-non-christians/article/5583810
https://www.thelostogle.com/2018/03/02/angry-baptist-minister-makes-triumphant-return-to-oklahoma-capitol/

“The legislative load in the wake of recent school shootings was somewhat easier because Oklahoma had already authorized teachers to carry guns at schools, but the law required 74 hours of training. So surely teachers who care about their students should agree to put their pay on the back burner until the required training was reduced …

“Then the right to carry concealed guns into churches had to be reinforced, once again. Non-Oklahomans should understand why Sen. John Bennett (R-Sallisaw) felt compelled to protect churchgoers’ right to arm themselves against “knuckleheads” and “evil people.” His new priority was legislative action for implementing Matthew 26:52, which says “those who take up the sword die by the sword.”

”But Bennett, who has called Islam a “cancer” and who said that state employees seeking a pay raise are engaging in “terrorism,” didn’t include mosques. Consequently, another Republican had to file a bill protecting guns in all houses of worship.

https://www.usnews.com/news/best-states/oklahoma/articles/2018-02-28/oklahoma-panel-oks-plan-to-ease-training-for-armed-teachers
http://www.tulsaworld.com/news/capitol_report/guns-in-churches-bill-passes-oklahoma-house-would-extend-stand/article_0209a184-5573-56b7-8adb-3395049f68f8.html
http://newsok.com/article/5570937

“Oklahoma’s refusal to accept Obamacare contributed to the enormous hole in the budget that created the education crisis. So, another priority was passing legislation and preparing Gov. Mary Fallin’s order that work requirements must be attached to Medicaid.

“As the April 2 strike deadline approaches, legislative leaders have suggested legislation allowing ad valorem taxes dedicated to capital expenditures be redirected towards salaries. That would free some rich communities to offer a raise. And the word is that equally eccentric funding ideas will be floated.

“It is tougher to raise revenue in Oklahoma than in West Virginia because a constitutional amendment requires a 75% majority to increase taxes. We should not forget, however, why that provision became law.

“In 1992, after a decade of economic collapse due to deindustrialization spurred by Reaganomics, the oil downturn, the banking and savings and loan collapse, AIDS, and the crack and gangs epidemic, HB1017 was passed. After a four-day strike, the tax was passed, saving our schools, but the backlash killed all but one tax increase since then.

“So, Oklahoma’s April tornado season is likely to be upstaged by a bottom-up teachers’ revolt. It is likely to produce a political battle royal which will be worthy of the attention of readers across the nation. Stay tuned.”

 

When she delivered her keynote remarks to the National PTA, Betsy DeVos took potshots at 60 Minutes, claiming the show edited her remarks. She apparently did not explain in what way she was misquoted.

“So, now that I have the opportunity to speak unedited, I’m not afraid to call out folks who defend stagnation for what it really is: failure,” she said, criticizing those who are against school choice given that U.S. students are ranked 40th in math, 23rd in reading and 25th in science compared to other countries.

“The Education secretary is a proponent of school choice, which encompasses policies such as letting students attend religious or charter schools with public funding.”

DeVos did not acknowledge that the US placed dead last in the first international assessment in 1964.

She did not acknowledge that the US was never a high scoring nation and typically scores around the median.

She did not acknowledge that test scores are the result of child poverty and that any effort to raise test scores must address as child poverty.

She did not acknowledge that the US is #1 in child poverty among the OECD nations.

She refuses to acknowledge that school choice does not produce higher test scores. On the whole, school choice lowers test scores. The prime example of the effects of school choice is Michigan, where NAEP scores have fallen since Betsy DeVos’s choice policies were imposed. The other examples are Milwaukee and Detroit, which demonstrate the null impact of choice. Milwaukee has charters, vouchers, and public schools that must take the kids the choice schools don’t want. Detroit has loads of charters. Both are among the lowest scoring urban districts tested by NAEP.

She has an agenda, but it has already failed. She is an ideologue and zealot, who pays no attention to evidence, not even in her own state.

She would destroy public education if it were in her power. But we will stop her. She is already an object of ridicule. It won’t get better.

California teacher Tom Ultican has been systematically deconstructing the “Destroy Public Education Movement,” one claim, one city at a time.

In this post, he explores the disastrous consequences of the policies of school choice zealots, especially the DeVos family. Every intervention made things worse, especially for the poorest children, who live in Detroit. They were not simply abandoned. Their schools and city were ransacked by raiders of DPE.

 

Mercedes Schneider describes Betsy DeVoid’s effort on Twitter to recover from her awful interview on 60 Minutes, which made her appear ignorant and clueless, even about her own state.

In the interview, she feigned ignorance when Lesley Stahl said that the state’s scores on NAEP dropped precipitously over the past decade of choice, which Betsy engineered. But Lesley Stahl knew.

The best Betsy could come up with was that Detroit charters—which select their students— have higher scores than Detroit public schools. But even the charter scores were abysmal.

If Betsy wants to argue the miracle of choice, Detroit is not a good example. No miracle.