Archives for category: Charter Schools

[I am reposting since I just discovered that I put the wrong link in the original post. Sorry, Susan!]

Susan Ochshorn of ECE PolicyWorks and a new member of the board of the Network for Public educatio, writes here about two polar opposites: Deborah Meier and Eva Moskowitz.

Ochshorn compares the biographies, the lives, and the education philosophy of these two people.

She begins with Meier, an advovate, like Ochshorn, for children’s right to play:

“More than two decades ago, Deborah Meier warned that the idea of democracy was in peril. “Is it ever otherwise?” she asked in the preface to The Power of Their Ideas, her elegantly argued manifesto for public education. A self-described preacher on its behalf, she has spent half a century nurturing “everyone’s inalienable capacity to be an inventor, dreamer, and theorist—to count in the larger scheme of things.”

“I met Meier in the mid-aughts, when I joined a grassroots campaign she spearheaded in New York City to restore creative play and hands-on learning to preschools and kindergartens. This éminence grise of progressive early childhood education and the small-schools movement (for which she received a MacArthur fellowship in 1987) had begun her career as a kindergarten teacher at the Shoesmith School in Kenwood, a diverse neighborhood wedged between the University of Chicago’s Hyde Park and an impoverished black community.”

When she turns to Moskowitz, she sees a power-hungry woman who uses children for her own purposes.

“The Education of Eva Moskowitz” is a torturous read. After 359 pages of copious detail, an internal structure that defies chronology, zig-zagging across Moskowitz’s life, the evisceration of journalists, politicians and “union flacks,” as she refers to people and organizations fighting for social justice, and anyone else who has crossed her, my mind was numb. Not to mention her hubris, greed, narcissism, humorlessness and lack of self-awareness…

“His hypocrisy would have been comical if the fates of real children weren’t at stake,” Moskowitz writes of Mayor Bill de Blasio, her adversary in building an empire. Ah, yes, the children. “While it can be frustrating to teach them because they don’t know how to behave,” Moskowitz writes in a chapter called “Weevils” (an infestation she attributes to snacks from the Department of Education), “the upside is that they are virtually a blank slate…. if you take advantage of that fact to teach them to become good learners, that investment will pay dividends for years to come.”

“Apparently, Moskowitz isn’t aware that the tabula rasa theory of the English empiricist John Locke has been discredited by decades of neurological and developmental science. As Berkeley psychologist Alison Gopnik writes in The Philosophical Baby, “Their minds seem drastically limited; they know so much less than we do. And yet long before they can read and write, they have extraordinary powers of imagination and creativity, and long before they go to school, they have remarkable learning abilities.”

“Moskowitz and other charter network operators such as KIPP’s David Levin have cast their “No Excuses” schools in the mold of Harvard psychologist B.F. Skinner, whose radical behaviorism ignores internal processes—thoughts, feelings, and neurophysiological processes—emphasizing the relationship between observable stimuli and responses. Through a process called operant conditioning, behavior is modified by positive and negative reinforcement. (See Pavlov and his dogs.)

“With harsh discipline, and incentives offered for good behavior and high scores on practice tests, Moskowitz remains convinced she can close the achievement gap between her students, the vast majority of whom are black or Latino living in poverty, and their more affluent, white peers. Her methods are abusive. Students’ every movement is monitored. Daydreaming is prohibited. Children are shamed, their lackluster performances on weekly spelling and math quizzes posted in a red zone on charts in the hallway.”

As we view these two, we see a struggle for the heart and soul of American education, or for the hearts and souls of our children. Big money is betting on Moskowitz. She is the darling of Wall Street, DFER, and other corporate titans. The survival of our democracy and humane ideals is riding on Meier’s vision.

The American Civil Liberties Union issued a blistering report about the charter industry in Arizona, claiming that charters choose their students, instead of the other way around.

The title of the report is Schools Choosing Students: How Arizona Charter Schools Engage in Illegal and Exclusionary Student Enrollment Practices and How It Should Be Fixed

The 26-page report begins:

In the 1990s, Arizona became one of the nation’s rst adopters of charter schools. The vision was to give parents more academic choices for their children and to provide learning environments more tailored to students’ individual needs. In many cases, however, Arizona’s charter school program has had the opposite result: Charter schools are choosing students who fit their mold.

Indeed, more than two decades after charter schools emerged in Arizona, admission policies and procedures at many of the state’s charter schools unlawfully exclude some students or create barriers to their enrollment. Many schools have been able to get away with exclusionary practices for years without accountability.

Though charter schools operate independently, they are part of Arizona’s
public education system and use taxpayer funds. As such, they are required to “enroll
all eligible pupils who submit a timely application.”1 If more students apply than
can be accommodated, schools can randomly select students through a lottery system.2

Arizona charter schools are also forbidden from discriminating against students on the basis of “ethnicity, national origin, gender, income level, disabling condition, proficiency in the English language or athletic ability.”3

But an analysis of Arizona charter schools’ enrollment materials shows many schools have policies and procedures that are clearly illegal or exclusionary. Speci cally, out of the 471 Arizona charter schools that were analyzed,
at least 262, or 56 percent, have policies that are clear violations of the law or that may discourage the enrollment of certain students.

Do you think that Betsy DeVos cares? Will the Department of Education’s Office for Civil Rights take action to reduce and eliminate illegal discrimination?

In Broward County, a charter school was under investigation for inflating enrollment to get more money and for spending taxpayer money on personal items. So it converted to a voucher school, where it is under investigation again.

“A Broward charter school once accused of inflating its enrollment numbers to get state dollars now faces more allegations of fraud after it closed and re-opened as a private school.

The Broward County School District was trying to shut down Pathway Academy charter school in Lauderdale Lakes in 2016 when Principal Yudit Silva decided to convert it to a private school called New Horizons. The school served the same students at the same location. It collected about $20,400 in state dollars through two voucher programs serving students with disabilities.

But a state judge says the school should now be cut off from all state money after it used questionable means to apply for vouchers through a program called the Florida Tax Credit Scholarship, which provides tax incentives for businesses to pay for low-income students to attend private schools.

The state found that 39 parents at New Horizons turned in identical forms for the scholarship, all listing themselves as single, their birthplace as Miami and their income as zero, Administrative Law Judge John G. Van Laningham wrote this week..

“Obviously, to be a single parent without any income is to experience extreme poverty,” the judge wrote. “While it is theoretically possible that all 39 of the subject parents were destitute, this is highly improbable.”

The school denies the allegations and plans to provide a detailed response before a final decision is made by the Department of Education, said Christopher Norwood, who is providing legal assistance to the school.

[I am reposting this because it was wrongly attributed to Richard Schwartz, when in fact, as I just learned, it was written by the brilliant educator and photographer Susan Lee Schwartz. She sent it to me using her husband’s email, which caused my confusion.]

As readers know, I wrote an article <a href="http://www.detroitnews.com/story/opinion/2017/12/13/charter-schools/108585724/“>about how to help Detroit public schools. After 25 years of charters, it should be obvious that they have failed and they are now the status quo.

In response, a Michigan blogger associated with the DeVos-funded Mackinac Center misleadingly summarized my article as a plea for “sports teams,” when in fact it made the straightforward proposal that poor kids need what rich kids expect to get every day. But my critic insisted—absurdly—that my big ask was for “sports teams.”

Then came a rebuttal by our friend Susan Schwartz:

“I have been saying for a long time now, that no society or civilization survives if the decisions they make are based on lies.

“In this post-truth society, where propaganda is permitted to compete with facts in the name of ‘free speech, genuine journalism is Not practiced. In this day of ‘balanced’ news, where every opinion gets to be aired as if it truthful, serious conversation is impossible.

“An example of this appeared before me today, regarding the subject of the truth about charter schools. You see, I read and write at the blog of Dr. Diane Ravitch, a brilliant, dedicated educator who was Ass’t Sec’y of State for Bush — who told him how his NCLB act would end public education.

“She is one of Politico’s MOST ‘IMPORTANT AMERICANS’ and is recognized as the top Academic in America; Thus, the Detroit News invited her to write a plan to revive education in Detroit — a city which has been a Petri dish for reformers for 25 years, and where Everything they tried has failed.,

“Diane wrote this proposal.

“Today, she writes about “the response ” that the paper published. “He or she ignored everything I said to focus on what I mentioned in passing… claiming that I believe what public schools need is sports teams. Sports teams? What about the arts, a full curriculum, experienced teachers, small classes, a nurse and social worker, well-tended facilities, robotics, dramatics? Nope. Just “sports teams.””What about “poor kids need what rich kids take for granted.” Nope.”The writer is defending a failed status quo.”DIane’s article was clearly hitting some nerves, otherwise the misrepresentations and defense of charters would not be so calculated to ridicule what she actually wrote.

“Diane, my dear friend, the Daily News ‘balanced’ your expert report with the propaganda from The Mackinac Center for Public Policy– a non-profit free market think tank headquartered in Midland, Michigan — a well-known critic of public institutions, unions, and anything that is not clearly captured for profits.

“No wonder American cannot figure out anything. No wonder so many Alabamans can be sold a predator as a senatorial candidate.

“And, at this moment, the GOP ‘s media is selling a tax plan that is GRAND THEFT from the pockets of the middle class.

“Sigh!”

Thank you, Susan.

Mackinac, stop lying.

MACKINAC, STOP LYING, EVEN THOUGH YOU ARE PAID TO DO SO.

Retired teacher Christine Langhoff reports that Boston parents are organizing to fight the new assault on public schools.”Unified enrollment” and the Gates Compact are both intended to confuse parents and put charter schools on an equal footing.

She writes:


Parents called a meeting on Sunday afternoon, organized on FaceBook, and with a few hours’ notice, some 150 people were in attendance. A previously scheduled School Committee hearing strected to 7 hours on Wednesday, as an overfilled meeting room spilled out into adjacent corridors with parents and teachers (many who are also parents) giving voice to their anger. The various excuses coming from the mayor and the superintendent’s offices have pacified no one.

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Here’s a parent’s report: https://schoolyardnews.com/parents-say-no-to-new-start-times-at-marathon-school-committee-meeting-e9489b794c94

Behind all of this is the Gates-funded Boston Compact, which seeks Unified Enrollment that would put charter and Catholic schools on the form parents must use for enrollment in public schools, and seems to be a piece of the transportation issue given as a rationale for all these schedule changes.

https://drive.google.com/file/d/1ODfIL1gGu8DiHan87MPE2azE6IM3ynSN/view

Thomas Birmingham is credited in the lore of ed reform as the legislator who put Massachusetts on the shining path to glory with his 1993 legislation. It gave more state money to public schools, and grew out of a lawsuit about equity. It also allowed the first charters to open in the state. Now Birmingham is a Distinguished Senior Fellow at the Pioneer Institute, which is a proponent of directing public money to charters and religious schools. On Friday, Birmingham published an article in a Boston Catholic paper proposing that Catholic schools receive public money. He claims that because the Blaine Amendment was founded on anti-Catholic bigotry of the 1850’s, it should be overturned.

https://www.thebostonpilot.com/opinion/article.asp?ID=181036

Remember, the Catholic Church in Boston not only failed to protect children from sexual abuse at the hands of its pedophile priests, but in a conspiracy that led all the way to the Cardinal, they hid the truth, allowing rape and abuse to continue as they moved offenders from one parish to another. Perhaps in an era where Betsy DeVos seeks to destroy that wall between church and state in our public schools, it seems an opportune moment to push for public funding of Catholic education. The #MeToo movement ought to be a reminder that it is not.

An audit of a charter school in Chico, California, found possible financial fraud. California has a weak charter law and one of the worst records in the nation for holding charter schools accountable and monitoring fraud.

A former Blue Oak Charter School administrator is alleged to have used school credit cards to purchase weapons, movies and clothing, according to an audit conducted by the Fiscal Crisis Management Assistance Team.

The Fiscal Crisis Management Assistance Team, a state agency tasked with providing financial guidance and reviews to California school districts, audited Blue Oak this year in response to concerns brought forth by the school and the Butte County Office of Education.

The team analyzed financial documents from 2014-2015, 2015-2016 and 2016-2017, and found that fraudulent activity may have occurred in that period, according to the Extraordinary Audit report released on Nov. 16. The school’s executive director during that time was Nathan Rose.

The 380-student Waldorf school experienced significant financial challenges in recent years and was over budget for several years and struggling with cash flow, Executive Director Susan Domenighini said.

The board became concerned that something “wasn’t right,” and approached Chico Unified School District, the agency tasked with overseeing the school, for additional support and eventually asked the Butte County Office of Education request that FCMAT conduct an Extraordinary Audit.

The findings of that audit, released earlier this month, indicate there may have been misuse of school funds on the part of the former school executive director and noted that “deficiencies and exceptions” and the school’s internal control environment increased “the probability of fraud, mismanagement and/or misappropriation of funds.”

The report states that the school’s then executive director and other administrators routinely used school credit cards for travel expenses and meals, and that the executive director charged meals, snacks and beverages to school credit cards without an identifiable business purpose.

Although no administrators were named in the report, Nathan Rose served as Blue Oak’s executive director from June 2012-June 2016. After leaving Blue Oak, he went on to serve as the superintendent/principal for Pine Ridge Elementary School District, a position he held for several months.

One section of the report states the former executive director “extensively” used credit cards established as school accounts and issued in his name for food, fuel and other purchases that may have been of personal benefit. Some of those purchases include weapons, tactical gear and military radios; a Birchbox monthly beauty product subscription service; iTunes, Amazon On Demand and IndieFlix downloads; numerous fast food purchases; clothing and accessories; Disney Resort transactions; liquor store transactions and more than $3,990 in unsubstantiated expenditures to Costco, among other expenses.

School staff could not account for several items purchased with school credit cards, some of which were shipped to the then executive director’s residence, including an Epson home cinema, a Fuji underwater camera and folding knives.

For years, Teach for America has pointed to YES Prep charter schools in Houston as the epitome of charter success. In her most recent book, Wendy Kopp identified YES Prep as an example of the miracles wrought by charters.

But Gary Rubinstein noticed a strange anomaly in the performance of YES Prep. It doesn’t seem to know how to educate black students. All but two of its schools in Houston serve mostly Hispanic students. The two that enroll a high proportion of black students are F-rated by the state.

Its five high schools have received many plaudits. But they enroll tiny proportions of black students.

It’s founder Chris Barbic bailed out of the Tennessee Achievement zschool District when he saw he was on a track to failure.

What gives?

What is laughingly called “Reform” is actually an interrelated group of education policies that have failed repeatedly. Reformers are never discouraged by failure. They ignore evidence. They like to fund any effort that will demoralize teachers and lead to privatization of public schools.

Laura Chapman reviews some of the current crop of reform efforts built on guess, conjecture, and ideology.

She writes:

“The Ewing Marion Kauffman Foundation is trying to dominate policy in Kansas City. It has a parallel in Indianapolis called the Mind Trust.

“The Kauffman Foundation is part of the Education Cities network promoting “new” and “great” schools, but it is not just a member. It is a major contributor to that network, along with the Broad, Walton Family, Bill and Melinda Gates, Michael and Susan Dell foundations. Education Cities is part of a large network of “reform” organizations.

“Empower Schools.org, for example, is an adjunct to Education Cities. Empower Schools says: “We work with policymakers and education system leaders to adopt “Third Way” policies, structures, and strategies that allow for schools of all types, including both traditional district schools and schools led by proven and promising independent leaders. We capture and share the most promising Third Way practices to inform and shape the national conversation on education reform.”

“In other words, Empower Schools is far more than a starter of a “conversations.” The network connects 18 programs/organizations, among these the New Teacher Project, Relay Graduate School of Education, Teach for America, and others intent on de-professionalizing education.

Click to access An-introduction-to-the-Third-Way.pdf

“The Ewing Marion Kauffman Foundation also funds the “Education Innovation Cluster” initiative, part of a USDE funded Digital Promise program (Obama era) and intended to bring together in one mega network people and groups identified as entrepreneurs, funders, researchers, educators, and other community stakeholders (families, local government, non-profits) to “design, launch, iterate on, and disseminate breakthrough learning practices and tools.”

“Breakthrough learning practices and tools” really refers the expanded use of on-line learning, competency-based awards such as badges and certificates for students and teacher education, learning enabled with mobile devices and so on. USDE appears to have outsourced this program http://nextgenlearning.org/blog/education-innovation-clusters-help-way

“The Kauffman Foundation has also been praised as a reason for Kansas City to be included in The U.S. Education Innovation Index: Prototype and Report, a rating system for cities released in September 2016 by Bellwether Education and the Digital Promise Innovation Clusters.

“This index measures “innovation activities “and conditions of urban schools along 42 indicators in nine categories: Innovation Culture (e.g., mayor control, Gates compact); Need for Academic Improvement ( e.g., scores of schools on state tests), Collaboration and Coordination Mechanisms (e.g., OneApp), Talent Supply and Quality (TFA a plus), Innovation-Supporting Institutions (e.g., the Kauffman Foundation in Kansas City, the Mind Trust in Indianapolis).
Innovation-Friendly Policies ( e.g., tax incentives) , Innovation Investment (venture capital flowing to education startups), District Deviation (a measure of how public schools budget money across eight categories compared to other similar school districts in the state), and Dynamism (a fancy word referring to the opening and closing of schools, market churn for schools). More detail on the rating system is outlined in Table A2: “Indicator Scoring Method.”

“This “innovation index” project from Bellwether was inspired by a similar effort on an international scale and funded by the Organization for Economic Cooperation and Development (OECD) http://www.oecd.org/unitedstates/Measuring-Innovation-in-Education-USA.pdf.

“Bellwether’s index was also influenced by another index, published in 2013: Alive in the SwAmp 3. Assessing DigitAl innovAtions in eDucAtion.” That quirky typeface is in the title. The title is also prescient.

“Alive in the Swamp was published with support from Pearson, NewSchools (venture philanthropy), and the Bill and Melinda Gates Foundation. It features colorful charts to show the potential influence of technology on learning and color-coded rating scheme for digital innovation in education.

“One of the authors of the digital index is Michael Fullan, a distinguished Canadian scholar in education whose ideas have been used to develop a “School Quality Improvement Index for California’s “CORE” distracts. The second author, Katelyn Donnelly, is an economist and director of Pearson’s venture fund for low-cost schools in the developing world. The examples of innovation cited in the report include Rocketship Education, School of One, Kahn Academy, and Learn Zillion, each of these rated for likelihood of producing “transformative outcomes.” These examples certainly tell us about inhabitants and supporters of the swamp-lands in education. See especially, page 13 and Appendix A.”

Click to access alive_in_the_swamp.pdf

I just saw an article which purported to respond to my article in the Detroit News saying that charters were an abject failure in Detroit.

I wrote:

“The only way to improve education in Detroit and Michigan is to admit error and change course.

“Michiganders should acknowledge that competition has not produced better schools. Detroit needs a strong and unified public school system that has the support of the business and civic community. There should be a good public school in every neighborhood.

“Every school should be staffed with credentialed and well-qualified teachers. Class sizes should be no larger than 20 in elementary schools, no larger than 24 in middle and high schools. Every school should offer a full curriculum, including the arts, civics, history, and foreign languages. Every school should have a library and media center staffed by a qualified librarian. Every school should have fully equipped laboratories for science. Every school should have a nurse and a social worker. Every school should be in tip-top physical condition.

“Students should have a program that includes physical education and sports teams, dance, chorus, robotics, dramatics, videography, and other opportunities for intellectual and social development.

“That is what the best suburban communities want for their children. That’s what will work for the children of Detroit and the rest of Michigan.”

This is the response. https://www.michigancapitolconfidential.com/no-sports-at-charters-good-teams-cant-undo-a-poor-school

The writer of the response claims that I believe what public schools need is sports teams. Sports teams. What about the arts, a full curriculum, experienced teachers, small classes, a nurse and social worker, well-tended facilities, robotics, dramatics? Nope. Just “sports teams.”

What about “poor kids need what rich kids take for granted.” Nope.

He or she ignored everything I said to focus on what I mentioned in passing.

The writer is defending a failed status quo.

Time for fresh thinking, not the failed charter idea.

The Detroit News invited me to write a plan to revive education in Detroit.

Detroit has been a Petri dish for reformers for 25 years. Everything they tried has failed.

Here is my proposal.

http://www.detroitnews.com/story/opinion/2017/12/13/charter-schools/108585724/