Sam Husseini of the Institute for Public Accuracy invited me and several others to submit questions for John King’s press conference at the National Press Club. I was interested in knowing what he thought about the NAACP’s call for a moratorium on new charter schools until there were assurances of accountability and unless they stopped diverting resources from public schools. You will note that Secretary King continued his full-throated advocacy for more charters and said that it was up to states to make the rules. Not only does he completely ignore the existence of the nation’s public schools, not only does he disregard the NAACP, he intends to keep shoveling hundreds of millions of federal dollars to new charter schools with no expectation of accountability or transparency.
Husseini wrote:
Some of the questions I got from folks were asked at the “news maker” event with Education Secretary John King at the National Press Club yesterday. Here are those questions — as asked by the moderator, which may be slightly different than how they were submitted — along with King’s responses. Here’s full PDF. Here’s full video. (Part of the first question here was from Diane Ravitch, as was the last question, below. The middle question was from my partner, Emily Prater, who is a third grade teacher at a Title I school in Washington, D.C.
MR. BALLOU: Charter Schools. You’ve said, “What I worry most about is we have some states that have done a really great job with charter authorizing and so have generally high quality charters and have been willing to close ones that are underperforming. On the other hand, you have states who’ve not done as good a job, 17 places like Michigan. We have a history of a low bar for getting a charter and an unwillingness to hold charters to high standards. What’s your view on where charter authorizing should be by the time you leave office, and how do you plan to get there? As someone who cites your own education in New York for saving your life and trajectory, and what of non-charter public schools? For some time, one of the arguments against charters was over resources about charters getting better resources than public education.
And there’s actually a second question sort of tied to this. A few days ago, the NAACP’s national; board called for a moratorium on new charter schools until laws are revised to make charters as accountable and as transparent as public schools. Do you agree with them, that charter schools should meet the same standards of accountability as public schools? And if you do, will you stop funding new charter schools as they recommend?
SECRETARY KING: So, let me start with this. We are fortunate, I think, as a country to have some high performing charters that are doing a great job and providing great opportunities to students. Charters that are helping students not only perform at higher levels academically, but go on to college at much higher rates than demographically similar students and succeed there. That’s good, we should have more schools like that and I think any arbitrary gap on the growth of high performing charters is a mistake in terms of our goal of trying to improve opportunity for all kids.
That said, where states are doing a bad job on charter authorizing, that has to change. You know, I’ve talked about the example of Michigan. We have states that have set a low bar for getting a charter, and then when charters perform poorly, they fail to take action to either improve them or close them, which is the essence of the charter school compact. Charter schools were supposed to be a compact, more autonomy in exchange for greater accountability. And yet, some states have not followed through on that compact. That is a problem.
Now, those decisions are made at the state level, they’re made based on state law. What we’ve done in the administration over the last eight years is two things. One is we’ve provided resources to improve charter authorizing in states and worked with states to strengthen their practices around reviewing the quality of charters, reviewing the quality of charter applications.
And two, we’ve invested in increasing the supply of great high performing charters. But, to the extent that what folks are saying is they want states to do a better job on charter authorizing, I agree. But where we have states that are doing a good job on charter authorizing and we have charters that are doing great jobs for kids that want to grow, they should be able to. And I think this is an issue where we’ve got to put kids first. We’ve got to ask what’s best for the students and parents.
As Arne would often point out, students and parents aren’t as concerned about the governance model as they are about is my child getting a quality education? We’ve got to be focused on that, which is one of the reasons why I think arbitrary caps don’t make sense, is we shouldn’t limit kids’ access to great opportunities.
MR. BALLOU: A lot of teachers have been writing. (Laughter) What do you propose to do about the equality of pay between teachers and administrators, for example, like yourself? One teacher says, “I worked 12 hours yesterday, I didn’t have time for lunch. Did you have time for lunch? I make $47,000 a year. How much do you make,” which of course is public record. “I can’t go to the bathroom when I need to. Can you go to the bathroom when you need to? And please don’t talk about how great teachers are. We don’t need empty rhetoric. We need resources, we need policies that actually help us teach, not help profiteers.” How do you– a pretty upset teacher there.
SECRETARY KING: Yeah, look. I think we see across the country, we see states that have not made the investment they should in their education system. We did a report earlier this year, the department, looking at the difference in state investment in prisons versus K-12 education. And what we found is that we see over the last 30 years rate of increase in investment spending on prisons that is three times as high as the rate of increase in spending on K-12 education.
That suggests to me that as a society, we haven’t put our resources where we should. So, are there states that should be spending significantly more on teacher salaries? Absolutely. And should we be paying more to teachers, especially teachers who are willing to serve in the highest needs communities and the highest needs fields where we have real demand? Absolutely. And the President’s proposed that. The President proposed a billion dollars for an initiative called Best Job in the World that would support professional development, incentives, career ladders for teachers who teach in the highest needs communities.
So we agree about the need for more resources and focusing those resources on teachers. One of the places I worry most about is in early leaning. We did a study on preK pay and found that in many communities around the country, pre-K teachers are making half what they would be making if they were working in an elementary school, which again suggests that our priorities are not right.
So this is a place where I agree with the questioner, we need to invest more resources in educators. We should pay our teachers very well because we know that teachers are essential to the future of our country. And we need to make sure the working conditions are good. It’s not just a question of teacher pay. I think of a place like Detroit, you know. If the water is leaking from the ceiling and there are rodents running across the floor, those working conditions are not ones that are going to make teaching a profession that people want or a profession people will want to stay in over the long term. And so we’ve got to make sure that working conditions are strong.
And the final point I’d make, is this is one of the reasons that supplement, not supplant, is so important because if you consistently under-resource the highest needs schools, the result will be poor working conditions in those schools and the inability to retain the great teachers that our highest needs students need.
MR. BALLOU: We’re running quickly out of time. Had an issue with one of your senior staff who had to resign over waste fraud and financial abuse. Have you been able to clean up the issues in the Inspector General’s office?
SECRETARY KING: So, this is about an employee in our IT department who made mistakes and was accountable for those mistakes, chose ultimately to resign. He’s no longer with the department. We have a very strong team around our IT and we are very focused, as folks are across the administration, on continuously strengthening cyber security. This is actually cyber security awareness month. Just came from a cyber security convening at the department this morning. We’re very focused on making sure that our IT systems are as strong as possible, that we protect the security of data. And that we insure that we’re providing good services.
So for example, Collegescorecard.ed.gov is a tool that we’ve built and through our investment in the strength of our IT systems, and work across the administration to leverage technology on behalf of taxpayers and students, Collegescorecad.ed.gov allows students to find information about every college, to find out about their graduation rates, how much people make who’ve graduated from that school, how able folks who’ve graduated from that school are able to repay their loans. It’s a great tool that we’ve made available and that is continuously evolving to try to provide services.
So IT is really a strength now of the department. But as is true across– for any employer, there are sometimes employees who make mistakes and we have systems in place to insure that that’s dealt with.
