Archives for category: Citizenship

Jerry Taylor used to be paid to dispute people who said that the climate was changing. He was a skeptic. He did battle on television with those who believed in climate change. But he changed his mind.

When I read this interview with Jerry Taylor in The Intercept, I was very struck by the amazing similarity to my own change of view. I was once certain that common standards and tests were necessary to improve education and give everyone equal opportunity to succeed. I changed my mind as I watched the evidence unfold during the implementation of No Child Left Behind.

In this age, it is very difficult for people to admit they were wrong. But it happens.

I think we have to spend more time thinking about how to persuade people who don’t agree with us.

To change education policy to one that recognizes that each child is a unique human being, to change the goal of education to be the cultivation of each person as a citizen who can take charge of his or her own life, we must work to change hearts and minds of policymakers.

How do we change minds? I changed minds, and I can explain why. But I am still groping for answers when it comes to convincing others, especially when they don’t seem to care about evidence.

Carol Burris, executive director of the Network for Public Education, wrote an analysis of the major problems with school choice that advocates refuse to address.

She begins by writing that privatized school choice directly threatens public education:

Privatized school choice is the public financing of private alternatives to public schools. Examples include charters run by corporate boards, private schools funded by vouchers, online learning charters and publicly subsidized home schooling. Then there are the disguised voucher plans such as Arizona’s Empowerment Scholarship Accounts, or ESAs, which give taxpayer money on debit cards to parents with little oversight as to how it is spent.

Privatized school choice, in its various forms, has been rapidly gaining ground in many of our states. The thinly veiled agenda of privatized choice is the destruction of public schools, which Secretary of Education Betsy DeVos and her allies refer to as “government schools.”

What the privatizers never talk about is that every dollar that goes to school choice is taken away from public schools. To adjust for the loss of revenue, public schools have to lay off teachers and close down programs. So the great majority of students are injured so a few can attend a charter or use a voucher.

Voucher programs almost always begin small–targeted at poor children, or children with disabilities, or foster children, or military children–but then expand to apply to all students. Sometimes the privatizers admit that they are pursuing a camel’s nose-under-the-tent strategy, but usually they claim to want “only this small program.”

Unaccountable, unsupervised privately-managed schools waste taxpayers’ dollars with bloated administrative salaries and overhead. In these conditions, without public oversight, fraud and corruption go undetected, and when a whistleblower complains, we learn that hundreds of thousands or millions of dollars were squandered or stolen.

She writes:

When we turn our backs on our public schools, we turn our backs on our most profound American values. We are not embracing conservatism; we are embracing consumerism. It is as simple and sad as that.

I would put it somewhat differently. I would say that the privatizers’ goal is not only to destroy public education but to encourage us to think as consumers, not as citizens. As citizens, we support public services that are for everyone, even if we don’t use those services. Thus, childless people pay taxes for public schools, even though they don’t use them, as do people whose children are grown. But consumers take care of themselves only. In the future, if this movement for privatization prevails, taxpayers may well reject bond issues because they don’t want to pay taxes for private choices. If we think only of ourselves, we lose the sense of civic responsibility that a democracy requires in order to protect and serve the interests of all its citizens.

Jason McGahan, an investigative reporter for LA Weekly in California, looked into some strange practices in the schools affiliated with the Gulen  movement. Fethullah Gulen is an Islamic cleric who lives in seclusion in Pennsylvania. The Erdogan government in Turkey claims that Gulen was responsible for the recent failed coup. Whether he was or was not involved in the coup is unknown. Gulen’s role in the charter movement is also unclear. He has some undefined connection with 160 or so charter schools, which go under a variety of names. Many or most of their teachers are on work visas from Turkey, and typically most or all of their board members are Turkish. It is odd that foreign nationals would take control of running “public” schools in the United States, since the essential role of public schools is to teach citizenship. The organization frequently sponsors trips to Turkey for state legislators and their staff and for Congressional staff. These “free” trips promote good will.

 

The story that interested McGahan was the movement of cash from the charter schools to the Gulen organization. When “60 Minutes” reported on the Gulen schools a few years ago, one of the people interviewed said that Gulen teachers were expected to remit 40% of their wages to the organization. McGahan reports that the practice seems to be customary.

 

His informant was a Turkish man named Yunus Avcu. He described his monthly trips from Aurora, Colorado, to Santa Ana, California, to bring a briefcase full of cash to “the organization.” Avcu said the cash was the regular deductions from staff members’ salaries.

 

Avcu says these payments weren’t voluntary; he says the organization also obligated him to return about 40 percent of his own salary every month. He says Accord executives made an Excel spreadsheet at the start of the school year with the salary of every Turkish employee at every school in one column and the amount of money each would owe in another. Avcu says executives determined the amount each Turkish teacher had to return to the organization, based on the employee’s seniority, education level, marital status and number of children. “The organization was taking the money from the people,” Avcu says. “If you don’t pay this money, they don’t employ you. If you reject or refuse to pay this, you have to go back to Turkey.”

 

According to Avcu, the cash funded the worldwide organization of Fethullah Gülen, a controversial Turkish preacher living in self-exile in the United States….

 

The inspector general of the Los Angeles Unified School District alleges that a California charter school group, the Magnolia Educational and Research Foundation, is among the more than 160 U.S. charter school groups with ties to Gülen. Magnolia operates charter schools on 10 campuses in California, including eight in L.A. It also happened to be headquartered in the same office space as the Accord Institute [where Avcu delivered the cash each month]….

 

The CEO at Magnolia Public Schools, Caprice Young, denies any formal or financial affiliation with Gülen or the Gülen movement; she does, however, acknowledge that certain current and former directors of the foundation are believers in Gülen’s teachings. “Some of our founding principals had ties to Gülen,” Young tells L.A. Weekly, but she says those founders are no longer part of Magnolia….

 

Since 2011, the FBI has raided charter schools with ties to Gülen in Louisiana, Ohio, Indiana and Illinois. A Georgia audit found three schools engaged in bid-rigging to vendors with ties to Gülen. A New York audit found one charter school had leased its building in a way that netted millions of dollars for a New Jersey company with ties to Turkey. In Utah, authorities revoked the charter of a school tied to Gülen after an audit uncovered financial mismanagement. In Illinois, a charter group tied to Gülen is under federal investigation for funneling more than $5 million in federal grant money to insiders and away from the charter schools’ fund intended to extend Internet access to schools with low-income students….

 

Caprice Young is the somewhat unlikely face of the Magnolia Educational and Research Foundation. She assumed the helm as CEO in January 2015, and her hiring was widely interpreted as a move to both reform Magnolia’s management practices and rehabilitate its image. Young is the first American and first woman to serve as CEO at the charter organization, whose four previous CEOs were Turkish men.

 

Magnolia pays Young a salary of $236,000, and it has provided her the full-time services of a public relations specialist from Larson Communications, an L.A. firm that includes crisis management among its specialties. Magnolia pays the firm $12,000 a month.

 

Young is a former president of the LAUSD board; she served for four years before losing her re-election bid in 2003. From there, she went on to found the California Charter Schools Association, building it into a formidable statewide organization in her five years as president. By Young’s account, her specialty since stepping down from CCSA eight years ago has been turning around charter schools from the brink of financial collapse.
Young says she began working at Magnolia as a consultant in late 2014. Her personal connection to Magnolia dates back to 2001, when, as school board president, she voted to approve Magnolia’s first charter school, Magnolia Science Academy 1 in Reseda. She says she has fond memories of the eight Turkish scientists, businessmen and educators who founded the school; the news clipping that commemorates the school’s founding is framed and displayed on the wall of Magnolia’s conference room.

 

The eight charter schools operated by the Magnolia foundation in L.A. — in Van Nuys, Carson, Venice, Palms, Northridge, Bell and Reseda — received a collective $26 million in local, state and federal funds in fiscal year 2014, according to audited financial statements. The schools enroll a collective 2,600 students, the vast majority of them from disadvantaged families, school officials say. Eighty percent of Magnolia students are eligible for the school lunch program, and a similar proportion of them are low-income and students of color. Generally the Magnolia charters outperform their public school peers, but not across the board.

 

The article describes the multiple investigations of the Magnolia charter schools and recent decisions to deny their requests to open more charter schools.

 

There is so much mystery surrounding the Gulen schools that some investigative agency–the FBI?–should look into their origins, their ties (if any) to Fethullah Gulen, and their finances. Why in the world should we outsource public schools?

 

 

Arthur Camins, director of the Center for Innovation in Engineering and Science Education at Stevens Institute of Technology in Hoboken, NJ, writes frequently about education issues.

In this post, written a year ago, he warned that the real problem in education is that we fail to prepare our students for the challenges of citizenship. The post was prophetic.

The phrase college and career readiness has become ubiquitous in education debates, but as a slogan without significant transformational direction. Of course, students should leave K-12 education with the knowledge and skills to succeed in the next phase of their lives. Of course, students’ experiences should open rather than restrict their choices and opportunities when they graduate. Of course, they should all graduate. Of course, young people need to develop the knowledge, skills and dispositions to be successful in the world of work. Ignoring that would be an irresponsible abdication, especially for students whose parents already struggle to make a decent living. It’s not that that these are misplaced goals. They are just insufficient.

We need an education system intentionally designed to engage students to understand their values and to learn how to become effective citizens. Which questions teachers ask or do not ask influences how their students understand the world and their role in it.

There are ways to teach that promote passivity, he writes. And there are ways to teach that encourage active engagement:

In the past, how have people worked together to improve the human condition in different societies? What has supported and thwarted those efforts? What features of governments support or impede peaceful resolution of conflicts? How do scientists make discoveries? How do engineers design solutions that improve people’s lives? How do literature and the arts help us understand and value one another and our environment? How can mathematics be used to help make better decisions? What changes are you interested in investigating? These are change-oriented questions that affirm students’ capacities and encourage them to imagine themselves as agents of improvement. These are engaging motivational questions. When student engage in such action-directed learning they can develop the values, confidence and mindset to make things better.

We need a rebirth in the teaching of history and civics. We need more than ever to teach students the importance of living together with others in peace and mutual respect. We need to teach them to respect the humanity and individuality of others.

Perhaps this is the state we are in after 16 years of No Child Left Behind and Race to the Top, focused exclusively on test scores, standardized testing, basic skills, and getting the right answer.

Civics is about asking the right questions, and questioning why those questions are “right,” not picking a bubble and saying it is the “right answer.”