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Perry Bacon Jr: Is “Education Reform” Dead?

By dianeravitch
August 7, 2023 //
32

In 2020, when I published my last book, Slaying Goliath, I opined that education “reform” as defined by No Child Left Behind and Race to the Top (standardized testing, school closings, school grades, charter schools, evaluating teachers by student scores, merit pay, Common Core, etc.) was a massive failure. The test-and-punish and standardization mandates had turned schooling into a joyless, test-obsessed experience that demoralized teachers and students alike. None of the promises of “reform” came to pass, but privatization via charter inevitably led to vouchers and the defunding of public schools.

The failure of federally-mandated reforms seemed obvious to me but Congress continues to use standardized tests as the ultimate gauge of students, teachers, and schools, despite the destruction that was obvious to anyone with eyes to see. And the reviewer in The New York Times slammed my book for daring to doubt the virtue of the “Ed reform” movement.

Perry Bacon Jr. wrote an article recently for the Washington Post titled “‘Education Reform’ Is Dying. Now We Can Actually Reform Education.” It was amazing to see this article in The Washington Post because for years its editorial writer was a cheerleader for the worst aspects of that destructive movement (Rhee could do no wrong, charters are wonderful, firing teachers and principal is fine). But the education editorial writer retired, hallelujah, and we get to hear from Perry Bacon Jr., in addition to the always wonderful Valerie Strauss (whose excellent “Answer Sheet” blog does not appear in the printed paper but online).

Earlier today, John Thompson earlier today responded on this blog to Bacon’s brilliant article. I meant to post the article by Bacon but forgot. Here it is. What do you think?

Perry Bacon Jr. wrote:

America’s decades-long, bipartisan “education reform” movement, defined by an obsession with test scores and by viewing education largely as a tool for getting people higher-paying jobs, is finally in decline. What should replace it is an education system that values learning, creativity, integration and citizenship.

Joe Biden is the first president in decades not aggressively pushing an education agenda that casts American schools and students as struggling and in desperate need of fixing. He has not stated that “education is the civil rights issue of our time,” a sentence said by presidents George W. Bush, Barack Obama and Donald Trump. His administration has backed policies, such as an expanded child tax credit, that view giving people more money, not more education, as the main way to reduce poverty.

There is a push from experts and politicians across partisan lines, including from Biden, to get employers to stop requiring college degrees for so many jobs. There is also a growing defense of college students who study English, literature and other subjects that don’t obviously lead to jobs in the way that, say, engineering does.

An education gospel is being dismantled, one that was 40 years in the making. In 1983, the Reagan administration released a report called “A Nation at Risk: The Imperative for Educational Reform.” It warned that America’s status as an economic powerhouse was under threat because its students were doing so much worse than those from other industrialized nations on standardized tests. That report put education reform on the national agenda and explicitly tied it to economic growth.

But this education fixation wasn’t just about the economy. The two parties couldn’t agree on racial policy. Democrats wanted more funding and explicit policies to help Black people and heavily Black areas to make up for past discrimination, and the Republicans largely opposed them.

What Democrats and Republicans could agree on was making education a priority. So Republican politicians, particularly Bush, pumped more money into schools, as Democrats wanted. And Democrats broadly adopted the view that education was the main way for Black people to make up for the effects of racism, thereby shifting responsibility for Black advancement from the government to individual African Americans, as Republicans wanted.

Eventually education, particularly getting a college degree, became viewed as the primary way for economic advancement for not just Black people but people of all races who weren’t born into the middle class.

The result was a bipartisan education fixation for much of the period between 1990 and 2016. It included the expansion of charter and magnet schools as an alternative to traditional public schools; an obsession with improving student test scores; accountability systems that punished schools and teachers if their kids didn’t score well; increased government spending on college loans and grants as part of a movement to make college essentially universal; and a push for Black students in particular not to just get college degrees but ones in “STEM” fields (science, technology, engineering and math) that would help them get higher-paying jobs.

This agenda was racial, economic and education policy all wrapped into one.

The problem is that this education push didn’t work. While the number of Americans who have graduated from high school and college have skyrocketed in the past three decades, wages and wealth haven’t grown nearly as much. Black people in particular haven’t seen economic gains matching these huge increases in education levels.

Instead of increased education benefiting Americans broadly, this education dogma created a two-tiered system. White-collar, secure, higher-paying jobs with good benefits went disproportionately to college graduates, while those in the worst jobs tended to not have degrees. And to get those degrees, Americans often had to borrow tens of thousands of dollars.

So Americans started revolting. The Black Lives Matter Movement emerged in 2013 and expressed frustration not only with police brutality but also with the continued economic struggles of Black Americans. In the 2016 presidential campaign, both Sen. Bernie Sanders (I-Vt.) and Trump appealed to voters who felt abandoned by a bipartisan political establishment that appeared unbothered by the disappearance of manufacturing and other jobs that didn’t require higher education. Sanders called for free college, appealing to young people frustrated that their best path to a good job was accruing tens of thousands of dollars in education debt.

After Trump’s election, both parties embraced the idea that they must try to help Americans, particularly those without college degrees, who feel stuck in today’s economy. So politicians are no longer casting education as the ideal solution to economic or racial inequality. Biden and the Democrats are specifically trying to create jobs that would go to non-college graduates, and they are pushing policies, such as expanding Medicaid, that would disproportionately help Black Americans even if they don’t have much advanced education.

But if the real aim of education policy is no longer really economic and racial policy, what should its goals be? Neither party seems to have a clear answer. Most Democrats defend teachers, a core party constituency, and extol public schools and community colleges, trying to shed the Democrats’ reputation as the party for graduates of Ivy League schools. But they don’t have a broader theory of education policy.

The Republicans are doing something much worse. At the state level, they are largely abandoning public schools and instead aggressively pushing universal voucherlike programs for K-12 education to help as many families as possible to enroll their kids in private and/or religious schools. They are also casting K-12 public school teachers and in particular college professors as propagandists who impose liberal values on students. At the college level, Republicans are trying to force out left-leaning faculty and push campuses to the right.


I certainly prefer the “teachers, professors and public schools are good” perspective (the Democratic one) over “teachers, professors and public schools are bad” (the Republican one). But neither is a real vision for American education.

Here’s one: Our education system should be about learning, not job credentialing. Schools and universities should teach Americans to be critical thinkers, not automatically believing whatever they heard from a friend or favorite news source. They should make sure Americans have enough understanding of economics, history and science to be good citizens, able to discern which candidate in an election has a better plan to, say, deal with a deadly pandemic. They should foster interest and appreciation of music, arts and literature.

They should be places where people meet and learn from others who might not share their race, class, religion or ideology. Our schools and universities should of course also provide people the core skills for jobs that actually require higher education. They should provide a path to becoming a doctor, lawyer, professor or any profession that requires specialized training without going into debt.
What our education system should not be is 16 years of required drudgery to make sure that you can get a job with stable hours and decent benefits — or a punching bag for politicians who have failed to do their jobs in reducing racial and economic inequality.

“What I think colleges and universities should do right now is to stop selling this myth that education is going to be the great equalizer,” University of Wisconsin at Green Bay professor Jon Shelton said in a recent interview with Inside Higher Ed.

Shelton, author of a new book called “The Education Myth: How Human Capital Trumped Social Democracy,” added, “I think what we need to do is focus on being the institutions that are going to help society solve these bigger problems, to be the place where people can encounter controversial ideas on campus, where we can have far-reaching conversations about what needs to change in our economy, and how we’re going to create the kind of world in which climate change doesn’t destroy our entire way of life.”

Blessedly, education reform is dying. Now we can reform our schools and colleges in a way that actually improves teaching and learning.

If you can open the article, you will see two graphs displayed: one shows that Black educational attainment has risen substantially (the percent who have graduated high school and college) but Black income and wealth has stalled. Those who were counting on education alone to eliminate poverty were wrong.

Note to reader: a version of this post was published at 1:30 p.m. This was WordPress’s error. This is the finished version. Too complicated to explain.

Categories Accountability, Charter Schools, Common Core, Corporate Reform, Corporate Reformers, Cruelty, Disruption, Duncan, Arne, Education Industry, Education Reform, Failure, Funding, NCLB (No Child Left Behind), Privatization, Race to the Top, Real Education, Standardized Testing, Teacher Shortage, Teachers and Teaching

John Thompson: Is “Education Reform” Dead?

By dianeravitch
August 7, 2023 //
52

John Thompson, historian and retired teacher in Oklahoma, reacts to an article in the Washington Post.

He writes:

I agree with Perry Bacon’s excellent and optimistic Washington Post analysis and its new path for improving America’s schools – with the possible exception of his first sentence and the first sentence of his last paragraph. After decades of working for the education policies and principles he supports, I’ve become too pessimistic to not doubt his title, “‘Education reform’ is dying. Now we can actually reform education.” I sure hope I’m wrong and he’s right.

Bacon writes, “Joe Biden is the first president in decades not aggressively pushing an education agenda that casts American schools and students as struggling and in desperate need of fixing.” Biden offers a 21st century path away from the 40-year “education gospel” launched by the 1983 Reagan administration’s “A Nation at Risk,” which was joined by presidents of both parties. Bacon then described the bipartisan “fixation” which:

Included the expansion of charter and magnet schools as an alternative to traditional public schools; an obsession with improving student test scores; accountability systems that punished schools and teachers if their kids didn’t score well.

But this reform ideology was worse than that. Bacon explains, “This agenda was racial, economic and education policy all wrapped into one.” He also cited Jon Shelton’s “The Education Myth: How Human Capital Trumped Social Democracy,” which:

Blamed growing economic insecurity in the United States — caused in actuality by corporate disinvestment in American industry and efforts to fight unions tooth and nail beginning in the 1970s — on the supposed failures of the education system.

“By 2001 and the passage of No Child Left Behind,” Shelton further explains, “Democrats and Republicans competed with each other to remake our education system under the pretext that our schools needed to be held accountable to the long-term economic fortunes of American workers.” Since they could only agree on making education a priority, Bacon added, the Republicans adopted the Democrats’ “view that education was the main way for Black people to make up for the effects of racism.”

Based on decades of experience teaching in the inner city, and studying what it would have actually taken to achieve equity, I’ve seen the way that the students who were supposed to be the main beneficiaries of accountability-driven, competition-driven mandates, were damaged the most. And on-the-cheap, quick fixes hurt these kids in the way educators and education research predicted. Even worse, I would add, the Billionaires Boys Club turned education into a reward-and-punish, data-driven privatization campaign based on the neoliberal venture capitalist model.

Having seen how worksheet-driven “accountability” and segregation by choice reforms drove our school into the lowest-performing mid-high in Oklahoma, and hearing my students protest that they had been completely robbed of an education, I thoroughly support Bacon’s vision of education.  He writes:

Our education system should be about learning, not job credentialing. Schools and universities should teach Americans to be critical thinkers, not automatically believing whatever they heard from a friend or favorite news source. They should make sure Americans have enough understanding of economics, history and science to be good citizens, able to discern which candidate in an election has a better plan to, say, deal with a deadly pandemic. They should foster interest and appreciation of music, arts and literature.

They should be places where people meet and learn from others who might not share their race, class, religion or ideology. … They should provide a path to becoming a doctor, lawyer, professor or any profession that requires specialized training without going into debt.

But, I’ve also seen the rightwing attacks on public schools. And these assaults come after decades of destructive, neoliberal corporate reforms. The difference was that they sought to “blow up” the education system so that entrepreneurs could rebuild it. Today, we have to resist extremist and conservative privatizers who are going for the kill while education is on the ropes.

And that gets me back to Bacon’s optimistic introduction and conclusion. Yes, he is correct in beginning, “America’s decades-long, bipartisan ‘education reform’ movement, defined by an obsession with test scores and by viewing education largely as a tool for getting people higher-paying jobs, is finally in decline.” The vast majority of the people I know agree that these reforms failed, and “what should replace it is an education system that values learning, creativity, integration and citizenship.” I hope I’m being too pessimistic because of my state’s rightwing minority’s assaults on democracy, but I don’t see evidence that the majority of parents and educators, as well as researchers, will be listened to.

Similarly, his last sentence is true, “Now we can reform our schools and colleges in a way that actually improves teaching and learning.” Yes, we can, but what will we be able to do as we again go up against market-driven elites and, worse, MAGA zealots?

I must emphasize that I have always been an optimist so, ordinarily, I would celebrate his sentence, “Blessedly, education reform is dying.” But after four decades of undermining the principles of public education, I worry that its decline has come too late, and I see no sign of progress in my state. Even so, regardless of the odds we face, we must draw upon the wisdom of Jon Shelton and Perry Bacon, and that requires us to keep our hopes up.

Categories Accountability, Charter Schools, Closing schools, Corporate Reform, Education Industry, Education Reform, Failure, Privatization, Vouchers

Carol Burris: The Think Tank That the Charter Industry Relies On

By dianeravitch
August 6, 2023 //
53

Carol Burris, executive director of the Network for Public Education, wrote in The Progressive about the role of the conservative Hoover Institution as a reliable advocate for charters, vouchers, and all kinds of school choice. (When I was a conservative, I was a Senior Fellow at Hoover.)

Burris writes:

One of the original intentions of creating charter schools was to improve student learning—which is why it’s telling that proponents of “school choice” now justify charter-school and school-voucher expansion by saying they are necessary to provide parents with options other than traditional public schools.

Choice for choice’s sake—originally a secondary rationale for charters—has become the go-to line of charter school proponents. Meanwhile, measures of academic performance have faded into the backgroundas a justification for school options. Nevertheless, for years, the question of whether or not charter schools academically out-perform traditional public schools has gnawed at the industry like an annoying uncle who insists on having the last word in every family debate.

The latest attempt to prove the supposed superiority of the charter industry comes from the Center for Research for Education Outcome, or CREDO, which has taken prior stabs at the question with results that were far from convincing.

“Remarkable” was how Margaret “Macke” Raymond, CREDO’s director and author described the results of CREDO’s latest national charter school study. Her enthusiasm was infectious. The Wall Street Journal’s editorial board proclaimed that CREDO’s new evidence showed charter schools are now “blowing away their traditional school competition.”

But despite the headlines that popped up in pro-charter media, the only thing “blown away” was the truth. Like prior national studies, CREDO’s latest report, “As a Matter of Fact: The National Charter School Study III,” shows tiny average differences between charter and public school students—0.011 standard deviations in math and 0.028 standard deviations in reading. These are differences so small that the Brookings Institution’s Tom Loveless once likened them to standing on a few sheets of paper to increase one’s height.

And CREDO knows it. The organization characterized nearly identical differences in their 2009 national study as inconsequential—referring to them as “meaningless,” “small,” and possibly derived from “measurement error.”

How could “meaningless” suddenly become “remarkable” once a tiny statistical tilt in outcomes favors charter schools? The answer lies in who runs CREDO, who funds it, and the methodological problems inherent in its reports.

We tackle these points in our new Network for Public Education report, “In Fact or Fallacy? An In-depth Critique of the CREDO 2023 National Report.” Here’s a brief summary.

Who runs CREDO?

Although reporters refer to CREDO at Stanford University or Stanford’s CREDO, the relationship between CREDO and the prestigious university is complicated.

CREDO is based in the conservative, pro-charter Hoover Institution, a private think tank on the Stanford University campus. The Hoover Institution governs and finances itself without oversight or control by the university. In fact, Hoover has a “long and fraught relationship” with Stanford’s faculty and students who have objected to its lack of diversity, controversial scholarship, and conservative ideology.

What all of these funders have in common is a vested interest in charter schools and—at least in Pearson’s case—profit.

Expanding school choice is a focus of the Hoover Institution. For example, in 2021, Hoover hosted Betsy DeVos in a stop on her book tour. Secretary DeVos was introduced and praised by Raymond, who, along with her role at CREDO, refers to herself as the education program director at Hoover in the video.

Please open the link and read the rest of the article.

Categories Accountability, Charter Schools, Corporate Reform, Education Industry, Gates Foundation, Bill Gates, Privatization, School Choice, Walton Foundation

NPE: Charter Lobby Wants Your School!

By dianeravitch
August 4, 2023 //
11

The Network for Public Education sent out the following notice to its 350,000 members. Join NPE so you can be on our mailing list (no cost to join). The charter lobby wants your public school.

Dear Diane,In a rare moment of candor, Nina Rees, the President and CEO of the National Alliance for Public Charter Schools, said that her organization’s “personal goal” is to make all public schools “like charter schools” that would be “schools of choice.”

If Ms. Rees and her charter trade organization have their way:

  • Children would enter a lottery to attend their neighborhood school.
  • There would be an appointed private board, not an elected school board.
  • Teacher tenure and bargaining rights in most states would disappear.
  • The school could shut down based on test scores, enrollment, or even the private board’s whim. 25% of all charters shut down in their first 5 years. 
  • In most states, the school could be managed by a for-profit corporation.

All of the above are the characteristics of charter schools. Every district in the nation would be a New Orleans–where schools open and close, and citizens have no voice in school governance.

That is why NPE fights so hard each year to ensure that the National Alliance does not get the funding increases it lobbies for from the federal Charter School Programs (CSP). We are so pleased to share the good news below.

Categories Accountability, Charter Schools, Corporate Reform, Disruption, Education Industry, Extremism, Network for Public Education

The Big Lie About America’s Public Schools and the Scheme to Privatize Them

By dianeravitch
July 30, 2023 //
49

America’s public schools were one of the glories of the nation until recently. Politicians hailed them as a symbol of democracy, a public institution open to all, supported by taxpayers, and controlled by elected local boards.

Local business leaders frequently served on local school boards. Americans broadly understood that the schools prepared the rising generation to be good citizens and to sustain our democracy. Certain principles were taken for granted: public funds were never used to fund religious schools; teachers and principals were career professionals, often the most educated members of their community, and were respected.

This is not to say that everything was rosy. I have written several books about the controversies that rocked the schools, especially over desegregation, which encountered vehement resistance in both the South and the North.

But despite the battles over race, curriculum, and other matters, the public schools garnered high praise from the public and elected officials.

However, this iconic symbol began to take a drubbing in 1983, when the Reagan-era National Commission on Excellence in Education released its harshly negative report called “A Nation at Risk.” The commission claimed that the nation’s schools were mired in a sea of mediocrity, that test scores were on a downward spiral, and that the nation’s public schools were responsible for the loss of major industries to other nations.

The reaction to the report was immediate: states set up task forces and commissions to find solutions to the schools’ crisis. Higher standards for students and teachers, more time in school, tougher curricula, etc.

The one refrain that became the legacy of “A Nation at Risk” was: Our schools are failing.

But we now know that the report was a hoax. James Harvey, who worked on the commission’s staff, explained that the books were cooked to produce a negative result. The data were cherry-picked to paint the schools in the worst possible light. The conclusions were a lie. The report ignored positive findings and chose to ignore the students living in poverty, the students with disabilities, and the other socioeconomic challenges facing the nation’s schools.

So today, relying on the Big Lie of 1983 (“our schools are failing”), ideologues, grifters, tax-cutters, religious interests, and others have joined forces to grab the money now devoted to public schools.

To the original Big Lie have been added new Big Lies to advance the cause of privatization and profits:

Big Lie number one: Test scores are reliable indicators of school and teacher quality. This simple but wrong idea was the basis for No Child Left Behind and Race to the Top. It overlooks the well-known fact that test scores are highly correlated with family income and are influenced more by home conditions than by teachers or schools. Hundreds, perhaps thousands, of public schools were closed because of their inability to meet high test score goals. All of the closed schools were in impoverished communities. Thousands of teachers were penalized or fired because they taught the children with the biggest challenges, those who didn’t speak English, those with severe disabilities, those whose lives were in turmoil due to extreme poverty.

Big Lie number two: Teachers need not be professional to get good results. Inexperienced teachers with high expectations and a few weeks of training will get better results than career professionals. This lie undercut the profession, undermined respect for teachers, and was the founding myth of Teach for America.

Big Lie number three: the private sector will run schools more effectively than local government, therefore we need more charter schools. BUT: The charter sector has spawned scandals, with private entrepreneurs embezzling millions of dollars for themselves. Some charters get high test scores by excluding weak students, some get high scores by attrition of weak students. Many charter schools close every year due to academic or financial problems. On average, charter schools do not get better results than public schools.

Big Lie number four: vouchers will produce higher test scores. BUT: Voucher schools, funded with taxpayer dollars, are usually exempt from state testing and are not accountable as public schools are. Where voucher students do take state tests, they fall farther and farther behind their peers in public schools. Now that it’s well-known that voucher schools are academically behind public schools, their proponents have moved the goalposts to say: Parents should choose, no matter what the studies show about test scores.

The Republican Party, with few exceptions, has swallowed the Big Lies and is intent on giving every student—regardless of income—a voucher to attend a religious school, private school, or home school.

For the first time in two centuries, the very concept of public schools is in jeopardy.

Ninety percent of Americans were educated in public schools. That ninety percent made America a successful nation by most measures. Public schools built bridges among diverse communities.

What will the new paradigm contribute to our nation?

Categories Accountability, Corporate Reform, Education Industry, Fake, Fraud, History, Hoax

D.C. Mayor Proclaims “Whistleblower Day” to Honor Those Fired for Telling the Truth

By dianeravitch
July 26, 2023 //
31

Whistleblower Marlon Ray was fired for complaining about lucrative contracts awarded by DC Public Schools to the Relay Graduate School of Education, which is the educational equivalent of a three-dollar bill. Ray was fired along with elementary school principal Dr. Carolyn Jackson-King, who refused to implement Relay’s “no-excuses” model in her school. She said it was racist. They are suing the district.

Yet Marlon Ray, the whistleblower, who is suing the city, somehow persuaded Mayor Muriel Bowser to proclaim July 30 as Whistleblower Appreciation Day, honoring people she fired! Including Marlon Ray.

On July 18, Marlon Ray, a DC Public School (DCPS) whistleblower, secured a Proclamation from D.C. Mayor Muriel Bowser designating July 30, 2023 as Whistleblower Appreciation Day.

The proclamation celebrates the origins of whistleblower law in the United States, commends whistleblowers who are often penalized for doing the right thing, and encourages D.C. government employees to know their rights to blow the whistle.

Ray’s case is a perfect example of why these efforts are so important. Fired alongside Ray was Carolyn Jackson-King, former principal of Lawrence E. Boone Elementary, who reported and protested the use of a teacher training program that discriminated against Black students. Ray and Principal Jackson-King, known to the community as “Dr. J-K,” had been highly respected administrators at Boone. Both are now suing DCPS for retaliation.

In 2017, DCPS contracted Relay Graduate School of Education to conduct staff training. Contrary to what the name implies, Relay is not in fact a graduate school. As Education historian Diane Ravitch explained, “[Relay] has no scholars, no researchers, no faculty other than charter teachers. It is a trade school for teaching tricks of test-taking and how to control black and brown children and teach them to obey orders without questioning.”

Relay supervised training and evaluation with 20 DCPS schools – mostly from schools in majority Black and low-income Wards 7 and 8. Jackson-King felt that Relay training contributed to the school-to-prison pipeline by militarizing schools and trying to strip educators and students of their agency.

“Kids have to sit a certain way, they have to look a certain way,” Jackson-King told NPR WAMU 88.5. “They cannot be who they are…Those are all the ways they teach you in prison — you have to walk in a straight line, hands behind your back, eyes forward…I just feel they attempted to control Black bodies.”

Another faculty member at Boone commented on the training asking, “Why should the Black and brown children be subjected to move a certain way or respond to certain commands? They’re not dogs. They’re kids.”

Early in the 2019-2020 school year, Jackson-King shared her concerns with Mary Ann Stinson, an instructional superintendent who began overseeing Boone in 2019. At the end of that year, Jackson-King received her lowest evaluation score in 30 years of teaching: a 2.75/4. She tried to appeal the score, but Stinson informed her that the score meant she would not be re-appointed as principal. She was fired.

Marlon Ray, a 20+ year DCPS employee and the former director of strategy and logistics at Boone, was one of the community members involved in protests after Jackson-King’s termination. He had also filed previous whistleblower complaints, including for the overpayment of Relay Training.

Ray was first retaliated against by Jackson-King’s replacement principal, who reprimanded him for participating in the peaceful protests. He became the only school employee required to work five full days a week in person at the height of the COVID-19 outbreak. Ultimately, Ray was let go in 2021 after being told his position was terminated for budgetary reasons. However, DCPS made a job posting to fill the same position just two months later.

In February 2022, Ray and Jackson-King filed suit against DCPS and the District of Columbia, alleging that DCPS violated the Whistleblower Protection Act and the D.C. Human Rights Act. They seek reinstatement of their jobs.

Both Ray and Jackson-King are prime examples of whistleblowers who risked their jobs in order to do their job correctly. These local heroes stood up for students who were subject to unjust and racist education policy, and who may not have had the information or the power to stand up for themselves.

This makes Mayor Bowser’s recognition of Whistleblower Appreciation Day all the more meaningful. Siri Nelson, Executive Director of the National Whistleblower Center (NWC), who received the mayor’s proclamation alongside Mr. Ray said that “local whistleblowers are critical to increasing governmental recognition of Whistleblower Appreciation Day.”

NWC hopes that the day will help government agencies – local and federal – change the culture of whistleblowing. Whistleblowers support government agencies in accomplishing their mission more effectively and holding them accountable to their own policies. It is therefore vital that they are protected and celebrated.

“This proclamation is the second of its kind,” Nelson noted. “Marlon Ray follows Jackie Garrick who received a similar proclamation from Florida’s Escambia County in 2022. NWC advocates for the permanent federal recognition of National Whistleblower Day and these proclamations show that change is within reach. I thank Marlon for taking this incredible action and look forward to celebrating him and Muriel Bowser’s proclamation on July 27th.”

Marlon Ray will speak at NWC’s National Whistleblower Day event on Capitol Hill on July 27, 2023. Those wishing to attend the in-person event can RSVP here: https://www.whistleblowers.org/national-whistleblower-day

Categories Accountability, Bigotry, Censorship, Charter Schools, Corporate Reform, Cruelty, District of Columbia, Education Industry, Ethics, Evil, Racism, Resistance

Tom Ultican: CREDO Charter School Claims Demolished

By dianeravitch
July 26, 2023 //
9

Tom Ultican, retired teacher of physics and advanced mathematics in California, wrote a devastating critique of the latest CREDO charter school study, based on the analysis by the Network for Public Education.

He wrote:

The Center for Research on Education Outcomes (CREDO) just released another pro-charter school study, “CREDO also acknowledges the Walton Family Foundation and The City Fund for supporting this research.” It is not a study submitted for peer review and is so opaque that real scholars find the methodology and data sets difficult to understand. Carol Burris and her public school defenders at the Network for Public Education (NPE) have provided an in-depth critical review.

With the new CREDO study, Education Week’s Libby Stanford said that “charters have drastically improved, producing better reading and math scores than traditional public schools.’’ Rupert Murdoch’s Wall Street Journal declared charter schools are now “blowing away their traditional school competition.” Burris retorted with “despite the headlines, the only thing ‘blown away’ is the truth.”

Putting a CREDO Thumb on the Scale

CREDO uses massive data sets, unavailable to other researchers, getting minuscule differences which are statistically significant. No one can check their work. They employ a unique and highly discredited statistical approach called “virtual twins” to compare public school with charter school testing outcomes. Instead of reporting the statistical results in standard deviations, CREDO uses their “crazy pants” days of learning scheme.

NPE discovered that the “blowing away” public school results amounted to 0.011 standard deviations in math and 0.028 standard deviations in reading. The minuscule difference is “significant statistically but is meaningless from a practical standpoint” according to CREDO. In a 2009 report showing public schools with a small advantage, CREDO declared, “Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.”To give these almost non-existent differences more relevance, CREDO reports them as “days of learning”instead of standard deviation. “Days of learning” is a method unique to CREDO and generally not accepted by scholars. They claim charter school math students get 6 more “days of learning” and English students, 16 days.

Please open Tom Ultican’s post to see why he considers the CREDO report to be “sloppy science” and “unfounded propaganda.”

Categories Accountability, Billionaires, Charter Schools, Corporate Reform, Deregulation, Disruption, Education Industry, Fake News, Hoax, Network for Public Education, Walton Foundation

North Carolina: GOP Passes Bill to Increase Charter Funding and Enrollment

By dianeravitch
July 24, 2023 //
8

Republicans in North Carolina hold a supermajority in the state’s General Assembly after a renegade Democrat announced she was switching parties. That legislator, Tricia Cotham, betrayed the people who voted for her, thinking she supported abortion rights and opposed vouchers. After switching sides, she voted to ban abortion and to support vouchers. With a supermajority, Republicans can and do override Democratic Governor Roy Cooper’s vetoes.

In their hatred for everything public, the Republicans voted to fund capital expenses of charter schools (even though they also are passing legislation by declaring that charter schools are not public schools). Notably, they also voted to allow low-performing charters to expand! Nothing equals funding failure!! Republicans want more kids in failing charters!

Democratic North Carolina Gov. Roy Cooper on Friday vetoed a Republican-backed bill that seeks to enable big changes to the state’s charter school system, likely setting up another override battle with the GOP-led General Assembly.

House Bill 219, the “Charter Schools Omnibus,” would remove a cap on enrollment growth at low-performing charter schools and allow charter schools to automatically add enrollment and grade levels over time without state approval.

It would also allow the schools to give preference to students in certain preschools. The law currently requires admissions to be done by lottery, not by preference. And it would allow charters to enroll and charge tuition for out-of-state and foreign exchange students.

The biggest change in the bill would allow charter schools to seek taxpayer money for capital expenses, such as construction, renovation or building purchases.

Currently, charter schools must secure and finance their own buildings. State and local taxes pay for the operating costs of charters, but not for their capital needs.

Counties would be authorized to raise taxes to generate the needed funds for charters but wouldn’t be required to do so.

Supporters of the bill say it would even the playing field between charters and traditional public schools, which are already fully funded by taxpayers.

But critics say there’s not enough funding available for traditional public school capital needs as it stands.

“This bill allowing more students to attend failing charter schools risks their education and their future,” Cooper said in a statement Friday.

He said the State Board of Education should maintain oversight of charter schools’ enrollment growth.

“Diverting local resources to build charter schools without clear authority on who owns them risks financial loss to county taxpayers who have no recourse,” Cooper said.

The measure passed both General Assembly chambers with full Republican support and at least one Democratic vote, so it’s a likely candidate for a veto override when lawmakers return to business in Raleigh on Aug. 7, along with five other veto overrides on their calendars.

It’s the 14th veto of the year for Cooper. Six are awaiting override votes. The previous eight have been overridden already.

Republican legislators don’t give a hoot about students or education. They keep their eyes on what matters: profit.

Categories Charter Schools, Corporate Reform, Deregulation, Education Industry, Extremism, Funding, North Carolina, Privatization

Bob Shepherd: Past Time to End Our Obsession with Standardized Testing

By dianeravitch
July 22, 2023 //
175

I have come to believe that there is one way and one way only that we will eliminate the federal testing mandate, which has had such blood-sucking costs over the years, direct costs and opportunity costs in loss learning, and which has brought about a dramatic devolution in our curricula and pedagogy.

The tests will remain in place until the national teachers’ unions take up the cause of ending them, until they call a national strike to do that. This would take real guts, real leadership. But until the teachers’ unions do that, until they institute a national action to end the testing, they are COMPLICIT IN CHILD ABUSE. I mean that. It’s not hyperbole. The testing is child abuse. It robs kids of large percentages of the time that they could be spending learning. And it robs them of coherent curricula and pedagogy. Instead, they get random exercises on random “skills” from the puerile Gates/Coleman “standards” bullet list and its progeny around the country.

ENOUGH. It’s been an utter failure. It’s been devastating. Time to end it.

Categories Common Core, Corporate Reform, Education Industry, For-Profit, Standardized Testing, Stupid

North Carolina: Legislators Want to Declare That Charters Are Private Schools

By dianeravitch
July 20, 2023 //
19

A North Carolina charter school has a rule requiring girls to wear skirts, as they did in the good old days. The courts said that if they are a public school, they can’t impose such a discriminatory rule. The school insisted it was “not a state actor” and not public. As matters stand, the school can’t force girls to wear skirts.

This is a dilemma. The national charter lobby has made a point of claiming that charters are public schools and are entitled to full public funding. They call themselves “public charter schools” to make the point. I have maintained for years that charter schools are not public schools because they don’t have an elected board, they are not accountable to anyone, they make up their own rules about admissions and discipline, etc.

But North Carolina legislators want to pass a law saying that charter schools are not public schools because the owner of the charter in question is a member of the rightwing elite. If he wants girls to wear skirts, they should wear skirts.

The Fayetteville (NC) Observer reported:

The courts told a charter school near Wilmington it is a public school, and it is unconstitutional for its dress code to make girls wear skirts instead of pants.

In short: If boys can wear pants, so can girls.

In response, North Carolina legislators are trying to pass a law that says taxpayer-funded charter schools are not “state actors” — and not subject to obeying the Constitution.

Following a court ruling that said it is unconstitutional for North Carolina’s taxpayer-funded charter schools to make girls wear skirts in school instead of pants, some North Carolina lawmakers want to exempt charter schools from respecting the Constitutional rights of their students.

They seek to pass a law that says, “Actions of a charter school shall be considered as actions of private nonprofit and not of a state actor.” This is despite laws and policies that since the 1990s have said charter schools are public schools.

The legislators’ effort follows court decisions in 2022 and 2023 in Peltier v. Charter Day School, Inc., a case from the Wilmington area that made international headlines. Judges said Charter Day School’s skirts-for-girls, pants-for-boys dress code violated the female students’ Constitutional right under the 14th Amendment to be treated the same as the male students.

Categories Accountability, Charter Schools, Corporate Reform, Deregulation, Education Industry, Funding, Gender, North Carolina
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