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Laura Chapman: Here Comes the Billionaires’ Latest Scheme to Redesign Public Schools

By dianeravitch
August 24, 2017 //
31

Laura Chapman noted a major promotion that is scheduled for September, when Laurence Powell Jobs tells the world how to fix public schools. What is the source of her expertise? Well, she is surrounded by alumni of the ill-fated Obama Department of Education, which managed to blow away $5 billion and accomplish nothing other than to create a teacher shortage and enrich the testing and charter industry. Arne Duncan, mastermind of the failed Race to the Top, advises Jobs. She is also extremely rich, and we know from “Fiddler on the Roof” that “When you’re rich, they think you really know.”

The Billionaires who think they have the answers to high school redesign are planning a big splash in early September.

Premise: “While technology and society have rocketed forward, high school has used the same model since 1900. We can’t prepare our nation’s students for the 21st century with this outmoded system. Let’s rethink high school.”

On September 8, 2017, ABC, CBS, NBC and Fox New will be marketing the Emerson Collective’s “XQ: The Super School Project,” at 8 pm (7pm Central)

“XQ: The Super School Project was launched in September 2015 as an open call to rethink and design the next American high school. Thousands of school builders, and tens of thousands of supporters from towns and cities across all 50 states united to take on this important work. Nearly 4,000 teams of students, teachers, parents, community leaders and many more came together to conceptualize innovative models for 21st century learning. To date, XQ has pledged more than $100 million to a growing number of the most promising ideas, actively supporting these teams on their journeys to become Super Schools.” Here are some of the leaders of the project.

Laurene Powell Jobs. Chairs XQ’s board of directors, President of Emerson Collective. “Her two decades in the education field have convinced her that America is ready for a sea change to overhaul the system.” Widow of Steve Jobs.

Russlynn Ali, Chief Executive Officer. Former assistant secretary of civil rights at the U.S. Department of Education. Also serves as managing director of education at Emerson Collective.

Alexandra Berry, Chief of Staff. Designed professional development products for teachers at Amplify, Instructional faculty and operations team at Relay Graduate School of Education. Teach for America, middle school math learning specialist at Knowledge is Power Program (KIPP) in Houston, Texas.

Matt Lorin, President: Former Executive Director of Honolulu-based, The Learning Coalition. Experience in philanthropy and civic engagement in public education.

Monica Martinez. Senior School Support Strategist. Expert in school redesign, policy, and philanthropy. Senior Fellow to the Hewlett Foundation, President of New Tech Network, VP of KnowledgeWorks Foundation, an associate at the Institute for Educational Leadership.

Dr. Linda Murray, Superintendent–in–Residence. Former senior advisor to the Education Trust-West and Superintendent of Schools for the San Jose Unified School District. Advises XQ on practice work …to help all students in XQ high schools reach college and career ready goals.

Sebastian Turner, Special Projects Lead: Worked as a personnel management consultant for Fortune 500 companies, human capital consultant and talent recruiter for charter management organizations. Former elementary school teacher.

Deep collaborators ( role not clear) include:
Yo-Yo Ma, the globally accomplished musician and creator;
Marc Ecko, Chief Brand and Creative Officer of COMPLEX, youth and justice advocate;
Geoffrey Canada, education advocate, founder of the Harlem Children’s Zone;
Michael Klein, global strategic and financial adviser and Managing Partner of M Klein,
Leon Wieseltier, Isaiah Berlin Senior Fellow in Culture and Policy at the Brookings Institution, listed as the philosopher for the Emerson Collective.

More information about the high school project go to https://xqsuperschool.org

For more about the people and projects of the Emerson Collective go to http://www.emersoncollective.com/our-team/

My generation would label many of these efforts variants of the 1960s alternative school movement with a lot more tech. I hope that someone or some group (other than the promoters) will track the longevity of these school, transformations, and what happens when the grant money and glow of publicity fades. Notice how some of the recruits to lead the project are “formers”… of TFA, of Relay (not) Graduate School of Education, the Education Trust, and active in pushing tech. ALmost forgot: Arne Duncan is a Partner in the Emerson Collective.

Categories Accountability, Billionaires, Corporate Reform, Corporate Reformers, Duncan, Arne, Education Industry, Education Reform, Privatization

Laura Chapman : The Gates Foundation’s Newest Reformy Organization

By dianeravitch
August 17, 2017 //
11

Laura Chapman explains the nature of “Education Cities,” the latest plaything of the Billionaire Boys Club!

Here is the latest reformy initiative: Education Cities!

Our dear friend Laura Chapman has deciphered what this latest disruptive program is.

She writes:

“Here is some information about Education Cities.

http://www.educationcities.org/

“It is connected to the Education Entrepreneurship Trust (CEE-Trust) launched by The Mind Trust in Indianapolis.

“Both ventures have received Gates Foundation money to push “personalized learning.”

“About Education Cities:

“FUNDERS Laura and John Arnold foundation, Michael and Susan Dell Foundation, Bill and Melinda Gates Foundation, Ewing Marion Kauffman Foundation, and Walton Family Foundation.

“PARTNERS

“Education Cities works with leading organizations to help our members achieve their missions.”

1. “Bellwether Education Partners works with Education Cities on research and capacity building projects. Bellwether is a nonprofit dedicated to helping education organizations—in the public, private, and nonprofit sectors—become more effective in their work and achieve dramatic results, especially for high-need students.”

“In Cincinnati, Bellwether was the recruiter for the “Accelerate Great Schools,” initiative that seemed to have appeared out of nowhere, pushed by high profile local foundations and the business community—all intent on marketing the need for “high quality seats” meaning you close and open schools based on the state’s weapon-ized system of rating schools, increase charter schools, and hire TFA. (We have a TFA alum on the school board). The CEO of Accelerate Great Schools recruited by Bellwether was a TFA manager from MindTrust in Indianapolis. He lasted about 18 months and accelerated himself to a new job.

http://www.cincinnati.com/story/news/education/2017/01/24/ceo-quietly-quits-school-accelerator/96997612/

2. “Center on Reinventing Public Education (CRPE) at the University of Washington partners with Education Cities to analyze and identify policies that create the conditions that allow great schools to thrive. Through research and policy analysis, CRPE seeks ways to make public education more effective, especially for America’s disadvantaged students.”

“CRPE should be regarded as an operational arm of the Gates Foundation. It marketed the Gates “Compacts,” a make-nice-with-your-charters MOU giving district resources to charters with charters promising to share their “best practices” and other nonsense. The bait included $100,000 up front with the promise of more money to the district if they met x, y, z, terms of the memorandum of understanding. Only few districts got extra money. Many reasons, some obvious like the departure of the people who signed the MOUs.

3. “Public Impact” partners with Education Cities (and Bellwether Education Partners) on research and capacity building projects. With a mission to dramatically improve learning outcomes for all children in the United States, Public Impact concentrates its work on creating the conditions in which great schools can thrive. The Opportunity Culture initiative aims to extend the reach of excellent teaches and their teams to more students, for more pay, within recurring budgets. Public Impact, a national research and consulting firm, launched the Opportunity Culture initiative’s implementation phase in 2011, with funding from The Joyce Foundation, Carnegie Corporation of New York and the Bill & Melinda Gates Foundation.” Current work is funded by the Overdeck Family Foundation and the Charles and Lynn Schusterman Family Foundation.”

“Public Impact is marketing 13 school turnaround models, almost all of these with reassignments of teachers and students to accommodate “personalized” something. One arm of the “opportunity culture” website is a job placement service for teachers. In prior administrations Public Impact and Bellwether worked together to get USDE support for charter schools.

4. “Thomas B. Fordham Institute partners with Education Cities to analyze and identify policies and practices that create the conditions that allow great schools to thrive. The Thomas B. Fordham Institute works to advance educational excellence for every child through research, analysis, and commentary, as well as on-the-ground action and advocacy in Ohio.”

“Well, we have a pretty good idea in Ohio of how all of that pontification worked out.

“Here are the cities in the foundation-led move to eliminate democratically elected school boards and substitute public schools with contract schools that receive public funds but usually privately operated. At one time the number of Education Cities was 30, then 28, now 25.

1. Albuquerque, NM, Excellent Schools New Mexico

2. Baton Rouge, LA New Schools for Baton Rouge

3. Boise, ID Bluum

4. Boston, MA Boston Schools Fund, Empower Schools

5. Chicago, IL, New Schools for Chicago

6. Cincinnati, OH, Accelerate Great Schools

7. Denver, CO, Gates Family Foundation, Donnell-Kay Foundation

8. Detroit, MI, The Skillman Foundation

9. Indianapolis, IN, The Mind Trust

10. Kansas City, MO, Ewing Marion Kauffman Foundation

11. Las Vegas, NV, Opportunity 180

12. Los Angeles, CA, Great Public Schools Now

15. Memphis, TN, Memphis Education Fund

16. Minneapolis, MN, Minnesota Comeback

17. Nashville, TN, Project Renaissance

18. New Orleans, LA, New Schools for New Orleans

19. Oakland, CA, Educate78, Great Oakland Public Schools Leadership Center, Rogers Family Foundation

20. Philadelphia, PA, Philadelphia School Partnership

21. Phoenix, AZ, New Schools for Phoenix

22. Richmond, CA, Chamberlin Family Foundation

23. Rochester, NY, E3 Rochester

24. San Jose, CA, Innovate Public Schools

25. Washington, DC, Education Forward DC, CityBridge Education

“These cities have been targeted for capture by promoters of choice, charters, tech, poaching talent and resources from public schools, and pushing the idea that established public schools are failures.”

Categories Charter Schools, Corporate Reform, Gates Foundation, Bill Gates

Bill Phillis: Charter Schools Are Bought and Sold; Not Public Schools

By dianeravitch
August 17, 2017 //
22

Bill Phillis, founder of the Ohio Coalition for Equity and Adequacy and former deputy commissioner of education in Ohio, laments the commercializations that charter schools have introduced into K-12 schooling, while claiming to be “public schools”:

He writes:

“For sale: A school–The practice of buying and selling charter schools signals the complete disconnect between school and community

“The greatest human-inspired public institution-the common school-was created as a school for all children. The nexus between the community and the common school is powerful in the lives of school children; charter schools are not community-based entities.

“Parents in a school district would be shocked if they opened the morning paper and read the headline: School district for sale. That happens in the charter world.

“Charter school organizations are bought and sold. Ron Packard, former CEO of K12-Inc. (in Ohio, K-12 Inc. operates the Ohio Virtual Academy) left K-12, Inc. and started a company that has purchased several charter schools in Ohio. This practice of buying and selling charter schools demonstrates the complete disconnect between school and community. Charter schools are not public.

“The common school is not a for-profit business enterprise. It is a community institution of the community, by the community and for the kids of the community.”

Categories Accountability, Charter Schools, Corporate Reform, Corporate Reformers, Corruption, Education Industry, For-Profit, Privatization

Billionaire “Regrets the Language” of Racial Remark, Eva Stays Mum

By dianeravitch
August 11, 2017 //
26

Billionaire Dan Loeb first insulted State Senator Andrea Stewart-Cousins–who is African-American– by saying she had done more to damage the lives of children of color than anyone wearing a hood, then issued a mealy-mouthed semi-retraction in the face of the outrage he encountered. He was just too passionate about school choice, he said, and didn’t watch his language.

“After midnight on Friday, Loeb apologized for his comment, saying, “I regret the language I used in expressing my passion for educational choice.” Loeb also deleted the Facebook post.”

He is chairman of the board of Eva Moskowitz’s Success Academy Network of charter schools. In addition to the millions he has personally donated, he has raised millions more from his Wall Street friends.

Will his racist comment spoil Eva’s big moment? Her memoir will be published this year, in which she projects herself as the new face of the privatization movement, once held by Michelle Rhee.

Loeb’s closeness to the Trump administration is not a plus in NYC. Eva too has boldly defended Trump, to the dismay of her teachers and other charter leaders. She was interviewed by Trump for Secretary of Education and welcomed Ivanka Trump and Paul Ryan to tour one of her schools. It matters not at all to her that Trump wants to slash funding on public schools. He wants to increase funding for charters and vouchers, and some of that money may come her way.

“Moskowitz recently angered some of her teachers when she refused to publicly state her support for undocumented and transgender students and staff in her schools, and finally relented to saying she would protect vulnerable students after a tense back-and-forth with staff members. In the weeks following Trump’s election, Moskowitz repeatedly refused to answer questions from reporters about whether she would commit to supporting undocumented students in her schools under Trump’s immigration policies.”

Say this for Eva: she stays focused on what matters most to her: money and power. Don’t expect her to distance herself from Loeb’s racist comments.

There is a subtext or narrative behind this story. You can flesh it out. It is about very rich and very powerful white people civilizing and “uplifting” little black children, while despising the black people who disagree with them. There is a word for it. I think it is called colonialism.

Categories Billionaires, Corporate Reform, Education Reform, Harlem Success Academy, Racism

Justin Parmenter: Why Business Ideas Don’t Work in Education (or Even in the Business World)

By dianeravitch
August 11, 2017 //
17

Justin Parmenter remembers when he first learned about his value-added score. It was positive, and he was happy. He didn’t really understand how it was calculated (nor did anyone else), but the important thing was that it said he was a good teacher.

Justin teaches at Waddell Language Academy in Charlotte, North Carolina.

In the next few years, his score went up, or down, or up. It made no sense.

One of his friends, who was known as a superb teacher, got low scores. That made no sense.

He writes about it here:

The results for many other colleagues, when compared with anecdotal information and school-level data which we knew to be accurate, were equally confusing, and sometimes downright demoralizing. Measures billed by the SAS corporation as enabling teachers to “make more informed, data-driven decisions that will positively influence student outcomes” instead left them with no idea how to do so. Yet despite the obvious problems with the data, there were rumblings in the district about moving toward a system where teacher salaries were determined by EVAAS effectiveness ratings — a really scary proposition in the midst of the worst recession in decades.

The legislature in North Carolina went whole-hog for measuring teachers and trying to incentivize them with bonuses:

Despite the growing questions about its efficacy, taxpayers of North Carolina continue to spend more than $3.5 million a year for EVAAS, and SAS founder and CEO James Goodnight is the richest man in the state, worth nearly $10 billion. The view that, like a good business, we will somehow be able to determine the precise value of each member of our ‘corporation’ and reward them accordingly, persists — as does the notion that applying business strategies to our schools will help us achieve desired outcomes.

In 2016, state legislators set aside funds to reward third grade teachers whose students showed significant growth on standardized tests and high school teachers whose students passed Advanced Placement or International Baccalaureate exams. Under this system of merit pay, which will continue through 2018, third grade teachers compete against each other to get into the top 25 percent for reading test growth. But if the General Assembly’s goal was to increase teachers’ effectiveness by motivating them to dig deep for the ideas they’d been holding back, the plan seems to have backfired.

I spoke with teachers from across the state and found there was zero impact from the bonus scheme in some schools and negative impacts in others. Some teachers weren’t even aware that there had been a bonus available for them to work toward, indicating a crucial breakdown in communication if the goal was to create a powerful incentive. On the other end of the scale, some teachers had been very aware of the bonus and had jockeyed for position to land students who were primed for the highest amount of growth. When these sizable bonuses were awarded — $9,483 to some teachers in Mecklenburg Count — resentment flared among teachers who had previously collaborated and shared best practices to the benefit all students. It takes a village to educate a child, and the General Assembly’s plan ignored key players who contribute to student growth — everyone from school counselors to EC teachers to literacy specialists.

And at the same time that politicians were forcing bonuses and merit pay on teachers, the corporate world was starting to recognize that collaboration and teamwork were far more valuable than competition among individuals (W. Edwards Deming wrote about this again and again for many years, addressing the corporate world).

Parmenter concludes:

The vast majority of the teachers I know are not motivated by money, they are driven by a desire to change people’s lives. They are in it for the outcomes, not the income. We can encourage the reflection that helps them hone their craft without using misleading data that fails to capture the complexity of learning. We can make desired outcomes more likely by nurturing collaboration among educators whose impact is multiplied when they work together. As our leaders chart the course forward, they need to look to those educators — not the business world — to help inform the process.

Categories Competition, Corporate Reform, Merit pay, North Carolina, Teachers and Teaching

Wendy Lecker: Real Reform Must Come from Within the District, Not by External Imposition

By dianeravitch
August 7, 2017 //
6

Wendy Lecker is a civil rights lawyer who writes frequently about education issues.

In this article, published in the Stamford (Ct.) Advocate, Lecker describes the imposed reforms that breed resentment and failure, not better education.

Corporate reform has been a disaster. Its day of reckoning cannot be indefinitely postponed. The corporate reformers fail and fail and fail, and continue to push their failed ideas.

Connecticut is a state that experienced major corruption in the charter industry. It is also a state with excellent public schools. Why not use the depth of knowledge and experience to help the neediest districts instead of parceling students out to private management?

Lecker writes:

The State Board of Education’s recent rubber-stamping of Capital Prep Harbor charter school’s expansion in Bridgeport is yet another example of a common theme in education reform: trampling community will. Capital Prep, which opened in 2015 over the objection the Bridgeport’s Board of education and community members, does not reflect the community. The school serves no English Language Learners, though 15 percent of Bridgeport’s students are ELL. The school has a 37 percent out-of-school suspension rate, over twice the rate in Bridgeport’s public schools.

Bridgeport’s Board of Education unanimously opposed the school’s expansion. Bridgeport already must pay several million dollars annually to charters. As the superintendent testified, the expansion will drain an additional $200,000 from Bridgeport’s budget; money it cannot afford. Last year, owing to decreased state funding, Bridgeport had to fill a $16 million budget gap. The state board ignored Bridgeport’s needs.

As recent education reform failures demonstrate, robbing local districts of decision-making power over education policies is a recipe for disaster. By contrast, reforms that emanate from the school districts themselves have shown success.

The ultimate in top-down reform for struggling districts is state takeover. Two much-hyped state takeovers occurred in Tennessee — the Achievement School District (“ASD”), and Detroit — the Educational Achievement Authority (“EAA”). After years of consistent failure, both recently closed, returning control of schools to the districts.

ASD and EAA employed reform’s “greatest hits.” Outside managers were hired to run the districts. Charter schools proliferated. They used ill-trained Teach for America recruits.

EAA also employed “student-centered” “personalized” computer-based learning, which caused 10,000 struggling students to fall further behind academically.

Both “reform districts” were plagued with high teacher turnover, a major factor in their failures, and rampant financial mismanagement.

State takeover made things worse for students in the ASD and EAA. In 2015, only one fourth-grader in Detroit’s EAA passed the state math test. After years of EAA control, only three of the 15 EAA schools moved off the list of the lowest 5 percent in the state. In Tennessee, the results were similar, with the ASD’s charter schools performing the worst.

She continues:

At the same time, officials ignore the slow and steady progress made by districts that engage in home-grown educational improvement. Long Beach, California, and Union City, New Jersey, are good examples. Both districts are diverse and majority economically disadvantaged. Yet both have been able to sustain improvement by focusing on the unique needs and strengths of their communities…

In contrast to failed state takeovers, that leave children and communities behind in their wake, district-led improvement methods have staying power precisely because they use the needs of their children and communities as their starting point. It is a shame that Connecticut officials ignore our own local, well-informed voices.

Categories Charter Schools, Connecticut, Corporate Reform, Corporate Reformers, Education Industry, Privatization

Steven Singer: Pity the Corporate Reform Crybabies!

By dianeravitch
August 4, 2017 //
127

Steven Singer is sorry, really sorry for the self-proclaimed crybabies who call themselves reformers.

Their efforts to privatize public education were going well, they were under the radar, until Trump and DeVos came along and joined forces with them.

How could they continue to sell charters as a crusade for poor children when Trump and DeVos want the same?

How could they get away with the ridiculous assertion that turning public money over to private contractors was a matter of civil rights, when the most reactionary, anti-civil rights administration in generations shares their cause?

What’s next? Will they hold a joint press conference with DeVos and Jeff Sessions to denounce the NAACP for daring to demand that charters cease to operate for profit and meet minimal standards of financial and academic accountability?

It was bad enough when they took their cues from the Waltons, ALEC, and the Koch brothers. Now their champions are Trump and DeVos.

Sad.

Singer writes:

“It’s gotta’ be tough to be a corporate school reformer these days.

“Betsy DeVos is Education Secretary. Donald Trump is President. Their entire Koch Brothers-funded, ALEC-written agenda is national policy.

“But their stripes are showing – big time.

“The NAACP has turned against their school privatization schemes. The Journey for Justice Alliance is having none of it. The Movement for Black Lives is skeptical. Even their trusty neoliberal Democratic allies are seeking to put some distance between them.

“And it’s making them look… sad.

“You’d think they’d have much to celebrate. Their policies are right up there with voter disenfranchisement, the Muslim ban and building a wall.

“Charter schools – YES! Voucher schools – YES! Public schools – NO.

“High stakes testing is going gangbusters pushed by the federal government with little interference from the states.

“Common Core is in almost every school while the most state legislatures do about it is consider giving it a name change.

“And in every district serving students of color and the poor, budgets are being slashed to pieces to make room for another juicy tax cut for the rich.

“They’ve taken George W. Bush’s education vision – which neoliberal Barack Obama increased – and somehow found a way to double-triple down on it!

“They should be dancing in the streets. But somehow they just don’t feel like dancing.”

Categories Accountability, Betsy DeVos, Charter Schools, Civil Rights, Corporate Reform, Corporate Reformers, Education Industry, Hoax, Privatization

NAACP Demands Reform of Charters!

By dianeravitch
July 26, 2017 //
155

The NAACP today released a strong report demanding the reform and regulation the charter school industry. The NAACP report calls for a flat prohibition of for- profit charters and for-profit charter management companies. It says that only school districts should be allowed to authorize charters. It says that charter teachers should be certified.

The task force of the NAACP said that “while high quality, accountable and accessible charters can contribute to educational opportunity, by themselves, even the best charters are not a substitute for more stable, adequate and equitable investments in public education in the communities that serve our children.”

The NAACP report boldly acknowledges that charters are part of a public-funded system. It says that it makes no sense to strip funding from the public schools that enroll the great majority of students in order to fund a parallel system that is usually no better than the public system and often worse.

Carol Burris analyzes the report here:

https://www.washingtonpost.com/news/answer-sheet/wp/2017/07/26/naacp-report-charter-schools-not-a-substitute-for-traditional-public-schools-and-many-need-reform/?utm_term=.9d91271f673d

There is also a link to the full text of the NASCP report and resolution.

This report strips away the claims of charter advocates who say that they are advancing civil rights. They are not. They are undermining public education by stripping students and resources away from the public schools.

The NAACP recognizes that the best way to advance civil rights in education is to assure a strong, accountable,and equitable system of public schools.

Like every national organization, the NAACP relies on major donors to survive. By standing strong against privatization of public schools, the NAACP has demonstrated courage and integrity. I add the NAACP to the honor roll of this blog, with admiration and respect.

Categories Accountability, Charter Schools, Civil Rights, Corporate Reform, Courage, Education Industry, Equity, For-Profit, Honor Roll

Steven Singer: The Rank Hypocrisy of the Destroy-Public-Education Campaign for Defending Segregation

By dianeravitch
July 26, 2017 //
12

Steve Singer calls out the Destroy-Public-Education campaign for their attacks on Randi Weingarten.

It’s not because he is a fan of Randi’s, but because he doesn’t like hypocrisy.

Charter schools are more segregated than public schools, even in districts that have high levels of racial segregation. Charters don’t mind being 100% black or Hispanic. It’s not a bug to their promoters. It’s a feature. In some states, charters are all black and have become White Flight z
Academies.

Vouchers cause racial and religious segregation. Period.

Meanwhile, the Destroy Public Education crowd is acting shocked, shocked, shocked that Randi dared to connect their activities to the racist Southern governors and Senators who championed school choice as their response to the Brown decision.

I saw an email blast a few days ago from Jeanne Allen, the CEO of the pro-privatization Center for Education Reform, who wrapped herself in the mantel of the late Wisconsin legislator Polly Williams, an African American woman who supported vouchers, hoping they would help poor black children. She neglected to acknowledge that Williams was appalled when vouchers became the favorite idea of Scott Walker, who raised the income limits. Poor black children were left behind. Before her death, Williams admitted her error. Poor black children were cynically used by the hard-right Bradley Foundation, the Koch brothers, Scott Walker, and a bunch of white reactionaries who didn’t give a hoot about black children. To think that these people have the nerve to chastise anyone who calls out their racist heritage!

Jeanne Allen called on Randi to resign for daring to connect charters and vouchers with their historical antecedents. Sorry, Jeanne, Randi was right. You are carrying forward the twisted ideals of George Wallace. For doing so, you should resign.

Categories Civil Rights, Corporate Reform, Milwaukee, Segregation, Vouchers, Wisconsin

Stephen Dyer: Weep Not for ECOT! Its Profits Are Secure

By dianeravitch
July 26, 2017 //
5

Stephen Dyer writes from Ohio about the unfolding saga of ECOT, the Electronic Classroom of Tomorrow.

http://10thperiod.blogspot.com/2017/07/even-with-layoffs-ecot-will-make-killing.html?m=1

It was recently ordered by a state court to return $60 million that it had charged for educating students who never logged on. ECOT complained bitterly, but the state audit showed that its enrollment figures were inflated.

ECOT is owned by William Lager, who has donated millions of dollars to elected officials over the years and received special treatment. He has collected hundreds of millions of dollars to run a virtual K-12 school with the lowest graduation rate in the nation. He thought that his generosity to politicians would protect him from accountability from abysmal results, but it hasn’t.

Lager took out ads (at taxpayer expense) to warn that he might have to lay off 350 employees if the state forced him to return a portion of his revenues. It would “hurt the children.”

The state is willing to allow him to pay his debt at $2.5 million a month for two years.

Boo hoo!

Dyer says she’d no tears for Lager. He will still clear at least 30% on his investment, probably more. He will still make a killing.

Categories Accountability, Corporate Reform, Education Industry, Education Reform, For-Profit, Ohio, Privatization, Virtual Charter Schools
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