Archives for category: Corporate Reform

The Ohio Supreme Court ruled that property purchased by the for-profit charter management corporation White Hat using public funds belongs to White Hat, not the public.

I’m no lawyer, but this decision says to me that the schools’ stuff does not belong to the public, but to a private entrepreneur. I take that to be an acknowledgement that White Hat privatized the assets of the school. More evidence that charter schools are not public schools. If they were, their stuff purchased with public funds would belong to the public.

White Hat was sued by the boards of 10 of its charter schools, all of which have closed for poor performance.

“A charter school operator – not the schools themselves – own the classroom desks, computers and other equipment purchased with state-provided tax dollars, the Ohio Supreme Court ruled today.

“The ruling represented a victory for the charter-school operator, White Hat Management Co., and a defeat for 10 now-closed schools in Northeast Ohio that claimed they owned the property since it was bought with public funds.

“Justice Judith Ann Lanzinger wrote in the majority opinion that charter school operators perform a governmental function and establish a fiduciary relationship with the schools they manage in purchasing school equipment, contrary to the position taken by White Hat.

“That finding should allow the public to obtain charter-school operator financial records that long have been withheld, said Karen Hockstad, a Columbus lawyer who represented the ex-White Hat charter schools.

“Current law largely does not address the duties of school operators and does not restrict the provisions of contracts between operators and charter schools, Lanzinger wrote.

“Therefore, a provision in White Hat’s contract allowing it to title property in its name and later require the schools to buy back any property they wanted to keep is enforceable, the opinion stated.

“Unless there is fraud, courts cannot save “a competent person from the effects of his own voluntary agreement,” the opinion said.

“The schools were represented by their own legal counsel and they agreed to the provisions in the contracts. They may not rewrite terms simply because they now seem unfair….”.

“The funds were paid by the state to the seven Hope Academies and three Life Skills Centers in the Cleveland and Akron areas that hired White Hat in 2005 to handle operations. White Hat received 95 percent of each school’s state funding to pay teacher salaries, building rentals, utilities and other expenses.

“The schools’ lawyer had argued the funds remained public despite their payment to White Hat and that classroom equipment belonged to the schools.

“About $100 million was paid by the state to the seven Hope Academies and three Life Skills Centers in the Cleveland and Akron areas that hired White Hat in 2005 to handle operations. White Hat received 95 percent of each school’s state funding to pay teacher salaries, building rentals, utilities and other expenses.

“White Hat Management is owned by David L. Brennan, of Akron, one of the early proponents of the publicly funded and privately operated charter schools and a major donor to Ohio Republicans…. ”

Two judges dissented. Their dissents were well-reasoned and common sense:
.

“There has been no quality education, there has been no safeguarding of public funds, and there most certainly has been no benefit to the children,” Justice William M. O’Neill wrote.

“He concluded that the contracts are not enforceable because they “permit an operator who is providing a substandard education to squander public money and then, upon termination for poor performance, reap a bonus, paid for by public money.”

“Justice Paul E. Pfeifer wrote that the court should have overturned the contract.

“The contracts require that after the public pays to buy those materials for a public use, the public must then pay the companies if it wants to retain ownership of the materials,” he wrote.

“This contract term is not merely unwise as the opinion would have us believe; it is extremely unfair, so unfair, in fact, as to be unconscionable. … The contract term is so one-sided that we should refuse to enforce it.”

rludlow@dispatch.com

You probably know who Peter Greene is: a prolific high school teacher in Pennsylvania who specializes in skewering fools.

But do you know who Mike Barber is? He is actually Sir Michael Barber of Pearson. He wrote a book called Deliverology, which provides the theoretical construct for corporate reform. It argues for setting targets (test scores) and incentivizing people to reach them.

In this post, Peter Greene reviews Mike Barber’s latest book , which he wrote with two co-authors. The goal of the book is to explain why ordinary people have failed to do reform right. The problem is implementation.

Peter writes:

“Their new book has the more-than-a-mouthful title Deliverology in Practice: How Education Leaders Are Improving Student Outcomes, and it sets out to answer the Big Question:

“Why, with all the policy changes in education over the past five years, has progress in raising student achievement and reducing inequalities been so slow?

“In other words– since we’ve had full-on reformsterism running for five years, why can’t they yet point to any clear successes? They said this stuff was going to make the world of education awesome. Why isn’t it happening?

“Now, you or I might think the answer to that question could be “Because the reformy ideas are actually bad ideas” or “The premises of the reforms are flawed” or “The people who said this stuff would work turn out to be just plain wrong.” But no– that’s not where Barber et al are headed at all. Instead, they turn back to what has long been a popular excuse explanation for the authors of failed education reforms.

“Implementation.

“Well, my idea is genius. You’re just doing it wrong!” is the cry of many a failed geniuses in many fields of human endeavor, and education reformsters have been no exception.”

Yes, Communism was a great idea but it was badly implemented. Mao’s Great Leap Forward was a great idea, badly implemented. All those millions of people who died? Collateral damage.

Peter writes:

“The implementation fallacy has created all sorts of complicated messes, but the fallacy itself is simply expressed:

“There is no good way to implement a bad idea.

“Barber, described in this article as “a monkish former teacher,” has been a champion of bad ideas. He has a fetish for data that is positively Newtonian. If we just learn all the data and plug it into the right equations, we will know everything, which makes Michael Barber a visionary for the nineteenth century. Unfortunately for Barber, in this century, we’re well past the work of Einstein and the chaoticians and the folks who have poked around in quantum mechanics, and from those folks we learn things like what really is or isn’t a solid immutable quality of the universe and how complex systems (like those involving humans) experience wide shifts based on small variables and how it’s impossible to collect data without changing the activity from which the data is being collected.

“Barber’s belief in standardization and data collection are in direct conflict with the nature of human beings and the physical universe as we currently understand it. Other than that, they’re just as great as they were 200 years ago. But Barber is a True Believer, which is how he can say things like this:

“Those who don’t want a given target will argue that it will have perverse or unintended consequences,” Sir Michael says, “most of which will never occur.”

“Yup. Barber fully understands how the world works, and if programs don’t perform properly, it’s because people are failing to implement correctly.”

You have to read it all. It is Peter Greene at his best.

Laurene Powell Jobs, widow if Steve Jobs, inherited several billions. She has now decided to make a big move into redesigning the American high school.

To advise her, she has hired a former aide to Arne Duncan and a former aide to Joel Klein.

She has impeccable reform credentials, that is, she approaches the problem with no knowledge or experience. Well, she is on the board of Teach for America, so she knows that experienced teachers are no good.

Will Fitzhugh, publisher of The Concord Review, which publishes outstanding history research pApers by high school students, says:

“At $50,000,000, Laurene Jobs is set to waste only half as much as
Mark Zuckerburg did, working with the usual reform suspects.”

Paul Horton, history teacher at the University of Chicago Lab School, got exasperated about the steady stream of articles endorsing the Common Core in the Chronicle of Higher Education. So he wrote a letter warning the professoriate not to buy the corporate-funded CC propaganda. The letter should have been published as an opinion piece.

An excerpt:

“1. They are the product of a push by private foundations acting in the interest of multinational corporations to colonize public education in the United States and in other areas projected be developed as core production and assembly areas in the emerging global economy. A recent Washington Post article using a well-placed source within the Bill and Melinda Gates Foundation essentially confirmed what many critics have suspected: that Bill Gates effectively controls the Department of Education in the United States through his former employees who serve in leadership positions within the Department of Education.

Our education secretary also does a lot of listening to Michael Barber of Pearson Education. Although Mr. Gates and Sir Michael, as well as other reformers, are doubtless well intentioned, they view the colonization of K-12 education in this country and elsewhere as a “win-win.” In their view, the quality of education will improve with greater accountability, and they will make billions creating and delivering accountability for students, teachers, and education schools.

To implement their plan, they are willing to jettison all ideas of collective responsibility for public education in a classic privatization pincer move: Chicago School of Economics ideas of “free choice” and “free markets” are used to legitimate privatization through virtual control of the editorial boards of major papers—the Murdoch chain, the Tribune chain, The Washington Post (now run by a neoliberal libertarian), and The New York Times—as well as center-liberal media like PBS and NPR. Money is funneled into NPR and PBS by organizations that support privatizing school reform in the name of “support for education programing.”

A Gates-funded Washington consulting firm, GMMB, works 24/7 to sell the Common Core Standards and all other elements of the Race to the Top mandates that call for more charter schools, a standardized-testing regime, and value-added assessments of teachers based on this testing regime. Likewise representatives of the Washington-based Fordham Institute work together with GMMB to send weekly talking points to major editorial boards and education reporters to ensure that representatives from an “independent foundation” are relentlessly quoted.

Not surprisingly, the Fordham Institute is hardly independent, and is heavily subsidized by the Bill and Melinda Gates Foundation, Michael Bloomberg, and the Broad Foundation, and many more funders of privatizing education. While GMMB attempts to control the discourse in the country’s major media outlets (Arne Duncan’s past press secretary is helping to coordinate this propaganda campaign within GMMB), McKinsey sells Microsoft and Pearson packages to fit the Race to the Top mandates.

The Los Angeles Independent Schools boondoggle that packed Pearson Common Core Curriculum lessons within Microsoft tablets and software is the wave of the future. Districts are sold packages that they cannot afford to comply with federal mandates that are pushed by private multinational corporations. What I am attempting to describe is the tip of a corporate iceberg that amounts to corporate control of education policy with very little participation of classroom teachers, parents, or school boards.

The idea that the Common Core Standards are the product of a democratic process is simply misrepresentation of fact—a big lie that GMMB, our education secretary, Bill Gates, Pearson Education, and the Fordham Institute propagate. What many rightfully be called corporate-education reform has bypassed the democratic process. For this reason alone, university faculty and administrators should not support the Common Core Curriculum and the Race to the Top.”

Steven Singer, a teacher in Pennsylvania, went with a group of colleagues to meet with Rep. Dan Miller of New Lebanon, Pennsylvania. Miller had been a history teacher; his aide had been a teacher.

“We crowded together in his tiny district office to talk about how standardized testing is destroying public schools.

“Which brings me to the second strangest thing – Rep. Miller didn’t just agree with us, he did so knowledgeably.”

But why, the teachers wondered, does the state continue to mandate harmful policies?

“Republicans have dominated state education policy for years. They still do. But in Miller we have someone who actually has a say in one of the most critical areas in the state. And he knows what he’s talking about, takes time to meet with real live educators and sympathizes with our cause.

“Which brings me to perhaps the strangest aspect of the whole meeting – Miller’s analysis why more isn’t being done to combat the testing industry.

“The groundswell isn’t there,” he said. “You’re still the fringe.”

Singer asks: where is the middle? Is there a mainstream? Or is it just the lunatic fringe that mandates harmful pixies and the lunatic cringe trying to restore common sense? Is there a middle?

Mike Lillis, president of the Lakeland County Federation of Teachers, tells his members that education is at a “tipping point.”

“In my opening remarks last year, I painted a picture of education reform on the run, with evidence such as Inbloom shuttering its doors, 65,000 students refusing the state tests, and polls showing increased opposition from parents as well as educators to the Common Core standards and high-stakes tests.

“Well…a lot has happened since then. To borrow from Charles Dickens, who would have a great deal to say about our treatment of children today, in many ways what we are seeing now is the tale of two education systems; it is the best of times and the worst of times.

“Since I like to rip band aids off quickly, let’s talk about the worst of times first. Despite the fact that high-stakes tests took a beating last year, their use in teacher evaluation being discredited by the American Statistical Association, American Education Research Association, National Academy of Education, as well as parents and educators, this April the Legislature and Governor doubled-down by rewriting the law on teacher evaluation and dramatically increasing the role that tests will take on.

“Here is why I believe it is also the best of times. Within a couple of weeks of our legislative rout, the parents of over 220,000 students said, “enough is enough” and refused to have their children take the state tests. This level of direct parent participation is unlike anything we have seen before in New York and no, it is not because the “union told them to.”

“This is a grassroots movement of parents that have tried every other means they have to protect the integrity of their child’s education.

“There are not 220,000 parents in New York that wake up daily and try to figure out which act of civil disobedience is best for them that day. This is a movement that will grow until sanity is restored to our classrooms. They have built a lever, and it will continue to grow until it is successful.”

He notes that Commissioner MaryEllen Elia said teachers were”unethical” if they encouraged opt outs.

Lillis said:

“Since the Commissioner would like to discuss ethics, I would like to contribute some of my own thoughts about State Education Department policies and hopefully begin a debate about whether or not they are ethical or even moral.

“I do not believe that it is ethical to correlate proficiency on grade 3-8 math and ELA assessments to a score of 1630 on the SAT, a score that only 34% of college bound students achieve nationally.

“I do not believe it is ethical to label students. More importantly, I do not believe it is ethical for the state of New York to label students “College and Career Ready” based on a single annual test.

“I do not believe it is ethical to take students that remain on target to getting a 1500 on the SAT and labeling them not ready for college or a career, in third grade, fourth grade, fifth grade, and on and on through high school. I believe this is state-sponsored abuse.

“I do not believe it is ethical to use a formula to evaluate the state’s 3-8th grade teachers that guarantees 7% of them will be ineffective before a single student takes the tests.

“I do not believe it is ethical to put a test ( a test I remind you that statistically is designed to have only the top 34% college bound students nationally pass it) and have students know that their performance will have a very real impact on the career of someone they love—their teacher.”

Lillis concluded: we are a tipping point. Which way will we tip?

Julian Vasquez Heilig is a national treasure. He is a well-educated researcher. He has a conscience and a heart. And with all that, he has courage and humor.

I love reading his blog, Cloaking Inequity. Not only his analyses sharp, but he usually has clever graphics.

This is latest post. He responds to critics of his policy brief on Néw Orleans, and he glories in some unexpected recognition.

Julian is a professor at California State University at Sacramento. If your community is planning a public forum, invite him to speak. You will learn and enjoy.

During John Kasich’s governorship, charter schools have been the beneficiaries of political favoritism. The charter operators who give large sums to Republican candidates are never held accountable for their performance. In most states, this practice is called “pay to play.”

This article describes the corruption of the charter sector in Ohio. Some of the lowest performing charter schools in the state give the biggest political contributions. Certain for-profit charter chains have abysmal performance yet they will never be closed. Money talks.

Kasich appointed David Hansen as executive director of Ohio’s Office of Quality School Choice and Funding. “Kasich tasked Hansen with overseeing the expansion of the state’s charter schools and virtual schools, which are online charter schools typically used by homeschoolers.” Hansen had been a board member of a failed for-profit charter school. When Hansen was found rigging charter school grades, he had to resign.

“In July, Hansen resigned after admitting he had rigged evaluations of the state’s charter school sponsors—the nonprofits that authorize and oversee the schools in exchange for a fee—by not including the failing grades of certain F-rated schools in his assessment. Specifically, he omitted failing virtual schools operated by for-profit management companies that are owned by major Republican donors in the state.”

So Hansen is gone, gone, gone, but his wife is Kasich’s campaign manager and his former chief of staff.

And what of Ohio’s charter industry?

“Schools with D or F grades receive an estimated 90 percent of the state’s charter school funding. Virtual schools, which have an even worse academic track record and insufficient quality controls have been permitted to flourish….

“In the four years that Kasich has been in office, funding for traditional public schools has declined by almost half a billion dollars, while charter schools have seen a funding increase of more than 25 percent. Much of that funding appears to have been misspent.”

Ohio has so many low-performing charters, so many scandals, and so much corruption that the state has become “a national joke.”

John Kasich is portraying himself in the campaign as a moderate. Ha! He is no moderate. He tried to eliminate collective bargaining but the voters turned back his effort. He is as far right as Scott Walker. Don’t be fooled.

The Los Angeles Times published letters from some teachers about why teachers quit.

Bottom line: The “Children First” mentality drives teachers away by creating the presumption that teachers are on a “different side” from children and that they put their own greedy self-interest above the needs of their students.

Mayor Michael Bloomberg left office in January 1, 2014. One of his legacies was the changes he made in the school system over 12 years of total control.

Today the Néw York Post says his “reforms” were disastrous, and the only hope for children in the city’s public schools is escape to a privately managed charter school.

The Post writes about the Bloomberg reforms:

“New York’s public-school system is an ongoing horror — one that traps hundreds of thousands of kids in schools that don’t work, “tracked” into dead-end “promotions” to equally bad schools that lead to worthless diplomas and limited economic opportunities for the rest of their lives.”

The Post has long–at least since Rupert Murdoch owned it–loathed public schools, their teachers and administrators, and unions.

So the editorial says that the “obvious solution”–based on a study commissioned by billionaire hedge fund managers who have the chutzpah to call themselves “Families for Excellent Schools”—is more charter schools.

Why not?

Let Eva do it! Let her open her schools to the children with severe cognitive impairments, the students who can’t speak or read English, the kids right out of the juvenile justice system! She should show what she can do.

She has a chance to demonstrate that her schools are replicable for all, not merely a triumph of skimming and attrition.