Archives for category: Corporate Reform

This is the story of what is happening in Little Rock, Arkansas, told by a white parent with children in the public schools. Barclay Key is a professor of history at the University of Arkansas in Little Rock.

Little Rock has a special place in our nation’s history. In 1957, three years after the Brown decision declaring “separate but equal” schools unconstitutional, nine black students attempted to enroll in Central High School. Governor Orval Faubus called out the Arkansas National Guard to prevent the students from entering. The NAACP won a federal district court injunction against Governor Faubus. Dr. Martin Luther King Jr. urged President Dwight D. Eisenhower to intervene. President Eisenhower sent the 101st Airborne Division to protect the students and uphold the law.

Fast forward to to 2015. The schools of Little Rock are again under siege, different cast of characters. This it is about both race and power.

Parents have been trying to protect their public schools against a Walton takeover. What is the metaphor? Not David and Goliath. More like the lone young Chinese man who stood up against a long line of tanks during the suppression of the rebellion in Tienanmen Square.

Barclay Key writes::

“From the chaos of initial desegregation efforts to the white flight of the past few decades, Little Rock’s hopes for strong public schools have consistently been sacrificed on the altar of white supremacy. As a historian, I knew the general contours of this story before my family and I moved here in 2012. The story differs only in its details as one travels the country….

“One cannot possibly overlook the state’s role in suppressing black political power and local white elites supporting that suppression. Even though students in the LRSD have been majority black for forty years, a white majority controlled the school board until 2006. We had a democratically elected board with three new black members and a strong white ally. The state board of education replaced our democratically elected board with Tony Wood, the white state education commissioner. He literally had no specific plans for the LRSD or the “academically distressed” schools, outside of what was already occurring. There was no magic wand, no special scenario that he or the Arkansas Department of Education was prepared to implement.

“It’s worth noting, however, that the state immediately took one action. It appointed Baker Kurrus to chair a “budget efficiency advisory committee” for the LRSD. The district was not in financial distress. Cuts were looming because of the loss of those desegregation funds, but plans were already being developed by the elected board to minimize the effects of that loss. The state’s sudden concern over LRSD finances suggested fears over a progressive-minded school board with a facilities plan and firm commitment to equality that would almost certainly give a fair share of business to minority-owned companies for construction and renovation projects. Kurrus, a white businessman and attorney, previously served on the LRSD board for twelve years. The state, which had just complained of long-term dysfunction on the LRSD board, chose to appoint as superintendent a former white board member who served during some of the board’s most tumultuous—some might say dysfunctional—years….

“This point deserves emphasis: a majority black school board in a majority black school district was displaced by whites who accept the status quo about the education of many of our children. Democrats were responsible for the initial damage, but now Republicans have taken firm control of state government to continue the barrage. Mr. Wood resigned his position as state education commissioner and our new governor, Asa Hutchinson, appointed a white political crony named Johnny Key to take his place. His only qualification appears to be service on the state senate’s education committee and operation of a private Christian daycare. Indeed the governor announced his appointment before the law could be changed to make Key eligible to serve in this capacity. And by serve I mean make $130,000 per year….

“Now on the eve of another school year, the state just announced that it will renege on its contract with our teachers, citing financial worries. The negotiated agreement has been in place for fifty years, and these financial worries didn’t prevent Mr. Kurrus from giving teachers a one-time bonus of $350 in the spring. Most of our teachers deserved that and more, I’m sure, but it was irresponsible to give those bonuses and clearly intended to placate union leadership before this contract controversy. I’ve been around public education for all of my life, but I’m having a difficult time understanding how undermining our teachers’ financial stability, cutting their benefits, and targeting their union for destruction will help our “academically distressed” schools. We will neither attract nor retain the best teachers for our students. Even a casual observer must admit that the state of Arkansas seems hell-bent on destroying our school system, maintaining white supremacy, and keeping our most vulnerable children in a cycle of poverty. The vultures of privatization are circling.”

And so the story goes. The billionaires are buying the schools, the children, our democracy.

Where is the national media? 60 Minutes? Rachel Maddow? Anderson Cooper? The New York Times? The Washington Post?

Documentary about Corporate Takeover of Public Education Debuts Aug. 14

A documentary about corporate and political interest groups attempting to take over America’s public education debuts across the country Friday evening, Aug. 14. The one-hour documentary, “Education, Inc.,” screening begins at 6 p.m. in the Herron School of Art Basille Auditorium, Eskenazi Hall, 735 W. New York St. at Indiana University Purdue University Indianapolis.

Sponsored by Indy Apples and IUPUI, the event is free and open to the public. Parking is available in the lot west of the Herron School of Art building or the parking garage next to the Natatorium.

The documentary is expected to raise awareness of corporate education reforms in public education throughout the country. As public schools nationwide struggle for funding—complicated by the impact of poverty and politics—the documentary illustrates how “education reformers” see opportunity and access to big money.

Following the screening at IUPUI, a panel of local educator analysts will discuss reaction with viewer participants. Moderator Dr. Khaula Murtadha, IUPUI associate vice chancellor for community engagement, will be joined by panelists Carole Craig, co-chair of the NAACP-Indianapolis education committee; Brandon Cosby, national education leadership consultant; and Laura Schlegel Ruegger, a local public schools parent and attorney who works in education issues across the state.

Education, Inc. was produced by filmmakers and public school parents Brian and Cindy Malone. They said they made the film for house parties and community screenings so that students, parents, citizens and public school advocacy groups start an important conversation about the role and value of public education in America.

If you want to screen the movie in your town, contact the film makers here.

Janet Van Lone left a comment on the blog, sharing a letter she sent to Campbell Brown, who advocates for charters and vouchers and for eliminating teacher due process.

Janet writes:

I was really annoyed at Campbell Brown the other day, so I wrote her a letter:

Dear Campbell Brown,

I used to like you. I remember watching you on the Today Show and CNN awhile back. To me, you felt like a friend, someone I’d like to have over for a cup of coffee or as a member of my bookclub. I see now that you have joined the ranks of school “reformer” and “child advocate”.

I have two kids who attend public school. I am a former special education teacher. I’ve spent years working with children who are living in poverty, dealing with it’s disastrous effects. Currently I am pursuing my doctorate in education, in an effort to continually work on the real problems we face in this field. I have enormous respect for the teaching profession, and I want to do everything that I can to recruit and train great teachers to put in all types of classrooms across this country. I want them to stay in their jobs for many years, and once they become master teachers, I want them to inspire and mentor the next generation of educators.

Teachers, unions, and tenure are not the problem with public education. It seems that you have waged war on teachers because of all of the “teacher sexual predators” who are apparently running rampant in our schools. Let me be clear. The very large majority of teachers are hard working people who decided to teach for the love of the profession, to inspire youth, and to make a difference in society. If a sexual predator makes it into our ranks we would be the first to be outraged and disgusted. Our job is to protect children and we take that very seriously. To my knowledge, I have not met any teacher sexual predators in the almost 20 years I’ve spent in public schools. Teachers, unions, and tenure is NOT the problem with public education.

YOU and your corporate billionaire funders are the real problem. You provide no significant data to support your claims, you refuse to address poverty (the real issue), and your goal is to dismantle the public school system, all in the name of more profits for you and your greedy billionaire donors.

You are not a school reformer, nor are you an advocate. Child advocates spend time with children. Advocates are voices for those in need. They act on their behalf to ensure they receive adequate nutrition, healthcare, education, and they work to help each child meet their own individual potential. Advocates fight tirelessly against poverty. They fight against predators who seek to personally profit off of the most vulnerable children in our society.

Diane Ravitch, a real hero for public education and the teachers and children it serves, has offered to talk with you about the actual problems with public education. Please do that. You are misinformed and misguided. She can help.

In the meantime, I’m going to pay attention to who is benefitting from your scheme, both financially and politically. And I’m going to tell everyone and anyone who will listen.

Please reconsider your actions so that you and your friends don’t destroy public education.

Janet Van Lone

Here is another citizen-educator, Rob Taylor, a teacher of special education in Tennessee, who researched the Parthenon Group. Here he shares what he learned by speaking to the Knox County Schools Board of Education in February 2014:

“Is Knox County Schools’ vision “Excellence for ALL Children”? Or only the ones who are “more profitable than others”?

“Are OUR PUBLIC SCHOOLS places where ALL students have equal access to the opportunities afforded to them by a quality, FREE public education for the purpose of furthering the public good, or are they places “where private investors can PLAY?”

“Those are shocking questions, but ones I was forced to ask myself when researching the Boston-based Parthenon Group, who as you know Knox County Schools is currently paying (with a grant from the Gates Foundation of over a million dollars combined with an additional $360,000 of local money) in order to conduct a “resource analysis” of our school systems assets.

“I have watched representatives from the Parthenon Group give multiple presentations before This Board as recently as this week, a hallmark of which has been exhaustive PowerPoint arrangements outlining various statistical analyses to support their upcoming recommendations. It is my concern that these recommendations will be little more than a justification for a predetermined outcome. Namely: the opening up of our School System’s resources to the interests of for-profit businesses and private investors.

“Members of this board have stated that teachers presenting concerns to The Board provide EVIDENCE that such concerns are valid, and I have provided each of you this evening with a hard copy of a DIFFERENT KIND of PowerPoint, created by Parthenon partner and member of Parthenon’s Education Practice, Robert Lytle, which was created a few years ago for presentation to potential investors.

“I invite you to review this at your leisure but also to notice a number of statements offered in this presentation:

“Page 2: Asks the question: “Where Can Financial Investors Play?”,

“Page 3: Promises “..big, high-profile deals” and “fertile ground for proprietary opportunities”.

“Page 4: States “deals are everywhere”, and describes the 23 Billion dollar per-year revenue streams available to investors from testing, assessment, and outsourced school management.

“And MOST DISTURBINGLY, on p. 13, the quote “All students are not equal; SOME ARE MORE PROFITABLE THAN OTHERS.”

“I wonder, which students are less-than- equal? My Special Education students in my Elementary classroom? Or maybe my own children and their first and fourth-grade classmates?

“I find it alarming that the quality of ANY CHILD would be determined by the amount of PROFIT their public-school education might generate for a third-party investor, and frightening that members of an organization which would make such a statement – in this case the Parthenon Group, would be involved in an advisory capacity or involved with ANY decision-making process at the highest levels of our district.

“Lest my concerns be dismissed on the basis that the PowerPoint I have provided you this evening may have been misconstrued or taken out of context, I would like to inform The Board of the content of the recommendations made by Parthenon in other school districts with which they have contracted.

“In Memphis / Shelby County Schools, the Parthenon Group recommended a reduction in educator salaries , retirement and health benefits, an increase in class sizes, and an expansion of so-called merit pay based upon standardized test scores.

“Similar recommendations were made by Parthenon for the Metro Nashville Public Schools, with the additional recommendation that certain student services, such as Special Education, be incrementally outsourced and privatized. Nashville began outsourcing special education functions in 2010 to the for-profit Spectrum Academy, a division of Educational Services of America.

Paul Lauter is an emeritus professor of literature at Trinity College in Hartford, Connecticut. He is general editor of the Heath Anthology of American Literature.

He writes:

“Why have Democrats been supporting a process that is tearing the heart out of public education?

“There seem to me to be two critical answers. First, the Democrats are very attached to the views of the mainstream civil rights organizations, which have continued to back high-stakes testing. Perhaps those organizations believe that high-stakes testing, reporting of “failing” students and teachers, closing down of schools, substitution of profit-making charters for public education, and the rest will somehow transform the segregated, feeble education provided in most schools of poverty. One would think that after all these years of “No Child Left Behind—Except Ours” they would arrive at another agenda: like joining activist students in demanding full-funding of public schools, enabling them to continue as community centers, supporting (and decently paying) teachers, and the like. Is it cynical to ask whether the organizations pay too much attention to those, including those in the federal government, who fund the attacks on public education?

“Second, the Democrats, for good historical reasons, have been too attached to establishing policy priorities through national elections and legislation, and federal agencies. After all, “States Rights” for years cloaked racist and retrograde local policies. Civil Rights activists therefore tried to move court cases from state to federal jurisdictions; appealed to federal farm bureaus to challenge racist state and local policies regarding support of black and Hispanic farmers and farm workers; and opposed efforts of states like Texas to impose backward ideas on nationally-circulated textbooks (think the Texas Book Depository), and the like. And they have turned to the federal government to fund schools of poverty functionally abandoned by state and local governments. So it’s no surprise that Democrats have paid far more attention to presidential races and too little to local politics; the results of the 2010 and 2014 elections show what a disaster that has been. What, then, to do?

“Republicans are, on the whole, clearer about their policy priority: substitute private for public education. That has the virtue, from their perspective, of getting rid of experienced (aka “expensive”) teachers and their unions, utilizing the idealism of Teach for America and other short-term recruits, and—above all—providing opportunities for entrepreneurs to turn schools into profit centers. And it fits the Reaganist—and quite stupid—ideology that says government is always the problem and never the solution. One would like to be able to turn from that agenda to positive alternatives fostered by Democrats; instead of which we get Murphy, Cuomo, Rahm and Arnie.

“So, yes, good schools, schools as centers for learning and community, will have to be fought for locally and regionally. With the support of institutions like this blog, and other organizations. And, one would hope, eventually politicians who have detached themselves sufficiently from the past to create a future.”

It has been almost ten years since Hurricane Katrina, and the hype is waxing large. Advocates for privatization and free-market reforms are celebrating the great gains, but skeptics are unconvinced. New Orleans as a model suggests turning all (or almost all) public schools into privately managed charters; firing all the teachers; and banishing the union. Arne Duncan once memorably said that Hurrucane Katrina was the best thing ever to happen to the schools of Néw Orleans: no more public schools! A strange comment from the U.S. Secretary of Education.

The National Education Policy Center recently issued a review of the evidence about Néw Orleans, prepared by Professor Huriya Jabbar and Mark Gooden at the University of Texas.

What they found was contested ground. Advocates claimed dramatic gains. Critics attributed any gains to the large decline in students after the hurricane and changes in the state’s grading standards, as well as a huge influx of federal and philanthropic funds to support the market system.

The authors write:

“Moreover, groups of students, parents, and community members remain skeptical of the reform movement and have raised concerns that the new school system remains inequitable. For example, students and parents have raised concerns with some charter schools that have been unresponsive to students and too harsh in their disciplinary policies. After years of complaints lodged by parents about the treatment of students with special needs in the charter system, including physical and emotional abuse and “counseling out,” the parties settled a lawsuit brought by the Southern Poverty Law Center, acknowledging these grievances and requiring independent monitoring and auditing of charter schools’ special education services. According to news reports, the decentralized, fragmented school system in New Orleans has also been particularly unprepared to serve the growing percentages of English Language Learners in the city.

“Further, within the choice system family income exerts a strong influence. A recent study found that low-income families make schooling decisions differently than affluent families. Low-income families are much more constrained in their choices because of practical considerations such as after-school care and distance, and therefore measured academic outcomes play a smaller role their decisions.”

Some locals complain that the reform leaders are mostly white and that the black community has no role in decisionmaking. In addition, the test score gains have been made mostly by white students.

The authors conclude:

“Ten years after Hurricane Katrina and the subsequent reforms, there remain more questions than answers. Even if the reforms implemented under such a hyper-politicized arrangement show some clear gains in student achievement, as seems to be the case, it is important to attend to the serious equity concerns that remain in the system, and to examine other outcomes, beyond test scores. The preliminary evidence, from a combination of news reports and research studies, suggests that the New Orleans reforms disproportionately benefit more advantaged students, relative to the most at-risk and under-served students. In light of these concerns, there is a need for more research that systematically examines whether the reforms have truly altered the structure of opportunities for students who are low-income, of color, English Language Learners, or have disabilities. Given the additional resources and the unique New Orleans experience, there are also questions about how sustainable and replicable the New Orleans model is, even though many cities are adopting similar reforms.

“It is also important to ask how much local, democratic oversight the public is willing, or should be willing, to trade for somewhat higher test scores. In New Orleans, as well as in many other cities and states seeking to adopt a “recovery” or “portfolio” model, policymakers should ensure that the temporary turnaround measures do not permanently disenfranchise local actors.”

Peter Goodman is a close observer of city and state education policy in Néw York. In this post, he describes how Governor Andrew Cuomo bypassed the state Constitution to impose his own ideas on nearly 200 struggling schools across the state.

Since the state Constitution gives the governor no role in education policy, Cuomo used the budget process for his coup.

“True to his word the Governor attached a number of proposals to the budget: extending tenure for new teachers from three to four years, another principal-teacher evaluation plan (the third in four years) and receivership, a system to deal with low performing schools.

“From April through June the Board of Regents grappled with the dense, new, teacher evaluation law: an Education Learning Summit, two lengthy and contentious public Regents meetings, thousands upon thousands of emails, faxes, letters and phone calls to the Governor and Regents members all protesting elements of the new law. Eventually the Regents approved a set of regulations that will require the 700 school districts in New York State to negotiate the implementation of the new law.

“What received virtually no discussion was receivership – a system by which “struggling” schools are given two years to improve before they are removed from their school district and placed under the supervision of a receiver, who has sweeping powers including the ability to change sections of collective bargaining agreements. The Lawrence Massachusetts receivership district is frequently referenced as a successful example of the receivership model (See discussion here and the Mt Holyoke School District is in the process of entering receivership, with strong opposition from the community and teachers (Read discussion here).

“The New York State model is directed at schools rather than school districts.

[The new law says:] “In a district with a “Persistently Struggling School,” the superintendent is given an initial one-year period to use the enhanced authority of a Receiver to make demonstrable improvement in student performance or the Commissioner will direct that the school board appoint an Independent Receiver and submit the appointment for approval by the Commissioner. Additionally, the school will be eligible for a portion of $75 million in state aid to support and implement its turnaround efforts over a two-year period.”

“In the first year the superintendent, with “enhanced authority” has to show that the school has made “demonstrable improvement in student performance” or the school board, with the approval of the Commissioner will appoint an Independent Receiver.”

New York City recently started a 3-year turnaround program, but most of them are now targeted for receivership.

What is receivership? It means the school is handed over to an outsider with sweeping powers, “including requiring that all teachers reapply for their positions.”

Cuomo has no experience or knowledge about schools, other than having gone to schools. But he is threatening scores of schools either to improve or get taken over. This is a continuation of his vendetta against public schools and their teachers. In his way of thinking, the best way to bring about change is by threatening to beat up the other. Improve or die.

Steve Nelson, head of a progressive private school in Néw York City, writes vividly and cogently about the inevitable failure of so-called reform.

The corporate reforms fail because they are built on extrinsic motivation, that is, a regime of carrots and sticks to drive teachers and students to comply with reformers’ demands.

Extrinsic methods tend to depress motivation. People resent being compelled, and they lose the desire to do what they would have willingly done without the whip hand over them.

Intrinsic motivation, by contrast, brings out the best in people.

Nelson writes:

“Intrinsic motivation is driven by factors that emanate from within: Self-satisfaction, desire for mastery, curiosity, fulfillment, pleasure, self-realization, desire for independence, ethical needs, etc. Intrinsic motivation is a powerful innate characteristic of all humans, across cultures and societies. Anyone with children or working with children observes the natural intrinsic motivation of young children – a nearly insatiable curiosity, drive to explore, and desire for mastery.

“A considerable body of research confirms that intrinsic motivation is more powerful, long lasting and important. But intrinsic motivation steadily declines from 3rd grade until 8th or 9th grade as extrinsic structures dramatically increase. The stakes get higher. Tests increase in frequency and duration. Expectations around college and achievement ratchet up. Grade point averages, honor roles, valedictorians, salutatorians, class ranks, honor societies . . . all of these forms of extrinsic motivation are ubiquitous.”

As Jerome Bruner points out, “learning becomes steadily de-contextualized as children move from grade to grade. As school becomes more controlled, more about instruction than exploration, more about abstraction than experience, children’s natural intrinsic motivation declines. The learning is unrelated to their lives. Why would they care?”

Nelson concludes:

“Students and teachers are being subjected to increasingly punitive extrinsic structures: Scores, grades, evaluations, assessments, punishments, discipline, rigidity, standardization, absence of context, divorced from individual experience.
All the factors that stimulate and perpetuate intrinsic motivation are disappearing.

“To say education reform has it wrong is a monumental understatement. Policy makers and educational reformers seem hell bent on beating students and their teachers until their morale improves.

“That’s just stupid.”

EduShyster posted an article by Amy Berard, who taught sixth grade in Lawrence, Massachusetts, where she became trained in what was called “No Nonsense Nurturing.” She had to wear a wireless earpiece and receive instructions from three coaches who sat in the back of her classroom, telling her what to say, how to act, how to respond to students, how to stand. She eventually left the district. She was “not the right fit.” Apparently, she got the idea that she was a professional, a human being with thoughts and feelings, and that what she was asked to do was unprofessional and dehumanizing.

 

It is a shocking article. This is how it begins:

“Give him a warning,” said the voice through the earpiece I was wearing. I did as instructed, speaking in the emotionless monotone I’d been coached to use. But the student, a sixth grader with some impulsivity issues and whose trust I’d spent months working to gain, was excited and spoke out of turn again. “Tell him he has a detention,” my earpiece commanded. At which point the boy stood up and pointed to the back of the room, where the three classroom “coaches” huddled around a walkie talkie. “Miss: don’t listen to them! You be you. Talk to me! I’m a person! Be a person, Miss. Be you!”

 

Last year, my school contracted with the Center for Transformational Training or CT3 to train teachers using an approach called No Nonsense Nurturing. It was supposed to make us more effective instructors by providing “immediate, non-distracting feedback to teachers using wireless technology.” In other words, earpieces and walkie talkies. I wore a bug in my ear. I didn’t have a mouthpiece. Meanwhile an official No Nonsense Nurturer, along with the school’s first year assistant principal and first year behavior intervention coach, controlled me remotely from the corner of the room where they shared a walkie talkie. I referred to the CT3 training as C-3PO after the Star Wars robot, but C-3PO actually had more personality than we were allowed. The robot also spoke his mind.
If you’re not familiar with No Nonsense Nurturing or NNN, let’s just say that there is more nonsense than nurturing. The approach starts from the view that urban students, like my Lawrence, MA middle schoolers, benefit from a robotic style of teaching that treats, and disciplines, all students the same. This translated into the specific instruction that forbade us from speaking to our students in full sentences. Instead, we were to communicate with them using precise directions. As my students entered the room, I was supposed to say: “In seats, zero talking, page 6 questions 1-4.” But I don’t even talk to my dog like that. Constant narration of what the students are doing is also key to the NNN teaching style. “Noel is is finishing question 3. Marjorie is sitting silently. Alfredo is on page 6.”
My efforts to make the narration seem less robotic—”I see Victor is on page 6. I see Natalie is on question 3″—triggered flashbacks to Miss Jean and Romper Room. All that was missing was the magic mirror. But even this was too much for the NNN squad in the corner. “Drop the ‘I see’ came through my earpiece. All this narration was incredibly distracting for the students, by the way, to the point where they started narrating me. “Mrs. Berard is passing out the exit tickets.” “Mrs. Berard is helping Christian.” “Mrs. Berard is reviewing the answer to question 4.”

 

Read it all. It is frightening. Some organization is being paid many thousands of dollars to turn teachers into robots who will treat the children as standardized widgets. Who dreamed up this absurd and insulting program?

 

PS: This program has the endorsement of an officer of the Gates Foundation, presumably speaking for the Foundation.

 

 

Jeff Bryant recounts the story of Jefferson County, Colorado, known as “Jeffco,” where parents are battling religious zealots and charter advocates for control of their community’s schools.

 

Sprawling westward from the Denver skyline, where the front range of the Rockies sharpens its ascension to the peaks, Jeffco, as the locals call it, is experiencing an acrimonious debate about its public schools.

 

At scores of house parties…, parents and public school activists circulate flyers and repeat a well-rehearsed message of dissent. They complain of a new school board majority that is secretive, disrespectful to parents and teachers and irresponsible with tax dollars. They warn of the influence of right-wing groups, some with connections to evangelical Christianity. They complain of a powerful charter school industry, different from the “organic charters” Jeffco parents already send their kids to.

 

Behind every grassroots issue they identify lies a much “bigger thing,” as more than one parent will tell you.

 

It’s a complicated narrative that defies stereotypes and neat polarities. Although the fight is political, Republicans and Democrats are distributed on both sides of the debate. The argument is about education, but it’s not an argument over pro-charter school versus anti-charter. Jeffco has had charters for years, many of which are highly popular with parents. Neither is this a narrative about choice versus anti-choice. Jeffco already allows parents to enroll their children in any school in the district (although there are cases of selective enrollment), and many families do opt for a school other than their neighborhood one.

 

Jeffco is a mostly white, middle-class and suburban school district that hardly resembles the “failing” school systems you’re used to hearing about. According to the district’s website, Jeffco students “outperform the state in all grade levels and content areas” on state mandated achievement tests. Six of the district’s high schools rank in the top 40 of the 2014 Best High Schools in America according to U.S. News & World Report, and 11 elementary schools were listed as 5280 Magazine’s top public elementary schools.

 

And Jeffco is not a community where teachers’ unions are defending their turf from disgruntled parents. Parents, not union operatives, lead the numerous and frequent house parties like the one at Green Mountain Church.
What is also true about Jeffco is that the story unfolding here is one that is recurring across the country, as community after community becomes mired in debates about who gets to call the shots in education systems strained by unending financial austerity and an unremitting “reform” agenda whose intent is unclear to the people in its way….
Who’s Messin’ With Jeffco?

 

Over coffee at a Lakewood Starbucks, Kyle Ferris’ mother Barbara now dismisses the national media’s focus on her son’s activism as “the flavor of the day.”

 

For sure, Ferris supported her son’s actions. “When Kyle came to me saying he and other students wanted to stage a walkout, my input was to encourage him to clearly state his reasons for the walkout,” she recalls.

 

What she values most about the protest is, “It got a group of kids to demonstrate the critical thinking they were taught in class,” she says. “It increased their awareness of other big issues.”

 

What other big issues?

 

“A lot of the problems have risen from the new board that emerged from the recent election,” Ferris explains. “We now have a majority that is influenced by the Tea Party with an agenda right out of right-wing talk radio.”

 

Ferris also worries about the growing influence of charter schools in the district, pointing to recent actions the board has taken to send more money to charter schools at a time when neighborhood schools still haven’t recovered from the effects of the recession. She says parents are still reeling from the impact of fees, imposed after the recession hit, for bus transportation and other services, and she wonders why funding sent to charter schools isn’t instead being used to end the fees.

 

Ferris is quick to add that she is not opposed to the idea of charter schools. But the urgency to establish more of them now escapes her. “Jeffco already has a phenomenal choice system,” she explains.

 

Ferris, an Asian American who decided with her husband to move to Jeffco “for the schools,” now sees a troubling landscape in her community. “We’ve got great schools; we’ve got great teachers,” she says. “I don’t want things to get messed up.”

 

“Everyone believes they are doing the right thing,” she says. “But we don’t believe in the same things.”
Nothing Funny About This

 

One belief most in dispute in Jeffco is the role of community voice in running the schools. That issue is especially central to the parent-led house parties. Shawna Fritzler and Jonna Levine are two Jeffco parents who often lead those events. In some respects, they’re a collaboration of opposites. Fritzler is a lifelong Republican, while Levine is an avowed Democrat. Fritzler still has children in Jeffco public schools, while Levine’s children have graduated and moved on. The issue that initially brought them together was the chronic underfunding, in their minds, of Jeffco schools. They both actively campaigned for a countywide referendum — a “mill levy and bond” issue — to offset budget cuts from the state. The referendum passed.

 

But the target of their ire now is the new conservative school board majority, elected in 2013. In that election, a slate of three candidates— Ken Witt, John Newkirk and Julie Williams— ran together and branded themselves “WNW.” The three candidates got the backing of the Jefferson County GOP and an organization called Jeffco Students First, a state-based education advocacy group patterned after the controversial national organization StudentsFirst (founded and formerly led by Michelle Rhee, the former chancellor of Washington, DC public schools). StudentsFirst and its Colorado state version promote an “education reform” agenda that favors charter schools, vouchers, grading schools and educators based on student test scores, and drastically altering teacher compensation, performance evaluation, and job protection….

 

 

So who are the outsiders invading Jeffco schools, and what do they want?

 

Jeffco public school activists describe a strange combination of forces undermining their local control, from right-wing operatives and evangelical Christians to billionaire businessmen and charter school entrepreneurs. The declared intentions of these characters span the culture war spectrum: with some holding high the values of freedom and patriotism and others claiming to fight “the civil rights cause of our time.”

 

But the way these Jeffco parents and educators see it, their community is being picked over the way a glutton works the all-you-can-eat salad bar. He may start off with a small plate, but he’s quickly back for more.

 

The influence of outsiders, in fact, is one of the factors that doomed the new board majority to controversy even before they were elected.

 

Dougco Is Coming

 

As an article in the Denver Post documented in November 2013, days before the election, three wealthy businessmen contributed an out-sized quantity of money— more than $200,000— to school board races in Colorado, including the effort to elect Witt, Newkirk and Williams in Jeffco.

 

None of the three men appears to live in Jefferson County. The first, C. Edward McVaney is co-founder of software company J.D. Edwards and founding trustee of Valor Christian High School, an independent private Christian high school in Douglas County Colorado. McVaney has a propensity for donating to school board candidates around the state who favor school vouchers. The second is Denver businessman Ralph Nagel, president of Top Rock LLC, an investment firm. The third is Alex Cranberg, CEO of Aspect Energy, who Forbes describes as a “Texas oilman.” Cranberg’s notoriety stems primarily from his company’s venture into oil drilling in Iraq.

 

The reporters introduce the trio as, “Financial backers who want school districts to adopt the anti-union, pro-voucher, and school-choice model set by Douglas County.” Another wealthy man, also from Douglas County, hosted a fundraiser to elect the WNW team. According to reporters, the bash raised another $30,000….

 

 

Another major influencer in the public education system in Colorado has been Americans for Prosperity, the conservative organization founded by Charles and David Koch. As a report in Politico noted at the time of the Dougco school board race, “Americans for Prosperity is spending big” in support of candidates who favor an agenda of making schools “compete with one another for market share” and allowing tax money to go to religious education.

 

The reporter, Stephanie Simon, wrote, “Conservatives across the U.S. see Douglas County as a model for transforming public schools everywhere.”

 

Among those conservatives was former Florida governor, now declared presidential candidate, Jeb Bush, who donated $1,000 to each of the Koch-backed candidates in Dougco. Money raised for those conservatives dwarfed that raised for the challengers, ensuring a conservative win and establishing a theme that has been occurring throughout practically all of Colorado…..

 

 

Why Dougco?

 

There could be some justification for imposing the Dougco charter school model on Jeffco if there were real proof that model could generate genuine academic gains.

 

But based on analysis available at the Support Jeffco Kids website, there’s not much evidence it can.

 

One video posted on the site points out that the student demographics of the two districts are quite different, with Jeffco schools having a far more diverse spread of low-income versus upper-income students. Virtually all research shows that scores on standardized tests, the most commonly used metric for student achievement, are strongly correlated to family income, so taking student demographics into account is essential….

 

Another common argument for expanding charter schools is that they will bring innovation to a school district that has grown lazy due to “bureaucracy” and “complacent teachers.”

 

The influential charter school lobby in Colorado has promised that charters will be more “innovative” than public schools. But anyone who can’t find signs of innovation already in Jeffco public schools simply isn’t looking or has blinders on.

 

In fact, experts at the National Education Policy Center, a progressive education research center and think tank affiliated with the University of Colorado in Boulder, recently recognized two Jeffco high schools for being “Schools of Opportunity,” a designation for having “excellent practices designed to expand student opportunity and access to academic success,” according to the NEPC announcement.

 

NEPC’s School of Opportunity project analyzed schools in two states, Colorado and New York, based on 11 specific principles identified by experts as critical to closing “opportunity gaps” that exist between high-income school children and their lower income peers. Those principles include more and better learning time, a broader and richer curriculum, and attention to students’ individual academic, health and language needs.

 

The two Jeffco schools receiving this recognition were Jefferson County Open School, which received a Gold Medal, and Long View High School, which received Silver….

 

 

“I’m amazed and impressed at what we’re doing,” Fitzler says about Jeffco schools. “Is everything perfect? No. But you don’t tear down what’s working.”

 

Being a Republican, Fritzler initially needed to be convinced Jeffco public schools were being good financial stewards. She was also on the receiving end of the Republican messaging campaign that argued for budget cuts and more outsourcing to charter schools.

 

“So I looked for myself to see if there was any waste,” she says. “I didn’t find it. I was amazed at how far we were getting despite the cuts.”

 

So instead of tearing things down, what would Fritzler like to see instead?

 

“I want my school back,” she answers. “This is our community. We could leave if we want. But these are our schools.”

 

Levine adds, “They look at school governance like it’s a business decision. But it’s not a business decision. You can’t run a school district like a business … I want a board willing to treat community as partners. They go through the motions of doing this but they don’t do it….”

 

 

One thing parents in Jeffco believe for sure is they should have more of a democratic say-so in how their schools are run. Do their adversaries believe the same? Apparently, not so much.

 

*Correction: This article originally identified Lesley Dahlkemper as the current school board president; her correct title is in fact 2nd vice president.