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Heritage Foundation’s “National Coronavirus Task Force” Recommends Universal Vouchers and Uncertified Teachers

By dianeravitch
April 23, 2020 //
14

Talk about taking advantage of a crisis!

The rightwing extremist Heritage Foundation has issued its own report on how to recover from the pandemic. They cover it with patriotic glitz to make it appear like a government report, which it is not. It calls itself the “National Coronavirus Recovery Commission. But it is just a self-aggrandizing report from a rightwing think tank funded by the usual suspects.

The Task Force consists of people who share the Heritage view that government is evil, as are public schools.

Tucked into its recommendations is this: eliminate public schools and certified teachers.

That will help America sink back at least a century in educating its children, perhaps even two centuries.

Perhaps you will not be surprised to learn that the lead person on education was Kevin P. Chavous, CEO of the notorious for-profit K-12 Inc. online charter chain, noted for high attrition, low graduation rates, and low test scores–and above all, high profits! In 2019, Chavous’s total compensation was $4.3 million for his estimable services. But in the nature of for-profit enterprises, there are always new worlds to conquer, new markets to open up.

On page 5:

The Commission recommends that states help families return to work with access to K–12 education by making existing education funding student-centered and portable. Many parents and guardians who now find themselves in charge of teaching and monitoring their children’s educations are unable to access the public schools they pay for through their taxes and are looking for continuity in their children’s education. States should immediately restructure per-pupil K–12 education funding to provide education savings ac- counts (ESAs) to families, enabling them to access their child’s share of state per-pupil funding to pay for online courses, online tutors, curriculum, and textbooks so that their children can continue learning. Students are currently unable to enter the K–12 public schools their parents’ taxes support. They should be able to access a portion of those funds for the remainder of the school year in the form of an ESA. Parents would receive a por- tion of their child’s per-pupil public school funding in a restricted-use account that they could then can use to pay for any education-related service, product, or provider of choice. Additionally, state restrictions on teacher certification should be lifted immediately to free the supply of online teachers and tutors, allowing anyone with a bachelor’s degree to provide K–12 in- struction online. Research suggests that there is little if any difference in student academic outcomes between teachers who are traditionally certified, alternative- ly certified, or not certified at all. States should work with school districts to reopen districts based on data about where the disease is prevalent or waning. Deci- sions about whether to keep schools closed should be medically determined by zip code, tied to districts. Dis- tricts that have low incident rates should begin plans to
reopen, and all school districts should have emergency response plans (including quick transitions to online learning) if they are forced to close again.

The Commission recommends that states remove occupational licensing requirements. States have im- posed numerous occupational licensing requirements that in many instances are simply artificial barriers to entry that can inhibit individuals’ ability to pursue en- trepreneurial work. These should be eliminated. Simi- larly, states should extend reciprocity so that licensed individuals in one state are not subject to additional requirements in the new state. Eliminating or signifi- cantly reducing occupational licensing requirements can help to get people back to work and can also provide a state with access to individuals with high-demand skills. For example, Massachusetts created a one-day approval process to license doctors with out-of-state licenses as a means to expand access to medical care in response to the virus.

Peter Greene also saw this phony “commission report” that pretends to be an official document but is just another anti-government, anti-public school self-aggrandizing piece of propaganda.

He writes:

While Trump has announced a variety of groups he wants to gather together to charter a pandemic recovery for the nation, there’s one group that is already on the job– and their plans for public education suck.

The National Coronavirus Recovery Commission– doesn’t that sound grand? It sounds like a real official government thing, only it isn’t, exactly. It’s the project of the Heritage Foundation, a right-tilted thinky tank that has been a major policy player in DC since the days of Ronald Reagan.

He notes the presence of one Kevin P. Chavous, who has made good money by running with the rightwing crowd, a sector not known for their devotion to racial equality and civil rights.

Well, look. It’s Kevin Chavous, the big cheese at K12, the 800 pound gorilla of the cyber school world, the one funded by junk bond king Michael Milken and founded by a McKinsey alum (anoter early investor– Dick DeVos). They’ve had more than their share of messes (like the time the NCAA decided K12 credits don’t count). But the Trump administration has been good times for them. And Chavous used to help run the American Federation for Children, Betsy DeVos’s dark money ed reform group, from which he called for the privatization of post-Katrina New Orleans education. Do I need to add that he has no actual education background?

Want a reason to vote for Joe Biden? Read the Heritage Foundation report with their plans for a dark future.

Categories Accountability, Betsy DeVos, Corporate Reformers, Education Industry, Education Reform, For-Profit, K12 Inc., Online Education, Privatization, Vouchers

An Open Letter to Joe Biden, by Diane Ravitch and Carol Burris

By dianeravitch
April 22, 2020 //
45

Carol Burris and I wrote “An Open Letter to Joe Biden,” which was published by Valerie Strauss on her blog “The Answer Sheet” at the Washington Post.

Valerie Strauss begins:

During the Obama administration, public school advocates led by Diane Ravitch opposed the education agenda of Education Secretary Arne Duncan, who had embraced standardized testing, charter schools and the Common Core State Standards as the way to improve America’s schools.
Ravitch, an education historian and research professor at New York University, became the titular leader of the grass-roots movement against the privatization of public education in 2010, when she published her best-selling book, “The Death and Life of the Great American School System.” It detailed her conversion from a No Child Left Behind supporter to an opponent.

From 1991 to 1993, Ravitch served as assistant secretary of research and improvement in the Education Department under President George H.W. Bush. She was, too, an early supporter of No Child Left Behind, the chief education initiative of his son, President George W. Bush, which ushered in the high-stakes standardized-testing movement. But when she researched the effects of the measures, she saw that NCLB’s testing requirements had turned classrooms into test prep factories and forced schools to narrow the curriculum to focus on tested subjects.

She changed her long-held views about how to improve schools and for the last decade has been speaking and writing about education reform. She also co-founded and heads the nonprofit Network for Public Education, which links people and groups that advocate to improve public schools and fight school privatization.
Ravitch became a lightning rod for criticism by supporters of President Barack Obama’s Race to the Top initiative, which made standardized tests more important than ever. But, at 81 years old, she is still writing and advocating for public schools. Her most recent book was published this year, “Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools.”

The Network for Public Education that she leads opposes charter schools — which are publicly funded but privately managed — seeing them as part of a movement to privatize public education. It published two reports last year about how the federal government wasted millions of dollars on a program aimed at expanding the charter sector.

Charter supporters criticized the reports, but the overall story of waste and abuse in the federal Charter Schools Program helped to prompt Sens. Elizabeth Warren (D-Mass.) and Bernie Sanders (I-Vt.) to promise to end funding for the program when they were both running for the Democratic presidential nomination. Some Democratic legislators in the House also expressed concern about the program after the reports were released.
Joe Biden was Obama’s vice president but was not in the forefront of the administration’s education agenda. He has promised that if elected, he would, among other things, triple the federal funding for high-poverty schools, increase teachers salaries and ban for-profit charter schools. He has also expressed opposition to standardized testing.

In the following open letter to Biden, the presumptive Democratic nominee for president, Ravitch and Carol Burris write about public education and their reaction to his public comments about school policy, saying they are encouraged.

Burris, a former award-winning principal in New York, is the executive director of the Network for Public Education. Burris has been writing for this blog for years, chronicling the effects of Race to the Top and about charter schools.

Here is the open letter to Biden about education policy, written by Diane Ravitch and Carol Burris:</strong

Dear Vice President Biden,

We write on behalf of the Network for Public Education, the nation’s largest group of volunteers and advocates for public schools in the nation, with more than 350,000 followers spread across all 50 states.
We have strongly opposed the education agenda of Donald Trump. For the first time in the history of the Department of Education, its secretary seems dedicated to the destruction of public schools. From her enthusiastic support of private school vouchers, charter schools, and virtual charter schools, Betsy DeVos has made clear that she believes that schools should be run by private agencies and as entrepreneurial start-ups, not as centers of community life, subject to democratic governance by elected school boards.

Our public schools and their students desperately need a champion. We hope you will be that champion. For two decades, our schools and their teachers have been micromanaged by misguided federal mandates that require states to judge students, teachers, and schools by standardized test scores, as though a test score could ever be the true measure of a child, a teacher or a school.

We know that you know better. At the Public Education Forum in Pittsburgh in December 2019, NPE Board member Denisha Jones asked you whether you would commit to ending standardized testing in public schools. You did not hesitate when you said, “Yes. You are preaching to the choir.”

You continued by saying, “Teaching to a test underestimates and discounts the things that are most important for students to know.” You explained that what is most important is building a child’s confidence and you referred to evaluating teachers by test scores as a “big mistake.”

You are right in your assessment of standardized, high-stakes tests and we appreciate your response. Hold firmly to those beliefs. We understand that federal law must be rewritten to free the schools from their fixation on test scores. We count on you to make that happen, and to put an end to the legacy of President George W. Bush’s No Child Left Behind law. Billions of dollars have been wasted on testing during these past twenty years. It is time for a fresh vision of what education can be.

Former supporters of President Obama’s Race to the Top program will whisper in your ear to persuade you to double down on failed policies. They will try to convince you that testing is a “civil right.” It is not. In fact, standardized testing has its roots in eugenics — it was used for years as a means by which to shut out immigrants, students of color, and students who live in poverty in order to reserve privilege for affluent students, who more typically excel on standardized tests.

All children deserve a well-resourced public school filled with high-quality educational experiences. All children deserve experienced and well-prepared teachers. All children deserve schools that have counselors, social workers, librarians, and nurses. All children deserve a full curriculum, with science labs and arts programs. When schools become test-prep factories, the civil rights of children to equal education opportunities are denied.

Others will tell you that funding does not matter and that only choice and competition will improve public schools. They are wrong. Research consistently demonstrates that increases in funding make a difference in the educational outcomes of children. But we cannot tinker around the edges and expect to get dramatic results. That is why we fully support your plan to triple Title I funding while giving educators voice in how that money should be best spent.

We are pleased that you support community schools as a pathway for school improvement. During the forum, you said that “Betsy DeVos’s whole notion from charter schools to this [her blame the victim position on sexual harassment on campus] is gone,” if you are elected. We are glad that you endorse district public school improvement instead of embracing the expansion of what has become a competing alternative system whose growth has drained funding from public schools.

Banning for-profit charter schools is not enough. There are only a handful of for-profit charters, and they exist only in Arizona. There are, however, many for-profit charter management companies as well as nonprofit charter management companies whose CEOs enjoy exorbitant salaries, far exceeding the salaries of district school superintendents. These charter chains hide their lavish spending on travel, marketing, advertising, rental payments to related companies, and administrative salaries from community, state and federal taxpayers even as they claim to be public schools.

Although the policies of the states regarding charter schools are beyond your control, the Federal Charter School Program is not. A once modest program intended to spark innovation community-led charter schools is now a program that sends hundreds of millions of dollars each year to corporate charter school chains. Just last month, DeVos gave $72 million to the IDEA charter chain whose chief executive officer hired a private jet on which he was the only passenger to meet DeVos in Florida. That same charter chain received over $175 million from DeVos through the Charter Schools Program in 2017 and 2018.

It is time to eliminate the federal Charter Schools Program, which is no longer needed since billionaire-directed foundations supply ample funding for new charters and charter expansion. We issued two reports last year, demonstrating that the federal Charter Schools Program is riddled with waste and fraud, having spent approximately $1 billion on schools that never opened, or that opened and subsequently closed.

Your public statements encourage us to believe that you do not intend to follow the disastrous education policies of No Child Left Behind and Race to the Top. We are hopeful that you will renounce the status quo and bring a fresh vision that supports the work of teachers and public schools.

You will receive no better counsel on public education than you will from your educator wife, Jill Biden. We have no doubt that she will advise you well. It is time to turn the page on failed policies and invest in our nation’s public schools, which enroll nearly 90 percent of all American children.

The future of our nation depends on the success of public schools and their leaders, teachers, and support staff, who even, in this crisis, are working tirelessly to educate our students and keep them fed, well, and safe. Please stand with them and with the more than 50 million children who attend district public schools.

Diane Ravitch
Carol Burris

Categories Charter Schools, Civil Rights, Corporate Reformers, Education Industry, Education Reform, For-Profit, NCLB (No Child Left Behind), Privatization, Race to the Top, Testing, Vouchers

Betsy DeVos Hands Out Another $200 Million, Mostly to Rich Corporate Charter Chains

By dianeravitch
April 21, 2020 //
8

In 1994, the Clinton administration started a small federal program and funded it with $4.5 million to help launch new charter schools. At the time, charter schools were a new idea, and there were not many of them. The first charter school had opened in Minnesota in 1991, and six states passed laws authorizing charters in 1992. In 1994, the idea was too new to have produced results or research. So Congress allocated a measly $4.5 million.

In the 26 years since the federal Charter Schools Program started, the charter idea has burgeoned into an industry with state charter school associations, lobbyists in D.C. and in state capitols, and support from numerous foundations, billionaires, corporations, and Wall Street. There is considerable research about charters as well as controversy surrounding their methods of selecting and retaining or excluding students. Charters now enroll 6% of the nation’s students.

Two things are clear:

1. The charter sector today is very well funded by billionaire patrons such as the Walton Family Foundation, the Bill & Melinda Gates Foundation, the Eli and Edythe abroad Foundation, the Laura and John Arnold Foundation, and Netflix founder Reed Hastings. It has no need of federal funding.

2. Some charters get high test scores (and are accused of skimming to get the “best” students), some get the worst scores in their states, and most get scores about the same as public schools with similar demographics. In the one all-charter district in the nation, New Orleans, about half the schools are rated D or F by the state. Although the charter industry sings their praises, it’s clear that charters have no secret sauce to lift up every child.

Yet despite the fact that charters have a huge number of financial angels with very deep pockets, despite the fact that they do not solve the deep-seated problems of American education, despite their spotty academic record, funding for the Federal Charter Schools Program has grown to $440 million per year.

Under Betsy DeVos, the CSP has become her personal slush fund to help The expansion of large corporate charter chains, like KIPP and IDEA. The original idea that the federal funds would launch entrepreneurial start-ups is long forgotten.

About two weeks ago, DeVos released the latest CSP funds and again favored the big corporate charter chains, which have many millions in reserve and long lists of billionaire patrons.

DeVos handed out the first $200 million to her favorite chain, IDEA, which has no financial need. IDEA won $72 million, having previously received more than $200 million from DeVos. IDEA, you may recall, is known for its lavish spending. Its board approved the lease of a private jet for nearly $2 million a year, but had to cancel the lease because of adverse publicity in Texas, where the chain is based. Its CEO hired a private jet to take him to meet with DeVos in Florida; he was the only passenger. The chain’s executives,lacking their own jet, are allowed to fly first class with their families, not exactly like public school employees on official travel.

The second biggest winner was Mater Academy, which won $57 million. It is affiliated with the for-profit (and very rich) Florida for-profit chain Academica.

The Network for Public Education published two reports about the CSP in 2019, documenting that the program is shot through with waste, fraud, and abuse. About 40% of the charters funded by CSP either never opened or closed not long after opening. The loss of federal funds was $1 billion. The first report—Asleep at the Wheel— is here. The second report—Still Asleep at the Wheel—is here.

Tom Ultican reviewed the two NPE reports and recounted Betsy DeVos’s unsurprising hostile response to them. Why would she relinquish control over $440 million, which helps corporate chains that divert money from public schools and advances DeVos’s long-term goal of wrecking the foundations of public education?

It is ironic that the Trump administration in its now forgotten budget for the coming year proposed to eliminate the federal Charter Schools Program by folding it and 28 other federal programs into a bloc grant to the states. At the same time, Trump and DeVos proposed The creation of a multi-billion dollar voucher program. The Democratic-controlled House of Representatives made clear that these proposals were Dead on Arrival. Nonetheless, the charter lobbyists were shocked to discover that charter schools are just a stepping-stone to vouchers for DeVos.

Categories Accountability, Betsy DeVos, Billionaires, Broad Foundation, Charter Schools, Corporate Reformers, Education Industry, Education Reform, Gates Foundation, Bill Gates, Privatization, Trump, Vouchers, Walton Foundation

Peter Greene: Why Business Ideas Don’t Work in Education

By dianeravitch
April 21, 2020 //
17

Peter Greene once again nails a basic fact: education is not a business, and it can’t be run like a business.

Business ideas work well in the world of commerce, where businesses compete to provide a better product or better service. Probably there will be readers who question how well business is functioning right now, as megastores like Walmart gobble up neighborhood stores, destroying Main Street, and as online giants like Amazon threaten to gobble up all brick-and-mortar stores, even Walmart.

Greene writes, and I quote him in part:

We are living through yet another demonstration of the ways in which market-based approaches fail, and in some cases, fail really hard.

Long Term Preparation Is Inefficient But Essential

Back when I was a stage crew advisor, there was a pep talk I had to give periodically to crew members, particularly those working in the wings as grips or fly. “I know that you sit and do nothing for a lot of this show,” I’d say, “but when we need you, we really need you. In those few minutes, you are critical to our success.” In those moments we were talking about, every crew member was occupied; there was no way to double up or cut corners.

Emergency preparation is much the same. It’s economically efficient to, for instance, keep a whole stockpile of facemasks or ventilators. Big-time businessman Trump justified his cuts to various health agencies by citing business wisdom:

And rather than spending the money—I’m a business person. I don’t like having thousands of people around when you don’t need them. When we need them, we can get them back very quickly.

This turns out to be just as smart as disbanding the fire department and figuring you’ll just round up personnel and equipment when something is actually on fire. It doesn’t work. And as we have witnessed, it leaves you unprepared to deal with the critical moment when it arrives.

But the market hates tying up money in excess capacity or emergency readiness, because you’re spending all that money on capacity that isn’t being used this second. Are those guidance counselors and school nurses seeing students every single minute of the day? Well then, we should be able to cut them back. Are we sure that every teacher is teaching the maximum number of students possible? Couldn’t we just put some of those students on software? This is why so many business heads are convinced that public education is simply filled with waste–because there seems to be so much excess capacity in schools.

But in many schools, there’s not enough excess capacity. When a student is in the middle of a crisis, we should be able to respond immediately, whether it’s a personal crisis, a medical crisis, or an educational issue. The response should not be “tough it out till the counselor is on duty tomorrow” or “we’ll just wrap that in some gauze until the nurse comes in three hours from now” or “I know you need help with the assignment, but I can’t take my attention away from the other thirty-five students in this classroom.” And that’s on top of the issue of preparedness, or having staff and teachers who have the capacity–the time and resources and help– to be prepared for the daily onslaught of Young Human Crises. When wealthy people pay private school tuition or raise their own public school taxes, this is what they’re paying for– the knowledge that whenever their child needs the school to respond, the response will come immediately.

Sure, you can cut a school to the bones in the name of efficiency, but what you’ll have is the educational equivalent of a nation caught flatfooted by a global pandemic because it didn’t have the people in place to be prepared.

Competition Guarantees Losers

Ed Reformsters just love the bromide about how competition raises all boats and makes everyone better. And yet, the pandemic’s free market approach to critical medical supplies doesn’t seem to bear that out. States are being forced to compete with each other and the federal government, and all it’s doing is making vendors rich. This is free market competition at its baldest– if you have more money, you win. If you have less money, you lose. At some point, if it has not already happened, some people in this country are going to die because their state, municipality or medical facility will not have enough money to outbid someone else.

The free market picks losers, and it generally picks them on the basis of their lack of wealth. The notion that losers can just compete harder, by wrapping their bootstraps in grit, is baloney. It’s comforting for winners to believe that they won because of hard work and grit and not winning some fate-based lottery, and it also releases them from any obligation to give a rat’s rear about anyone else (“I made myself, so everyone else should do the same”).

A system built on picking losers and punishing them for losing is the exact opposite of what we need for public education. You can argue that well, we just want free market competition for schools and teachers, but if that kind of competition is in the dna of the system, it will stomp all over students as well, just as all free market businesses pick customers to be losers who don’t get served because they aren’t sufficiently profitable. Kind of like a low-revenue state or old folks home that can’t get its people necessary supplies because they don’t have enough wealth to bid with.

“Compete harder” just means “be richer.” It is not helpful advice.

Please open the link and enjoy the rest of his good essay on why business thinking and cost cutting doesn’t work in education.

Categories Accountability, Competition, Corporate Reform, Corporate Reformers, Education Industry, Education Reform, Privatization, Testing

Nancy Bailey: Stop the Talk about “Reinventing” and “Reimagining” Schools After the Pandemic Unless You Are a Parent or Teacher

By dianeravitch
April 20, 2020 //
44

Nancy Bailey has grown disgusted with the talk of “reinventing” and “reimagining” the school when the talk is coming from the same people who have wrecked the schools with their uninformed and harmful ideas for the past 20 years.

If there is going to be any “reinvention,” it should be done by parents and teachers at their own schools, she says.

Those who have failed us in the past should not be allowed to take control yet again, she says.

She writes:

Teachers and parents on the frontlines of this pandemic should be given control of how their schools are reimagined in the future. When this crisis ends, they should be given the voice on how to bring back democratic public schools and make them their own. Any revolution surrounding schools is theirs.

Those who foisted unproven and draconian school reform on America’s public schools in the past, now attack those reforms like they’re the fault of teachers and school systems. If public schools are broken it’s largely due to what these so-called reformers did to schools. They’re criticizing the mess they created!

Who…

insisted on high-stakes standardized tests?
pushed a no-play, no-recess curriculum on our youngest learners?
denied children with disabilities the services they need?
wrote and insisted on Common Core State Standards?
insisted on one-size-fits-all goals and instruction?
drove parents to distrust teachers?
ignored the mental health needs of children in our schools?
destroyed student privacy, especially online privacy protections?
reduced or removed the number of school nurses, counselors, and support staff in schools?
fired the librarians and closed libraries?
removed the arts from poor public schools?
set up EMO charter schools that drain funds from true public schools?
gave vouchers to schools unaccountable to the public?
praised and funded alternate teachers with fast-track training?
insisted on large class sizes?
said teachers don’t need to improve their knowledge with advanced degrees?
insisted teachers need to be evaluated by tests, using test scores of students they never taught!
opened the door to administrators who never studied or worked with children?
Trying to justify replacing schools with charter schools and online instruction will make for a nice profit.

Since their reforms failed, they and their ideas should be put out to pasture.

Bailey goes on to cite numerous examples of self-appointed “leaders” offering advice about what other people should do.

These are the people she wants to “put out to pasture.”

Read it.

Categories Accountability, Corporate Reformers, Education Industry, Education Reform, Play, Testing

Chalkbeat: Big Education Philanthropists Are Missing in Action on Coronavirus Response

By dianeravitch
April 18, 2020 //
13

Matt Barnum of Chalkbeat checked to see what the billionaire philanthropists are doing in response to the coronavirus. The answer: Not much.

When asked to underwrite charter schools, Teach for America, and wacky teacher-evaluation systems, they shell out hundreds of millions of dollars. When the nation’s schools are closed by a pandemic, and it’s clear that millions of children need food security, computers, and internet access, the money slows to a dribble. When the nation’s schools face massive budget cuts because of declining revenues, and these cuts will increase class sizes, cause layoffs, lead to drastic cuts in the arts and athletics, Will they wake up and pitch in to help?

He writes:

Here’s how four of the largest education foundations and grantmakers are responding:

The Bill and Melinda Gates Foundation says its “commitment to and overall objective of our education strategies are not changing.” But it is prioritizing supporting teaching by expanding “access to interactive, student-facing digital content and high-quality print materials” and “supporting data collection efforts to understand the impact of COVID-19 on educators and families.”

The City Fund, which is funded primarily by John Arnold and Reed Hastings, said it has committed new $100,000 grants to in its 14 active cities, and also allowed those organizations to repurpose $100,000 of existing grants to respond to the coronavirus. That will total nearly $3 million in emergency support. In Oakland, for instance, the Oakland Reach has used this to provide small cash payments of families in need. In D.C., money has gone to a fund to make Wi-Fi and laptops available to students. In St. Louis, a nonprofit has created a “remote learning innovation fund.”

The Chan Zuckerberg Initiative has awarded over $1.6 million to education groups, including money to those aiming to expand broadband access in the San Francisco Bay Area, to disseminate resources to parents, and to provide guidance to school districts moving instruction online.

The Walton Family Foundation did not offer details. But along with the Kauffman Foundation, it has contributed to a $2 million education relief fund in Kansas City designed to support teachers, families, and schools with costs and challenges associated with COVID-19.

So far, most of the private grants in response to the virus amount to a few million dollars at most. By comparison, the federal stimulus for K-12 schools totaled $13.5 billion — and many worry it won’t be anywhere near enough, considering that high-poverty school districts are facing a daunting combination of greater needs and less money.

When billionaires pony up only a few million in the face of a national catastrophe, that’s not a contribution. That’s a tip. That’s surely not “putting children first.”

Categories Accountability, Billionaires, Charter Schools, Corporate Reformers, Education Industry, Education Reform, Philanthropy, Privatization

NPE ACTION ENDORSES JOE BIDEN!

By dianeravitch
April 17, 2020 //
64

Please read the NPE Action endorsement of Joe Biden for President.

We support public schools.

Donald Trump and his Secretary of Education, Betsy DeVos, are hostile to the very idea of public schools. They have spent three years proposing deep cuts to public education and attempting to establish federally-funded vouchers for private and religious schools.

In contrast, Joe Biden has proposed dramatic increases in funding to public schools by tripling the amount that Title I schools would receive. He has voiced strong support for more counselors and psychologists in our schools, as well as increased funding for high-quality pre-kindergarten programs. He supports community schools that link social services and the school together to serve children and their families better.

At the Public Education Forum held in Pittsburgh in December of 2019, Joe Biden was asked by NPE Board member Denisha Jones if he would commit to ending standardized testing in schools. His unequivocal response was, “Yes. You are preaching to the choir.” He said to a national audience that “teaching to a test underestimates and discounts the things that are most important for students to know.” He described evaluating teachers by the test scores of their students as a “big mistake.”

At the same public forum in Pittsburgh, he was dismissive of the policies of Secretary of Education DeVos, saying that under his administration, “Betsy DeVos’s whole notion of charter schools…are gone.”

The public statements expressed by Joe Biden encourage us to believe that he does not intend to follow the disastrous education policies of the Obama years included in Race to the Top, which were closely aligned with the failed policies of George Bush’s No Child Left Behind.

We are taking candidate Joe Biden at his word. We believe that he recognizes that Race to the Top and No Child Left Behind were harmful to our schools and our children.

However, if those policies re-emerge, we will vigorously oppose them. We will also continue to be engaged in monitoring the words of both candidates and their parties’ platforms.

We urge our supporters and all friends of public education to go to the polls in November and vote for Joe Biden. The future of our public schools and our democracy is at stake.

In the words of NPE Action President, Diane Ravitch, “We support Joe Biden because he has promised to reverse the failed “test-and-punish” federal policies of the past two decades. For the sake of our children, their teachers, our public schools, and our democracy, Trump must go.”

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, For-Profit, NCLB (No Child Left Behind), Networkfor Public Education Action Fund, Privatization, Race to the Top, Support for public schools, Teacher Evaluations, Testing, VAM, Vouchers

Laura Chapman: What “Money Follows the Child” Really Means

By dianeravitch
April 17, 2020 //
12

Our reader Laura Chapman explains what the phrase “the money follows the child” really means. It’s another way of saying that every child should have “a backpack full of cash” strapped on them, to be spent anywhere. Another way to see it is as a jackhammer to destroy our democratically-controlled system of public schools and turn children over to the tender mercies of the free market. The billionaires—the Waltons, Bloomberg, Koch, Gates, Broad, Hastings, Anschutz, Sinquefeld—love the free market. They think it’s best for everyone.

Chapman writes:

The new phrase for money-follows-the-child policies favored by those who want privatized education is this:

We have a “pluralistic system of education.” That phrase is already being used in promote subsidized choice, with everyone eligible for federal funds and expansion of state-level choice programs.

Pluralistic education means that the great American way to educate children will support–
homeschoolers,
free-lance education service providers,
charter schools,
private schools,
religious schools,
traditional public schools,
online instructional delivery,
pay-for-success ventures,
specialty programs for the talented and those in need of therapeutic support (whether in homes, commercial facilities, or brick and mortar schools).
and other possibilities.

In this pluralistic system, market forces and innovative forms of instruction flourish, unimpeded by regulation. Federal subsidies are “fair” when money follows the student.

Proponents claim that all of these flavors of education can and should be subsidized with public funds, eithe in proportion to their market share or their performance on the optional “normative pluralistic standards and curriculum.”

Examples of optional “normative pluralistic standards” are those present in current federal and state legislation, in national campaigns for standards and tests such as those launched to support the “Common Core State Standards,” and the proliferation of rating schemes such as those at GreatSchools.org, US News and World Reports, and EdWeek’s “Chance of Success” reports.

This Pluralism R-US meme is being promoted by EdChoice, the organization once known as the Milton & Rose Friedman Foundation, also Jeb Bush and his Chiefs for Change organization, and scholars.

Key scholars are at the Walton funded University of Arkansas Department of Education Reform; Stanford University’s Center for Research on Education Outcomes; the University of Washington Bothell’s Center on Reinventing Public Education; Harvard University’s Program on Education Policy and Governance; and Johns Hopkins School of Education Institute for Education Policy.

For a brief look at the rationale for this meme and the policy agenda see
“Pluralism in American School Systems,” https://edpolicy.education.jhu.edu/wp-content/uploads/2018/01/PluralismBrief-Jan2018.pdf

For a look at other promotions, see this recent 74 Million.org call for the use of stimulus money for “all types of schools.”

Bradford: $13B in Stimulus Money for K-12 Schools Is a Good Start. But All Types of Schools Will Need More Help From the Feds in Order to Reopen


Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, For-Profit, Home Schooling, Privatization, School Choice, Vouchers

Nancy Bailey: Beware the Vultures!

By dianeravitch
April 15, 2020 //
55

Nancy Bailey warns us to keep watch for the vultures who want to use the pandemic to attack and control public schools and teachers. They see an opportunity, and they are ready to pounce.

She writes:

There’s a movement underfoot to end the way children learn. Look carefully at who says “we need to reimagine” or “this is the time to reassess” schools. These can be signals from those who’ve led the charge to dismantle public schools for years. Like vultures, they’re scheming how to use this pandemic to put the final stamp of success on their privatization agenda.

Most parents and teachers can’t wait for public schools to reopen. Children miss their teachers, friends and their public schools. Teachers tirelessly work to assist their students from afar. Heartwarming stories flood social media about how children and teachers are coming together.

Many, including me, have implied that due to the virus there will be a renewed appreciation of what’s been lost. Public schools and the teaching profession we hope will return stronger and more appreciated. It’s especially important to have hope.

It’s also important not to be fooled. A frightening, albeit not unexpected, reality has emerged. Those who’ve foisted their ideology on public schools for years don’t care about heartwarming stories of success. They don’t see teachers as professionals, but as worker bees to carry out their digital transition plans. Their end is not our end.

Here are some signs.

The Controversial Opinion Piece

Thomas L. Friedman’s New York Times opinion piece describes what the next presidential cabinet should look like. He says We need a political system that mirrors the best in us. His idea of the best are billionaires who’ve hated public schools for years. They include Bloomberg, Gates, and a new secretary of national infrastructure, Walmart C.E.O. Doug McMillon. Ask how much infrastructure funding would go to public schools with the CEO of Walmart in charge.

Friedman suggests Laurene Powell Hobs for Secretary of Education, despite the failure of her $100 million XQ Super School Project to reinvent the high school. Just what we don’t need! Another billionaire who was never an educator as Secretary of Education!

Then there is the money grab by the charter industry, which has decided that charter schools are really small businesses and should get a chunk of the $2 trillion coronavirus relief fund, intended for struggling employers.

And even more vultures. Watch out!

As usual, Bailey offers sage advice.

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

Laura Chapman: School Choice, the Pandemic, and Federal Policy

By dianeravitch
April 14, 2020 //
32

Our regular reader and diligent researcher Laura Chapman writes:

It is not difficult to see who is busy publicizing and brokering ideas for federal action on pre-K-12 education and who is not. The active players are all in for school choice and they have a “perfect” opportunity to dismantle and starve brick and mortar public schools. Federal policies will jumpstart what happens in states, districts, and communities.

The transition from NCLB to ESSA took longer than expected. Most states put their new DeVos-approved plans for accountability and school improvement in place during 2019-2020, later than expected.

Those plans have been pruned by the pandemic. Since April 3, 2020, every state is eligible for a range of ESSA waivers including tests and how state education agencies “permit LEAs (local education agencies) to use Title IV, Part A funds to best meet its needs without regard to customary requirements for
–content-areas,
–spending limits on technology infrastructure, or
–completing a needs assessment.”
In addition, “the definition of professional development” is modified to allow LEAs s to provide effective teacher training for distance learning. https://oese.ed.gov/files/2020/04/invite-covid-fiscal-waiver-19-20.pdf

Although these flexibilities are in place now, no one has a clear idea about how the pandemic will shape the 2020-2021 school year, or what proposals presidential candidates will put into play for reshaping ESSA and the scheduled reauthorization of ESSA after the 2020-21 school year.

I think that the accumulated national debt will lead to massive budget cuts for federal and state funding and full-out marketing of choice programs.

The choice advocates have a clear policy package in the works, and big bucks now from the billionaires to market it. Bellwether Partners is playing a role in this work, and so is the 74Million, funded by the Bill & Melinda Gates Foundation, Bloomberg Philanthropies, California Community Foundation, Carnegie Corporation of New York, Chan Zuckerberg Initiative, Charles and Lynn Schusterman Family Foundation, Charles Strauch, Doris & Donald Fisher Fund, Gen Next Foundation, Karsh Family Foundation, Park Avenue Charitable Trust, The City Fund, Walton Family Foundation, and William E. Simon Foundation.

The pandemic and special federal legislation to shore up the social safety net, including grants to schools, has accelerated the activity of groups intent on expanding federal support for choice in education.

Here is an example: “FEDS MUST HELP ALL TYPES OF SCHOOLS REOPEN: The Coronavirus Aid, Relief and Economic Security Act will support millions of workers and industries hard-hit by COVID-19. About $13 billion from the bill will make it to K-12 schools across the country for uses such as classroom cleaning and teacher training.” … “State governments, at the urging of Washington and epidemiologists, have closed all schools, public and private. This is an unusual (and necessary) instance of equal treatment for schooling sectors that normally operate under different rules. But all schools, and all sectors of out pluralistic system of public education, will need support when they are allowed to reopen; a coherent policy that supports non-public schools and homeschoolers — along with charters and traditional districts that already receive public funds — will not be a luxury. It will be an essential element of how the country’s children recover from the COVID-19 disruption.” https://mailchi.mp/the74million/t74-virtual-charters-targeted-in-school-closures-equity-access-the-federal-stimulus-video-keeping-college-bound-students-on-track-virtually?e=5cdda43764

This marketing campaign for “our pluralistic system of public education” is gibberish for choice in education, including private and religious education. This agenda has been reinforced with Education Secretary Betsy DeVos’ March 27, 2020, proposal that Congress provide “Continue to Learn Microgrants” to disadvantaged students whose schools have “simply shut down.” Federal funds would be allocated for “educational services provided by a private or public school” with the priority for students in special education and eligible for food stamps. Funds could be used “to buy computers and software, internet access, and instructional materials like textbooks and tutoring. For children with disabilities, the grants could be used for educational services and therapy.”

This proposal is a variation on her push for “Education Freedom Scholarships” authorizing federal tax credits to people who donate to school scholarship programs for private school tuition and other education expenses. https://www.the74million.org/devos-proposes-microgrants-amid-coronavirus-school-closures-continuing-push-for-school-choice/

Then there is news on this blog and elsewhere that charter schools are eligible for “Small Business Loans,” if, they affirm they are a “non-government entity.” That affirmation is a non-trivial and legal redefinition of charter schools with implications for how these are marketed, authorized, and supported (or not) by billionaire foundations and Congress, whether Republican or Democrat. Charters that have been profiteering from public dollars will probably move into double dipping (once for students, another as a small business) with little fear of legal action.
https://www.publiccharters.org/cares-act-low-or-no-cost-lending-programs-charter-schools

Over multiple years, experts in “follow the money” have identified major ‘idea brokers” and the federal policies that have emerged from their work. Some legacy brokers from the Obama Administration are still at it—promoting digital learning, charter schools, pay for success contracts, alternative certifications, and more. If the pandemic accelerates I think that the de-professionalization of education will accelerate along with the unschooling of instructional delivery. In that case, many brick and mortar buildings once known as public schools are likely to repurposed or rot, except in wealthy suburban communities.

Categories Accountability, Betsy DeVos, Charter Schools, Corporate Reformers, Education Industry, Education Reform, Every Student Succeeds Act (ESSA), Privatization, School Choice, U.S. Department of Education, Vouchers
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