Archives for category: Corporate Reformers

Maurice Cunningham is all over the dark money behind the push for more charter schools in Massachusetts.

In this post, he reproduces the logo of the ad that was shown during the Olympics.

“YES ON 2 FOR STRONGER PUBLIC SCHOOLS.”

That is dishonest. Question 2 is about increasing the number of privately managed charter schools.

If the ad were honest, it would say:

“YES ON 2 FOR PRIVATIZATION OF YOUR PUBLIC SCHOOLS.”

Cunningham tries to find out who paid for the ad. He digs through a list of committees and groups, and the best he can say for sure is that there is hedge fund money. As he showed in the previous post, the “YES” vote is being paid for by Republican elites. They don’t like public schools, they don’t like unions. Charter schools get rid of both.

The election in November is crucial. If the privatizers can defeat public schools in the state where they were invented, then we are all in serious trouble. That must be why the privatizers focused on Massachusetts, which is far and away the best state system in the nation.

However, if they lose in Massachusetts, after pouring in nearly $20 million, they might wake up and realize that they are fighting a losing battle.

The key to victory for parents and students is an informed public. If the people realize that this campaign is actually intended to destroy their public schools, then the people will never support it.

Don’t let the privatizers get away with their propaganda.

Nashville rejected their lies; so can Massachusetts, but it will take a lot of ringing of doorbells and volunteer activism.

EduShyster interviews political scientist Maurice Cunningham about the supporters of Question 2, a referendum in November that would expand the number of privately managed charter schools in the state.

http://edushyster.com/family-affair/

It is a fascinating interview, and I urge you to read it. It shows the Big Money behind the charter movement. It shows that it has no grassroots support. It shows the length to which the charter movement will go to confuse voters and trick them into believing that privatization of public schools is a progressive cause, rather than a plutocrats’ hobby.

Here is a portion of the interview:

Maurice Cunningham: …This is a Republican effort, it’s a big money effort, and it’s a conservative effort. That’s where they tend to go.

EduShyster: There’s a well-funded effort underway to paint the campaign to lift the charter cap in Massachusetts as a progressive cause. But what you’ve found in your research is that this is basically a Republican production from top to bottom.

Cunningham: That’s right. There are a handful of wealthy families that are funding this. They largely give to Republicans and they represent the financial industry, basically. They’re out of Bain, they’re out of Baupost, they’re out of High Fields Capital Management. Billionaire Seth Klarman, for example, has been described as the largest GOP donor in New England, and he gives a lot of money to free market, anti-government groups… They know how to make something look like a grassroots campaign that really isn’t.

EduShyster: By *make something look like a grassroots campaign that really isn’t,* what you really mean is that this is an entirely community-driven, grassroots campaign, correct?

Cunningham: No. There is no grassroots support behind this campaign whatsoever. What do we look for to measure grassroots support? We look for a campaign’s ability to find people who will essentially volunteer, who feel strongly about an issue and are willing to do the work that a campaign needs done. Two examples: signature collecting and canvassing door to door. Great Schools Massachusetts isn’t able to do either one of those things. When they had to get signatures in 2015, they wound up paying $305,000 to a signature gathering firm. And that’s because they don’t have people who are strong believers who will go out on the street and volunteer and be passionate and do the things that people do when they really care about an issue. Or look at Democrats for Education Reform. When they backed Dan Rizzo in the special Senate election earlier this year, they had to pay for canvassers because they don’t have people who feel strongly enough about the positions they take. The idea that these are community groups is completely manufactured.

EduShyster: Readers of this blog will recognize the name Families for Excellent Schools, a New York group that set up shop in the Bay State in 2014, and which counted our Republican Secretary of Education James Peyser as its *uncle* until about 15 minutes ago. But *families* in this case literally refers to six families.

Cunningham: The same small group of families that gave to the ballot committee, which is now Great Schools Massachusetts, gives to a private foundation called Strategic Grant Partners year after year. Strategic Grant Partners is at the center of this whole thing, and it’s where you really see the longer term view taking shape. Joanna Jacobson, who founded it, understands strategic vision and marketing. She comes from a corporate background; she has a Harvard MBA and was the president of Keds. Jim Peyser is a central figure when you look at who was involved, both as a board member of Families for Excellent Schools and in his former capacity as a managing partner of New Schools Venture Fund. They’ve been at this for several years now—much longer than most people are aware of.

*Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward.

EduShyster: Is it really so bad if a secretive cabal hatches a strategic plan and marshals millions of dollars from untraceable sources if it means more Great Schools™?

Cunningham: I think it’s terrible for democracy. *Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward. Supreme Court justice Louis Brandeis once said that we have to make a choice. *We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both.* To me this campaign is about democracy vs. unlimited wealth.

Julian Vasquez Heilig notes that the electorate this year will be more diverse than ever.

Supporters of charter schools claim that Donald Trump’s selection of Mike Pence as his running mate will help him with black and Hispanic voters, because (they think) minorities love charters, like Trump.

But Heilig writes that Pence has a terrible record on education as governor of Indiana.

Heilig was one of the expert consultants for the state-by-state report on public education.

He writes:

As a member of the governing board of the Network for Public Education, a group that works to preserve and improve public schools across the nation, I personally had the opportunity to review Indiana’s education policies and data under Pence’s leadership. The results were not positive.

We examined stability in the teaching force, the use of high-stakes testing, class sizes, school integration, recognition of poverty, as well as the state’s use of charters, vouchers and other forms of privatization. On our Network for Public Education State Report Card, we gave Indiana an F for support of public education.

Pence has done virtually nothing on education to reverse course since receiving our failing grade. Thus, the idea that Pence will empower Trump to attract African American and Latino voters seems quite farfetched.

Pence has been a strong and consistent supporter of privatization in Indiana.

Former Governor Bob Wise and the Alliance for Excellent Education released a video touting “personalized learning” as the key to academic success. He speaks in the foreground of what he says is the Rio Olympics (actually the footage is from 2012, according to the credits). A short video shows students engaged in “personalized learning,” some of which appears to be centered on a computer.

Let’s say this much for the ad: at least it is not insulting like the one created by Michelle Rhee and StudentsFirst in 2012, which showed a flabby American man falling on his face while competing in a women’s event and said he represented American students. It was shown on national television during the Olympics and was highly demeaning to our nation and our students.

Bob Wise partnered with Jeb Bush in creating a document called “Digital Learning Now,” which claimed that learning online was the secret to high achievement for everyone. None of its assertions had any evidence behind them, and the report was financed by the tech industry.

“Personalized learning” is a very problematic concept these days. Most people think it means that the teacher and the student work closely together, and the teacher understands the student’s needs.

But in the education industry, “personalized learning” means computer-based instruction. In theory, the computer knows the student well. The student and the computer interact and collaborate, so they are close friends.

The paid journalistic touting of computer-based learning is intensifying. I can’t keep up with all the articles that promote machine learning and mislabel it “personalized” learning.

There is nothing “personal” about learning from a machine. The machine doesn’t know you. It stores your data, but it has no feelings, no emotions, no empathy. It doesn’t like you. It doesn’t love you, it doesn’t dislike you. It is indifferent. If your mother dies, it won’t feel any sympathy for you. It is a machine. Whatever you call it, please don’t say it is “personalized” to you. It’s not.

Jeff Bryant writes for the Educational Opportunity Network, where he describes here the new uprising against privately managed charter schools. He says that local grassroots groups and voters are rebelling against the influence of billionaires and hedge fund managers who fund the charter schools.

He offers examples of this uprising:

*the recent decision by the NAACP annual conference to call for a moratorium on new charter schools;

*the endorsement of the NAACP decision by the Movement for Black Lives, a group affiliated with Black Lives Matter;

*the support of the moratorium by Journey for Justice, an organization of civil rights activists;

*the resounding defeat of the charter school candidates in Nashville.

Jeff says that the response of the charter industry has been either outrage or silence:

The way pro-charter advocates have responded to these…events is telling.

Regarding the civil rights groups’ calls for a charter moratorium, the pro-charter response has been a hissy-fit driven by fiery rhetoric and few facts.

Shaffar Jeffries, president of Democrats for Education Reform, a Washington D.C. based charter advocacy financed by hedge funds, issued a statement declaring the NAACP resolution a “disservice to communities of color.”

In a nationally televised newscast, Steve Perry, founder and operator of a charter school chain, lashed out at Hilary Shelton, the bureau director of the Washington, DC, chapter of the NAACP, for being a sell out to the teachers’ unions and for abandoning children of color.

The contention that the NAACP has sold out to teachers’ unions holds little water since that organization has been a recipient of generous donations from pro-charter advocates as well. And any argument that curbing charters is a de facto blow to black and brown school kids is more a rhetorical trope than a factual counter to the evidence NAACP cites, showing where charters undermine communities of color.

Regarding the defeat of big money-backed pro-charter candidates in Nashville, the usual outlets for charter industry advocacy – Democrats for Education Reform and the media outlets Education Post and The 74 – have been totally silent.

These responses are telling because the charter industry has heretofore been such masterful communicators.

Advocates for these schools have long understood most people don’t understand what the schools are. Even when presidential candidates in the recent Democratic Party primary ventured to express an opinion about charters, they horribly botched it.

So for years, the powerful charter school industry has been filling the void of understanding about charters with clever language meant to define what these schools are and what their purpose is.

The schools, we’ve been told, are “public,” even though they really aren’t. They’re supposed to outperform traditional public schools, but that turns out not to be true either. Even when the charter industry has tried to cut the data even finer to prove some charters outperform public schools, the claims turn out to be grossly over-stated.

We’ve also been told charter schools are a “civil rights cause.” Now it turns out that’s not quite the case either.

As the public comes to realize who is behind charter schools and that they will diminish the funding of neighborhood public schools, the charter narrative loses its luster.

The next big trial of the phony “charter narrative” will be in Massachusetts this November, where billionaires and conservative Republicans are behind an effort to expand the number of charters allowed—twelve a year for every year into the future. And they are selling their proposal by claiming it is intended to “improve public education” and pretending that privately managed charters are “public schools.” Will the people of Massachusetts fall for it?

This is a brilliant yet simple infographic that explains the logic of what is deceitfully called “reform.”

Reform begins with a narrative about “failing schools.”

Students take tests whose passing mark is so high that the failure rate is high, thus proving the narrative.

The government closes the schools with the lowest scores, which are almost all in poor black and Hispanic communities.

The empty school is turned over to a private corporation, which has no relationship to the local community.

The privately managed school calls itself “a public school” because it gets public money.

When an employee or a family sues because their rights were violated, the charter corporation says it is a private contractor, not a state actor.

Florida has a harsh third grade retention policy. Students who don’t pass the third-grade state test must repeat the grade.

A few days ago, more than a dozen parents filed suit against the state for the arbitrary and capricious way this state was implemented in counties across the state. The parents opted their children out of the testing to protest the law.

“There is no rational governmental interest served by the defendants arbitrary and capricious decision to retain plaintiffs’ children because they opted out of standardized tests, but otherwise earned passing grades on their report cards and had no reading deficiencies,” the lawsuit reads.

The law is interpreted differently in different counties.

One Orange County plaintiff had a daughter who was on the honor roll, the suit said, but “is being retained in the third grade because of no FSA scores and because her teacher was not informed of the criteria for developing a student portfolio during the school year.”

In Sarasota County, one of the parents who is suing kept her child out of the state testing in third grade. The district said he had to repeat the grade, even though his work all year had been satisfactory.

However, the district changed course and decided to let the child go on to fourth grade with his peers, rather than subject him to punishment for opting out of the test.

Melinda Gates, like her husband Bill, believes that the Gates Foundation has the answers for the problems of American education.

She has never taught. She never attended a public school. Neither did Bill. Their children do not attend public schools.

What is the source of their certainty? They are very rich, probably the richest people in the world (Carlos Slim of Mexico might be richer). They are so rich that they think they know what is best for everyone’s children.

Here are some questions that the Gates Foundation should answer:

Does the Lakeside Academy in Seattle use the Gates-funded Common Core standards?

Does it test all students every year with standardized tests?

Does it use either PARCC or SBAC?

Does it evaluate its teachers by the test scores of their students?

Just wondering.

Peggy Robertson is an elementary school teacher in Colorado. She is founder of United Opt Out. She is an outspoken defender of children’s right to learn without coercion. She must have been a thorn in the side of her school and district officials, because they eliminated her position.

She writes:

My position at Jewell was eliminated. In addition, Jewell no longer is a healthy working environment (for teachers or students) and I would not be able to work there unless we were able to return to our previous work as an inquiry-based democratic school. We are now a Relay Leadership School which focuses on teach to the test practices that are not good for children. Relay Graduate School is run by non-educators and lacks pedagogy – it is an embarrassment to the teaching profession. It is unfortunate for Aurora’s children that APS has gone in this direction. It is also unfortunate for the teachers at Jewell who were forced to implement 100% compliance models of discipline with continual teaching to the test and skill/drill. The teachers at Jewell this year (2015-2016) were the most unhappy teachers I have seen in my 19 years in public education. They wanted to file a grievance against the principal but were afraid for their jobs. I no longer can work in such a toxic learning/teaching environment. Aurora unfortunately seems to be going in the direction of “no excuse” charter models which do not develop or support the growth of problem solving citizens. Rather, these charter models, which Relay supports, promote racist practices specifically directed towards black and brown children in urban diverse schools. These charter practices promote the school to prison pipeline. I joined APS four years ago with great hope and excitement because the professional development and respect for the teaching profession in APS has always been excellent; that is no longer the case. I am sorry APS has chosen this path. I will miss my colleagues and the children.

I suppose you could conclude that the public schools of Aurora learned “best practices” from charter schools, which require “no excuses,” tough discipline, strict obedience, and teaching to the test.

Peggy was never one to bend to authority, especially when the authorities were wrong about what was best for children.

In another post, Peg expresses her astonishment to learn that children in her former school have been told to eat their breakfast while sitting on the floor in the hall.

She writes:

As you all know by now, I am no longer working at Jewell Elementary in the Aurora Public School District. However, I was recently alerted to a new policy regarding breakfast at the school. The school day starts at 9:25 a.m. This year, if children want to eat breakfast they must get there at 9:15 a.m. If they ride the bus I guess they’ll be rushing in the door to eat in five minutes or so as breakfast time now ends at 9:30.

And there’s more. There are two options: the children will be eating on the FLOOR in the carpeted HALLWAY outside the classroom OR the teachers can graciously give up some of their morning planning time and invite the children to come in and eat at their desks.

Let that sink in for a minute. I know your mind is racing, as mine did, as I tried to think through the implications here – and there are many.

The first thought I had was – what would ever cause anyone to even consider – fathom – such a policy, as children eating breakfast on the dirty carpeted floor like dogs? I am horrified that this policy was thought of and considered “rational.”

Then of course, I tried to imagine what that policy might look like in action. Hallways lined with children with backpacks, coats, lunchboxes and juggling milk, juice, cereal and more. I tried to imagine how I would feel as a child if I was asked to eat my breakfast on the floor, without a place to properly set my things in order to manage it all. I thought about how that policy might impact my own personal beliefs about my self worth, if I were a child at Jewell. I thought about the racism that is inherent within the behavior policies via Relay Graduate School. I thought about the way the children at my school are expected to demonstrate 100% compliance, and how this breakfast policy smacks of that compliance. Sit. Eat. Comply. On the floor. Where is the respect for the child? Where is it? How can one create a policy so unkind and so disrespectful of a child?

I thought – are the white children in the burbs sitting on dirty carpeted floor eating breakfast each morning? You know the answer to that.

Peg Robertson is now blogging at Tim Slekar’s website “BustED Pencils.” Now she has more time to write and more time to organize the resistance to insane and harsh policies that hurt children. I am sure she would rather be in the classroom, which she loves.

Melinda Gates told the National Conference of State Legislatures that the Gates Foundation has no intention of backing away from their agenda of Common Core, teacher evaluations that include test scores, charter schools, and digital learning.

No matter how controversial, no matter how much public pushback, they are determined to stay the course. For some reason, she thinks that the foundation is a “neutral broker,” when in fact it is an advocate for policies that many teachers and parents reject. She also assumes that the Gates Foundation has “the real facts,” when in fact it has a strong point of view reflecting the will of Bill & Melinda. There was no reference to evidence or research in this account of her position. Her point was that, no matter what the public or teachers may say, no matter how they damage the profession and public education, the multi-billion dollar foundation will not back down from its priorities. The only things that can stop them are informed voters and courts, such as the vote against charter schools in Nashville and the court decision in Washington State declaring that charter schools are not public schools.

The question that will be resolved over the next decade is whether the public will fight for democratic control of public schools or whether the world’s richest man can buy public education.

Melinda Gates said she and her husband, Microsoft co-founder Bill Gates, learned an important lesson from the fierce pushback against the Common Core State Standards in recent years. Not that they made the wrong bet when they poured hundreds of millions of dollars into supporting the education standards, but that such a massive initiative will not be successful unless teachers and parents believe in it.

“Community buy-in is huge,” Melinda Gates said in an interview here on Wednesday, adding that cultivating such support for big cultural shifts in education takes time. “It means that in some ways, you have to go more slowly.”

That does not mean the foundation has any plans to back off the Common Core or its other priorities, including its long-held belief that improving teacher quality is the key to transforming public education. “I would say stay the course. We’re not even close to finished,” Gates said.

The Bill & Melinda Gates Foundation has helped shape the nation’s education policies during the past decade with philanthropic donations that have supported digital learning and charter schools and helped accelerate shifts not only to the new, common academic standards, but to new teacher evaluations that incorporate student test scores.

The Obama administration shared and promoted many of the foundation’s priorities, arguing that they were necessary to push the nation’s schools forward and close yawning achievement gaps. Now that a new federal education law has returned authority over public education to the states, the foundation is following suit, seeking to become involved in the debates about the direction of public schools that are heating up in state capitals across the country.

Speaking here at a meeting of the National Conference of State Legislatures, Melinda Gates told lawmakers on Wednesday that the new federal education law, the Every Student Succeeds Act, gives them a chance to grapple with whether “we are doing everything in our power to ensure that students are truly graduating ready to go on to meaningful work or to college.”

“I want the foundation to be the neutral broker that’s able to bring up the real data of what is working and what’s not working,” Gates said in an interview afterward.

She went on to say that the foundation would continue to pursue its priorities.

“I think we know what the big elements are in education reform. It’s how do you support the things that you know work and how do you get the whole system aligned behind it,” Gates said. “I’m not telling you it’s going to be easy. There are now 50 states that have to do it, and there isn’t this federal carrot or the stick, the push or pull, to help them along.”

The agenda she described is not one that everyone considers neutral. It includes supporting the Common Core standards and developing lesson-planning materials to help teachers teach to those standards; promoting personalized learning, or digital programs meant to target students’ individual needs; and, above all, improving the quality of teachers in the nation’s classrooms, from boosting teacher preparation to rethinking on-the-job professional development.