Archives for category: Corporate Reformers

In recent days, there has been an extended discussion online about an article by California whistle blower Kathleen Carroll, in which she blasts Randi Weingarten and the Teachers Union Reform Network for taking money from Gates, Broad, and other corporate reform groups, in some cases, more than a dozen years ago. Carroll also suggests that I am complicit in this “corruption” because I spoke to the 2013 national meeting of TURN and was probably paid with corporate reform money; she notes that Karen Lewis, Deborah Meier, and Linda Darling-Hammond also spoke to the TURN annual meeting in 2012 or 2013. I told Carroll that I was not paid to speak to TURN, also that I have spoken to rightwing think tanks, and that no matter where I speak and whether I am paid, my message is the same as what I write in my books and blogs. In the discussion, I mentioned that I spoke to the National Association of School Psychologists at its annual convention in 2012, one of whose sponsors was Pearson, and I thought it was funny that Pearson might have paid me to blast testing, my point being that I say what I want regardless of who puts up the money. At that point, Jim Horn used the discussion to lacerate me for various sins.

Mercedes Schneider decided to disentangle this mess of charges and countercharges. In the following post, Schneider uses her considerable research skills to dissect the issues, claims and counterclaims. All the links are included in this piece by Schneider. Schneider asked me for my speech to the National Association of School Psychologists as well as my remarks to the TURN meeting, which are included.

I will make two points here. First, Randi has been my friend for 20 years, and I don’t criticize my friends; we disagree on many points, for example, the Common Core, which I oppose and she supports. I don’t hide our disagreements but I won’t call her names or question her motives. Friends can disagree and remain friends.

Second, I recall learning how the left made itself impotent in American politics by fighting among themselves instead of uniting against the common adversary. I recall my first job at the New Leader magazine in 1960, where I learned about the enmity among the Cannonites, the Lovestonites, the Trotskyites, the Mensheviks, the Schactmanites, and other passionate groups in the 1930s. That’s when I became convinced that any successful movement must minimize infighting and strive for unity and common goals.

Even earlier, Benjamin Franklin was supposed to have said at the signing of the Declaration of Independence, “We must all hang together, or assuredly we shall all hang separately.”

Jeanne Kaplan served on the Denver school board for years and watched with a heavy heart as fake “reformers” took over Denver and Colorado. Now Colorado has the most punitive teacher evaluation law in the nation, thanks to Arne Duncan and Colorado’s State Senator Michael Johnston. When the NEA voted a resolution calling on Duncan to resign, the reporter didn’t speak to a teacher. No, the call went to Joe Williams of Democrats for Education Reform, the organization of hedge fund managers. When did DFER become the spokesman for Democrats or teachers or regular voters?

If your school has been closed, if the staff was fired in a “turnaround,” you have experienced the theory of disruptive innovation, which is associated with Harvard Business Professor Clayton Chistensen.

Or perhaps your neighborhood school fell victim to Joseph Schumpeter’s theory of “creative destruction.”

Just so you can see these ideologies from a critical perspective, be sure to read Harvard historian Jill Lepore’s critique of Christianson’s work on disruptive innovation, which first appeared in “The New Yorker.” She challenges his thesis and argues that those bold start-ups flamed out, while stable institutions live on. And yet the idea of disruption has become wildly popular, as we now see in education policy.

Charters and vouchers are disruptive. Firing entire staffs is disruptive. The results of these “innovations” have been unimpressive and sometimes disastrous, yet their champions continue to demand more and more. To understand why, read this article.

Leading Democrats have announced the creation of a new organization called Democrats for Public Education.

It will be led by Ted Strickland, former governor of Ohio, and Donna Brazile, political consultant.

Its name is a swipe at Democrats for Education Reform, which is dominated by hedge fund managers, and which funds candidates who support charter schools, Teach for America, and any other group that is antagonistic to public education.

Last year, the California Democratic Party passed a resolution calling on DFER to cease using the name “Democrats,” since their program is a front for the Republican and corporate agenda.

Peter Goodman regularly blogs about education in New York. He is close to the UFT leadership in New York City and thus has good sources. Here is his update from inside the AFT convention.

Reading this, I conclude that the AFT will not call for Arne Duncan’s resignation. This is the first time in my memory that the AFT was less militant than its larger brethren and sisters in the NEA.

It appears that there will be a floor debate about the Common Core. The Chicago Teachers Union is opposed to it. If my reading of the tea leaves is right, the New York City delegation is prepared to shoot that resolution down too. CTU is the outlier in this convention, battle-scarred and ready to fight. The NYC delegation has the numbers to vote them down.

Readers of this blog know my views. Arne Duncan is the most anti- teacher, anti-union Secretary of Education in the history of the Department. He was the guy who said that Hurricane Katrina was the best thing to happen to education in New Orleans, having swept away public schools and teachers’ unions (forget the death toll). He was the one who cheered the firing of the entire staff of Central Falls High School in Rhode Island. He was thrilled when the Los Angeles Times posted teachers’ (inaccurate) VAM ratings. He required states to adopt VAM ratings, which Randi wisely called “a sham” in her speech to the convention. He spoke admiringly of the Vergara decision. He should not be Secretary of Education. He should be Ambassador to some very small nation, where he can’t do much damage. Or teach basketball.

As for Common Core, I agree with CTU. Teachers don’t need scripts. They don’t need “standards” written by a committee that included not a single classroom teacher. They need class sizes they can manage. Their schools need equitable funding. They need tenure to protect them from political reprisals. They need due process and speedy resolution of complaints. They need respect. Common Core does nothing to alleviate the poverty in which nearly one-quarter of our children live. It does nothing to restore the art teachers, librarians, nurses and counselors who have been laid off. It does nothing to address the root causes of poor academic performance: poverty and segregation. It will die no matter what the AFT does because, frankly, it doesn’t matter.

Paul Bucheit writes about five aspects of corporate education reform.

1. Privatization takes from the poor and gives to the rich.

2. Testing doesn’t work.

3. The arts make better scientists.

4. Privatization means unequal opportunity for all.

5. Reformers are primarily business people, not educators.

To read his explanation, open the link.

Jeanne Kaplan recently retired as an elected member of the Denver school board. She has started her own blog where she will keep track of education in Denver.

Here is her inaugural post, where she lays out the facts about “reform” in Denver. The biggest “success” has been the steady increase in privately managed charter schools, most of which get free public space. The educational gains are harder to find.

She writes:

“My name is Jeannie Kaplan. I had the honor and privilege of serving on the Denver Public Schools Board of Education for 8 years, from 2005 through November 2013. Michael Bennet was superintendent, having been selected in June of 2005. Mr. Bennet served until January 2009 when he was selected to be the junior Senator from Colorado. His replacement was and continues to be Tom Boasberg, Michael’s childhood friend and former DPS Chief Operating Officer.

“I believe today as I did when I first ran for the school board that public education is a fundamental cornerstone of our democracy. I am starting a blog to explore and hopefully shed some light on the complicated issues challenging public education today. I am going to be writing about my passion, public education, with a focus on Denver Public Schools. I will try to provide a voice for a side of this debate that is often overlooked by the main stream media.”

Jeanne Kaplan is one of our nation’s strongest voices for public education and for democracy.

Laura Chapman writes in response to a post about OECD ratings for higher education in different nations based on ability of adults to answer standardized test questions. This comes as the U.S. Department of Education has declared its intention to rate, rank, and evaluate colleges and universities by a variety of criteria, then to tie funding to ratings. That is, to bring the data-based decision making of NCLB to higher education.

Chapman writes:

“OCED should not be messing around with ratings of higher education programs based on totally flawed assumptions, statistical and other wise.

“Meanwhile, two developments bearing on higher education in the United States are worth noting.

“ALEC, the conservative provider of model state legislation, wants to close a lot of public colleges and universities on a fast track.

“According to Politico (June 27, 2014) in ALEC’s next meeting members will consider endorsing the “Affordable Baccalaureate Degree Act,” which would require all public universities to offer degree programs that cost less than $10,000 total for all four years of tuition, fees and books.

“What’s more, the bill would mandate that at least 10 percent of all four-year degrees awarded at state schools meet that price point within four years of the act’s passage.

“Universities would be encouraged to use online education and shift to competency-based models rather than the traditional credit-hour model to keep costs down. If members of ALEC endorse the bill, they will begin circulating and promoting it in state legislatures.

“I think the bait will be taken in state legislatures. This is a fast track toward the demolition of higher education with the political point of saving taxpayers money. The suggested cap on the cost at $2,500 a year for two full semesters of course work is about what my undergraduate program cost in the mid 1950s.

“I believe part of the intent is to devalue specific degrees, namely those in the liberal arts and humanities, and “impractical” sciences (e.g., archaeology, philosophy, and history) where competencies are not cut and dried and tend to consolidate over multiple years. The unstated agenda is for all public colleges and universities to function as engines for economic growth, literally as vocational schools, with on-line completion of specific tasks the primary evidence of competence. ALEC model legislation also opens the door for more degrees based on “skill sets” from life experience–not entirely without merit—but a can of worms and general attack on the value of formal education, leaving only a diploma or certificate as a credential worth the investment.

“Concurrently, the Gates Foundation is promoting the use of the same flawed measures being foisted on K-12 education for higher education, specifically a version of student learning objectives (SLOs) to rate teachers, courses, programs, and entire universities on their success in improving “outcomes.”

“Aided by first-year funds from The Bill and Melinda Gates Foundation, nine states and 68 participating two-year and four-year institutions will document how well students are achieving key learning outcomes. The Association of American Colleges and Universities and the State Higher Education Executive Officers Association appear to have bought into this version of K-12 accountability including a process that sounds just like that “multi-state” project known as the common core initiative.

“In essence, these institutions are being enticed to think that Peter Drucker’s debunked theory of management–by-objectives (The Practice of Management, 1954) is the best way to map learning outcomes of higher education, course by course, with “summative” grades for programs, and for the institution as a whole- one size fits all. The whole project is marketed as value-based education— a phrase that is likely to tempt statisticians into using all the new metrics into dubious evaluations of faculty performance. See http://www.aacu.org/”

Anthony Cody is confused by the contradictions of the corporate reform movement. “On the one hand, we have a seemingly utopian project with bold pronouncements about the boundless capacity of all students – even those with serious learning disabilities – to succeed on ever more difficult tests. On the other hand, we have tests that are apparently intentionally designed to fail in the realm of two thirds of our students.”

Cody considers the views of Bill Gates, who has finally admitted that student motivation plays a role in whether students learn.

Cody points out that student motivation is affected by their sense of their own future. Yet as Gates himself admits:

“Well, technology in general will make capital more attractive than labor over time. Software substitution, you know, whether it’s for drivers or waiters or nurses… It’s progressing. And that’s going to force us to rethink how these tax structures work in order to maximize employment, you know, given that, you know, capitalism in general, over time, will create more inequality and technology, over time, will reduce demand for jobs particularly at the lower end of the skill set. And so, you know, we have to adjust, and these things are coming fast. Twenty years from now, labor demand for lots of skill sets will be substantially lower, and I don’t think people have that in their mental model.”

So if there are fewer jobs, a shrinking middle class, and fewer opportunities for social mobility, students face a bleak future. How can they be motivated in an economy where their prospects are dim?

Cody writes:

“Gates is suggesting we increase taxes on consumption by the wealthy, and use those revenues to provide a sort of subsistence level payment to the poor. He opposes an increase in the minimum wage because it might raise employer costs, which they would then try to cut by laying people off.

“Gates is unconcerned about income inequality as an issue. He defines poverty as abject starvation and homelessness, and hopes employers can be convinced to keep on employees because they do not cost very much.

“The motivation of 50 million K12 students in the US is directly related to the degree to which their education leads to a brighter future. We have a big disconnect here when the future does not, in fact, offer much chance at access to college or productive employment. And as Wilkinson and Pickett established in their book The Spirit Level, the level of inequality societies tolerate has a dramatic effect on the mental state and wellbeing of its citizens…..

“As I wrote earlier in the week, there seems to be an attempt to use ever more difficult Common Core aligned tests to certify as many as two thirds of our students as unworthy of such opportunities.

“This brings to mind a dystopian future where an underclass of Common Core test rejects is allowed to subsist with the bare minimum payments required to keep starvation at bay, while a shrinking cadre of insecure workers maintain the machinery that keep the lights on and the crops harvested.

“The fundamental problem of the current economy is that we have not figured out a means by which the top 1% can be persuaded to share the prodigious profits that have flowed from technological advances…

“I cannot reconcile how this future of growing inequality and a shrinking workforce intersects with the grand utopian vision of the Common Core. So then I go back and have to question the validity of the promises made for the Common Core, since the economic projections Gates is making here seem sound….

“These economic problems will not be addressed by Common Core, by charter schools or any other educational reforms. They will not even be addressed in a significant way by what we might praise as authentic education reforms, such as smaller class sizes or more time for teacher collaboration – though these are worthwhile and humane things.
Imperfect as they have been, public schools have been an institution under mostly democratic control, funded by taxpayers, governed by elected school boards, and run by career educators. Market-driven education reform is bringing the cruelty of commerce into what was part of the public sphere, attempting to use test scores to open and close schools like shoe stores, and pay teachers on test score commissions as if we were salesmen.

“The rhetoric of the corporate reform project draws on the modern movement for civil rights, and even Bill Gates asserts that his goal is to fight inequity. But elites have rarely, if ever, designed solutions that diminish their privilege, and this is no exception. It appears that corporate education reform has devised a means to affix blame for inequity on classroom teachers, even as technological advances make it possible to transfer even more wealth into its sponsors’ bank accounts, with fewer people being paid for the work that remains necessary. The promise that the Common Core will prepare everyone for the American dream is made a lie by the intentionally engineered failure rates on Common Core aligned tests.”

In the television series called “The Wire,” there is an episode dedicated to “juking the stats.” Since it is a program about the police, criminals, and the drug trade, “juking the stats” means that the officials were able to manipulate crime data to show that crime was up–requiring more police–or down–showing their success in slowing a crime wave. Now we know that the corporate education reform movement has become expert at “juking the stats” to make public schools look bad so that the “reformers” can privatize them.

 

Many years ago, David Berliner and Bruce Biddle wrote a book called The Manufactured Crisis, describing how certain think tanks and government officials were manipulating data to make it appear to the public that the schools were in crisis. A gullible media, loving sensational stories about the “failure” of our schools, reported the “reformer” claims without bothering to check facts.

 

The corporate reformers of our day thrive on their own manufactured crisis. They seize upon any factoid to make schools and teachers look bad. They ignore the compelling facts that our schools are underfunded and overwhelmed with the problems of children in poverty. The corporate reformers’ solution to the problems they identify: More testing, more privatization. They think that students get smarter if they are tested more often, so more tests. They assume that privately managed schools must be superior to public schools, despite clear evidence that they do not produce better results and–unregulated and unsupervised–many are vulnerable to corruption, nepotism, self-dealing, and fraud.

 

In this article, Carol Burris shows how the college remediation rate has been shamelessly inflated by corporate reformers intent on advancing their agenda of privatization. Chief among those who have overstated the remediation rate is Secretary of Education Duncan, who said in Massachusetts that the college remediation rate was 40% when it was about half that number. As she demonstrates, one “reform” think tank announces the “crisis” of a 40% college remediation rate, and others soon repeat it until it becomes conventional wisdom. But it is not true. Like almost all the data trotted out by the reform crowd, it is inflated to promote their political agenda of privatization. Or they use their doctored stats to promote the Common Core, even though there is no evidence whatever that Common Core will make every student “college and career ready.” The campaign for Common Core increasingly looks like an advertising gambit that promises that your clothes will be cleaner than ever, your teeth will be whiter than ever, your weight will drop in a matter of days, if only you use this product.

 

When will the reformers target the root causes of low academic performance: poverty, segregation, and inequitable allocation of resources? Ever.