Archives for category: Corporate Reformers

Former state legislator Mary Valentine has spoken out against the privatization of public education in Muskegon Heights, Michigan. The district had a budget deficit, so the governor installed an emergency manager who turned the children and schools over to a for-profit charter corporation.

Mary Valentine joins the honor roll as a champion of public education, in a state where the governor and legislature are determined to end it.

Please read the following:

Muskegon Heights School District, in Muskegon County, Michigan, is the first school district taken over by a for-profit company. The Emergency Manager in charge of the district, Don Weatherspoon admits what we all know. “It’s like building a plane while you’re flying it.”

Here is a revealing article about it written by Lindsey Smith of Michigan Radio. There are four articles in this series, which can be found at michiganradio.org.

Students in Muskegon Heights are going through a lot of changes this year, because the entire school district was converted to a charter school system. After tackling some tough issues in the first half of the school year, the operators of the charter school system want the public to give them a full school year to put the changes in place.

Former lawmaker: school system’s fate lies in state policies

Muskegon Heights Public Schools faced such a huge budget deficit last spring, the state appointed emergency manager laid off the staff, teachers and all, and hired a charter school company to run the new school district he created.

He says the financial situation was so bad he didn’t have a choice.

But former Democratic State Representative Mary Valentine doesn’t buy that.

“There’s no other alternatives because that’s the way our legislature has worked it,” Valentine said.

Listen
1:22
Mary Valentine has become a vocal critic of the new charter school district in Muskegon Heights. She thinks state policies around schools of choice, charter schools, and school funding are impacting public school districts in negative ways.

Valentine’s been very interested and very unhappy with the changes at Muskegon Heights schools under the emergency manager.

“Anytime you put someone in charge of a school district who will fire all of the teachers and pull that safety net out, it is very clear they don’t know what they’re doing and how they’re hurting children. So why are we putting people like that in charge of our schools?” Valentine asked.

Valentine was a speech therapist in public schools for 30 years. At her home office in Norton Shores, which borders Muskegon Heights, Valentine proudly displays a signed picture of herself and President Barack Obama.

She fears that Republican state lawmakers are looking for cheap solutions to the complicated problems facing cash-strapped school districts and she’s speaking up about it. She wants to see lawmakers put forward “solid, research-backed solutions”.

“If they cost a lot of money then we should pay for them anyway, because it’s a lot cheaper to pay for good schools than it is to pay for prisons and there isn’t any way around it,” Valentine said, “Let’s bite the bullet and do what we need to do to make it a good solid school system.”

Muskegon Heights students, families keep watch on “work in progress”

A couple hundred parents and students spread out in the Muskegon Height High School auditorium for the December school board meeting.

The hot topic on the agenda was mid-year implementation of school uniforms at the high school.

A letter informing parents of the policy change went home less than two weeks before Christmas. Many parents felt that did not leave them with enough time to fit the cost of new uniforms into their budgets before January 2nd. Eventually, the board opted to delay uniforms at the high school until next school year.

“As a student I can honestly say there are bigger and better things to worry about at school right now than uniforms,” 17-year old Trevon Kitchen, a high school senior, told the charter school board.

Kitchen and other students started listing things off for the board. They don’t feel like they have any help researching or applying to colleges. Young, new, teachers can’t keep kids in class under control. Many are unhappy with their class schedules.

Kitchen wants to be a computer engineer. He says he certainly didn’t pick a class about music appreciation.

“Can I tell you what I learned in that class? No, because I didn’t learn anything. I can’t even take a pre-calculus class that I need for college,” Kitchen said.

“If we would’ve been paying attention the first time around we wouldn’t be in this situation now. So we’re trying to get better at it,” Trevon Kitchen’s dad, Roger Kitchen said, speaking in part to the parents in the room.

Listen
1:24
Roger Kitchen, the parent of a Muskegon Heights high school student, makes a heartfelt plea with parents near the end of a tense charter school board meeting December 17th.

“We’re not blaming ya’ll or pointing fingers. You’ve got your hand full,” Roger Kitchen added, pointing at the school board and administrators on stage.

He looks around at frustrated parents as he speaks. “We have to get out of this together. We can’t point fingers because it starts with us. So we got to do better – we got to be held accountable too…We can’t blame them. This starts at home,” Kitchen said.

New system needs time: “We’re building the airplane as we fly it.”

School administrators say they understand things aren’t perfect.

“People should definitely hold us accountable,” Mosaica Education Regional VP Alena Zachery-Ross said. But she cautions that the company, staff, and students need more time to adjust. “I want people to realize that it’s going to take the full year,” Zachery-Ross said.

“It takes time to build a foundation,” Zachery-Ross said, “Any house that’s built too quickly and doesn’t have a strong foundation, in the long run it falls down and it’s not secure. We are building the foundation.”

“Well remember, I said we were building an airplane as we fly it,” Muskegon Height schools’ Emergency Manager Don Weatherspoon said, “Nothing is going to be perfect in its first year.”

Weatherspoon says it’s “very easy for people to develop negative impressions” about the district and says that’s wrong. He says it’s unfair to judge the new system too soon.

He’s expected to hire an outside consultant to independently evaluate the charter companies running Muskegon Heights and Highland Park schools. He’s now managing both school districts.

Listen
0:52
Don Weatherspoon says the community has regrouped around the new school district, and it’s wrong to develop negative impressions.

He points out Mosaica is working with community groups to re-open the high school pool. The company is working on a teacher retention program, and he says student enrollment is higher than he expected.

Last year there were 1,265 students at MHPS. This year there were 1,112 on student count day in October. But Mosaica’s records show attendance had increased to 1,211 by late November. Mosaica had more than 1,400 students in their budget plan that was adopted by the charter school board in July.

Weatherspoon estimates it’ll take the old school district up to 20 years to pay off all its debt. He points to the community’s support for a property tax renewal in November as proof they’ve “regrouped” around the new school system.

“If you look at where this community has been and what it’s done for itself you’ve got to say ‘wow’, because at the beginning of this year there was total despair,” Weatherspoon said. “Now, did some things happen that were disruptive? Absolutely, and there were some hard decisions that had to be made.”

Listen
1:05
Don Weatherspoon on whether he thinks students in the new charter school system in Muskegon Heights are getting a good education.

Could this happen to other cash-strapped Michigan school districts?

Weatherspoon was appointed to run the district in April 2012 under Public Act 4, commonly known as the emergency manager law. That law allowed managers to break union contracts, in this case laying off the school staff, and forming the new charter school district, which then hired Mosaica Education.

He got all that done before Public Act 4 was put on hold and eventually repealed by voters in November. At that point, a former version of the emergency manager law took effect, a version that would not authorize an emergency manager to break union contracts.

“Yes, we were very fortunate that we got (the charter contract) done when we did,” Muskegon Heights Public Schools attorney Gary Britton said in November 2012, shortly after Public Act 4 was repealed.

Governor Rick Snyder just signed a new emergency manager law. It goes into effect later this spring.

Under the new law, the privatization of a school district could happen. Emergency managers will once again have the power to break part or all of union contracts; although there are more stipulations in the new law.

Governor Snyder on privatizing public schools: “The kids don’t care”

Enlarge image
Credit Lindsey Smith / Michigan Radio
Governor Snyder’s tour bus parked in front of a hotel in downtown Grand Rapids just before the November election. Don Weatherspoon and others supporting Public Act 4 rode along.

I got a chance to sit down with Governor Snyder shortly before the November election. He was taking a tour bus across the state to urge voters not to repeal the emergency manager law he signed. Don Weatherspoon was along for the ride.

“Bankruptcy is not a trivial act. It’s a major issue,” Snyder said. The basis for the law was that one city or school district’s bankruptcy will hurt the credit rating of not only that district, but the credit rating of surrounding communities and the state’s too. So the law gave emergency managers broad powers to avoid bankruptcy.

I asked what Snyder thought of a private, for-profit company running a whole public school district, like in Muskegon Heights school (and Highland Park schools).

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0:19
In late October, Governor Rick Snyder says the concern shouldn’t be about who runs schools, but whether students are getting a great education.

“The real question isn’t ‘are they not for profit or for profit?’ It’s ‘are the kids getting a great education?” Snyder answered.

“The kids don’t care,” Snyder continued, “I’ve never had a child come up and say, you know, I need to have a for-profit or a not-for-profit. They want to get a great education, so that’s the driving consideration in this whole discussion.”

The new emergency manager law (Public Act 436) does require managers to submit an “education plan” to the state. But the conditions under which the “emergency” is triggered or resolved are financial, not academic in nature.

The new law provides more options for financially troubled school districts and municipalities up front (options besides the appointment of an emergency manager), and a more clear transition process once the finances are in order.

David Arsen is a Professor in the Department of Educational Administration at Michigan State University’s College of Education. He co-authored a study on Public Act 4 shortly before it was repealed in November that concluded the law “does not address student learning and could even hurt academic performance in high-need communities.”

Arsen says it would be “hard for the very best administrators in the state to avoid deficits” given the situations in such districts. He says state education policies, particularly funding policies, can play a big role in those districts getting into deficits in the first place.

“As much as we’d like to think so, these are problems that can’t be solved simply by changing the boss. It’s wishful thinking,” Arsen said.

Arsen says Public Act 4 didn’t have “basic provisions” for academic accountability. He noted that emergency managers were required to have expertise in business and finance, but the law says nothing about required experience in education if a manager is appointed to a school district.

A read-through of both the now repealed Public Act 4 and the new Public Act 436 shows identical requirements for those individuals considered to be emergency managers.

(a) The emergency manager shall have a minimum of 5 years’ experience and demonstrable expertise in business, financial, or local or state budgetary matters.

(b) The emergency manager may, but need not, be a resident of the local government.

(c) The emergency manager shall be an individual.

Arsen declined to comment on the new emergency manager law, since he has not had adequate time to study it yet.

Public Act 436 goes into effect March 27th, 2012.

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In recent years, we have heard all sorts of surprising people claim that they are engaged in “the civil rights issue of our day.” On behalf of their vision, they promote privatization of public schools, closing public schools, destabilizing communities, busting teachers’ unions, laying off teachers, high-stakes testing, for-profit charters, vouchers, replacing teachers with computers, and eliminating democratic control of education.

Now the REAL civil rights movement is standing up and their agenda has nothing in common with the one just described.

Watch out, the civil rights movement is on the move. They don’t have money. They have something far more powerful: the consent of the governed.

Journey for Justice
“A National Grassroots Education Movement”
Members:

Ambler, PA
Mattison Avenue Elementary School

Atlanta, GA
Project South

Baltimore, MD
Baltimore Algebra Project

Boston, MA
Boston Youth Organizing Project

Chicago, IL
Action Now

Kenwood-Oakland Community Organization

Cleveland, OH
Common Good Ohio

Detroit, MI
Keep the Vote/NO Takeover

Eupora, MS
Fannie Lou Hamer Center

Hartford, CT
Parent Power

Kansas City, MO
Full Potential

Los Angeles, CA
Crenshaw High School

Labor Community Strategy Center

Newark, NJ
Parents Unified for Local School Education (PULSE)

New Orleans, LA
C6

Friends and Family of Louisiana’s Incarcerated Children

Parents Across America

New York, NY
Alliance for Quality Education

Make the Road NY

NYC Coalition for Educational Justice

Urban Youth Collaborative

Oakland, CA
Santa Fe Elementary

Philadelphia, PA
Action United

Philadelphia Student Union

Youth United for Change

Washington, D.C.
Alliance for Education Justice

Empower DC

Leadership Center for the Common Good

Wichita, KS
Sunflower Action

Technical support provided by:
The Annenberg Institute for School Reform

FOR MORE INFORMATION:
Laurie R. Glenn
Phone: 773.704.7246
E-mail: lrglenn@thinkincstrategy.com

FOR IMMEDIATE RELEASE:
MONDAY, JANUARY 28, 2013

MEDIA ALERT
PHILADELPHIA CITY COUNCIL SUPPORTS 1-YEAR MORATORIUM ON SCHOOL CLOSINGS PRIOR TO HEARING WITH DUNCAN & DEPT. OF ED TO CALL FOR END TO DISCRIMINATORY SCHOOL ACTIONS
Philadelphia Leads Nation With Approval of Moratorium On School Closings & Debates Heat Up In Detroit,
New York and Across the Country In Anticipation of Hearing

WHAT: In the wake of publicity about the upcoming community hearing before Arne Duncan (in attendance for early portion of hearing)and the U.S. Department of Education in Washington, D.C. on Tuesday, January 29th, 2013, voices across the country are taking notice of the growing national movement and accelerating debates and actions to address the devastating impact and civil rights violations resulting from the unchecked closings and turnarounds of schools serving predominantly low-income students of color.

On Thursday, January 24th, 2013, the Philadelphia City Council voted 14-2 in favor of a nonbinding resolution put forward by the Philadelphia Coalition Advocating for Public Schools (PCAPS), calling for a one-year moratorium on school closings. Debate also heated up in New York City as representatives took the issue to the state capitol and an announcement was made this week that the Dept. of Education Office of Civil Rights has launched a probe into the Title VI Civil Rights complaint in Detroit.

Cities who have filed Title VI Civil Rights complaints with the U.S. Department of Education Office of Civil Rights citing the closing of schools and the criteria and methods for administering those actions as discriminatory toward low-income, minority communities include: Chicago, New York, Detroit, Newark, Washington D.C., Philadelphia and Ambler, Pa. Additional cities preparing to file complaints include: Oakland, Calif.; Los Angeles; New Orleans and Boston.

Students, parents and advocacy representatives from 18 major United States cities impacted by neglectful school actions will testify at the hearing and demand the Department of Education place a moratorium on school closings until a new process can be implemented nationally, implement a sustainable, community-driven school improvement process as national policy, and provide a meeting with President Obama so that he may hear directly from his constituents about the devastating impact and civil rights violations.

WHO: Approximately 500 students, parents and community representatives representing 18 cities across the country will attend the hearing including: Ambler, Pa.; Atlanta; Baltimore; Boston; Chicago; Cleveland; Detroit; District of Columbia; Eupora, Miss.; Hartford, Conn.; Kansas City, Mo.; Los Angeles; Newark; New Orleans; New York; Oakland, Calif.; Philadelphia; and Wichita, Kan.

WHEN/
WHERE: Community Hearing & Rally
Tuesday, January 29th, 2013
2:00 p.m. – 3:55 p.m. EST
U.S. Department of Education
400 Maryland Ave. SW
Washington, DC 20202

Candlelight Vigil
Tuesday, January 29th, 2013
5:00 p.m. EST
Martin Luther King Memorial
1964 Independence Ave. SW
Washington, DC 20024

WHY: As the national hearing approaches,cities across the country are stepping up actions to address the negative impact of school closings on low-income students of color.

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Veteran teacher Marc Epstein surveys the wreckage of “school reform” and wonders who will come along to put our nation’s education system back together again.

He writes:

“Today’s education reform rests on the premise that the civil rights movement that overturned Plessy and desegregated the South has failed because there are elements of the black community that have not made sufficient progress over the past fifty years to justify the continued existence of public education as we know it.

“For these reformers the solution is the adoption of the free enterprise system because they believe free market choices always results in the survival of the best products, in this case the best schools, while the inferior ones whither away. Theirs is a universe devoid of snake oil salesmen or Chinese handcuffs.”

This comment from a Puget Sound parent hits the nail on the head about both the strategy and goal of corporate reform. First, create dissatisfaction, then turn us into shoppers, choosing a school while destroying our attachment to our community schools. In time, we discover that it is the school that chooses, not the shopper.

 

One of the objectives of the privatizers is to reinforce the “Mall Mentality” that so many of us just act on, unconsciously. The entire goal is to get us to see education as a “product” to “choose”—like we would with a new pair of sandals at a giant retailer.

What’s MY “return on investment” for MY kid? How come I’m paying for YOU, “teacher”, and I can’t just “can you, like my boss can can ME, anytime, for any reason?”. What am I getting for MY money?”

And the reason that the privatizers are trying to drill this into us with words like “choice” and “investment” and “accountability” is that they realize that community, cooperation and mutual support are CRITICAL if a public school is to survive, let alone thrive.

Privatizers WANT people to be suspicious of the people running their schools and ultra-competitive with each other. They want people looking for advantage and focused exclusively on self-interest, resulting in an obsession with “MY KID!”—and implicitly “NOT YOUR KID!”

Privatizers live for the image of parents bickering, breaking into factions, and running for the exits after they maliciously pay someone to yell “FIRE!” in the equivalent of a very crowded theatre.

Like the crowd during the bank run in “It’s A Wonderful Life”, will we panic and sell out to Potter, “for at least HALF of MY MONEY” or will we stick together, realizing that our strength comes from standing WITH one another, united for ALL of “OUR KIDS”?

Wendy Lecker here describes how public schools and charters are judged by different standards in Connecticut.

Part of the hype and spin comes from Connecticut’s State Commissioner of Education, who founded a charter school that is now a “failing” school. (New York State also has a state commissioner who was a co-founder of a “no excuses” charter school, which should be known not for its high test scores but for its high suspension rate.)

At some point, the public will get wise to the games that charter advocates play. Hopefully, that will happen before the charter promoters have managed to wreck public education.

D.C. Chancellor Kaya Henderson is determined to close more public schools, which will create larger enrollments for charter schools. As more public schools close, more charter schools open. As more D.C. public schools lose enrollment, the chancellor has more reason to close them.

Henderson claims she will save money by closing underutilized schools, but somehow the savings never materialize. Net-net-net: privatization of the public schools of D.C.

It is a shame that D.C. does not have a chancellor who actually wants to compete with the charter sector, who will fight to improve the public schools and show that they serve their students well.

Competition implies two teams, each promoting their own wares.

In D.C., in New York City, in Chicago, and in other cities and towns controlled by corporate-style reformers, the leaders of the public school system are working on behalf of the competition.

State Senator Barry Finegold has thrown in his lot with the powerful charter school industry.

Some charters get high test scores; some get low test scores.

Some skim off the best students in the poorest communities. Some have few or no disabled students, and few or no ELLs.

What is Senator Finegold doing to support public education, where 90% of the children are enrolled? Does he know that the public schools in Massachusetts will have a disproportionate number of the children with the greatest needs as charters proliferate?

Knowing that Massachusetts is the #1 state in the nation on NAEP, why mess with success?

Please, Senator Finegold, explain your logic. Are you following the ALEC playbook and you don’t know it?

The U.S. Department of Education recently released data on the high school graduation rate.

The most conservative way to estimate the rate is to count only those students who get a diploma in four years, and to exclude those who graduate in August or take a fifth year or get a GED.

By the most conservative estimate (called the Average Freshman Graduation Rate), the graduation rate is up to 78.2 percent, a jump of nearly 5 percentage points in only four years. (If you were to add in those who get a diploma in the fifth year, the high school graduation rate is 90%.)

A reader noticed that Vermont has the highest graduation rate in the nation. If you check the data, you will see that Michelle Rhee’s highest rated states–Louisiana and Florida–have among the lowest high school graduation rates in the nation.

The reader points this out:

http://www.ed.gov/blog/2013/01/high-school-graduation-rate-at-highest-level-in-three-decades/

The U.S. Department of Education released a study of high school
graduation rates on Wednesday, January 23rd.  Which state has the
highest graduation rate in the entire nation at 91.4%?  Vermont.
That’s right, Vermont.

Besides the highest graduation rate in the country, what else does
Vermont have?  We have an “F” from Michelle Rhee.  We have NO waiver
from NCLB.  We have NO charter schools.  We have NO Race-to-the-Top
funds.  Since we are at the top, I guess we don’t need to run a race
to get there.

Vermont has what really matters:  strong communities, informed
citizens, generous taxpayers who support their children, and committed
professionals in the classroom.

Well, that’s the question raised by Michael Powell, a political reporter for the New York Times.

There are bigger problems than this that will mar the mayor’s legacy.

He has closed dozens of schools, opened hundreds of schools, destabilized communities, handed out hundreds of millions in no-bid contracts, had a huge technology scandal (Citytime, which cost the city $600 million or so), and public support for mayoral control is about 18%.

In the last few years, there has been an all-out attack on local control. Most of the attack comes from the privatization movement, which thinks that school boards debate too much, listen too much, move too slowly. The privatizers prefer mayoral control in cities to get fast action. And they push laws and constitutional amendments allowing the governor to create a commission to override local school boards that reject charters. This is the ALEC agenda.

Happily, leading members of the National School Boards Association will have a chance to ask Arne Duncan why he pushes mayoral control, which has done so little for Cleveland and Chicago–and is now approved in NYC by only 18% of the public.

And they can ask Senator Johnny Isakson of Georgia what he thinks about that state’s recent drive to strip local school boards of control of their districts. They might also ask him what he thinks of the re segregation that charters are promoting.

Media Advisory

Contact: Linda Embrey
Communications Office, National School Boards Association
Office: 703-838-6737; Cell: 571-437-7425
Onsite Press Room as of January 27: 202-797-4820; lembrey@nsba.org

Secretary of Education, Key Congressional Leader to Address National School Boards Association’s Advocacy Conference

Alexandria, Va. (Jan. 25, 2013) – U.S. Secretary of Education Arne Duncan and Sen. Johnny Isakson (R-Ga.), member of the Senate Health, Education, Labor and Pensions Committee & Member, Senate Finance Committee will speak at the National School Boards Association’s (NSBA) 40th annual Federal Relations Network Conference on Monday, Jan. 28. The conference is taking place January 27 to 29 at the Washington Hilton, 1919 Connecticut Ave., Washington, D.C., and will be attended by more than 700 school board leaders from across the country. Attendees will participate in sessions on major public education issues and meet with their members of Congress and Capitol Hill staff to discuss key education policy issues.

The following events are open to the press and are being provided to the media for planning purposes. Items are subject to change.

Monday, Jan. 28:

3 p.m. – Remarks by Secretary of Education Arne Duncan. He will speak about progress in K-12 education and the Obama administration’s goals for education reform going forward. A question-and-answer session will follow.

3:30 p.m. – Remarks by Sen. Johnny Isakson (R-Ga.), member of the Senate Health, Education, Labor and Pensions Committee & Member, Senate Finance Committee.

Media are welcome to cover these conference sessions. Valid credentials must be shown before obtaining a NSBA press pass. The press room and press registration will be located in the Embassy Room, Terrace Level. Please contact Linda Embrey at 703-838-6737 (office), 571-437-7425 (cell/onsite), 202-797-4820 (onsite press room on Jan. 27), or at lembrey@nsba.org .

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Founded in 1940, the National School Boards Association (NSBA) is a not-for-profit organization representing state associations of school boards and their more than 90,000 local school board members throughout the U.S. Working with and through our state associations, NSBA advocates for equity and excellence in public education through school board leadership. http://www.nsba.org

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