Archives for category: Corporate Reformers

Glen Brown is a teacher and poet.

In this post he explains why he does not trust Advance Illinois, Stand for Children, or other pseudo-reform groups that do not respect teachers or value genuine education.

He writes:

Carefully examine the goals of public education. They are not the goals of Stand for Children and Advance Illinois. A teacher does not make a sale or earn a profit. A teacher works with children and young adults.  Though we all want the best instruction for our students and children, we do not have to consider riding along with this prevailing wave of attacks on teachers’ autonomy and their rights by corporate factions and their entrepreneurs, such as Jonah Edelman’s Stand for Children and Robin Stean’s Advance Illinois.  Why? Because waves will crash to shore no matter how you ride them.

 

Count on Stephanie Simon of Reuters to get the story that eluded every other reporter.

She is the one that got the inside story on Louisiana, TFA, and for-profit investors.

Now she has the scoop on Chicago.

The strike in Chicago is not about money.

It is a national story.

It’s about the survival of public education.

Read her story.

In New York City, when large schools close, many teachers are left without assignments.

Through no fault of their own, with no poor job evaluation, they join the Absent Teacher Reserve.

They float through the system, from school to school, hoping someone will hire them.

They are paid, but they are treated to soul demoralization.

Here is a heart-breaking account of the first day of school for an ATR.

There is now an entire class of teachers in New York City called ATRs.

This is reform.

Experienced, knowledgeable teachers, treated like dirt.

Money wasted.

Experience wasted.

Careers in tatters.

Lives tossed aside.

The tenth year–or is it the eleventh?–of reform in the New York City public schools.

You know the old saying that if you are a hammer, everything looks like a nail.

Many of the reform leaders went to elite colleges where admission was determined by test scores; they are really good at testing, and that is the perspective through which they view education. As they emphasize the importance of testing, they validate their own life story. Testing worked for them, it should work for everyone.

The problem, of course, is that norm-referenced tests are built on normal curves. Only a limited number can be on the top. Which is okay if you are among the best and brightest.

A reader comments:

The key to understanding the best and brightest mentality is to understand what it means to be a technocrat. The technocratic mindset feels at home in governmental, corporate, and foundation bureaucracies. We see it in extreme form wherever there is an unbalanced, half-brained thinking that works only with what it knows and understands already. It recruits the best and brightest, but filters out anyone who would challenge its narrowly defined assumptions. It seeks to dominate or destroy what it cannot control. It therefore sees the lively, eccentric, and unpredictable as a problem to be eliminated. It revels in the general, and is allergic to the concrete. It cares about the abstract and quantitative and regards the qualitative as soft, unmeasurable, and thus irrelevant. It lives within a rigid template of reality, in its own mirror world, and anything that doesn’t fit gets chopped off.

They see themselves as “impatient optimists” who develop elaborate and fundamentally wrongheaded, if not delusional, strategies to change the world for the better by some limited metric of their own contrivance, but too often create even bigger messes than the one they hoped to clean up. This is the mindset that supported, for idealistic reasons, the invasion of Iraq and is also the mindset that makes it impossible for those who have it to see that they were wrong. It’s the mindset of economists who believe in things like perfectly competitive markets and have a hard time understanding why reality won’t conform to their theories. Technocratic thinking starts with an abstraction, and then insists that the world conform to it, and if it won’t do it willingly it will use force.

And technocratic projects are always naively, if not cynically, “data driven”. Naive because technocrats don’t understand the limitations of the impoverished interpretive framework they use to find meaning in the data, and they don’t understand how irrational interests shape their supposedly rational methods. They are cynical when they know their interpretations of the data are arbitrary or manipulated to serve agendas other than to speak truthfully.Technocracies recruit people and who are Hi-IQ, and are very articulate. If they have risen to positions of leadership, they have displayed an aggressiveness and confidence in promoting the technocracy’s mission. They are the best and the brightest, they know better, and they are contemptuous of anyone who disagrees with them, especially if they are “soft” humanistic types who reject their basic assumptions

They have their arguments, and some of them are very clever if you accept their basic assumptions, but how do you talk to someone about an alternative vision that embraces the beauties of red and green and blue when they are colorblind and think that anybody who isn’t is crazy?

It seems as though all the really big publicity for the anti-union, anti-public school film “Won’t Back Down” is coming from parents and teachers. Here is a review by a parent.

But that really isn’t so, as NBC’s Education Nation is making a big deal of it, and will have a private screening at the New York Public Library for the upper crust. And you can bet that all the corporate funded activists who want to privatize public education will try to turn this into the fiction version of “Waiting for Superman.” Well, same producer, same goal.

This writer, who was president of her school’s PTA, says the movie demonizes the union. She wonders how the actors–who all belong to the Screen Actors Guild–feel about making a movie that attacks another union.

She writes:

I am all for parent power.  I am all for getting rid of the crappy, demoralizing teachers who should not be allowed to step foot in a classroom.  But, this movie made me sad.  I was really hopeful in the beginning of the film because it was about teachers and parents working together – not something you usually see in movies.  This wasn’t some public school movie where the wide-eyed liberal white teacher swoops in to the minority student school and teaches them violin and magically makes their lives better.  We don’t need any more of those either.  But, this was really a giant anti-union propaganda film that missed the mark.  And that’s too bad because it had the chance to really say something about how parents and teachers can make change – and how hard it really is to find great leadership, and what can happen if we put kids first.  There was NO mention of lack of funding at the school by the way, or lack of professional development for teachers, after school programs, etc.  Seems if you just hang lots of butterflies in the hallway and paint the halls you make a great new school.  That’s an insult to all the parents and teachers who really do work their butts off to make their schools better everyday.

But then, what would you expect from a movie funded by Philip Anschutz, a billionaire who funds anti-public school think tanks and other causes whose goal is to decimate the public sector and privatize everything?

 

Do you happen to know a billionaire? Or maybe someone with lots of millions?

Not just any old billionaire, but one who cares about supporting public education. One who thinks it is wrong to hand out children over to entrepreneurs. One who knows the difference between the free market and the commons.

I ask because of this comment that I received from a teacher in a northeastern state. I have edited it to obscure the identities of all involved, which was the condition for using it:

As part of research for my master’s degree, I interviewed [XX], whom I had gotten to “know” over Facebook. XX leads a local branch of StudentsFirst, funded by David Tepper and Allen Fournier, the billionaire hedge fund boys. By his own admission, XX fell into ed reform when he was unemployed. 
He’s not in this because of any deep abiding conviction to make schools better (though he may have developed an interest). He’s in this because he needed a job, is a private-school educated African American who speaks well and now controls a SuperPAC. It’s a chess game for him, and is quite addictive. He hangs out with Rhee and has addressed ALEC on several occasions.
He said two interesting things to me in our meeting. “I’m here because you’re not.” Translation – if the education establishment had taken on the issues, or at least been less complacent about messaging (the REAL problem in my opinion) there’d be no market for the “reforms.”  The second thing he said was, and I’m paraphrasing here, “Reform 1.0 was school choice. Reform 2.0 was tenure (for NJ). Reform 3.0 is we have a SuperPAC – we can elect candidates.

As I said, he’s developed an interest in education but he’s hanging with the wrong guys, and i told him as much. His real interest is in the chess game of politics, which is fascinating, especially when you have the resources to play for real.

Between the AFT and NEA we have millions of people on street level. Save Our Schools has thousands more folks. Where do we find super rich folks who can help us pay for someone like James Carville to craft our multi-level consistent message and actually get it out there? I’m asking you because I’m hoping you’ve run across them in your travels.

A new reader has joined our discussion and is looking for answers to important questions. I assured this reader that we have explored these topics in some depth; that we know that the purpose of reform is to eliminate unions; to get rid of tenure; to cut the budget for schools; and to privatize the greatest extent possible, with profits where possible for smart investors in “reform.”

I invite the new reader to hang out with us and join our discussion.

Any advice for the new member of our discussion group?

Please forgive me if I am pulling this conversation back to farmed-out ground (I’m new); but is it fair to say that the gist of the corporate-backed educational “reform” movements today is generating cheaper teachers?This is how the equation boils down for me (a public school teacher). As I’ve been trained to show my work, my thinking is that the greatest “reform” that privatization and charter school movements bring is the elimination of union contracts. And that the primary consequence of eliminating unions in any field is lower labor costs.If the above argument holds water, is it acceptable to eliminate the obfuscating phrase “educational reform movement ” and replace it with the clearer “reducing educator salary” movement? Or, more simply, the “labor-busting” movement? Or the “cheapness” movement?In a similar vein, I am wondering if Dr. Ravitch and others have exposed the cant behind the argument that problems with tenure stem from unions. There don’t seem to be many general-public sources pointing out that no one from a public teacher’s union awards tenure to teachers. Every single public decision to grant tenure is made by an elected school board, advised by its appointed educational managers. If the nation’s schools are saddled with incompetent tenured teachers, the blame falls on leadership and management, does it not? From all the complaints being voiced about tenure that outsiders — many from the world of corporate management — it seems pretty clear to me that the nations educational managers apparently couldn’t recognize an incompetent teacher if they got hit with a hammer by one of them. What is eliminating tenure going to help this group of apparently bumbling crop of managers transform into brilliant predictors of pedagogy? At least tenure forces educational decision-makers to live with the consequences of their incompetence. Lifting the pressure of having to evaluate their teachers in three years and educational managers will be even less accountable for their bad decisions. In the world of corporate management, weakening the chains of accountability is an insane act — something that you would think the corporate nabobs nattering about our schools would understand. Unless they absolutely do understand what they are saying is absurd but don’t care, since the real goal isn’t improving our schools at all.

A reader asks: did Deval Patrick sell out?

I feel ashamed for Deval.  I am one of his many, many progressive supporters, and we’re all baffled by how he got into this situation.  I worked harder for his election than I did even for Obama, and I never doubted his integrity or strength.  

Through all the vicious attacks on him during that first campaign, he stayed steady and clear.  Remember the white-woman-in-dark-parking-lot ad?  I left work every day and went straight to unlock the little campaign office in my own town, as more and more volunteers came forward and signed on.  It got very ugly; there were smear attacks on his family members.  Even in Massachusetts, after Romney and Celluci, he seemed like a long shot.  But Deval brought out the best in my community, and turned it blue again.

On the morning after the election, I came in to my classroom and told my diverse and hopeful students, “The American Dream is For You.”  They cheered.  A couple of them even cried.  Remember, this was before Obama ever ran for president.

Later, after I had chaired a citizens online task force on ethics and lobbying reform, I sat next to him at our summary report meeting so he could answer our recommendations (for the cameras) by saying he’d veto the state budget if the legislators didn’t send him his groundbreaking (we thought at the time) ethics and lobbying reform with it.

After the meeting, I confronted him with his failure to get the state version of the Dream Act implemented (he’d actually tried the executive order route, but had to withdraw it).  I told him about my students, and he really did tear up.  His determination and frustration were real.

State Speaker DiMasi had been indicted for kickbacks on state contracts for the insurance and education data warehouses.  He was convicted, but the investigation went no further.  Edubuisiness had a lock on the state DOE, until Deval stood up to the Boston Globe and appointed a progressive PTA leader (Ruth Kaplan) to the board.

Then, when he ran for re-election, Deval let K12 and other for-profit education companies run a fundraiser for him at the Children’s Museum.  K12 now has a thriving online charter business operating out of Greenfield, and Deval is supporting Mosaica Boston’s forced takover-turnarounds of Boston Public Schools.  A memo leaked from his Secretary of Education once argued they had to bow to an illegal charter school placement, against the will of the community, or the Globe would attack them.  

I swear I don’t understand how he could sell out public education for their measly political  support. Like Obama, he got his chance by being admitted to a luxurious prep academy, so maybe he just can’t untangle his own conflicts about private schools, and it clouds his understanding.  I know he isn’t a coward.  I know he has a fine mind, and I still believe his life is dedicated to the same mission as my own.  I just can’t believe his is a calculated betrayal of the public trust we placed in him, in the face of this dangerous hour for the future of democratic governance.

I discovered a new blogger who is spot-on: EduShyster

He or she seems to be writing from Massachusetts and has a wicked sense of humor.

This post is called “The Scratch n’ Sniff Guide to Phony Education Reform Groups.”

There are certain tell-tale signs. For example, no one in a leadership role ever went to a public school. Its “experienced” teachers had two years in TFA. Its policy agenda is exactly the same as ALEC.

This post challenges a charter cheerleader to find a single charter school in Massachusetts with the same demographics as Lawrence and a low attrition rate and high scores.

This blogger has wit, style, and knowledge, a powerful combination.

And to show my exquisite sense of political balance, here is a guide to reform groups by the Center for Education Reform, which advocates for vouchers, charters, homeschooling, online for-profit virtual schools–anything but public schools.

Mark Naison has written a passionate plea: It is time to start suing to stop the harm inflicted on children, teachers and schools.

The political parties have abandoned them and use well-honed PR rhetoric to paint abandonment as “reform.”

The media swallow the rhetoric.

The foundations have an open wallet for those who are destroying public education.

The Republicans want to intensify the  harm. Arne Duncan boasts of bipartisanship with a party that hates public education.

Naison says it is time to go to the courts to prevent further damage to America’s children and its education system.

Any public interest law firms listening? ACLU? Anyone?