https://edexcellence.net/articles/the-end-of-education-policy

In fact, the failed school “reform” experiment is losing politically as the public rejects test-driven, competition-driven reform. The Billionaires Boys Club and federal and state governments have wasted billions of dollars on their theories. Now their political campaign is stumbling.

Not surprisingly, the attempt to use the stresses of high stakes testing and nonstop competition between schools to remedy the stresses of poverty and trauma, created a fiasco. They used increased segregation by charter schools to counter the stress of racial segregation. They even used untested and unreliable value-added models, that are biased against teachers in high-challenge schools, in order to recruit more talent to those schools!?!?!

The Obama administration and edu-philanthropists tried to entice charters into serving more high-poverty students with hundreds of millions of dollars of grants. As the reliable Hechinger Report’s Jill Barshay explains, only 18 percent on the era’s innovations produced “any positive impact on student achievement,” and “some of these positive impacts were very tiny.” And even in many charters that initially claimed to produce big test scores gains, the result was “‘quiet churn’ of students from year to year, which slows achievement for both students who change schools and those who stay.”

The ‘dirty secret’ about educational innovation

High student mobility in Milwaukee stalls achievement, despite well-planned school reforms

The Hechinger Report’s Caroline Preston describes a state-authorized charter school in Seminole, Ok. as a test case as to “whether these privately operated, publicly funded schools can open in small communities without eroding public education.” The article’s title, “A rural Charter School Splits an Oklahoma Town.” The subtitle is: A businessman makes an end run around community opponents. Now, he wants to expand others like it,” should serve as a warning.

A rural charter school splits an Oklahoma town

Even though it seems inexplicable, especially in a state that has too many rural school systems, Oklahoma allows charters in small towns like Seminole that only has around 1,600 students. If the charter school could meet its goal of serving as many as 700 students, the public school system would be wrecked.

Even more illogical is a law that allows the state Board of Education to override local decisions on granting charters. And due to one of the “reforms” in the full corporate reform agenda which was adopted at the beginning of the decade, the board is dominated in true believers by choice and the edu-politics of destruction for blowing up the “status quo.” It’s unlikely that the board will ever meet a charter application that it doesn’t love. Even if the charter isn’t capable of helping kids, it hurts the privatizers’ opponents.

Preston explains that the charter founder, Paul Campbell, runs a company, Enviro Systems, that wants graduates who could staff his business. She notes that Campbell lacked knowledge about schools, but his “can-do, pro-business attitude fits in with the ethos of this working class, Trump-supporting town.”

However, many patrons believed:

It could inappropriately blur the lines between schools and the workplace. Opponents also felt that Campbell, who had no background in education, had put together a proposal pockmarked with problems, one that didn’t offer students any opportunities they couldn’t already get from existing programs. Church services grew tense. Friendships soured.

At first glance, it might seem like Seminole is lucky that the charter’s goal was 60 students in the first year, and it only served 29. But the overall threat remains. As a former school board member said, “she worried the charter school would be a private school ‘in sheep’s clothing,’ benefiting only students of families with the means to sort out the school’s application process and ferry their kids to and from school.” And sure enough, about 45 percent the charter’s inaugural class qualify for free or reduced-price lunch, in contrast to 73 percent in the Seminole district.

And once again, Fordham’s Mike Petrilli stakes out a position about schools, a community, and a state he doesn’t know. Petrilli says of Campbell, “More power to him.” He endorses Campbell’s “vision of helping lift local school performance with market-style inducements. ‘Here is a person who is trying to bring up the quality of education in the community. He’s an employer; this is where a lot of the energy for education reform has come from, the employers who find they are just not getting the workers they need or they don’t have the schools to recruit people into the community.’”

The point should be clear. Charters have failed in terms of school improvement. Regardless of whether charter expansion is spun as a “portfolio” or an “innovation” school, it is a tool for economic gain as opposed to an education investment.

In urban districts, privatization is a means to spur gentrification, as well as to break unions. My approach has been to schmooze with Oklahoma City leaders, hoping to ground policy decisions in at least some education facts. As one of the most powerful and candid business leaders told me in response, “You may be right. I don’t know that much about education.” But low-performing schools make economic development more difficult, and “I believe economic growth will lift all boats.”

Test-driven, charter-driven reform failed, so now the Billionaires Boys Club is investing hundreds of millions of dollars in selling the “Portfolio Model.”

The Portfolio Model is new and different. Its strategy is the opposite: charter-driven, test-driven reform.

Seriously, the Oklahoma education crisis and teacher shortage has been extreme, but a large part of our ordeal was the predictable result of the corporate reform agenda. It was imposed on our schools just like it was across the nation. Oklahomans now need to ask what would have happened to our dramatically underfunded schools had a grassroots teachers’ revolt not rolled back the “reforms” of 2010 to 2014. We then need to ask what will happen to our still-weakened public education systems if we can’t fight off these new, supposedly kinder and gentler reforms, like the portfolio model.

Non-Oklahomans might not recognize the full, frightening message conveyed by the Oklahoman’s editorial entitled, “A Welcome Shift to Oklahoma Education Reform.” It was accompanied by a photograph of the conservative Speaker of the House Charles McCall, who now has a majority (if he doesn’t lose Republican legislators who were teachers) so large that it can’t be stalled by Democrats. McCall’s frightening glare previewed the message he conveyed to the extremely conservative newspaper editors: spending increases are needed but “We need to look at educational outcomes.” Sounding like he is oblivious to the fiasco which resulted from the accountability-driven, competition-driven experiments imposed at the beginning of the decade, the Speaker said we need to “look at both sides of the ledger.”

https://newsok.com/article/5617174/a-welcome-shift-to-oklahoma-education-reform

The editorial then quoted Senate Pro Tem Greg Treat, who leads an even more daunting Republican majority, who said that the Oklahoma City (OKCPS) and Tulsa districts (TPS) will be targeted. The Oklahoman then editorialized for Treat’s call for reforms in the urban districts, “That echoed comments Treat previously made to The Oklahoman editorial board, when he warned that continued struggles in the state’s two largest districts are ‘detrimental’ to the state’s economic future.”

For that reason, Oklahomans, as well as educators and school patrons across the nation, should review the last decade of corporate reforms. I’ll admit to being naively hopeful when the Gates Foundation announced its district-charter collaboration grants and I understood why Tulsa accepted the Gates teacher quality grant. But I had no way of knowing that the Gates Teacher Effectiveness Model (TLE) value-added teacher evaluations would become the model for the state’s dysfunctional TLE law. As the TPS leaders said at the beginning, before they fired or “exited” 260 teachers and 26 school leaders, the TLE wouldn’t become a “gotcha” system; they claimed to understand that Tulsa faced a teacher shortage, so the system would focus on improving teacher quality.

Even before the Chiefs for Change’s Deborah Gist staffed the TPS administration with nine Broad Academy graduates, Gates grants for charter/district partners required value-added school reports across district and district-authorized charters, and opening more “high-performing” charter schools in high-needs areas. Another grant funded “innovative professional development systems to create personalized learning systems for teachers;” and an “experiment with innovative modes of delivery.” After Gist took over, edu-philanthropists funded the salaries of three central office administrators, including a “director of portfolio management” to “absorb the duties of the director of partnership and charter schools.”
https://www.tulsaworld.com/news/education/tulsa-public-schools-teacher-evaluation-system-is-changing-culture-has/article_6be79be3-d934-5d4a-98ef-5ec90bcea9e9.html

https://www.tulsaschools.org/our-schools/charterpartner

https://www.lighthouse-academies.org/news/item/tulsa-public-schools-gets-gates-grant-to-improve-charter-collaboration/

https://www.gatesfoundation.org/How-We-Work/Quick-Links/Grants-Database/Grants/2014/09/OPP1114657

https://www.tulsaworld.com/news/education/tulsa-public-schools-to-add-three-administrative-positions-paid-for/article_ca88f531-2f29-5232-88c1-0d6316957f1a.html
So, did the millions of dollars of money from Gates and other edu-philanthropists improve teaching and learning?
Because of Tulsa’s previous commitment to early education, students enter 3rd grade ahead of their peers in the OKCPS but TPS students’ progress from 3rd to 8th grade is the nation’s 7th slowest according to data from Stanford’s Center for Education Policy Analysis. Its student growth advances only 3.8 years over the next five. By contrast, OKCPS students progress 4.4 years from third to eighth grade. Despite – or because of – the district’s reforms, Tulsa has about 75 percent more inexperienced teachers than the even more challenged Oklahoma City schools.

A recent Tulsa World article praised the TPS Teacher Corp led by Quentin Liggins, the Broad-trained director of talent initiatives, calling it a success because it helped 74 emergency certified teachers secure jobs.
https://www.tulsaworld.com/news/education/tps-educators-discuss-benefits-of-tulsa-teacher-corps-as-program/article_bd9c898c-938e-512d-acb4-257ea9edba45.html?utm_source=Education+Watch&utm_campaign=ad277b68cb-EMAIL_CAMPAIGN_2018_12_17_02_25&utm_medium=email&utm_term=0_0ec15fa3fb-ad277b68cb-101023449&mc_cid=ad277b68cb&mc_eid=05d2eb1443

But, that sidesteps the key question that the legislature and the governor should ask: Given all the money and effort invested in the Gates TLE, why the TPS can’t retain experienced teachers, resulting in 34 percent of TPS’s teachers being hired in the past two years?
The World enthusiastically praised the system where applicants spend “about 15 to 20 hours completing online coursework during the spring” and attend “the six-week program in June with in-classroom training.” It then quoted a Teacher Corp teacher who praised its classroom management training which “went a long way in helping Martin [the teacher] instill some order in her class of kindergartners.”

And that leads to the question that legislators should ask that will be explored in a subsequent post. Given the importance of teaching reading for comprehension, hopefully by 3rd grade, why are we dumping that responsibility on rookie, emergency certified teachers?