Archives for category: Disruption

Greg Windle, writing for The Notebook in Philadelphia, writes here about polite corruption in bidding for public contracts on the Philadelphia School System, which is run by a Broadie, William Hite.

“In a dispute over a lucrative contract for principal coaching, a bidder [Joseph Merlino] has accused the District of ignoring its procurement procedures, as well as state and local bidding requirements.

“The company has filed a complaint in the Pennsylvania Court of Common Pleas demanding the District and school board agree to follow their own contracting procedure in the future to avoid undermining public confidence in the integrity of the process…the District is preparing to argue that it has no obligation to follow state law or enter into competitive bidding when it awards contracts for professional services, despite promising to do so in its procedures sent to bidders.”

The contract was for training principals. The bidder who lost co,planned that his organization had a more experienced team and a lower bid than the bidder who won, which was The New Teacher Project. The decision was made by someone with informal ties to The New Teacher Project.

“Underlying this dispute is a concern over long-term outsourcing of this type of work, as well as a clash of philosophies over the best way to train teachers and principals in leadership. This clash pits those favoring more traditional means against others promoting a more “disruptive” approach that has been advocated by major national education players, including the Gates and Walton foundations, and the groups they fund, such as the New Teacher Project, which was awarded the contract….

“In a complaint sent to the District as a prelude to his court action, Merlino noted that the District’s deputy in the department that selected the New Teacher Project, out of nine who submitted bids, was on a two-year fellowship with School Systems Leaders, part of an informal network of organizations that grew out of Teach for America and includes the New Teacher Project. School Systems Leaders seeks to place Teach for America alumni in high-level administrative positions within public school districts….

“In his complaint, Merlino noted that the contract was awarded when Katie Schlesinger was a deputy in the office of Leadership Development & Evaluation, which managed the bidding process. At the time, she also had a fellowship through School Systems Leaders.

“School Systems Leaders and the New Teachers Project are both spinoffs of TFA, and both function by staffing rank-and-file positions with TFA corps members or alumni. And they both receive funding from the same venture capitalist firm – the NewSchools Venture Fund.”

One hand scratches the other.

This deal stinks.

Julie Vassilatos read the report of the University of Chicago Consortium on School Research about the closing of 50 schools in one day in 2013. She knew that there was no academic gain for the children affected.

http://www.chicagonow.com/chicago-public-fools/2018/05/in-the-wake-of-the-mass-school-closings-one-measurable-result/

But there was one measurable result that no one talked about: Sorrow.

“The sorrow of children whose schools were closed.

“It’s measurable. The researchers measured it. They liken the losses that the students–and teachers, staff, and families–experienced, to grief. The technical term for it is “institutional mourning.” Children and staff talked about losing their school “families,” spoke of the forced separations like a divorce, or a death. Generations-long relationships with schools ended abruptly after a pained, humiliating school year of battling to keep them open–schools that served as neighborhood anchors, social roots, home of beloved teachers. Most of the 50 shuttered schools have since stood empty and fallow after the closings, untended eyesores perpetually in the view of the kids who lived nearby, monuments to loss.

“Thousands of children who experienced this loss, all at once. And it’s long term–it did not go away in a week or a month or a year.

“Does it matter to anyone? Does it matter to the mayor? Would he say: but what is that to me?

“What is it to him? The wholesale destruction of 50 communities in predominantly poor and minority neighborhoods, for no measurable benefit, leaving the measurable sadness of thousands of children in its wake?

“We can only hope it’s the beginning of the end of mayoral control of CPS.”

Mayor Rahm Emanuel of Chicago will go down in American history as the mayor who closed 50 public schools one day.

It was a brutal act. It showed his contempt for public education. While he closed public schools, he continued to open privately managed charter schools. Perhaps he hopes one day he hopes a charter school will be named for him, as one is named for billionaire Governor Bruce Rainer and billionaire Penny Pritzker.

But what about the children? Reformers like Emanuel think that closing schools is great for students. He thinks they thrive on disruption. They don’t.

A new study concludes that the children whose schools were closed suffered academic losses. Duh.

Here is the report in The Chicago Reporter.

Mike Klonsky writes about the report and the school closing disaster here.

Mike writes:

The study concludes:

“Closing schools — even poorly performing ones — does not improve the outcome of displaced children, on average. Closing under-enrolled schools may seem like a viable solution to policymakers who seek to address fiscal deficits and declining enrollment, but our findings shows that closing schools caused large disruptions without clear benefits for students.”

CTU’s Jesse Sharkey, said the report “validates” that the closures “were marred by chaos, a desperate lack of resources, lost libraries and labs, grief, trauma, damaging disruption, and a profound disrespect for the needs of low-income black students and the educators who teach them.”

Important to note… It wasn’t just Chicago. Mass school closings were a requirement of then Secretary of Education Arne Duncan’s Race to The Top policy. Unless school districts closed schools, they were threatened with loss of millions of dollars from the D.O.E. An epidemic of closings and teacher firings, mainly in urban districts, followed in the wake of RTTT.

Who thought it would be good for the kids in the closing schools? Arne Duncan started it. He made school closings a feature of Race to the Top. He (and his sidekick Peter Cunningham, now editor of billionaire-funded Education Post) defended it as a “remedy” for low-scoring schools. Duncan’s reform program in Chicago was called Renaissance 2010, built on the idea of closing 100 schools and replacing them with charters. Of course it didn’t work. Kids need stability not disruption.

Read this story if you want to understand why teachers need tenure and unions.

Ralph Ratto is in a state of shock.

His small district is successful by current measures. But a new superintendent decided to disrupt everything and everyone.

Today the administration decided to shuffle the personnel in our very successful district. Our small K-6 district (New Hyde Park- Garden City Park) has 4 buildings and 145 teachers. I am the local President ( full disclosure).

“Take a look at our NYS report card. Even though I am totally against this type of data, the data shows that we are extremely successful. With this success, one would think that our new Superintendent and our 4 brand new building principals would look towards our successes, collaborate with staff and look to build on them.

“Unfortunately, they have chosen to do the exact opposite. They announced a major shake up of most of the teachers here. They changed our grades we will teach, changed rooms and have us even changing buildings They are taking teachers who have spent many years in lower grades and assigning them to upper grades and vice a versa. They have refused to share the rationale for this upheaval.

“I am well aware that every year there needs to be some changes, due to enrollment and other needs. Those changes are often rational decisions with some teacher input. Not this year! We have been told nothing except this is your new assignment.

As our Local President, I believe my new assignment in another building is due to my position as President. That will not stand. I have has a successful 19 year career and I will be damned if they will get away with this.”

Why? He doesn’t know. No one will say. Disruption is not an end in itself.

 

In this insightful and harrowing article, we can see clearly the contours of a devilish plan, hatched in the corridors of ALEC and other corporate-controlled entities. The centerpiece of the plan is the destruction and privatization of public education, which all of us own and paid for with our taxes.

Read it and get involved. Join the Networkfor Public Education. Join your local advocacy group. Never despair. Don’t stop fighting.

It begins like this:

It was the strike heard ‘round the country.

West Virginia’s public school teachers had endured years of low pay, inadequate insurance, giant class sizes, and increasingly unlivable conditions—including attempts to force them to record private details of their health daily on a wellness app. Their governor, billionaire coal baron Jim Justice, pledged to allow them no more than an annual 1% raise—effectively a pay cut considering inflation—in a state where teacher salaries ranked 48th lowest out of 50 states. In February 2018, they finally revolted: In a tense, nine-day work stoppage, they managed to wrest a 5% pay increase from the state. Teachers in Oklahoma and Kentucky have now revolted in similar protests.

It’s the latest battle in a contest between two countervailing forces: one bent on reengineering America for the benefit of the wealthy, the other struggling to preserve dignity and security for ordinary people.

If the story turns out the way the Jim Justices desire, the children of a first-world country will henceforth be groomed for a third-world life.

Gordon Lafer, Associate Professor at the Labor Education and Research Center at the University of Oregon, and Peter Temin, Professor Emeritus of Economics at MIT, help illuminate why this is happening, who is behind it, and what’s at stake as the educational system that once united Americans and prepared them for a life of social and economic mobility is wiped out of existence.

The Plan: Lower People’s Expectations

When Lafer began to study the tsunami of corporate-backed legislation that swept the country in early 2011 in the wake of Citizens United—the 2010 Supreme Court decision that gave corporations the green light to spend unlimited sums to influence the political system—he wasn’t yet clear what was happening. In state after state, a pattern was emerging of highly coordinated campaigns to smash unions, shrink taxes for the wealthy, and cut public services. Headlines blamed globalization and technology for the squeeze on the majority of the population, but Lafer began to see something far more deliberate working behind the scenes: a hidden force that was well-funded, laser-focused, and astonishingly effective.

Lafer pored over the activities of business lobbying groups like the American Legislative Exchange Council (ALEC) – funded by giant corporations including Walmart, Amazon.com, and Bank of America—that produces “model legislation” in areas its conservative members use to promote privatization. He studied the Koch network, a constellation of groups affiliated with billionaire brothers Charles and David Koch. (Koch Industries is the country’s second-largest private company with business including crude oil supply and refining and chemical production). Again and again, he found that corporate-backed lobbyists were able to subvert the clear preferences of the public and their elected representatives in both parties. Of all the areas these lobbyists were able to influence, the policy campaign that netted the most laws passed, featured the most big players, and boasted the most effective organizations was public education. For these U.S. corporations, undermining the public school system was the Holy Grail.


After five years of research and the publication of The One Percent Solution, Lafer concluded that by lobbying to make changes like increasing class sizes, pushing for online instruction, lowering accreditation requirements for teachers, replacing public schools with privately-run charters, getting rid of publicly elected school boards and a host of other tactics, Big Business was aiming to dismantle public education.

The grand plan was even more ambitious. These titans of business wished to completely change the way Americans and their children viewed their life potential. Transforming education was the key.

 

 

 

 

Guy Brandenburg has compiled a list of D.C. charter schools that “never opened at all, even though they had raised funds, wrote curricula, were approved by the board, hired staff, began enrolling students, but never actually got their act together to hold classes and teach students. This list also leaves out several schools where the founders were found to be using their institution mostly to enrich themselves illegally, and the charter was transferred to another institution.”

He writes:

“Quick: How many “public” charter schools have closed in Washington, DC?

“Would you say five?

“A dozen?

“Maybe twenty?

“Guess what: According to the board in charge of these things, it’s forty-six. Yes: 46!”

Churn, disruption, chaos are not good in the lives of children.

 

 

John Ogozalek teaches high school in upstate New York, a long depressed area forgotten by Governor Cuomo and his Wall Street backers.

In response to the article this morning about the “beauty”of disruption, he writes:

“I have a lot of things to do this morning but I took the time to read this article….and I’m glad I did.

“Before I turned on this computer, I was just trying to wrap my head around how I can possibly connect with all the unique students who need my help this week…..students who have life challenging events (for example, suddenly gone for a health issue, maybe never to return to my classroom or spoken with again) as well as the more mundane concerns (Help, I need a recommendation…..by…right now. With all the snow days I didn’t get the forms until today.) Yes, yeah, I can write a recommendation and quickly. But the big events….what do I do now? And, will I have the time to even respond?

“Life is being disrupted so rapidly and oftentimes senselessly that I feel we’re losing our humanity. The fabric of civility that holds us together is being shredded day after day. As a machine metaphor continues to subsume our society and people (some people, at least) gleefully accrue power and money from all this disruption, what happens to the rest of us? What happens to our society?”

I share his concern.

 

This is an excellent article about the heedlessness of the people who work in the intersection of philanthropy and capitalism.

They believe in disruption. Anything that has not yet been disrupted is ripe for disruption. If your life and your profession get tossed aside, that’s okay because you are “collateral damage.” The author, Martin Levine, calls this the “broken crockery” approach of the new philanthropy.

Read this. You will be astonished by the arrogance of the views expressed. They are people looking at the world from an executive suite high up in the stratosphere. Children and teachers look like ants to them. They are seeing like a state, moving around the lives of the little people below with utter disregard.

”As a new generation of wealthy corporate leaders turns from their businesses to solving the societal and global problems they see around them, they are fundamentally challenging the role of philanthropy and the nonprofit sector. From education to disaster relief, there is no problem that, they assert, can’t be attacked more effectively by adopting the lessons of corporate success. They saw their innovations as not just improvements, but breakthroughs. Their triumphs came from willingness to risk revolutionary approaches which disrupted existing technologies and markets.

“Devex’s recent coverage of the Global Skills & Education Forum illustrates some of the challenges of this approach. Describing from perspective of the educational sector, Lant Pritchett, research director at Research on Improving Systems of Education, told Devex, “In order to lead to transformational improvements, educational technology should be not sustaining technology but disruptive technology, reaching everyone with the kind of education they actually need, and that means going head to head with the education establishments.”

“Amy Klement, who leads the philanthropic investment firm Omidyar Network’s education initiative globally, told Devex that “education is one of the few sectors that hasn’t been disrupted for hundreds of years. And the school model—everything from pedagogy to delivery to financing—has been very consistent.” In seeking ways to improve education, they are willing to break current systems; from their perspective, if current approaches to fixing societal problems were effective, the problems would have been solved long ago.”

Martin Levine asks,

”When innovations fail, lives and futures are at risk. While social investors can walk away, as Zuckerberg can from Newark or Gates can from schools affected by his various educational innovations, children and communities cannot. Who will be there to pick up the pieces?”

 

This story was published in 2016. It remains the best single description of the chaos that free-market advocates have inflicted on the children of Detroit.

Please read it. Don’t skim it. Read it.

Detroit is a city with many choices and very few good choices. It is a city overrun with charter schools. Many of them operate for profit. The companies profit, the children lose.

“Michigan leapt at the promise of charter schools 23 years ago, betting big that choice and competition would improve public schools. It got competition, and chaos.

”Detroit schools have long been in decline academically and financially. But over the past five years, divisive politics and educational ideology and a scramble for money have combined to produced a public education fiasco that is perhaps unparalleled in the United States.

“While the idea was to foster academic competition, the unchecked growth of charters has created a glut of schools competing for some of the nation’s poorest students, enticing them to enroll with cash bonuses, laptops, raffle tickets for iPads and bicycles. Leaders of charter and traditional schools alike say they are being cannibalized, fighting so hard over students and the limited public dollars that follow them that no one thrives.

“Detroit now has a bigger share of students in charters than any American city except New Orleans, which turned almost all its schools into charters after Hurricane Katrina. But half the charters perform only as well, or worse than, Detroit’s traditional public schools.

“The point was to raise all schools,” said Scott Romney, a lawyer and board member of New Detroit, a civic group formed after the 1967 race riots here. “Instead, we’ve had a total and complete collapse of education in this city…”

“The 1993 state law permitting charter schools was not brought on by academic or financial crisis in Detroit — those would come later — but by a free-market-inclined governor, John Engler. An early warrior against public employee unions, he embraced the idea of creating schools that were publicly financed but independently run to force public schools to innovate.

“To throw the competition wide open, Michigan allowed an unusually large number of institutions, more than any other state, to create charters: public school districts, community colleges and universities. It gave those institutions a financial incentive: a 3 percent share of the dollars that go to the charter schools. And only they — not the governor, not the state commissioner or board of education — could shut down failing schools.

“For-profit companies seized on the opportunity; they now operate about 80 percent of charters in Michigan, far more than in any other state. The companies and those who grant the charters became major lobbying forces for unfettered growth of the schools, as did some of the state’s biggest Republican donors.

“Sometimes, they were one and the same, as with J. C. Huizenga, a Grand Rapids entrepreneur who founded Michigan’s largest charter school operator, the for-profit National Heritage Academies. Two of the biggest players in Michigan politics, Betsy and Dick DeVos — she the former head of the state Republican Party, he the heir to the Amway fortune and a 2006 candidate for governor — established the Great Lakes Education Project, which became the state’s most pugnacious protector of the charter school prerogative…

”Operators were lining up to get into the city, and in 2011, after a conservative wave returned the governor’s office and the Legislature to Republican control for the first time in eight years, the Legislature abolished a cap that had limited the number of charter schools that universities could create to 150.

“Some charter school backers pushed for a so-called smart cap that would allow only successful charters to expand. But they could not agree on what success should look like, and ultimately settled for assurances from lawmakers that they could add quality controls after the cap was lifted.

“In fact, the law repealed a longstanding requirement that the State Department of Education issue yearly reports monitoring charter school performance.

“At the same time, the law included a provision that seemed to benefit Mr. Huizenga, whose company profits from buying buildings and renting them back to the charters it operates. Earlier that year he had lost a tax appeal in which he argued that a for-profit company should not have to pay taxes on properties leased to schools. The new law granted for-profit charter companies the exemption he had sought.

“Just as universities were allowed to charter more schools, Gov. Rick Snyder created a state-run district, with new charters, to try to turn around the city’s worst schools. Detroit was soon awash in choice, but not quality.

“Twenty-four charter schools have opened in the city since the cap was lifted in 2011. Eighteen charters whose existing schools were at or below the district’s dismal performance expanded or opened new schools…

”With about $1.1 billion in state tax dollars going to charter schools, those that grant the charters get about $33 million. Those institutions are often far from the schools; one, Bay Mills Community College, is in Michigan’s Upper Peninsula, nearly 350 miles away — as far from Detroit as Portland, Me., is from New York City…

”“People here had so much confidence in choice and choice alone to close the achievement gap,” said Amber Arellano, the executive director of the Education Trust Midwest, which advocates higher academic standards. “Instead, we’re replicating failure.”

Some children have attended three, four, five different charters. They compete for the kids and the money.

When there was a bipartisan effort in the legislature to establish accountability, the DeVos family fought it and won.

 

 

 

It is hard to understand why anyone thinks that charter schools have. O fiscal impact on public schools. There is only one pot of money for education, and not many (or any) states are expanding that pot. The Trump administration wants to cut the federal education budget and divert more money to charters and vouchers.

This is a post about a new study by Duke University economist Helen Ladd and John Singleton that nails down the fiscal Harm that charter schools do to public schools.

Here is the summary.

Here is the study.

Here is the abstract:

”A significant criticism of the charter school movement is that funding for charter schools diverts money away from traditional public schools. As shown in prior work by Bifulco and Reback (2014) for two urban districts in New York, the magnitude of such adverse fiscal externalities depends in part on the nature of state and local funding policies. In this paper, we build on their approach to examine the fiscal effects of charter schools on both urban and non-urban school districts in North Carolina. We base our analysis on detailed balance sheet information for a sample of school districts that experienced significant charter entry since the statewide cap on charters was raised in 2011. This detailed budgetary information permits us to estimate a range of fiscal impacts using a variety of different assumptions. We find a large and negative fiscal impact from $500-$700 per pupil in our one urban school district and somewhat smaller, but still significant, fiscal externalities on the non-urban districts in our sample.”

Public schools that are underfunded must cut their budgets so that a small minority of students can attend charter schools. It makes no sense.