Archives for category: Education Industry

The state commissioner of Rhode Island has recommended a five-year renewal for a failing charter school.

The New England Laborers Construction and Career Academy has earned a one-star rating, the lowest possible ranking in the state’s school accountability system, for the past two years. Critics have long complained that charter schools are not held to the same standards as traditional public schools.

CRANSTON — The commissioner of education has recommended a five-year renewal for a charter school despite at least four years of failing academic achievement, low graduation rates and a poor track record for placing graduates in construction jobs.

The New England Laborers Construction and Career Academy, a statewide charter that draws mostly from Cranston, opened in 2002 to create a pathway for high school students interested in construction careers. It also offers a separate career strand called the World of Work, which allows students to explore other career options. The current enrollment is 175 students…

The laborers academy has earned a one-star rating, the lowest possible ranking in the state’s school accountability system, for the past two years. For the previous two years, it was listed as a “focus” school, meaning its performance merited substantial help from the Education Department.

Laborers academy students also performed poorly on the latest SATs, with less than 16% proficient in English and 0% proficient in math.

In 2018, not one student earned a state-approved credential for the construction industry.

 

Tune in!

PUBLIC EDUCATION GROUPS WILL HOST TOP DEMOCRATIC PRESIDENTIAL CANDIDATES AT 2020 PUBLIC EDUCATION FORUM

MSNBC Will MODERATE AND LIVESTREAM PITTSBURGH FORUM
ON DEC. 14

 

 

PITTSBURGH—The Network for Public Education Action will join with other public education groups, unions, civil rights organizations and community groups to host a forum for Democratic presidential candidates on Saturday December 14 in Pittsburgh. 

The “Public Education Forum 2020: Equity and Justice for All” will be held at the David L. Lawrence Convention Center in Pittsburgh. MSNBC will moderate and exclusively livestream the forum on public education issues.

Ali Velshi, host of “MSNBC Live,” and Rehema Ellis, NBC News education correspondent, will serve as the forum’s moderators, together interviewing candidates on priority issues facing students, educators and parents in public education today. The event will be streamed live on NBC News Now, MSNBC.com and NBC News Learn, and will be featured across MSNBC programming.

Each candidate will provide opening remarks and then answer questions from Velshi and Ellis, forum attendees and others from across the country who submitted questions.

 

WHO:              

Alliance for Educational Justice

American Federation of State, County and Municipal Employees

American Federation of Teachers

Center for Popular Democracy Action

Journey for Justice Alliance

NAACP

National Education Association

Network for Public Education Action

Schott Foundation for Public Education—Opportunity to Learn Action Fund

Service Employees International Union

Voto Latino

 

WHAT:            Public Education Forum 2020: Equity and Justice for All

 

WHEN:            Dec. 14, 10 a.m.

 

WHERE:          David L. Lawrence Convention Center

1000 Fort Duquesne Blvd.

Pittsburgh, PA 15222

 

 

Is Chester-Upland School District the frog in the boiling pot of water that is a warning to every other school district in the state of Pennsylvania?

The Chester Community Charter School is a subject of endless fascination. It has absorbed 70% of the elementary school students in the impoverished district of Chester-Upland in Pennsylvania. Its scores are low, lower even than the district schools. It is owned by an extremely wealthy suburban lawyer, who is a major campaign contributor to Republicans in the state. He receives a healthy profit every year from the charter school in Chester-Upland, despite the fact that the school is low-performing. Meanwhile, the school district has been in receivership since 2012, while the charter school is thriving. The district has been bankrupted by payments to the charter school and to cyber charters. That is the way the state law was written by charter-friendly Republicans in the Legislature.

The Chester-Upland School District is a majority-minority district: It is 18% white; 67% African American; 11% Hispanic; the remainder, other groups.

Peter Greene writes here about this district.

The school district is Chester Uplands, and they’ve been in the charter-related news before. Specifically, they were the poster child for how a careful gaming of the charter system in Pennsylvania could result in huge charter profits. As I wrote at the time:

The key is that while all CUSD students with special needs come with a hefty $40K for a charter school, they are not all created equal. Students on the autism spectrum are expensive to teach; they make up 8.4% of CUSD special ed student population, but only 2.1% at Chester Community Charter School, and a whopping 0% at Widener and Chester Community School of the Arts. Emotionally disturbed students are also costly; they make up 13.6 % of special ed at CUSD, 5.3% at Chester Community, and zero at the other two. Intellectual disabilities make up 11.6% for CUSD, 2.8% for CCCS, and zero for the others. 

Speech and language impaired, however, are pretty inexpensive to educate. CUSD carries 2.4% of the special ed population in this category, but the three charters carry 27.4%, 20.3% and 29.8%.

Back in 2015, this helped put CUSD in the astonishing position of giving more money to charter schools than it received from the state.

In 2015, the district made a deal to cut its payments to cyber charters (which are among the lowest performing schools in the state).

Greene writes:

In 2015 the district made a deal for charters to accept less money for students with special needs, but the cyber charters went to court to be exempted– and the court eventually agreed, giving CUSD a huge retroactive bill to pay cyber charters.

The district has long been attractive to worst of charter vultures. Not just the cybers, but for-profit management companies like CSMI, founded by the infamous Vahan Gureghian, charter school multimillionaire and generous GOP donor.

Currently, charters enroll about half of the 7,000 student district population. CSMI would like to have a larger piece of the pie and run all of the elementary education in Chester Uplands, and it has asked the court to hand them over (because the district itself has no say in this). CSMI runs some charters elsewhere, including a school in New Jersey that is the subject of a whistleblower lawsuit. The suit was filed by a former principal who says she was fired for making a fuss over CSMI’s policy of cutting corners to make a buck. Cutting corners didn’t just mean cutting services; it also meant falsifying records and misappropriating funds. Great company.

Open the post to see beautiful pictures of the charter owner’s gorgeous estate in Pennsylvania and his recently sold mansion in Palm Beach.

The lesson, says Greene, is that there is no real difference between for-profit and nonprofit charters. The Chester Community Charter School is “nonprofit.”

It is unclear how much money CSMI would make on the Chester Uplands deal because, as a private business, it doesn’t have to account for its financial activities– even though they are funded by trhe taxpayers. Do you see why, when someone like Cory Booker or Pete Buttigieg starts talking about how only for-profit charters are bad, they are just selling thinly sliced baloney. Chester Community Charter School is a non-profit school–that generates profits for the CSMI management company that runs it, and runs it like a business and not like a school.

The Inquirer quoted the CUSD school board president–his primary concern isn’t the charter takeover of the elementary schools as much as it is the inadequate funding from the state. “Ask them what they have done for 25 years in Chester Upland.” He has sort of a point, but the fact is that this non-weathy non-white district is in danger of losing all local control and voice.

This is what chartering as a tool of privatization looks like. Gut the public schools. Chase the students into profitable charters. Strip every last asset from the public school and strip all the power from the voters and taxpayers. Operate charters like businesses; every dollar you spend on students is a dollar you don’t get to keep. Make some guy a multimillionaire while stripping public education and democratic voice from the members of a poor community.

This chart comparing the charter school to the district’s four elementary and middle-schools was prepared by the Keystone State Education Coalition.

This chart summarizes the PA Dept. of Education’s Future Ready Index reports for the Chester Community Charter School (CCCS) and the four Chester Upland School District elementary/middle schools.

 

Indicator Name CCCS Main Street Stetser Sch of Arts Toby Farms
Percent Proficient or Advanced on ELA/Literature (All Student) 16.3 31 52.3 18.2 12.5
Percent Proficient or Advanced on Mathematics/Algebra 1 (All Student) 6.4 7.6 13.8 10.2 2.3
Percent Proficient or Advanced on Science/Biology (All Student) 22.8 36.7 59.5 59.6 13.7
Meeting Annual Academic Growth Expectations (PVAAS) ELA/Literature (All Student) 63 78 94 76 50
Meeting Annual Academic Growth Expectations (PVAAS) Mathematics/Algebra 1 (All Student) 78 100 77 81 54
Meeting Annual Academic Growth Expectations (PVAAS) Science/Biology (All Student) 50 69 70 97 50
Percent Advanced on ELA/Literature (All Student) 1.2 1.9 15.6 1.2 0.6
Percent Advanced on Mathematics/Algebra 1 (All Student) 1 0 1.8 3 0.6
Percent Advanced on Science/Biology (All Student) 2.8 8.3 16.2 7.7 0.9
Percent  English Language Growth and Attainment (All Student) 22.9 IS IS IS IS
Percent of Students with Regular Attendance (All Student) 48.7 59.2 59.8 53.4 42.1
Percent Grade 3 Reading (All Student) 14.5 24.4 37 20.7  DNA
Percent Grade 7 Mathematics (All Student) 6  DNA  DNA  DNA 1.7
Percent Grade 5, Grade 8, and/or Grade 11 Career Standards Benchmark (All Student) 98 98 98 98 98

Lawrence A. Feinberg of the Keystone State Education Coalition writes:

Flooding from Katrina precipitated the charterization of NOLA schools. Will a historical flood of campaign contributions do the same for Chester Upland SD? PA Department of Education Future Ready Index reports show that 3 of the 4 Chester Upland school district’s elementary/middle schools are outperforming the Chester Community Charter School. Why would the charter school operator want to charterize all the elementary schools in the district? There is no Right-to-Know requirement for private charter management companies like Vahan Gureghian’s CSMI, but the 990 for Chester Community Charter School for last year alone lists $18 million in management fees.

 

 

Andre Perry led a charter chain in New Orleans. He became disillusioned. As a black scholar, he questions the Walton-funded effort to portray black support for charters as monolithic, which it is not. 

Perry wrote in response to the controversy that occurred when pro-charter demonstrators disrupted a speech by Elizabeth Warren in Atlanta. He is aware of the white Republican money behind the demand for more charters.

He wrote:

Warren needs to learn from black voices — but the charter school movement is not ours to defend.

Organizations such as the charter school advocacy group Families for Excellent Schools have orchestrated statewide campaigns using dark money to influence state ballots to increase the number of charter schools, hiding who’s actually behind the movement. The Associated Press reported in December 2018 that an advocacy group that received $1.5 million from the Walton Family Foundation, one of the biggest funders of education reform, paid for 150, mostly black parents from Memphis to travel to Cincinnati two years prior to protest at a meeting of the NAACP. The parents sought to lobby against an NAACP proposal — which the organization passed despite the protests — to call for a moratorium on charter schools. They denied that the Walton Family Foundation asked them to carry out the protest.

This political season, black people cannot afford to be human shields for white leaders who don’t have the legitimacy to enter black communities on their own.

Perry notes that most Democratic candidates, notably Sanders and Warren, have abandoned charters.

He writes:

This reversal of position by Democrats is a sign that members of the party are listening to black communities….

Over the course of more than two decades, charter school expansion resulted in a significant loss in black-held jobs and a reduction in black political power in several black-majority cities. Black teachers were fired en masse in New Orleans, Washington D.C., and Newark, N.J., decimating the black middle class there.

Hundreds of millions of dollars directed towards electing pro-charter candidates ultimately empowered Republicans in many states. The pro-charter group Students First realized that its funding of Republican candidates had backfired. The association of the charter cause with the Republic party lead to the defeat of pro-charter proposals. Democratic voters showed they will not support movements that bolster the Republican Party — the same party that refuses to check Trump’s blatant racism. Democrats who support the idea of charter schools should make it clear to Republicansthat they will not tolerate a charter system that offers improved academic performance for some black students only by harming the communities in which those students live.

However, Democrat reformers developed a bad habit of accepting this Faustian bargain, and staying silent in red states on issues like jail expansion, cuts to higher education and attacks on organized labor because dissent ran the risk of slowing the proliferation of charters. Yes, black families want and need choice, but the current charter school movement is too tightly braided with Republican causes; a defense of one is a defense of the other.

To embrace charter schools in 2020 is to embrace Betsy DeVos, Donald Trump and other Republicans who stand to gain more politically from charter support than black communities have gained in jobs and educational benefits. Black kids lose when Democratic educational reformers act like Republicans.

Perry quotes the EdNext poll, noting that the publication is “pro-reform.” It is more accurate to acknowledge that EdNext (on whose board I once served) is a very conservative, pro-charter, pro-voucher publication funded by rightwing foundations. Frankly, polls about charters are worthless because most people admit when asked that they aren’t sure what a “charter school” is. If they don’t know what a charter school is, how can their view—positive or negative—signify anything?

Perry is right to point out that the Dark Money behind charters has a different agenda than most black parents. The Waltons and DeVos and their allies in ALEC want to bust teachers’ unions and privatize public schools. Perry is right to peer behind the curtain and see whose interest is served by the well-funded attacks on public schools.

He writes:

The funders of charter schools continuously put black parents and teachers in the position of fighting against their own interests. White-led philanthropy and education groups will eventually abandon public policy experiments when it is no longer popular, politically expedient or, in some cases, lucrative. For-profit charters are in education ostensibly for the money.

Some black charter leaders feel they must defend the schools because black children attend them. But we don’t need to fall into that trap. We can defend black children and workers without defending charter schools. Black people need systemic change. We can’t allow the cry for charters to drown out the demands for school financing reform, better work conditions, higher teacher pay, universal pre-K, free college, teachers’ training and recruitment programs, stronger labor protections and workforce housing initiatives.

 

Jennifer Berkshire and Jack Schneider reveal the secret ingredient to the success of the Resistance to privatization/portfolio district strategy in Denver in this podcast.

For years, Denver had been a feather in the cap of DFER and other advocates of privatization. Betsy DeVos lauded Denver for its commitment to school choice, although she was disappointed that it had not yet adopted vouchers. the Brookings Institution praised Denver for its deep commitment to choice.

Michael Bennett rose from Denver superintendent to the U.S. Senate and still touts his success as a school reformer.

But in the last school board election, the critics of school closings, portfolio strategies, and charter schools won the seats to control the board, to the amazement of everyone.

How did it happen?

Jennifer Berkshire wrote: It’s a fascinating and inspiring story. The movement to “flip the board” started in Denver’s Black community and was then taken up by teachers. But the most amazing part of the story may be how young people – the products of the Denver reform experiment – have risen up to demand change. I don’t think that’s what DFER envisioned! 

Listen to the podcast.

Alan Singer calls out Common Core for the poor showing of US students on PISA. 

Remember all the promises about how Common Core would raise all test scores and close gaps? Nada.

Of course, the deeper issue is that decades of test-and-punish reforms failed, not just Common Core.

it those who pushed these failed policies will not abandon them. They will say—they are saying—that we must double down on failure.

The consensus among governors and policy elites that followed “A Nation at Risk” in 1983 was that common standards, tests, and accountability would lead to high levels of performance (ie, test scores).

They didn’t. They haven’t. They won’t.

Almost four decades later, we can safely say that this theory of reform has failed. Billions of dollars wasted!

 

In case you didn’t know, a murmuration is the sound of lots of birds flapping their little wings.

Mercedes Schneider defines it here:

The name, “murmuration,” refers to “hundreds, sometimes thousands, of starlings fly in swooping, intricately coordinated patterns through the sky.”

Why does it matter?

Because Emma Bloomberg, daughter of multibillionaire Michael Bloomberg, has created a new “ed reform” organization that uses that term as its name.

Schneider has scoured the websites and also the tax forms of this new group.

What they do is not obvious, but they do have millions of dollars, probably from Pappa Bloomberg.

They apparently spend it on data technology, technology integration, and, of course, it is all about the children.

As Schneider writes:

Our focus is on driving change and accelerating progress toward a future where every child in America has the opportunity to benefit from a high-quality public education.

And how do the unnamed, Murmuration change-drivers propose to drive said change?

We provide sophisticated data and analytics, proprietary technology, strategic guidance, and programmatic support to help our partners build political power and marshal support so necessary changes are made to improve our public schools.

Our precise, predictive intelligence and easy-to-use tools are used by practitioners and funders, on their own and working together, to make informed decisions about who they need to reach, what they need to say, and how to achieve and sustain impact.

Of course, in typical ed-reform fashion, its *for the kids*:

We envision a public school system that ensures every child across our nation – regardless of race, income, background, or the zip code where they live – receives an education that prepares them to lead productive, fulfilling, and happy lives.

We believe public servants must recognize that providing a great education to every child is necessary to our prosperity, and be willing to invest in real, systemic and sustainable change which may come at a political cost.

We want our political systems to function and benefit from a rich discussion of the important role of public schools.  We want everyone who is impacted by public education to participate (or be represented) in the discussion and decision-making process.  And, we want the voices of those most reliant on our public education system to be heard.

What all this adds up to is hard to say, other than providing another honey tree for practitioners of disruption to shake.

I am trying to imagine how “those most reliant on our public education system to be heard” when the loudest voices are those with the most money.

Billionaires usually don’t send their own children to public schools and do not have a habit of listening to those who do, but they have plenty of dough to spread around to those who agree with their agenda to privatize the schools, monetize the data, and make technology our master.

The one thing that is clear from Schneider’s post is that Murmuration has plenty of money to spend. What it intends to to is not yet clear. Maybe they plan to visit public schools and listen to parents. Ya’ think?

The Philadelphia Inquirer reported on a federal audit that had surprising findings.

A national audit of charter school management companies by the U.S. Department of Education has spotlighted an unnamed Chester City school where, auditors say, the CEO wrote checks to himself totaling $11 million without board approval.

The report by the Office of Inspector General did not accuse the CEO of wrongdoing, but offered its finding as an example of a conflict of interest and lack of financial controls that could make the schools vulnerable to fraud. The report cited similar issues at four unnamed Philadelphia charter schools…In the instance of the Chester school, federal auditors reported that the CEO of the management organization wrote checks to himself in 2008-09.

While the audit did not name the school, there is only one charter in Chester City – Chester Community Charter School…

The school, which has more than 3,000 K-8 students, is the largest brick-and-mortar charter in the state. The most recent annual report from the state Department of Education shows that the school had total revenue of $45.1 million in the fiscal year 2013.

Vahan H. Gureghian, a lawyer and entrepreneur who has been active in Republican politics, is the founder and CEO of CSMI Education Management, which manages Chester Community Charter School.

Auditor General Eugene De Pasquale repeatedly has criticized the ties between Chester Community and Gureghian’s firm….

In addition to Pennsylvania, the states where charter schools were reviewed were California, New York, Florida, Michigan, and Texas.Investigators found internal control weaknesses with charter management organizations at 22 of the 33 schools reviewed. They spotted 24 cases of conflicts of interest and transactions with related parties at 17 of the charter schools.

John Thompson, historian and retired teacher in Oklahoma, writes here about the use and misuse of NAEP scores to advance disruption in the schools.

 

A new wave of “misnaepery” is heading towards Oklahoma and other states. After most or all of the corporate reform agenda became law in about 90 percent of states, reading scores dropped so much that even a reform true believer dubbed NAEP as “National Assessment of Educational Stagnation and/or Decline.”

https://www.edweek.org/ew/articles/2013/07/24/37naep.h32.html
https://podcasts.google.com/?feed=aHR0cDovL2VkdWNhdGlvbmdhZGZseXNob3cubGlic3luLmNvbS9yc3M%3D&episode=NzEzNTA2MzJjMDI0NDA0YmJmMjM4NjVhNzAwODE4NzE%3D&hl=en

After test-driven, market-driven reform was implemented, from 2013 to 2019, the nation’s 8th grade math scores for African-Americans dropped by five points. But I would argue that 8th grade NAEP reading scores are the most important and reliable metric, and they dropped seven points in six years for African-American 8th graders.

Today, Oklahoma’s 4th grade NAEP reading scores have dropped to four points below the 1990s pre-HB1017 tax increase level. And since accountability-driven, competition-driven reforms were supposed to improve outcomes for our poorest children of color, it is shocking that from 2013 to 2019 black student 8th grade scores dropped 15 points!

https://www.educationnext.org/make-2019-results-nations-report-card/

https://fordhaminstitute.org/national/commentary/worst-news-naep?utm_source=Fordham+Institute+Newsletters+%26+Announcements&utm_campaign=f22e67acec-20160918_LateLateBell9_16_2016_COPY_01&utm_medium=email&utm_term=0_5fa2df08a3-f22e67acec-71894457&mc_cid=f22e67acec&mc_eid=3095764e3b

Rather than admit their mistakes, reformers have retained their original meme that was used to justify hurried and risky reforms to blow up the education “status quo,” so that “disruptive innovation” can spark “transformative change.”

Two contradictory misnaepery themes are being rushed into the breach by the Fordham Institute. The smiley-faced meme is that teachers and students will naturally rise to meet far more “rigorous” standards. On the other hand, the conservative Fordham Institute has been blaming states like Oklahoma for supposedly hurting student performance by ending high school graduation exams. It is also arguing that we should return to the punitive policies of the former Chief for Change State Superintendent Janet Baressi and retain even more 3rd graders based on reading tests. 

First, ignoring the damage done by their experiments, accountability-driven, competition-driven reformers argue that radically higher testing standards will produce transformative improvements. State Superintendent Joy Hofmeister was a leader in the reaction against Baressi’s privatization agenda, so I can’t be too critical when she has to adopt some policies pushed by Education Next and other “astroturf” think tanks. Rightly or wrongly, she revised the state’s standards and assessments. There are no stakes attached to these metrics, and they allow the State Department of Education to say, “Oklahoma’s new standards [are] one of only 17 ‘A’ grades in the nation, up from the previous rank of 47th and a grade of ‘D.’”

So, for instance, Oklahoma’s 2017 8th grade math tests set a proficiency level which is at the NAEP proficiency level, basically comparable to around a 300 on that rigorous standard. The only groups in the United States were average scores reach that level are white and economically advantaged students in Massachusetts, a state where per capita income is nearly 50 percent greater. Oklahoma’s NAEP scores currently correlate with a level just above Kazakhstan.  Advantaged students in Massachusetts perform at the level of the counterparts on PISA and TMMS in the top performing states and nations, except for South Korea.

https://nces.ed.gov/nationsreportcard/studies/naep_timss/profiles.aspx
https://www.oecd.org/pisa/PISA-2015-United-States-MA.pdf
https://www.epi.org/publication/bringing-it-back-home-why-state-comparisons-are-more-useful-than-international-comparisons-for-improving-u-s-education-policy/#_note11

Of course, now that we listened to conservative reformers at the Fordham Institute and raised our expectations, Oklahoma students will soon join students at the top of the world’s education systems …

Fordham and other national reformers are also launching a second round misnaepery memes.  The 2015 NAEP was its first test of 4th graders after Oklahoma’s Reading Sufficiency Act required the retention of 3rd graders who don’t pass a reading test. Once Chief for Change Baressi was defeated by a pragmatic Republican, Hofmeister, educators were allowed more judgment in deciding whether to retain students. Until last year, however, little funding was available for interventions to assist struggling readers, much less adequate training and supports for inexperienced and emergency teachers in early elementary grades. (Oklahoma has hired more than 3,000 emergency certified teachers in a year.)

The 2015, 4th grade test scores increased by 2-1/2 percent. A conservative Republican reformer claimed they “were attributed to the 2014 implementation of a law that barred students from being promoted to the fourth grade if they read at lower than a second-grade level.” Those gains disappeared during the next two NAEPs. So, it is argued that more teeth needs to be restored to the retention policy.

But we also need to ask what really prompted the one-year jump in test scores. As in other states, the retention of low-performing readers can provide a temporary boost in NAEP scores. If you add up the 1st, 2nd, and 3rd graders who would have been in 4th grade during 2015, but who were retained, the total comes to about 9,000. Before the RSA, the more typical number of retentions was about 4,000. That means that about 5,000 more of the lowest performing students were missing from the 2015 4th grade class of about 47,000. The retention of more than 10 percent of the tested class could explain the one-time test score boost. As those students subsequently entered 4th grade, test scores dropped back to normative levels.

https://ocrdata.ed.gov/DistrictSchoolSearch#
https://oklahomawatch.org/2018/12/14/oklahoma-nearly-tops-nation-in-holding-back-early-grade-students/
https://journalrecord.com/2019/11/07/free-market-friday-student-results-continue-to-decline/

And what happened to that year’s economically disadvantaged students when they took 8th grade tests in 2019? Their scores were down by 2-½ percent in comparison to their 2015 8th grade peers.

Who knows what will be Fordham’s next misnaepery-driven attack on public education. After all, they were one of the think tanks who argued that the No Child Left Behind Act, which was enacted in 2002 deserved credit for the NAEP gains of the late-1990s! And now it is proclaiming an “Agincourt-level disaster” is the result of weakening NCLB accountability. The thing we know is that the Fordham spin will be picked up, amplified, and used by rightwing lobbyists throughout the nation to slander public schools.

Many school districts have had unfortunate experiences with “Broadies,” the graduates of Eli Broad’s management program for future school leaders. The Broad Leadership Academy has sent forth hundreds of would-be superintendents to impose Broad’s top-down management style, his faith in data, and his belief that the best way to reform a public school is to close it and replace it with a privately managed charter school. Broad is one of the major funders of charter schools in the nation. Although he graduated from the public schools of Detroit, he has zero interest in public schools other than as objects for privatization. In my 2010 book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, I referred to the Broad Foundation, the Gates Foundation, and the Walton Foundation as the Billionaire Boys Club. Since then, I have discovered that the club has dozens of billionaire members, and a few (think Alice Walton) are Girls, not Boys. All, however, share an animus toward public schools and a passion for privatization of what belongs to the public.

The big news is that Eli Broad has given $100 million to Yale University to administer his efforts to train future leaders of schools. It is not clear where the faculty will come from, since the Broad training program is unaccredited and is led by Broad allies, not academicians or scholars.

Now the graduates will be accredited, but their degree won’t mean much unless the philosophy of the program  changes from its current emphasis on DPE (“Destroy Public Education”) to SPE (“Support Public Education”). That change is hard to imagine. If you want to see the fruits of Broad’s distorted thinking, look no farther than Detroit and Oakland, where Broad-trained leaders encouraged (or imposed in the case of Oakland) massive charter expansion, a goal shared with Betsy DeVos. Michigan’s Education Achievement Authority, whose leadership he selected, collapsed in failure.  Oakland continues to suffer from the disruptive actions of Broadie leaders. His efforts to hand half of the students in Los Angeles over to charter schools have thus far been foiled.

Read Mercedes Schneider’s account of the multiple failures associated with Eli Broad’s agenda. 

Eli Broad is aggressive in using his money and policy agenda to destabilize and disrupt public education.

Here is the press release from the Broad Foundation/Broad Center, with the usual puffery and zero admission of the failed policies (privatization, school closings, high-stakes testing, VAM) that Broad and the graduates of his program have inflicted on American schools over most of the past two decades.

 

The Broad Center Will Become Part of Yale University to Train Future Generations of Public School Leaders

$100 Million Donation from The Eli and Edythe Broad Foundation will Fund The Broad Center at the Yale School of Management to Offer Tuition-Free Master’s Degree to Emerging Education Leaders and Advanced Management Training to Superintendents and Senior Leaders in Public School Systems

 

Los Angeles, CA – With a gift of $100 million to Yale University, The Broad Foundation today reaffirms its commitment to public K-12 education and makes possible the launch of a major new initiative of the Yale School of Management focused on strengthening leadership in public education. Building on transformative work by The Broad Center in Los Angeles, the initiative will ensure in perpetuity high-impact programs to advance excellence and equity in education.

 

The Broad Center at Yale SOM will develop research, teaching, and policy initiatives devoted to improving the effectiveness of top leaders in America’s public school systems. The ambitious initiative will leverage Yale SOM’s expertise in delivering rigorous management education to talented professionals in fields that have broad societal impact, while furthering and amplifying the previously independent Broad Center’s mission of ensuring high-quality leadership in public education.

 

“I’m very proud of what we’ve accomplished in the last 20 years and I can think of no better future for The Broad Center than Yale University,” said Eli Broad.

 

The gift is the largest ever received by the Yale School of Management and will enable the creation of a master’s degree program for emerging public education leaders and advanced leadership training for top school system executives—successors to The Broad Residency in Urban Education and The Broad Academy, respectively. The Broad Center at Yale SOM will also develop extensive research endeavors aimed at assembling the premier collection of data on public education leadership.

 

“With its mission to educate leaders for business and society, Yale SOM is a natural home for The Broad Center,” said Yale SOM Dean Kerwin Charles. “We have long recognized public education as critical to the health of our communities, and we believe that our distinctive approach to management education and research can have tremendous impact. Our efforts will build on the extraordinary work of The Broad Center team over the past two decades. Indeed, we are impressed by and grateful for what they have done to advance excellence and equity in public education.”

 

The Broad Foundation has learned through its 20 years of investing in public education that schools alone can’t solve for the inequities, indignities, and challenges facing students from underserved communities: Having The Broad Center housed at Yale SOM means all of its programs can be enhanced with input from Yale University’s leading thinkers in management, public health, law, child development, policy, criminal justice and economic development. The center will draw on the experiences and insights of practitioners, including Broad Center alumni and Yale SOM graduates, to help guide and inform its efforts in both teaching and research.

 

“I am honored that The Broad Foundation is entrusting Yale to carry out this important part of Eli and Edye’s philanthropic legacy. Educating leaders who will serve all sectors of society is part of Yale’s mission, so it is fitting that the Yale School of Management is creating a master’s degree program tailored to delivering management and leadership training that meets the unique needs of public education,” said Yale President Peter Salovey. “The school’s dedication to leadership education and cultivation is unmatched. Its track record of producing transformational leaders across a range of fields speaks to the tremendous promise of the new Broad Center at Yale SOM.”

 

The two programs of The Broad Center, The Broad Academy (founded in 2002) and The Broad Residency in Urban Education (founded in 2003), have trained more than 850 education leaders working in over 150 urban school districts, public charter school networks and state education agencies nationwide. More than 150 Broad Center leaders have served as superintendents or chief executives of local and state systems, and over 70 are currently in these roles. Each program has made great strides in building a diverse network of leaders that better represent the students and families they serve.

 

“The Broad Center has been committed to evaluating and evolving its work since it was founded – continuous improvement is in our DNA,” said Becca Bracy Knight, Executive Director of The Broad Center. “Organizational leadership has a direct effect on school quality, which is why The Broad Center has worked for two decades to elevate the field of public education management. We look forward to new opportunities to increase our impact by combining each organization’s unique and complementary strengths in service of our shared mission to improve public education.”

 

The current cohorts of fellows and residents will finish their programs through The Broad Center as currently structured; successor programs run by SOM will begin in 2020.

 

In its 20 years of investing in public education, The Broad Foundation has made grants to transform school governance, improve district operations, grow high-quality charter management organizations, engage in education policy and advocacy, and develop talented leaders, managers and teachers for public school systems.

 

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