Archives for category: Education Industry

Veteran educator Nancy Bailey knows that public schools will be confronted with the threat of deep Bridget cuts in the wake of the pandemic.

She here presents eight excellent ideas to stave off the pain of budget cuts and save public schools. Betsy DeVos offered her ideas, which are the same-old same-old stale voucher schemes. Privatization only hurts public schools, which enroll the vast majority of American children. Let’s put our money where the kids are.

Bailey explains her eight ideas.

She begins:

1. End charter schools. We can’t afford to fund two different school systems.

2. End vouchers. We already know they are unsuccessful.

3. End high-stakes testing. They waste money and produce no benefits for students.

4. End the Common Core. Ten years after this radical standardization was introduced, its proven to be ineffective.

That’s four of her eight big ideas. Open the link to read about the others.

So sensible.

Christine Langhoff is a retired teachers in Massachusetts who is an activist on behalf of public schools. She warns here about the unfolding plot to impose a state takeover of Boston public schools. Having been decisively rebuffed at the polls by the state’s voters in 2016, the Walton allies on the state board have found another way to disrupt and control the Boston public schools and install Broadies and other willing allies to advance their privatization agenda.

Christine writes:

Massachusetts’ state board of education has been moving inexorably toward a takeover of the Boston’s schools. On March 13, the same day as schools shut down, DESE announced a MOU with Boston’s superintendent. In response, Alain Jehlen, Board Member of Citizens for Public Schools, is taking a deep dive into how and why the state rates city schools so poorly on the Schoolyard News website.

Here’s Part 1:

“Boston has 34 schools (out of about 125) that rank in the bottom 10 percent in the state. BPS as a whole is 14th from the bottom out of 289 districts. Why is it rated so low?

“One major reason is that the rating system was designed in a way that almost automatically puts Boston and other urban centers with large numbers of low-income students and recent immigrants at the bottom.

“Here’s how it works: The state rates schools and districts mostly according to test scores. But there are two ways they could use the scores. State officials picked the one that makes urban areas look worse.”

https://schoolyardnews.com/one-reason-boston-gets-low-ratings-from-the-state-the-system-is-designed-to-give-bad-marks-to-f6c9ee3418d

The current board of education is loaded up with Walton connected folks. No doubt that has some impact on decision making.

Three whistleblowers in the U.S. Department of Education filed complaints that Betsy DeVos overruled internal reviews to award $72 million to the IDEA charter chain.

This is not the way federal grants are supposed to work. Funds are supposed to be awarded based on peer reviews and staff reviews, not awarded as plums by political appointees. This is political interference at the highest level. This award should be revoked.

I have often referred to the $440 million federal Charter Schools Program as DeVos’s private slush fund, and this grant proves that my hunch was right.

Valerie Strauss writes in the Washington Post:

A U.S. congressman is demanding answers from the U.S. Education Department, alleging department employees complained to his office about political interference in the awarding of a multimillion-dollar federal grant to the controversial IDEA charter school network.


Rep. Mark Pocan (D-Wis.) sent a letter to the department Monday asking for details and records related to the awarding of the grant.

In an interview, Pocan said “three whistleblowers” told his office that professional staff evaluating applications for 2020 grants from the federal Charter School Program had rejected IDEA for new funding, deeming the network “high risk” because of how IDEA leaders previously spent federal funds.


But according to these whistleblowers, Pocan said, professional staff was overruled by political appointees who ordered the funding be awarded to IDEA. The identities of the whistleblowers were not revealed to The Post, nor were the names of the political appointees.


The Education Department did not respond to a request for comment.


IDEA, a Texas-based charter school network with nearly 100 campuses in Texas and Louisiana serving nearly 53,000 students, said in a statement:
”Peer reviewers from education and other fields evaluate grant applications independently from Department of Education staff. In three of the last four Charter Schools Program competitions, spanning two administrations and including the most recent round of grants, the independent reviewers who evaluated applications gave IDEA Public Schools the highest scores of any applicant in the country. (In 2017, IDEA received the second-highest score.) All of the outside reviewers’ scores and comments are public on the Department’s website, and we encourage anyone doubting the strength of IDEA’s applications and our 20-year track record with students to read those reviews.”


Earlier this month, the Education Department announced it was awarding millions of dollars in new grants to charter schools, which are publicly funded but privately operated. IDEA was the top recipient, receiving $72 million over five years.

IDEA had previously received more than $200 million in funding over the past decade through the program.



But the network has been dogged by controversy. This month, IDEA chief executive Tom Torkelson resigned after publicly apologizing for “really dumb and unhelpful” plans that included leasing a private jet for millions of dollars and spending hundreds of thousands of dollars on San Antonio Spurs tickets.

The Texas Monitor reported last month that Torkelson had flown on a private jet to Tampa to meet with DeVos to discuss “education philanthropy,” records show. The Monitor reported he was the only passenger on a jet that can hold nine people.


Last November, the Education Department’s inspector general criticized IDEA in an audit of data IDEA included in annual performance reviews it submitted to the federal government, required as part of the grants received from the federal Charter Schools Program.
The inspector general concluded that IDEA Public Schools “did not provide complete and accurate information” for all performance measures on annual performance reports over three years and did not report any information for 84 percent of the performance measures on which it was required to report over two years.

Still, IDEA had certified its annual performance reports were “true, complete and accurate.”
The audit also found IDEA “did not always spend grant funds in accordance with federal cost principles and its approved grant applications.”
IDEA acknowledged some of the findings, took issue with others, and agreed with all the recommendations from the inspector general to improve internal procedures.


That inspector general report, together with the suggestion that political appointees pushed through more grant money, should spark an even deeper inspection of IDEA, Pocan said in an interview.
“There needs to be an investigation,” Pocan said. “This would be completely improper to take a program that has to have inspector general reports and a lot of media attention about bad decisions they’ve made, and then to get a grant that wasn’t approved by the professional staff and instead given for political reasons.”

“In The Public Interest,” a nonpartisan organization that supports a healthy public sector, has identified eleven warning signs that privatizers are targeting your school district.

Read them and be prepared to defend your public schools from privatizers and profiteers!

Here are the first six. Open the link and learn about the other five:

As students, parents, educators, and school districts struggle to adjust to the Covid-19 pandemic, others see the crisis as an opportunity to escalate their efforts to further privatize public education. For years, “education reformers,” private companies that want to profit from public education dollars, and others have worked to undermine public education by privatizing all aspects of it—from charter schools, to contracted out bus services and cafeterias, to private testing companies, to software and hardware providers touting the benefits of virtual/online education.

With the current need for districts to rapidly switch to distance learning, many of these same privatization advocates and corporations are using the crisis and the resulting confusion as an opportunity to greatly expand their privatization agenda by offering to help solve some of the problems that the crisis is creating.

The pandemic is creating a fiscal crisis for state, local, and school district budgets and these same forces are also offering up privatization as the solution to these longer-term economic problems. Consequently, we are seeing a major push now by online (virtual) charter schools to greatly increase their number of enrolled students. We are also seeing a major push by “EdTech” companies (education software providers, online pre-packaged classes and tests, computer hardware, cloud computing companies, and others) to peddle their goods and services. These companies seek to offer their services as a way to radically reshape education and education budgets for the long term by dramatically cutting back on qualified classroom teachers and overhead expenses of brick-and-mortar schools.

What to watch for:

Public education advocates need to be vigilant to ensure that during this crisis no long-term commitments are made that increase the privatization of public education.

Below are eleven warning signs and some follow-up questions to help advocates determine whether and how privateers may be trying to make inroads in your school district.

1. Emergency powers have been requested, given, or exercised by superintendents that circumvent normal oversight rules.

• Have emergency powers been granted to district or state superintendents of education? What, if any, are the limits to those powers? When will the emergency powers end?
• How are school boards informed of decisions being made, contracts being entered into, etc., under those powers? Does the board have the authority to review or overturn those decisions?
• Are other emergency orders being put in place? What do they waive or change?
• Are there efforts to suspend open meetings and public records laws?

2. Procurement rules and processes are being suspended, overruled, or ignored.

• In response to the crisis, has your district, locality, or state suspended normal procurement rules?
• Are procurements being made outside the normal process?
• Are there guarantees ensuring that the district isn’t entering into long-term contracts?
• What, if any, transparency is there in the procurement and contracting process?
• Who is responsible for the contracting process and what monitoring and oversight is
there?

3. Virtual/online charter companies are expanding their outreach and recruitment of students.

• Have online charters increased their advertising and recruitment activity in your area?

4. Charter schools and their advocates are pushing to change or ignore authorization and oversight rules.

• Are charter schools attempting to change or relax authorization, oversight, and renewal guidelines?
• Are charter schools requesting or being granted increased funding or extensions on funding or renewal periods?
• Are existing charter schools seeking to expand enrollment caps?
• Are districts providing additional services or technology to charter schools?
• Are there efforts to suspend or disregard open meetings and public records laws for
charter schools?
• Are there efforts to create long-term distance learning contracts with charters?
• Who is monitoring charter schools for compliance with all legal requirements? Are all
the services being delivered?
• Are charter schools ignoring requests for information?

5. Existing charter schools and new charter schools are pushing for immediate charter expansion.

• Are charter school chains or management organizations seeking expansive contracts to provide larger scale education services or replace schools struggling before the crisis?
• Are charter schools advocating for new or additional facilities, or changes in rules regarding facilities?
• Are homeschool charters aggressively marketing payments to families to be used to pay for educational and enrichment programs or services?

6. Education technology companies (hardware and software companies, online testing and lesson planning companies, etc.) are aggressively soliciting the district offering immediate solutions.

• Are education technology companies approaching the district to provide services during the crisis? Which companies? What services? Will those services be needed after the crisis has passed?
• Are companies that already have contracts with the district being allowed to expand those contracts?
• Are companies offering free introductory contracts that are tied to long term obligations?
inthepublicinterest.org
• Are educational technology companies offering free hardware that requires the district to purchase or lease software or other services?
• All students do not have equal access to the Internet. What—if anything—is being done to ensure equal access?
• Who evaluates education technology software for cost and effectiveness? Are new contracts for education technology being executed? What are the durations and terms, and who is providing oversight?
• Is there a protocol for ensuring that student and educator data is secure? What is the policy for responding in the event of a data breach?

I earlier posted Rep. Rosa DeLauro’s outspoken criticism of Secretary DeVos for diverting CARES (coronavirus relief) funds to her pet projects (anything but public schools). DeVos wants to liberate America’s students from public schools, despite the fact that the legislation does not authorize her to follow her own wishes. DeVos has this wacky idea that learning online is “student-centered,” when it is not. We already know from experience and research that virtual charter schools are typically the worst schools in every state that has them.I should have first posted the DeVos announcement:

FOR IMMEDIATE RELEASE
April 27, 2020
Contact: Press Office
(202) 401-1576 or press@ed.gov

Secretary DeVos Launches New Grant Competition to Spark Student-Centered, Agile Learning Opportunities to Support Recovery from National Emergency

States can compete for more than $300 million to rethink education by creating flexible K-12 models, developing postsecondary tools that aid economic recovery

WASHINGTON — U.S. Secretary of Education Betsy DeVos announced today more than $300 million in discretionary grant funds will be available for states to use to create adaptable, innovative learning opportunities for K-12 and postsecondary learners in response to the COVID-19 national emergency. The grants will be funded through the Education Stabilization Fund (ESF), authorized by the Coronavirus Aid, Relief, and Economic Security (CARES) Act, signed into law by President Donald J. Trump.

“If our ability to educate is limited to what takes place in any given physical building, we are never going to meet the unique needs of every student,” said Secretary DeVos. “The current disruption to the normal model is reaffirming something I have said for years: we must rethink education to better match the realities of the 21st century. This is the time for local education leaders to unleash their creativity and ingenuity, and I’m looking forward to seeing what they do to provide education freedom and economic opportunity for America’s students.”

The CARES Act provides $307.5 million for these discretionary grants, which the Department will divide between two competitions: $180 million for the Rethink K-12 School Models Grant and $127.5 million for the Reimagining Workforce Preparation Grant.

The Rethink K-12 School Models Grant is aimed at opening new, innovative ways for students to access K-12 education with an emphasis on meeting students’ needs during the coronavirus national emergency. The competition is open to state educational agencies which can apply for funds in one of the three categories:

Microgrants for families, so that states can ensure they have access to the technology and educational services they need to advance their learning
Statewide virtual learning and course access programs, so that students will always be able to access a full range of subjects, even those not taught in the traditional or assigned setting
New, field-initiated models for providing remote education not yet imagined, to ensure that every child is learning and preparing for successful careers and lives
The full Notice Inviting Applications (NIA) will be available online today.

The Reimagining Workforce Preparation Grants are designed to expand short-term postsecondary programs and work-based learning programs in order to get Americans back to work and help small businesses return to being our country’s engines for economic growth. The full NIA for this competition will be issued later this week.

Secretary DeVos continued, “Current students and displaced workers will be navigating a very different job market and economy once America reopens. This competition is a tremendous opportunity for states to think creatively and strategically about what their workforce needs will be and how to support entrepreneurs and small business in order to get the economic engines in their states firing on all cylinders again.”

Application packages for these competitions will be available within two weeks. Applicants will then have 60 days to apply. As with most of the Department of Education’s discretionary grant competitions, applications will be evaluated by a panel of independent peer reviewers, and the highest-scoring applications will be funded. For additional information about how to apply, please visit https://oese.ed.gov/offices/education-stabilization-fund/states-highest-coronavirus-burden/.

The Department continues to update http://www.ed.gov/coronavirus with information on COVID-19 for students, parents, educators and local leaders.

For more information about COVID-19, please visit the following websites: coronavirus.gov, cdc.gov/coronavirus/2019-ncov/index.html, and usa.gov/coronavirus.

Jeff Bryant has kept tabs on Betsy DeVos, who is quietly turning the pandemic into an opportunity to advance her personal agenda of privatizing public schools. She is not going to let this massive national crisis and tragedy go to waste. She came to her position determined to “advance God’s Kingdom” and what better time to do that than now, as the nation is staggering with sickness and death?

Please open the article to see the many links for documentation and to read it to the end. Follow the money. Apparently “God’s Kingdom” needs as much public money as possible, and Betsy DeVos is shoveling it out the door as fast as she can to her friends in the education industry.

Jeff Bryant writes:

COVID-19 has shuttered public schools across the nation, state governments are threatening to slash education budgets due to the economic collapse caused by the outbreak, and emergency aid provided by the federal government is far short of what is needed, according to a broad coalition of education groups, but the charter school industry may benefit from its unique status to seek public funding from multiple sources and expand these schools into many more communities traumatized by the pandemic and financial fallout.

As school districts reported huge problems with converting classroom learning into online instruction delivered to students’ homes, often due to lack of funding for internet-capable devices and Wi-Fi hotspots, charter school proponents spread the news of how their industry could take advantage of emergency aid.

Defend democracy. Click to invest in courageous progressive journalism today.
Charter operators rolled out new marketing campaigns to lure families to enroll in their schools. And in national and local news outlets, advocates for charters, vouchers, and other forms of “school choice” helped forge a new media narrative about how the shuttering of the nation’s schools was an opportunity for parents and their children to leave public schools.

Teachers in Los Angeles and Oakland urged their districts to stop charter school expansions and co-locations, which they believe worsen the trauma that children in their communities are experiencing due to the virus. But the Trump administration and U.S. Secretary of Education Betsy DeVos have shown no signs of easing up their campaigns to further privatize public schools.

“This is an opportunity,” said DeVos in an interview with right-wing radio talk show host Glenn Beck, “to collectively look very seriously at the fact that K-12 education for too long has been very static and very stuck in one method of delivering and making instruction available.”

A Gift from DeVos

On March 27, one of DeVos’s first reactions to the pandemic was to urge Congress to provide “microgrants” to help “the most disadvantaged students,” an idea that struck knowledgeable education policy observers—including retired teacher Peter Greene and National Education Association president Lily Eskelsen Garcia—as being in sync with her longtime advocacy for school vouchers. Somehow the mass shuttering of the nation’s schools convinced her “that necessity has never been more evident.”

A week and a half later, DeVos unveiled an investment of more than $200 million in grants from the federal government to help 13 charter school management companies expand.

It’s not at all clear the new grants come with new measures to oversee how charters spend the money. If they don’t, that would be a big mistake given a December 2019 report from the Network for Public Education (NPE) that found that since the charter grant program’s inception, approximately $1.17 billion has gone to schools that either never opened or that opened and have since shut down. The failure rate of charter startups funded by the education department’s Charter School Program is 37 percent.

An earlier NPE report, which I coauthored, also found that many charter management organizations that have received federal grants are “beset with problems including conflicts of interest and profiteering.” Some of the organizations receiving this new round of federal funding have these same flaws.

For instance, the largest grant, $72 million over five years, is going to the IDEA charter chain, which in January 2020 was publicly humiliated by reports in the Houston Chronicle for its plan to use $2 million in taxpayer money to buy a luxury private jet. The Chronicle also revealed the company had spent hundreds of thousands of dollars annually on tickets and luxury box seats at San Antonio Spurs NBA games—over $400,000 in the most recent year.

Another recent report, in the Texas Monitor, revealed IDEA executives spent over $800,000 on luxury travel between 2017 and 2019, including private jets and limos. In one of these larks, IDEA CEO Tom Torkelson took a private jet to Tampa to meet with DeVos “to discuss ‘education philanthropy,’” the Texas Monitor reports. Torkelson recently resigned.

Another charter chain benefitting from DeVos’s generosity is Mater Academy, which received the second-largest grant of $57.1 million. Mater Academy is affiliated with for-profit education company Academica.

As NPE executive director Carol Burris explained in the Washington Post, three schools operated by Academica in Florida, including two in the Mater chain, were the subjects of a government investigation that found “related party transactions” between Academica and “a real estate company that leased both buildings and security services to the schools.” The companies were also connected to founders of both the Mater Academies and Academica.

An extensive investigation of Academica’s business practices conducted by privatization watchdog group In the Public Interest in 2016 found in addition to providing management services, Academica also leased facilities to many of its schools and tended to charge significantly higher rents than what non-Academica charters were made to pay.

Each of these charter school operations deserves close scrutiny of their business practices, but DeVos has chosen to reward them with over $129 million in federal funding at a time when public school districts are in crisis and likely face severe budget cuts.

How Charters Double-Dip

When Congress and the Trump administration announced plans in late March to send $13.5 billion in emergency aid to public schools, the charter school industry insisted it deserves its cut of the rescue funds too.

Writing in the pro-charter media outlet The 74, Nina Rees, executive director of the National Alliance for Public Charter Schools (NAPCS), said DeVos and governors should encourage districts to release these funds to schools “without regard to differences in school model,” meaning not to exclude charters.

In her letter telling governors where to apply for the emergency funds, DeVos specified the money was intended to support “schools (including charter schools and non-public schools),” meaning funds could be spent on charter schools and private schools.

Days before, Rees insisted charter schools be regarded as public schools and eligible for emergency aid, her organization also advised charter schools to apply for federal rescue funds for small businesses devastated by the pandemic.

According to Education Week, charter lobbying groups including NAPCS have “urged charter schools… to consider applying for the $349 billion Paycheck Protection Program, a short-term loan program designed to help businesses cover payroll expenses.”

Rees, who previously worked as a deputy assistant for domestic policy to former Vice President Dick Cheney, justified the request by claiming to the Education Week reporter, “The last recession hit charter schools pretty significantly” and that the fallout from COVID-19 might adversely affect “private giving to support their operations.”

But in the same article, NPE’s Carol Burris pointed out that “charter schools have had no drop in the funding stream” as a result of the pandemic, because state funding for both charter schools and school districts has already been set for the current academic year.

John Thompson writes about the latest madness in his home state of Oklahoma:

The shocking headline was that the price of oil dropped to below $1 a barrel. Oklahoma Governor Kevin Stitt was on the phone with Vice President Mike Pence when he heard the news. The legislature now faces “a loss of $1.3 billion in revenue for appropriation between FY 2020 and FY 2022.”

So, why has Gov. Stitt been talking with Secretary of Education Betsy DeVos about Oklahoma giving some of $40 million of new federal money to private school vouchers?

Even though the Equal Opportunity Education Scholarship Program, a tax credit that raises money for scholarships to private schools, was supposed to expand school choice for low-income students, it has long been known that “families who earn up to three times the income limits for free and reduced priced lunch (a family of four earning $139,000 a year) are eligible for scholarships.”

‘Tough decisions’: Stitt projects $1.3 billion drop, legislators want the math


https://actionnetwork.org/letters/tell-governor-stitt-what-oklahoma-education-needs

Increasing the scholarship tax credit hurts public schools and benefits affluent Oklahomans

I’ll save non-Oklahomans the details regarding the range of bipartisan efforts to persuade Stitt to embrace reality. Before the COVID-19 shutdown, it seemed like the legislature, often led by the Teacher Caucus, might be able to counter the completely inexperienced governor’s infatuations with “reforms” that are disconnected from the real world. But, every time one government institution, or grassroots initiative, has successfully pushed back, Stitt finds another, now unguarded, door to Trumpism.

On one hand, Stitt’s effort to ban abortions during the pandemic, claiming that those services are nonessential, was reversed this week by a federal judge. On the other hand, he has ignored the “thousands of Oklahomans (who) have spoken out against the Governor’s health care proposal, which could restrict health care access for up to 200,000 Oklahomans.” Moreover, Stitt has been slow in scheduling the vote on Medicaid expansion. Frustrated by the state leaving billions of dollars of federal money on the table, Oklahomans launched SQ 802 to require the state to accept the Medicaid funding. Stitt hopes that his plan, which imposes a work requirement, will undermine the citizen-led initiative.

https://abcnews.go.com/Health/wireStory/federal-judge-oklahoma-abortion-ban-enforced-70267625

Thousands of Oklahomans speak out against Governor’s health care proposal

And Stitt hasn’t given up on his most hopeless fight; ignoring legal advice, he’s still fighting Oklahoma tribes, denying that the compact governing casino gambling automatically renewed in January. In doing so, he placed $130 million in education funding in jeopardy.

https://www.news9.com/story/41605034/state-education-could-be-caught-in-the-middle-of-gaming-compact-dispute

So, education is just one area where the politics of destruction are being ramped up so that no disadvantaged families are being left unpunished. Students, especially poor children, have lost months of learning. Schools face new costs for devising virtual learning, not to mention the time and money redesigning schools for a safe reopening. Especially in rural areas, where hospitals have been closing, the challenge of providing basic health services – not to mention virus-related costs – is worsening.

With Possible Student Slump, State Weighs Next Steps

And, yet, the Stitt and the Trump administrations seem committed to a double-barreled blast: subsidizing the flight of families from traditional public schools while cutting their funding. Instead of timely interventions to prevent excessive deaths due to the pandemic, they are launching assaults of education, health, and social services that would hit home next year, when a resurgence of the virus is likely.

CDC Director Warns of Resurgence of Virus Next Winter


https://www.theatlantic.com/magazine/archive/2020/05/childhood-in-an-anxious-age/609079/

I said I wouldn’t bother non-Oklahomans with the details of the Stitt administration’s version of Trumpism, but the headlines keep getting crazier. Because of Oklahomans’ preexisting health problems, our state is especially at risk from the virus. And the Oklahoman reports, “Oklahoma is in the bottom four states for testing for COVID-19, according to an email sent this week by the White House coronavirus task force.” But due to bipartisan leadership of mayors in the Tulsa, Oklahoma City, Norman and other communities, and the way that the public has supported their “shelter-in-place” policies, our confirmed cases and deaths have been lower than expected.

It had been predicted that COVID-19 would peak around April 21, but recent days have seen an increase in infections. So, how did Stitt react?

The next day, Stitt announced the reopening of numerous businesses on Friday, April 24, and more openings on May 1!?!? He implied that the state might try to force cities to comply with his order!

https://oklahoman.com/article/5660710/stitt-oklahoma-businesses-can-start-reopening-starting-friday?&utm_source=SFMC&utm_medium=email&utm_campaign=The%20Oklahoman%20breaking-news%202020-04-2219:43:51&utm_content=GTDT_OKC&utm_term=042220

By the way, the New York Times reported that the Oklahoma rightwingers demonstrating for a reopening of business denied any connection with the Trump campaign. But to understand what Attorney General William Barr, Stephen Moore, and Tea Partiers want, the Times says we need to:

Look no further than the first protest organized by the Michigan Conservative Coalition and the Michigan Freedom Fund — whose chairman manages the vast financial investments of Dick and Betsy DeVos, the Education Secretary — to see that the campaign to “open” America flows from the superrich and their front groups.

It’s gotten to the point where the fights picked by Stitt, a few other Republican governors. and the President are incomprehensible even in a time of Trumpism. It’s hard to understand how those policies are anything but Social Darwinism tantrums on steroids, as well as an attempt to reelect Trump, regardless of the human costs.

William Gumbert relies on data from the Texas State Education Departmentvto demonstrate they the state’s woefully underfunded public schools outperform the well-funded overhyped charter schools.

The real puzzle in Texas and elsewhere is why billionaires and financiers continue to fund failure.

See the analysis here.

William Gumbert prepared a graphic portrayal of the dramatic growth of privately managed charter schools in Texas.

Two facts stand out from his presentation:

1) Charter schools are diverting billions of dollars from the state’s underfunded public schools.

2) Public schools perform better than charter schools.

Public officials are turning public money over to entrepreneurs at a furious pace without regard to the results.

Charter schools this year will take more than $3 Billion away from the state’s public schools, despite the poor performance of the charter schools. Since their inception, charters have diverted more than $23 Billion from the state’s public schools.

Public schools in Texas are underfunded and have been underfunded since 2011, when the state legislature recklessly cut $5.4 Billion from the schools’ budget. That cut was never fully restored.

Diverting money to charter schools adds more damage to the public schools that continue to enroll the vast majority of students in the state.

Texas has about 5.4 million students. More than half of all its students are Hispanic. About 12-13% are African American. About 28% are white. The majority (58.7%) are identified by the state as “economically disadvantaged.”

The legislature does not look like the people of Texas, most of whom are people of color. Almost two-thirds of the state legislature are white. More than three-quarters are men. Why does the legislature substitute charter schools for adequate funding?

Read the whole report here.

Unless you are a policy wonk or live inside the Beltway, you probably never heard of Achieve.

Achieve is an organization that was founded in 1996 by governors and business leaders to raise academic standards and to advocate for college and career readiness. Achieve is closing its doors this summer. Is the job done or did the money run out or did people just get tired of the same old same old? Years ago, when I was on the other side, believing that standards and tests would solve all our education problems (note bene: I was wrong), I went to Massachusetts on behalf of Achieve to review the Massachusetts standards and tests, then considered the gold standard. Years later, the Common Core came along, and the state ditched its gold standard in order to get some federal Race to the Top gold.

Anyway, Achieve is closing its doors and passing the baton.

You can read about it here.

Let’s hope this means that in the midst of a global pandemic, the thought has dawned that American students are not in need of more standards, testing, and accountability.

What they need is a fresh vision of what education can be and should be.

And it won’t be found by testing kids more often.