Archives for category: Education Industry

Rhode Island released the results of tests given last spring, 8 months ago. What’s with the testing company? The Trusty Turtle Testing Corporation, results reported in less than a year!).

One of the lowest performing districts in the state is Central Falls, the impoverished district where everyone was fired in 2010 to “reform” the schools (then the firing was withdrawn, but almost every adult in the school was gone within two years, because [as “reformers” insist] low scores are caused by “bad teachers”).

So why no improvement?

Remember Central Falls, the smallest and poorest district in the state?

The harsh treatment of the entire staff of the high school in 2010 received national attention. It was one of the first blows of the corporate reform movement. Those who led the campaign threatened to fire the entire staff—the teachers, lunch room ladies, and everyone else. The leaders were treated as heroes by Arne Duncan and President Obama. Zero tolerance for staff!

Now, eight years later, apparently less than 10% of the students are “meeting or exceeding expectations,” whatever that means.

http://www.providencejournal.com/news/20181205/education-central-falls-anguishes-over-low-test-scores?start=2

The Superintendent of Central Falls called an emergency meeting to apologize to the community.

A daily reader of this blog who retired as a teacher in Providence sent me this article and commented:

“I remember the days when Gallo and Gist fired the good teachers of Central Falls. I remember the days when Obama applauded them for doing what they did and said he agreed with them being fired. I also remember Weingarten did nothing at the time-she never even showed up back then.

“The current test scores at Central Falls High School lower than when the entire faculty was fired in early 2010–for low test scores– with the blessing of Ana Cano Morales (still the President of Central Falls School Board), James Diossa (the current mayor, who was taught by the teachers whose firing he endorsed), Frances Gallo (“reform” superintendent), Deborah Gist (“reform” education commissioner), Arne Duncan (US Secretary of Education), and President Obama (who sang the accolades of Frances Gallo, quipping “…that something had to be done!”).
Victor Capellan, the current superintendent, has been part of their “reform” and their new “accountability” ever since.

“So much for “reform” and “accountability” after many talented and dedicated teachers were wounded and blacklisted. For what? What was done to those teachers (90 percent of whom left the school they loved within 2 years of the eventual ” settlement”) should haunt those who tortured them by treating them so unjustly.

“But none of that is in this article so readers will think this reporter is giving the true picture. Any suggestions?”

Back to my comment.

Try reading the rankings. They are confusing, if you look at them here. I would like to see them correlated with family income and proportions of students with disabilities and ELLs. But that is not what the State Education Department released.

Ken Wagner is the State Commissioner of Education. He came from New York state, where NAEP performance has been flat for 20 years. Maybe he and the legislature and the Fovernor should be held accountable for failing to fund the schoolsof Central Falls and the rest of the state.

Angie Sullivan teaches in a low-income elementary school in Carson County, Nevada. She often writes every legislator to expose the persistent underfunding of the schools.


Remember when DeVos lied in front of the whole nation about the Nevada K12 Charter? Hardly anyone graduates – yet she claimed that charter had a 100% graduation rate. Here are the Nevada online charters again – grabbing cash and suing to keep their cash cow. Hard earned tax payer money going to whom for what?

Apparently they had $2 million in lobby money. Enough to grease all sorts of folks.

Nevada charter authority board says executive kept them in dark

I am sure there was more money than that spread around.

One for-profit online made $6500 x 3000 students = $19 million. 3000 enrolled but only 200 test? That is not “choice”. It appears no one is actually participating. Are we paying for education that is non-existent?

It annoys me that folks blame Patrick Gavin. Gavin is dirty. He is part of this – but only one part. No one has been accountable. No one has provided data. No one has asked hard questions.

Do you see all these names in this article?

Bipartisan dirty hands.

All these folks including Canavero need to be asked serious questions about this. And they need to reveal any money that has ended up in their personal bank accounts. Who has lobbied them?

All legislators running a for-profit charter or sitting on for-profit charter boards – we see you too. Unethically voting for yourself and your corporations.

I give credit to Guinasso for trying to clean up this $350 million mess. Everyone on all sides and every level is dirty. That job cannot be fun. So many folks involved in this garbage.

The Charter Authority needs legal teeth. It also needs a board willing to shut terrible charters down if they are floundering in bankruptcy and fraud. If unaccountable charters are not publishing data – they need to be closed. If failing charters are not graduating, they need to be closed. When for-profit charter corporations start suing the state, they need to be immediately closed.

Someone has to stand up to these billion dollar for-profit corporate bullies.

How is one person supposed to keep a billion charter corporation from scamming Nevada tax payers?

Folks screaming for “choice”.

This is Nevada “choice”?

Money changing hands and no one being educated?

That is not choice – that is a scam.

This is dirty dirty dirty. It is bipartisan dirty.

Canavero? Canavero? Canavero? This has your name all over it. Where are you? Busy arbitrarily attacking public schools to make way for . . . charters? There is something disgusting about that.

Accountability.

Folks seem to only like that word – when it is not applied to THEM.

Senator Woodhouse? Senator Denis? Senator Hammond? Where have you been?

30 years of looking the other way. Lots of folks got used to ignoring that $350 million was being severely wasted and abused. Were they paid well?

Former Majority Leader and newly elected Attorney General Aaron Ford – you advocated for this trash. Who donated to your campaigns? What are you going to do about it now?

God help us. The corruption is thick.

Nevada Charters are NOT a remedy. No one should want to turn a public school into this. No one should think this is fine.

This is garbage and a huge horrific wicked web. 🕷

Everyone needs to be accountable.

And all hypocrites – stop pointing your finger at CCSD public school teachers. We are actually the only ones getting real education work done. We get attacked and removed from students we serve and love. You threaten our communities with charter reform. Why? Which charter is an example of excellence? I see charter segregation by money, race and religion.

While these charter scammers get paid millions to educate no one?

This is bad leadership. And total mismanagement.

Yep accountability.

We need some of accountbility pointed at the right people. I see them crawling all around. 🕷🕷🕷

Maybe Patrick Gavin should tell us all about it.

The Teacher,

Jan Resseger explains how School Choice Promotes socially undesirable outcomes.

She quotes civil rights leader Jitu Brown on the illusion of choice:

Equity and Liberty Conflict When It Comes to the Education Market

The Journey4Justice Alliance’s executive director, Jitu Brown understands that an equitable system of public schools—regulated by law to protect students’ rights and the public interest— is likely to be more adequate, stable, and equitable than what a competitive charter school market provides. In his Forward to a report, Failing “Brown v Board,” published in May 2018, Brown addresses Bruce Baker’s concern that in education, the charter school marketplace undermines equity even as it expands freedom of choice: “In education, America does everything but equity. Alternative schools, charter schools, contract schools, online schools, credit recovery—schools run by private operators in the basement of churches, abandoned warehouses, storefronts; everything but ensuring that every child has a quality Pre-K through 12th grade system of education within safe walking distance of their homes.”

The Democrats won the Governorship in Michigan, so the lame-duck Legislature is hustling to assert control over the state’s education system.

GOP free-market policies have severely damaged education. The state’s NAEP standing has plummeted over the past decade. But they can’t let go. The DeVos Republicans want to stay in power after losing the election.

Republican bills would snatch power over Michigan schools from Democrats

“Republicans are working to rein in power over Michigan’s public schools from an incoming Democrat governor and before a Democrat majority is seated on the State Board of Education.

“Bills now being considered in the Michigan House of Representatives during the frantic lame-duck legislative session would create a commission largely appointed by Republicans that would have broad authority over schools. In essence, it would serve as a shadow State Board of Education that would not be accountable to the incoming governor, the elected State Board of Education or the state Department of Education.

“And, apparently, Republican Gov. Rick Snyder is all in on stacking the commission with his appointees before his Democratic successor takes office.

“The bills have flown under the radar in Lansing, with much of the media attention focused on Republican bills aimed at gutting minimum wage and paid sick leave laws and diluting the authority of incoming Democrats Gov.-elect Gretchen Whitmer, Secretary of State-elect Jocelyn Benson and Attorney General-elect Dana Nessel.

“If passed, the new commission would almost certainly have a huge impact on K-12 education in Michigan ‒ from which schools are closed, to which would get extra money and how much classroom instruction students receive.

“These bills basically strip the next governor of the ability to reform education,” said a person intimately involved in negotiations over the bills who asked not to be identified because he works with both parties. “That’s why we’re jumping up and down over this. It’s such a complete power steal from Whitmer that no one should be participating in this.”

“The sponsor of the bills, term-limited Rep. Tim Kelly, R-Saginaw, doesn’t shy away from the power-grabbing implications of the legislation. Michigan schools are flailing, as measured by standardized tests, and the State Board of Education and the Department of Education haven’t succeeded in turning the state’s K-12 system around.”

State Takeovers of districts with low scores have been a disaster. The reason for low scores is always high poverty, and the state takeover doesn’t change that fact. State after state has adopted this strategy and failed. Turns out that the folks in the State Education Department are not magicians.

The Education Law Center, a civil rights group, calls for an end to the charade in New Jersey.

TIME TO END STATE DISTRICT TAKEOVER IN NEW JERSEY

In testimony before the Joint Committee on the Public Schools, Education Law Center reissued its call for the New Jersey Legislature to move quickly to repeal the provisions in the district monitoring law – the Quality Single Accountability Continuum or “QSAC” – authorizing State takeover of the operation of local school districts. ELC presented the testimony at a December 4 hearing of the Joint Committee soliciting input from the New Jersey Department of Education (NJDOE) and other stakeholders on recommendations for making implementation of the QSAC law more effective.

“State takeover has proven to be a failed strategy for improving the performance of districts identified as needing assistance through QSAC, New Jersey’s school district monitoring mechanism,” said David Sciarra, ELC Executive Director. “It also disenfranchises communities from crucial decisions affecting their schools and has been misused by prior administrations to promote so-called ‘education reform.’ It’s time to bring this sad chapter to an end.”

Before the Joint Committee, ELC noted that the district takeover provisions were incorporated into the QSAC monitoring law in 2005 to facilitate withdrawal of State-operation of the Newark, Paterson and Jersey City districts as quickly as possible. However, instead of exiting these districts as the Legislature intended, the State, under former Governor Chris Christie, refused to return them to local control and engineered the takeover of a fourth high poverty, racially isolated district – Camden. Under Governor Christie’s direction, the State then moved aggressively to close and replace district schools in the State-operated districts through the rapid expansion of charter schools.

In addition to ending State district takeover, ELC also recommended removing the curriculum and instruction component from the QSAC monitoring regime. ELC emphasized to the Joint Committee that QSAC is a mechanism to monitor compliance with basic district functions, such as fiscal, budget, governance and personnel. However, QSAC has proven ineffective as a strategy to support improvements in curriculum and instruction in schools designated as low performing.

ELC further noted that the identification of under-performing schools and requirements for State intervention to improve curriculum, instruction, professional development, student supports and other crucial issues are mandated separately under the federal Every Student Succeeds Act (ESSA). To implement ESSA, the NJDOE has separate rules for intervention in low performing schools, along with regulations mandating targeted resources and initiatives in districts classified as “high need.”

“The curriculum and instruction component of QSAC monitoring layers on top of federal school improvement requirements unattainable, test-based, performance benchmarks for districts, without any accompanying assistance,” said Mr. Sciarra. “From over a decade of experience, it’s now clear that QSAC monitoring does not support, but instead impedes, the intense focus required to bring about improvement and positive change in low performing schools in need of assistance from the NJDOE.”

ELC also recommended that the Joint Committee thoroughly examine the NJDOE’s role in improving curriculum and instruction in low performing schools and the Department’s capacity to bring strong leadership and quality technical assistance and support to these schools. Past efforts to provide such assistance, including the now defunct NJDOE Regional Achievement Centers (RACs), showed the Department lacks sufficient funding, resources and personnel to work collaboratively with principals, teachers and parents in sustained school improvement efforts.

QSAC is useful as a monitoring tool to periodically gauge district compliance with basic fiscal, governance and personnel requirements. But it does little to help districts improve curriculum, instruction and outcomes for students in their schools. ELC is calling for lawmakers to streamline the QSAC monitoring framework and shift its oversight responsibilities to ensure the NJDOE has the capacity to deliver high quality and timely assistance to schools in need of support.

Education Law Center Press Contact:
Sharon Krengel
Policy and Outreach Director
skrengel@edlawcenter.org
973-624-1815, x 24

The Unity Charter School suddenly closed, without any advance notice to parents, students, or teachers.

Parents at Unity Charter School are having to look for new arrangements for their children after the school suddenly closed Thursday and is being foreclosed on. Parents received an automated message Wednesday evening reporting that there would be no school Thursday, due to circumstances beyond their control. Calls and emails to the school on Thursday received no response.

A bank foreclosed on the property for nonpayment on the mortgage. The property will be auctioned off in a few weeks.

School leaders had some personal financial issues involving misuse of school funds that turned up in an audit last year, but none rose to the level of criminal acts.

Isn’t “School Choice” wonderful (not)?

Charter schools open and close like day lilies. The entrepreneurs lobby legislators to get money and tax breaks. They pay teachers as little as they have to. They siphon money away from public schools, which are stable fixtures in their community.

And the Florida Legislature, controlled by choice zealots and by people who have a direct financial interest in charters, are diverting more money away from real public schools to benefit charters. Nearly half the charters in the state are now run by for-profit operators.

Real public schools don’t close without a struggle to keep them open. Real public schools are the heart of their community. Real public schools don’t close on a whim of their corporate owner, because they are public schools, not charter schools.

Make no mistake: the growth of the charter sector in Florida is driven by greed, not by the needs of children.

#GreedNotNeed

I sat in the Green Room at the Washington Post and watched Rahm Emanuel boast about his education accomplishments as his chancellor Janice Jackson smiled and agreed that he was the best mayor ever.

I had a hard time watching because I was sick to my stomach thinking about Rahm’s decision to close 50 public schools in one day, which I considered to be a major tragedy.

Jonathan Capehart, the moderator, asked about that decision, but Rahm spun it into a personal triumph.

Nothing was said about the dramatic decline of Chicago’s black population since 2000. About 200,000 people of color left Chicago The city blew up public housing, closed public schools, all in the segregated black community. Was this a policy of ethnic cleansing?

It worked!

Mike Klonsky reviewed Rahm’s lies here, at least it’s his part one.

Eve Ewing wrote the human and inhuman cost of school closings in her book, “Ghosts in the Schoolyard.” She taught in one of the schools he closed.

A Chicago station tallied the number of schools closed:

Chicago has closed or fired staff at 200 public schools since 2002, nearly 1/3 of entire district, affecting 70,160 children. Many new schools opened as replacements have already closed. https://interactive.wbez.org/generation-school-closings

This is nothing to boast about. This is disruption on a grand scale, treating black children and families like tissue paper.

Richard Phelps is a testing expert. In this post, he asks why the College Board gets public subsidies when it is able to pay its executives seven-figure salaries.

He says its CEO, David Coleman, garnered more than $1 million in 2016.

Phelps summarizes a shocking number of scandals, turbulence, and staff upheaval at the College Board.

And to think this insular institution is the gatekeeper for higher education.

The National Education Policy Center released a report showing how school choice facilitates discrimination that is prohibited in public schools. There should be a basic principle for all publicly-funded schools, whether they are public schools, charter schools, or voucher schools: Where public money goes, public accountability must follow. Public money should not tolerate bigotry against students or staff of any kind.

When Publicly Funded Schools Exclude Segments of the Public

Key Takeaway: Policy brief analyzes discriminatory practices and possible legal protections in an era of education privatization.

NEPC Publication: http://nepc.colorado.edu/publication/privatization

Contact:
William J. Mathis: (802) 383-0058, wmathis@sover.net Julie F. Mead: (608) 263-3405, jmead@education.wisc.edu

In Indiana, a private religious school receiving over $6.5 million in public funds via the state’s voucher program placed an LGBT counselor on leave because she had married her same-sex partner.

In Milwaukee, where students with disabilities constitute 12-20% of public school enrollments, they constitute only 2% of enrollments in private schools participating in the city’s voucher program. Similarly, charter schools enroll a lower percentage of students with disabilities (particularly more severe disabilities) when compared to traditional public schools. In response to these and other issues of access and discrimination, some defenders of these schools have argued that the schools have broken no laws—and they are often
correct. How can this be?

To answer that question, professors Julie F. Mead of the University of Wisconsin and Suzanne E. Eckes of Indiana University authored a policy brief, titled How School Privatization Opens the Door for Discrimination, which analyzes discrimination in an era of education privatization.

The brief’s review of relevant laws reveals that voucher and charter school programs open the
door to discrimination because of three phenomena.

First, federal law defines discrimination differently in public and private spaces.

Second, state legislatures have largely neglected issues of discrimination while constructing voucher laws; charter laws are better, but they fail to comprehensively address these issues.

Third, because private and charter schools are free to determine what programs to offer, they can attract some populations while excluding others.

After briefly examining the history of discrimination in schools, the brief analyzes each of these
three enabling factors and then outlines recent developments.

Finally, based on its analyses, the brief offers the following recommendations to help address the issue of publicly funded programs currently failing to serve all segments of the public:

1. Congress should amend federal anti-discrimination laws to clarify that states supporting charter schools and states directly or indirectly channeling public funds to private schools must ensure that those programs operate in non-discriminatory ways.

2. Federal agencies should explore whether governmental benefits should be withheld from private schools failing to meet non-discrimination standards.

3. State legislatures should include explicit anti-discrimination language in their state voucher laws to ensure that participating private schools do not discriminate against students and staff on the basis of race, color, sex, race, class, gender, gender identity, sexual orientation, disability, ethnicity, national origin, or primary language.

4. State legislatures should adopt or amend charter school laws to ensure that policies and practices are reviewed throughout the process of approval and renewal. Schools failing to attract and retain reasonably heterogeneous student populations should be directed to address the problem and should be considered for non-renewal if the problem is not corrected.

Find How School Privatization Opens the Door for Discrimination, by Julie F. Mead and Suzanne E. Eckes, at:
http://nepc.colorado.edu/publication/privatization

This policy brief was made possible in part by the support of the Great Lakes Center for Education Research and Practice (greatlakescenter.org).

The National Education Policy Center (NEPC), housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

The Color of Change, an online civil rights group, posted this online petition addressed to the newly elected leaders of California.

Congratulations on your victories! Many of us campaigned for you, donated to you, and voted for you. Now we write to ask you to represent us – the public school students, families, teachers and taxpayers of the great state of California.

Given that a mere ten percent of California’s public school students attend charter schools, we sincerely request you make the following changes immediately upon taking office:

1. Ninety percent (or 10 out of 11) of your nominees to the State Board of Education (SBE) ought to come from traditional public schools and districts, not charters or pro-privatization groups. Current SBE Members disproportionately represent charters, or have financially benefitted from their relationships to charters.

2. Similarly, staff the California Department of Education’s (CDE) Advisory Commission on Charter Schools (ACCS) with seasoned educators from traditional public schools, and those who have “unwound” failed charters. Again, current members disproportionately represent the charter school industry, and pro-privatization groups.

3. Staff the CDE’s Charter Schools Division with a staff which will oversee and regulate the charter sector and individual schools, rather than enable and coddle them. Charge them with protecting kids, families, teachers and taxpayers from faulty education practices, fraud, waste and abuse.

4. Commit to participating in a conversation with the public school community about increasing funding for our schools and reforming existing charter law, including the appeals process and Proposition 39.

Why is this important?

It’s time to put our resources and support behind the educators and schools which continue to teach the overwhelming majority of California’s school children.

As you make staffing and personnel choices, we urge you to get the foxes out of the henhouse at the California Department of Education (CDE). The current configuration of the CDE devotes a disproportionate amount of staff and resources to a movement and agenda funded largely by billionaires which is underperforming, unaccountable, segregationist, rife with financial waste, and undemocratic.

Please consider adding your name.

If you want to learn more about the lack of supervision or oversight or accountability in California’s charter industry, read this report from the Network for Public Education.