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Laura Chapman on North Carolina’s “Innovation School District”

By dianeravitch
October 19, 2017 //
22

Laura Chapman writes:

This is the new “public policy.”

I see that the Oregon backers of Achievement For All Children in North Carolina paid state politicians for the right to substitute charter schools for low performing public schools in a new multi-count “Innovative School District.”

I looked at the website for the Achievement for All Children franchise (http://aac.school). I think the word franchise is correct because there is a one-size-fits all basic curriculum, with non-trivial online deliveryof content—a boon for cost cutting and really attractive to charters. What’s more, much of the curriculum is free or low cost, so reimbursements for managing schools and hiring paraprofessionals may well be where much of the public money goes.

I took some time to look at the curriculum, the partners, and the funders of this operation. North Carolina schools in this concocted “Innovative School District” will have tightly sequenced grade-by-grade lessons from a ready-to use curriculum. The curriculum has significant on-line components, and/or practice workbooks. These materials also offer teacher handholding materials–what to do, when, and how.

The main curriculum will be E. D. Hirsch’s Core Knowledge® program with grade-by-grade mastery of content beginning in Kindergarten. This content is also organized to fit the Common Core State Standards (CCSS). In 2011, Hirsch endorsed the Common Core State Standards and changed the rhetoric of Core Knowledge® to accommodate the CCSS aims of college and career readiness. Substantial portions of the Core Knowledge program are now available on line and “aligned” with the CCSS.

The Hirsch’s Core Knowledge® program has tapped online services “for building Common Core-aligned reading and language arts skills.” One example is “Quill.”

Quill, is a two-tier service, one free, the other premium. The premium service requires a fee, but that fee can be waived for low-income schools. The Quill curriculum requires the application of grammar, writing and proofreading skills to Core Knowledge content (from Core Knowledge Language Arts® and Core Knowledge History and GeographyTM.). The online assignments, each about 10-15 minutes, are organized by the Common Core standards.

Quill gathers data on student performance in real time then steers each student into an improvement program. The premium program adds data gathering suitable for tracking progress on “national writing standards,” especially “sentence combining” for a logical presentation of ideas.

A second online program has been tapped for use in the Core Knowledge® program. It is free, and offered by ReadWorks.org. According to the ReadWorks website, the service offers “the largest, highest-quality library of curated nonfiction and literary articles in the country, along with reading comprehension and vocabulary lessons, formative assessments, and teacher guidance.”

ReadWorks is incorporating content from the Core Knowledge® program into their “Article-A-DayTM” feature—brief nonfiction texts intended to build students’ “background knowledge, vocabulary, and reading stamina.”
These ReadWorks services are paid for by private and corporate “partners” as well as the generosity of specific content providers.

Here are the private and corporate supporters of the content: Brooke Astor Fund for New York City Education; Frances L. & Edwin L. Cummings Memorial Fund; Cleveland H. Dodge Foundation; Bill & Melinda Gates Foundation; Imagine K12; Amherst Foundation; William R. Kenan, Jr. Charitable Trust; NewSchools Venture Fund; Smith Richardson Foundation; Spotlight Fund; Tsunami Foundation – Anson and Debra Beard, Jr. and Family; and Travelers. The “partners” with Imagine K12; are venture capitalists as are those with NewSchools Venture Fund.

Readworks also has partners who integrate their content into the ReadWorks on-line program, especially the “Article-A-DayTM” feature. These content providers include: The American Museum of Natural History; Museum of Modern Art, The Gilder Lehrman Institute of American History; New York Historical Society and Museum; Philadelphia Museum of Art; New York Philharmonic; Audubon; Exploratorium; The Wall Street Journal; New York City Ballet; Civil War trust; Learning Ally (for students with dyslexia and visual impairments) and Wordsmyth. (dictionary, thesaurus)

Imagine K12 is of special interest. This is an “investment accelerator” for startups in the tech industry. Educators are enlisted to test and help promote the products through the Imagine K-12 network. Participants in the network–tech-loving educators–are eligible for special invitations to Silicon Valley to be in on and test products/services from the latest tech startups.

Since 2011, Imagine k12 has launched more than 75 apps, online programs and services. Many of these de-school education, and remove educators from decisions in favor of algorithms. The website lists 18 apps, services, products for classroom management, 19 for curriculum, 11 for feedback and assessment, 17 for student learning, 15 for school operations, and 14 for postsecondary education. (These categories are not mutually exclusive).

I conclude that the Innovation School District will be a profit-centered operation with little school-level control of decisions by educators My guess is that parents will have marginal engagement of the school staff unless that is accomplished with the aid of a mobile app. There is no doubt about this: The students will be sources of massive amounts of data for exploitation by venture capitalists.

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, For-Profit, North Carolina, Privatization

Michigan: State Senate Steals Money from Public Schools and Gives It to State’s Failing Charter Industry

By dianeravitch
October 19, 2017 //
17

If ever you want evidence that Betsy DeVos bought and paid for the legislature in Michigan, consider the decision just made by the State Senate to take money approved by voters for their public schools and give it to charter schools. More than 80% of the state’s charters operate for profit. They get worse results than the state’s public schools. The state has minimal expectations or accountability for charter schools. Why are they getting more money?

“The Michigan Senate passed a controversial bill Wednesday that will allow charter schools in the state to collect revenues from enhancement millages levied by intermediate school districts.

“Republicans said the bill would treat all students — whether they attend traditional public schools or charter schools — fairly, but Democrats said the legislation was stealing money that voters approved for traditional public schools and shifting those funds to charter schools.

“I introduced this bill because there are 14,000 … students in Kent County that aren’t being treated fairly,” said Sen. David Hildenbrand, R-Lowell. “And there are 56,000 students in Wayne County that aren’t being treated fairly either.”

“But Sen. Curtis Hertel, D-East Lansing, said voters approved the millages with the knowledge that the money would go to traditional public schools in their county.

“This bill takes school funding, which is already stretched to the max in the state, and tries to stretch it even further,” he said. “This is corporate welfare. It’s stealing.”

“Enhancement millages can be used for just about anything by a school district, including lowering class sizes, hiring teachers, upgrading technology or purchasing materials.

“The Wayne County school districts could be hit the hardest if the legislation receives final passage because the county has more than 100 charter schools. The county approved a 10-year enhancement millage in 2016 that is raising $80 million annually that is split among the county’s 33 public school districts.

“Hildenbrand said his intent with the bill is that it won’t affect existing millages, only when a renewal or new millage comes up before voters. But in its analysis of the bill, the Senate Fiscal Agency concluded it would apply to existing millages, too.

“And Senate Minority Leader Jim Ananich, D-Flint, said the language in the bill is so vague that charter schools — some of them for-profit operators from out-of-state — could claim the funding.

“The language matters and it was ambiguous at best and at the very least it’s showing that we’re putting profits before educating all of our students,” Ananich said.”

Why fund failure?

Categories Accountability, Charter Schools, Corporate Reformers, Education Industry, Education Reform, For-Profit, Funding, Michigan, Privatization

Los Angeles: Charter Community Worried about Fallout from Ref Scandals

By dianeravitch
October 18, 2017 //
16

The charter industry in Los Angeles is worried.

Having spent millions to grab a 4-3 edge on the LAUSD board, what happens if Ref has to resign?

Not only is their slim control in jeopardy, but they were hoping to get less oversight, less accountability, more autonomy from the friendly board.

http://www.latimes.com/local/lanow/la-me-edu-ref-rodriguez-charter-politics-20171018-story.html

At first their friend Peter Cunningham insisted in an op-ed in the L.A. Times that Ref’s charges money laundering of campaign cash were a “rookie” mistake.

But now that his own charter chain has questioned the whereabouts of nearly $300,000, this may be a bad time to tell the Auditors to go away.

If the charter industry had any sense of integrity, they would insist on annual audits of every charter.

What do they have to hide?

Categories Accountability, Charter Schools, Corruption, Education Industry, Los Angeles

The Curious Connection Between Paul Vallas and Illinois Governor Bruce Rauner, as Told by Dan Mihapolous and Mike Klonsky

By dianeravitch
October 18, 2017 //
5

Conservative Republican Bruce Rauner appointed Democrat Paul Vallas to run financially troubled Chicago State University, at a handsome salary of $200,000 a year.

Dan Mihalopoulos of the Chicago Sun-Times explains that Vallas and Rauner have a long history together.

Vallas is a Rahm Emanuel style Democrat who loves privatization. Vallas is not an educator. He is a numbers cruncher. After a stint as superintendent in Chicago, he was hired to take over fiscally troubled Philadelphia schools. He launched the biggest experiment in Philly ever tried in any city. It failed, but no matter. He went to New Orleans, where he had a free hand to privatize almost every school. He was hired to run the Bridgeport schools but had to leave Connecticut when critics argued that he lacked the credentials to be a superintendent in Connecticut and won in court. At one point, he ran with Governor Pat Quinn as his Lt. Gov., but they lost to Rauner.

Vallas tried to persuade private citizen Rauner to invest in his consulting business, but Rauner didn’t go for it.

“Vallas and Rauner go back years before that election, and Vallas once even offered Rauner a chance to invest in his education consulting company, records obtained by the Chicago Sun-Times show.

“Nearly seven years ago — when Rauner wasn’t yet a politician, just a wealthy private investor with an interest in public education and a friend in the mayor’s office — Vallas corresponded with and met with him, offering to help create what he described as an “ambitious new school district” in Chicago.

“In three letters to Rauner in 2010 and 2011, Vallas offered to work with Rauner and city officials. Vallas said that school “buildings would be provided to the charters at no cost.”

“Concerning our potential partnership, I would welcome the opportunity to contract with you to assist with your school reform efforts in Chicago,” Vallas wrote to Rauner in February 2011, when Vallas was the top schools official in New Orleans.

“Vallas — who’d head the Chicago Public Schools under Mayor Richard M. Daley from 1995 until 2001 — also asked Rauner to invest in his education consulting company, the Vallas Group, according to copies of the correspondence obtained by the Sun-Times.

“You once told me that if I ever decided to launch a domestic education business, you would be willing to invest,” Vallas told Rauner. “Based on my research and years in the education field, I firmly believe this is a can’t miss.”

Mike Klonsky writes that Paul Vallas was one of the first people to see the entrepreneurial side of school reform.

He writes:

“Paul Vallas was never an educator, but he was a quick study. He learned from the start of his stint as Mayor Daley’s schools CEO in 1995, the power of government contracting and that there was good money to be made in the school reform business. He also came to believe that the future of school reform belonged not to the system’s bureaucrats, but to the outsider corporate reformers, wealthy, powerful, self-interested billionaires and outside consultants who they patronized.

“After Daley gave him the boot from Chicago and through a series of unremarkable stints as district school chiefs in Philly, New Orleans and Bridgeport, Vallas assembled a team of loyalists (mostly former Chicago school bureaucrats) and developed a strategy for injecting himself and his brand into struggling urban school districts, in order to do “the greater good”. The game plan involved using political clout to place his lieutenants into power in selected districts and in return, having them bring in the big-ticket Vallas Group to “reform” district schools from the top-down. It also included a heavy dose of replacing public schools with privately-run charters and weakening or completely eliminating union collective-bargaining agreements.

“It was a plan that included perks and kick-backs to district leaders as in the case of former Vallas partner Gary Solomon, who along with former Chicago schools CEO Barbara Byrd-Bennett, is now doing heavy prison time on fraud and corruption charges in the Chicago SUPES scandal.

“Byrd-Bennett worked as a consultant and lead teacher for The Supes Academy and worked as a consultant for Synesi Associates, the consulting company founded by Vallas and Solomon. Vallas not only hired Solomon and his companies when he worked in Philadelphia, but brought Solomon with him to New Orleans…

“Actually BBB’s “vision” was Gary Solomon’s vision and Solomon’s vision was Vallas’. Same dreams but different beds. Solomon’s consulting company advertised that it had “the exclusive rights to Paul Vallas’ model of education reform.” In Philadelphia, he marketed the consulting company as using the “Paul Vallas method of school reform.”

“In Chicago, Solomon used his former partner’s strategy of installing BBB as schools CEO and then kicking-back to her after she gave SUPES and $20M contract to do principal training.

“Solomon later said he used Vallas’ name without permission and it was a “mistake.”

“But Vallas had used a similar approach in Rockford, St. Louis, Philly, Rochester, Peoria and other districts and greased the wheels for the Synesi group. Synesi landed two no-bid contracts worth nearly $893,000 in New Orleans during Vallas’ time running the Recovery School District from 2007 to 2011.

“Vallas calls his involvement with Solomon in New Orleans a “non-story.” He also says, “New Orleans honored me with the key to the city, while those involved in CPS are about to be locked up.”

“He’s right and this says a lot about our justice system and media’s reluctance to make the connection.”

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Categories Accountability, Chicago, Corporate Reformers, Education Industry, Privatization

Washington Post Calls on Democratic Candidate for Governor in Virginia to Stick with Failed NCLB “Reforms”

By dianeravitch
October 18, 2017 //
73

The Washington Post editorial board chastised Democratic gubernatorial candidate Ralph Northam for admitting that the NCLB reforms have failed, and Virginia needs to find a new paradigm for school improvement.

Lt. Governor Northam’s opponent, GOP functionary Ed Gillespie, is running on a Trump kiss-up platform, calling for the protection of Confederate statues and accusing Northam of having ties to a violent gang of Latinos, MS-13.

No doubt Gillespie will endorse the NCLB approach beloved by the Washington Post editorial board.

The Post is dead wrong. A new book by the eminent Harvard testing expert Daniel Koretz says in no uncertain terms that NCLB test-based accountability was a failure that seriously damaged American education. It is titled “The Testing Charade: Pretending to Make Schools Better.” The high-stakes testing mandated by NCLB and now the Every Student Succeeds Act, produced, in Professor Koretz’s words, score inflation, cheating, and teaching to the tests. Any “gains” are an illusion, because they represent test prep, not learning. (My review of the book will appear in “The New Republic” in the next few weeks.)

Lt. Gov. Northam is right. The Washington Post is seriously out of step on education. It supported Michelle Rhee’s punitive, test-focused regime and never admitted its error, long after John Merrow revealed the D.C. cheating scandal and long after Rhee slipped quietly into oblivion.

What’s the ideal accountability system? Northam admitted to the editorial board that he doesn’t know. Professor Koretz admitted he doesn’t know either. He throws out some ideas drawn from Finland, the Netherlands, and Singapore. There may be others as well, but frankly no one knows. For sure, the Washington Post editorial board doesn’t know, and the little it knows is wrong.

What doesn’t work is one-size-fits-all standards like Common Core. What doesn’t work is promising rewards or threatening punishment to teachers and principals, tied to test scores. Yet that is what the Washington Post advocates: Test-based accountability has failed, but the Post says, “stick with it.” The Post is wrong.

If you live in Virginia, vote for Northam for Governor, not the guy who has wrapped his arms around Donald Trump, Jeff Sessions, Scott Pruitt, Betsy DeVos and the others in the Trump Clown Car.

Categories Accountability, Corporate Reformers, Education Industry, Every Student Succeeds Act (ESSA), Failure, NCLB (No Child Left Behind), Testing

Los Angeles: Time for Ref Rodriguez to Resign from School Board

By dianeravitch
October 17, 2017 //
18

The Los Angeles Times published an article about reactions to LAUSD board member Ref Rodriguez’ Legal problems.

It is time for him to leave the board.

Resign.

Enough.

What a model for children.

If teachers were under indictment for multiple crimes, he or she would have to get out of the classroom. Now.

Please note that the president of the California Charter Schools Association issued a statement expressing his concern but does not call on him to resign. The charters in Los Angeles are asking for new rules to speed up their renewals, Free them to shape their own suspension policies, and protect them from burdensome accountability, so they must hang on to their majority. Prominently featured in the article is Caprice Young, CEO of the Turkish Gulen charter chain called Magnolia. Some of its charters were not renewed, and Magnolia is hoping to reverse that deci$ion. Young was previously president of the California Charter School Association before taking charge of the Imam Fetullah Gulen’s Magnolia Charter chain.

Categories Accountability, California, Charter Schools, Corporate Reformers, Discipline and Suspensions, Education Industry, Gulen Charter Schools, Los Angeles, Privatization

Denisha Jones: When All Else Fails, Save Childhood

By dianeravitch
October 17, 2017 //
24

Denisha Jones, a professor of early childhood education at Trinity Washington University, gave this talk at Sarah Lawrence College this past summer. Please read her talk in her entirety.

An excerpt:

I inspire my teachers—regardless of the label they give themselves—to be advocates or activists for their profession. I don’t want them to spend the next several years in survival mode until they burn out and leave the field altogether. Advocacy and activism serve as nourishment for the soul. They can sustain you even when things look bleak and the future is uncertain.

As I move forward, determined to protect public education as a right, what drives me is the acceptance of our failure. I am ready to declare our efforts, and the efforts of those who came before me, as failures. This may seem harsh, but as we know, failure is essential for success. “Failure is instructive,” John Dewey once said, “The person who really thinks learns quite as much from his failures as from his successes.”

We know that protecting children from the experience of failure is not good for their development. Failure can be a tool for learning how to get it right. Without failure, how do we know that we have even really succeeded? This doesn’t mean that education activists haven’t won some important battles. But they’ve tended to benefit one school or one community, and haven’t reached the national or state levels. Our attempts to stop the spread of the Global Education Reform Movement (GERM) have failed.

Before we examine our failures more closely, I want to quickly review what I mean by GERM so that we are all on the same page. Pasi Sahlberg notes that the movement emerged in the 1980s and consists of five global features: standardization; focus on core subjects; the search for low-risk ways to reach learning goals; use of corporate management models; and test-based accountability policies. Although none of these elements have been adopted in Finland, where he does most of his research, they have invaded public education in the U.S. and in other countries.

Here, education activists typically refer to GERM as the privatization of public education, driven by neoliberalism, which favors free-market capitalism. Under this scenario, there are no public schools: public services are turned over to the private sector. Healthcare, prisons, even water, are now being put in the hands of corporations, whose sole desire is to make a profit. When profit is the goal, the needs of human beings are discarded, unless they can generate a measurable return on investment.

We can see how GERM has infected U.S. education policy and reforms. The Common Core drives standardization and aligns with a narrow focus on math and literacy. The use of scripted learning programs, behavior training programs, and online learning is evidence of the search for low-risk ways to reach learning goals. While charter schools claim to be nonprofit, most are managed by companies with CEOs and CFOs who apply corporate models to education.

Teach for America and other fast-track teacher preparation programs also use a corporate model, developing education leaders who get their feet wet teaching before moving on to become policymakers or head up charter schools.

Pearson’s PARCC and the Smarter Balanced Assessment Consortium are drowning public education in test-based accountability. Systems that punish and reward schools and teachers based on student achievement on standardized tests are the norm today.

While the new Every Student Succeeds Act (ESSA) includes language that protects the right of parents to opt out—a movement that has been growing in recent years—it also maintains the requirement that 95 percent of students participate. Test-based accountability is here to stay and rapidly evolving into competency-based and personalized learning, in which assessments occur all day every day as students are glued to computer screens.

We have failed to stop the expansion of choice, which threatens the existence of public schools through the proliferation of charters and vouchers. In the U.S., most school-age children are educated in traditional public schools, but we can expect to see this trend reversed under the administration of Betsy DeVos. We have failed to stop the assault on public education through school closures in communities of color.

And then there’s the inexorable push down of developmentally inappropriate standards onto young children. The Common Core, adopted by most states, imposes expectations on young children that are out of step with their development, not to mention the research. Empirical data confirm that kindergarten is the new first grade, and preschool the new kindergarten.

On top of this, we have failed to stop racist school discipline practices that suspended 42% of black boys from preschool in the 2011-2012 academic year. This failure stems from our inability to address the systemic and institutional racism that is prominent in public education but often masked by teachers with good intentions who lack an understanding of culture, bias, and systems of oppression.

We must acknowledge these failures so we can understand the limits of our collective efforts and decide how we can refocus our energies toward a future that will lead to more successful outcomes. We need to change the narrative. Attacking the push for accountability and tougher standards has proven to be a losing strategy. Our insistence that these measures harm student development and learning has branded us unwilling to be held accountable for ensuring that all students can achieve.The more we resist test-based accountability and inappropriate reforms, the more we are seen by the corporations, policymakers, and privateers as resistant to innovation.

We must make the protection of childhood a nonpartisan issue. We need to revise our message. The assault on public education is not just a conservative attack by Republicans against progressive education. Democrats are also aligned with many aspects of GERM, including choice, privatization, and test-based accountability.

Categories Accountability, Charter Schools, Childhood, Common Core, Corporate Reformers, Education Industry, Global Education Reform Movement (GERM), Privatization, Resistance, School Choice, Testing

Denis Smith: Charter Abuses in Ohio Are Proliferating

By dianeravitch
October 16, 2017 //
5

Denis Smith worked in the charter office of the Ohio Department of Education until he retired in 2011. He continues to be amazed by the growth and scale of charter fraud, waste, and abuse, which the legislature ignores. Of course, the charter industry has been shielded because charter lobbyists wrote the law!

In this post, he describes some of the most flagrant abuses, several of which involve real estate and exorbitant rentals and leases that allow the charter company to pocket taxpayers’ dollars.

Here is one of the most flagrant abuses:

“The Columbus Primary Academy, part of the Imagine Schools charter chain, is saddled with a lease that requires exorbitant rent to Imagine’s for-profit real estate subsidiary. In two other states, federal courts deemed the leases “self-dealing’’ and ordered Imagine to pay $1 million fines. The latest state audit shows the academy’s current lease extends to 2033, while the latest state report cards shows the school continues to fail our kids.”

An inflated lease that runs through 2033 for a failing Charter School!

Why do Ohioans tolerate this misuse of taxpayer dollars?

How many more scandals will be exposed before the legislature stops waste, fraud, and abuse in the charter industry?

Categories Accountability, Charter Schools, Education Industry, Education Reform, Failure, For-Profit, Fraud, Ohio, Privatization

What You Need to Know about the Chair of Arizona’s Senate Commmittee on Education

By dianeravitch
October 15, 2017 //
6

I wrote earlier today about how disappointed the chair of the Senate Committee on Education in Arizona was when the charter school in her district was graded F. She felt sure this couldn’t be right. As chair of the Senate Committee on Education, she must have approved the wacky idea of giving letter grades to schools. Yet now this ALEC-Jeb Bush strategy has blighted the charter she insisted upon.

You should know more about Sylvia Allen.

You Don’t Know, What You Don’t Know

Linda Lyon, President-elect of the Arizona School Boards Association, writes:

“Yes, the AZ Republic called Senator Sylvia Allen “one of the best-known lightning rods in the AZ Legislature.” Her stated belief that the Earth is only 6,000 years old and her suggestion that church attendance be mandated as a way to “get back to a moral rebirth in this country” are just two of the reasons for her notoriety. I was shocked when I heard of her appointment as Chair of the Senate Education Committee, but it shouldn’t have surprised me.

“After all, I doubt her religious fervency is the reason AZ Senate President Biggs selected Allen to be the person who will control what education proposals make it out of the AZ Senate. Rather, I suspect it is her support of charter schools like the George Washington Academy she helped found in Snowflake. Listed as the “Administrative Program Manager” on their “GWA Teachers and Staff” page, Senator Allen’s employment with this school makes me wary of her ability to be impartial when it comes to legislation that favors charter schools over public district schools.

“Please know that I am not a charter “hater.” I recognize there are charter schools that fill critical needs. What I am, is realistic about the impact the diversion of tax payer dollars to privately managed charter and private schools is having on our public school districts and their students. Make no mistake; this is a zero sum game. When charter schools win, public district schools, often the hub of small communities, lose.

“Senator Allen’s George Washington Academy may be located in the community of Snowflake, but it is managed by Education Management Organization (EMO) EdKey Inc., a for-profit management company that operates 18 schools in Arizona. Although its schools are technically “public” there are numerous differences between them (and all charters) and your average community district schools.

“For starters, the requirements for accountability and transparency are very different. Public district schools have locally elected governing board members that are accountable to the public. Not so with charter schools. In looking at the George Washington Academy website, they had no information about the school board on their school board page, and under school board agendas, only a statement that says: “Sorry, but that directory is empty.” I had to go to the corporate website (sequoiaschools.org) to see the names of their six governing board members, but there was no access to board agendas or minutes.“

Categories Accountability, Arizona, Charter Schools, Education Industry, Education Reform

Arizona: Charter School Graded F in Home District of Charter Booster

By dianeravitch
October 15, 2017 //
10

The most important thing you should know about school grades is that they are a failed and absurd policy cooked up by Jeb Bush to stigmatize schools and set them up for privatization. Usually, they reflect the demographics of the school community. Often, they are totally meaningless. The school in my neighborhood went from an A to an F in one year, even though nothing had changed. School grades are stupid, and I’m happy to say that Mayor de Blasio abandoned them in New York City.

However, they were just initiated in Arizona, and there was a big surprise in store for State Senator Sylvia Allen. She is chairwoman of the Senate Education Committee. The charter that she helped to bring to her district rated an F. She was dumbfounded. She couldn’t believe it.

“Josselyn Berry, co-director at ProgressNow Arizona, said in a press release this week that Allen “for years preached the benefits of charter schools and vouchers for students and parents, but ironically the school she co-founded has gotten the lowest rating a school can get.”

Senator Allen couldn’t accept that her favorite charter school got an F.

“Allen also shifted blame to the new grading system, which the State Board of Education spent more than a year creating because state law requires schools be graded.

“I have grandchildren who go to this school and I have personally seen the help it has given to children. It is not an F school,” Allen said of George Washington Academy. Allen said she only works part-time for Edkey, George Washington Academy’s charter holder, leading a character program at the school.

“I have visited many schools in my district and if you had asked me to give them a grade I would have said they are all A’s but when I looked at what this new system gave them it was not a true reflection of what they do and how successful they are.”

Maybe Senator Allen will take the lead in abolishing the school grading system. Even though ALEC thinks it is a good idea, she can see with her own eyes that it doesn’t work. Besides, the school is already a charter. You can’t privatize a school that is already private.

Categories Accountability, ALEC, Arizona, Education Industry, Failure
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