Archives for category: Education Industry

Charles Pierce blogs for Esquire, where he turns out spot-on posts about many issues. He lives in Boston, so he is well aware of the millions of dollars being spent to deceive the public into thinking that more charter schools means more money for public schools.

In this post, he explains that the issue is about siphoning money from public schools and sending it to privatized schools.

He writes:

The people seeking to blow up the cap on the number of charter schools here in the Commonwealth (God save it!) have turned on the afterburners in recent weeks, as we get closer to balloting in which a referendum on lifting the cap will be placed before the voters. The airwaves are thick with commercials about how lifting the cap on charter schools will provide more money to public schools, which is a dodge, because charter schools are not in any important sense public schools.

There is no public oversight. There is little public input. They are privately run and funded with public money. This is the same principle that has worked out so well with prison food.

In New York on Monday, Jonathan Chait jumps into the issue with both feet. (To his credit, Chait is quite clear that his wife works for a charter company.) He argues no less a case than that the referendum is “one of the most important tests of social justice and economic mobility of any election in America this fall.” Glorioski! And, of course, he characterizes the opposition to lifting the charter cap as wholly influenced by the all-powerful teachers union, which he casts as a thoroughgoing villain, and which he comes dangerously close to accusing of enabling racism—or, at the very least, as heedless to the concerns of the poor and disadvantaged.

This is noxious garbage; the great majority of the people represented by the teachers union work in classrooms that most of us wouldn’t walk into on a bet. And, anyway, as the very excellent Diane Ravitch points out, a huge number of local school boards have lined up against lifting the cap. These are not all puppets of the evil teachers union. Many of them are composed of people who have looked around the country and seen that an untrammeled charter system is an amazing entry vehicle for waste and fraud. Chait dismisses these people as the heirs to Louise Day Hicks or something.

Pierce reviews the millions pouring into the state from billionaires who live elsewhere, and he writes:

Call me crazy, but I don’t think Michael Bloomberg and the Walton family give a rat’s ass about educating children in Roxbury or Mattapan. I think they are running for-profit businesses that want to increase their profits and, in Massachusetts, they see a chance to make themselves more money, the way they have in Ohio, Wisconsin, Michigan, Florida, Arizona, and all those other places where education is considered an industry and children, essentially products. (Especially Sacramento, where Michelle Rhee, Queen of the Grifters, is married to Kevin Johnson, a truly horrible person.)

They are not campaigning for freedom of choice for Massachusetts children. They are campaigning for their own freedom to gobble more and more from the public trough. See also: Privatization, all forms of.

In fairness, I don’t think Bloomberg or the Waltons expect to make a profit. They don’t need the money. I think they have a dedication to the free market (it works for them), and you can be sure that the opening of more charters will attract profiteers and entrepreneurs. It has happened everywhere else. Why would Massachusetts be immune? Deregulation and privatization will undermine Massachusetts’ excellent school system. School board members understand the threat, which is why more than 100 school boards have passed resolutions against Question 2, and not even one school board supports it.

EduShyster interviews two scholars (that is, grown-ups with doctorates at universities, not children in no-excuses charter schools) about their new study of the marketing and branding of schools. In the brand new world of school choice, schools have to find ways to attract both students and teachers.

Sarah Butler Jessen and Catherine DiMartino wrote a study called “Privatization, Choice, and Online Marketing” for the National Center for the Study of Privatization in Education at Teachers College, Columbia University.

Jessen and DiMartino explain to EduShyster that aggressive charter schools flood their target zones with mailings in order to produce more applicants than there are openings. This helps to brand them as “popular.”

Laurene Powell Jobs has given away $100 million to 10 schools, with the goal of reinventing the high school. Ms. Jobs is the widow of Steve Jobs, the legendary co-founder of Apple. She is very active in the corporate reform movement. She is on the boards of Teach for America, NewSchools Venture Fund, and Stand for Children.


The ten prizes come from XQ: The Super School Project. The high school redesign competition has financial backing from the Emerson Collective, an organization launched by Laurene Powell Jobs, the widow of Apple co-founder Steve Jobs.

“The Super School Project was born out of the conviction and commitment that every child from every background has a right to a quality education that prepares them for a future none of us can easily predict,” said Russlynn Ali, the chief executive officer of the XQ Institute, in a press release. (Ali has long worked in the education policy arena, including a stint as an assistant secretary for civil rights in the Obama administration.)

Rick Hess of the American Enterprise Institute, a conservative think tank in D.C., recalls the efforts of the New American Schools Development Corporation, which held a competition in 1991 to redesign the American school. It gave away $50 million. No traces remain.

Peter Greene reflects here on the likely outcome of this election for the nation’s public schools, which enroll nearly 50 million children.

If Trump is elected, we know what to expect:

Trump’s burning dumpster of a campaign has finally managed to toss out a few words about public education, but we saw the writing on the wall when he selected Mike Pence as his running mate. Pence’s position on public education has always been clear: bust it up, sell the parts, and let some corporate types make a bundle “educating” a select few students while the rest go searching the rubble of the crushed public education system for some possible piece of their future. Oh, and get rid of teachers and their damned unions.

Trump’s education proposal is short but simple:

More school choice (a.k.a. “open the corporate charter floodgates”).

Merit pay for teachers (a.k.a. “we’ll pay them just what we think they’re worth and they’ll like it”).

End tenure (a.k.a. “You’re fired whenever the mood hits me”).

If Hillary is elected, we can expect more of the Obama style of reform. He deduces this from the advisors who are close to her, mostly from the Center for American Progress.

Bottom line: Trump will run over the schools like a steamroller, flattening them along with their teachers. He endorses vouchers, charters, online charters, anything goes.

Clinton is likely to be akin to Obama/Duncan in advancing charter schools and testing.

The good news, he says, is that the action is now at the state level:

First, remember that the new version of Elementary and Secondary Education Act, the law governing education in this country, throws much of the power back to the state level. The U.S. Department of Education and Congress are still arguing about it, which means there is ample opportunity for states to enter that spirited discussion. Now is an excellent time for folks to get involved on the state level, to provide encouragement to our state leaders to do at least some of the right thing.

We can pay attention to the state-level elections, and get organized right now to find and support people who will help stand up for public education in every state.

In 2008, we just couldn’t wait to see what President Obama would do about public education. In 2016, there is no real question about what our next President is going to do. The question that matters this time is: What we are going to do about it?

Here is a list of the school boards that have passed a resolution opposing “Question 2,” that would allow the state to open a dozen charter schools every year, with no limits. The school boards recognize that this would take money away from public schools and destroy public education in Massachusetts. Since Massachusetts is already the top-performing state in the nation on federal tests (National Assessment of Educational Progress), there is no good reason to open an unlimited number of privately managed charters. As the November 8 election grows closer, you can expect this list to grow longer. Currently, 112 school boards have voted to oppose Question 2. Zero (0) support the proposal. (Not all 112 may be on this list.)

A growing list of communities oppose lifting the charter cap

These communities have all gone on record against lifting the cap on charter schools. (Each community’s school committee has passed a resolution or issued a statement against a cap lift. The list also indicates communities in which another town body has gone on record against lifting the charter cap.) If your city or town is missing from this list, see if you can get them on board!

Adams-Cheshire
Agawam
Amesbury
Amherst
Andover
Arlington
Ashland
Barnstable
Belchertown
Bellingham
Berkshire Hills
Beverly
Boston City Council
Bourne
Brockton
Burlington
Cambridge School Committee,
Cambridge City Council
Chelsea
Chicopee
Clarksburg
Conway
Deerfield, Deerfield Selectmen
Dennis Selectmen
Douglas
Dudley-Charlton
Easthampton City Council
East Bridgewater
Everett
Fall River
Falmouth
Fitchburg
Framingham
Frontier Regional
Greenfield
Hampshire Regional
Haverhill
Hawlemont Regional
Holyoke
Kingston
Lee
Lenox
Lexington
Longmeadow
Lowell School Committee, City Council
Ludlow
Lynn City Council, Lynn School Committee
Malden
Mansfield
Marshfield
Medford
Melrose
Milton
Monomoy
Mohawk Regional
Narragansett Regional
New Bedford
Newburyport
North Adams
Northampton
Northbridge
North Middlesex
North Reading
Norton
Norwood
Orange
Oxford
Peabody
Pelham
Pioneer Valley Regional
Pittsfield
Quincy
Revere
Rowe
Saugus
Savoy
Silver Lake Regional
Southern Berkshire Regional
Somerville
South Hadley
Springfield
Stoneham
Taunton School Committee, Taunton
City Council
Tyngsborough
Upper Cape Cod Regional Tech
Wachusett
Wareham
Waltham
Westhampton
West Springfield
Whately
Whitman-Hanson
Williamstown
Winchendon
Winthrop
Worcester School Committee, Worcester City Council

A charter high school in Los Angeles abruptly announced it was closing its doors One month after school began. It is closing because it couldn’t attract enough students. The school had a ninth and tenth grade but hoped to add two more grades. There was not enough demand.

Next time you hear about those elusive waiting lists–waiting lists of 3,000, 40,000, one million–to get into charters, think of this story.

City Charter Schools has a partnership with the charter school organization Bright Star Schools, which has offered to absorb as many students that wish to go there, Braimah said. In addition, school officials have identified “a long list of schools” that have openings to help students transition, she said.

Anthony Cody disagrees with those who say that “opt out is dead” and that those who celebrate it are helping to preserve the illusion of resistance.

Critics of Competency Based Education have concluded that the fight must shift away from opt out to a fight against online testing. Unfortunately they go on to say that people like the leaders of New York’s historic opt out movement are dupes or are purposely shielding the corporate agenda.

Anthony has long been a critic of CBE.

He writes:

I do not see things unfolding this way. First of all, opting out of a state test is an act of civil disobedience. It is an act of individual and collective defiance of a top-down mandate.

Powerful interests NEVER want people to engage in acts of defiance. Once such acts are successful, people learn that they have a power that system managers and the ruling class do not want them to have. Bill Gates and company are literally spending hundreds of millions of dollars trying to kill the opt out movement.

Opting out is a transcendent act of defiance that opens the door to all sorts of defiance of the controls and systems we are expected to engage in. It should not be abandoned. It should evolve. It has been necessary to Opt Out of annual standardized tests – and it still is, as long as they are being used to rank and sort students and teachers. Now it may be l be necessary to opt out of excessive screen time. Opt out of online systems that track and share highly sensitive personal information about your children with for-profit vendors, or others who are using this information not to educate them but to market to them and treat them as consumes. Parents Across America has posted a useful toolkit and opt out form.

The state annual test may or may not be dead in a few years. In any case, the spirit of Opting Out will live on, and the success of the movement is inspiring parents to take control into their own hands and resist abusive practices. The movement of defiance, one of non-compliance, is growing, and that spirit should live on as long as technology and tests are used to manipulate and control teachers and students against their wills and against their best interests.

The New York State Allies for Public Education have already made an enormous difference. Governor Cuomo has gone silent about “reform.” The chancellor of the State Board of Regents stepped down instead of running for another term (she was a big supporter of high-stakes testing, VAM, and charters). The new chancellor is a friend of NYSAPE. The whole tone in the state has changed and will keep changing because the parents are not quitting. They will keep opting out until they get the changes they seek in Common Core and testing.

Stuart Egan, an NBCT high school teacher in Winston-Salem, North Carolina, wrote an open letter to the Republican candidate for State Superintendent, Mark Johnson. Johnson is 32 years old. He worked for two years as a Teach for America teacher. He was elected to the Winston-Salem school board and is only halfway through his first term.

Egan writes:

Dear Mr. Johnson,

I read with great interest your essay posted on EdNC.org entitled “Our American Dream” on September 7th. Because you are a member of the school board from my own district and the republican nominee for State Superintendent, I was eager to read/see/hear what might distinguish you from Dr. Atkinson.

I agree that there is a lot to be done to help cure what ails our public education system, and I agree that we should not be reliant on so many tests in order that teachers can do what they are trained to do – teach. I also positively reacted to your stance on allowing local school boards to have more say in how assessment portfolios are conducted and focusing more resources on reading instruction in elementary grades.

However, I did not read much else that gives me as a voter the immediate impetus to rely on you to lead our public schools, specifically your words on student preparedness, the role of poverty, and school funding. In fact, many of the things you say about the current state of education in this op-ed make you seem more like a politician trying to win a race rather than becoming a statewide instructional leader.

You opening paragraph seems to set a tone of blame. You stated,

“Politicians, bureaucrats, and activists are quick to proffer that public education is under assault in North Carolina. They angrily allege attacks on the teaching profession; furiously fight against school choice; and petulantly push back against real reform for our education system. But why is there no comparable outrage that last June, thousands of high school seniors received diplomas despite being woefully unprepared for college or the workforce?”

In truth, many politicians and bureaucrats have engaged in attacks on the public school system and its teachers. Just look at the unregulated growth of charter schools, the rise of Opportunity Grants, and the creation of an ASD district. Look at the removal of due-process rights and graduate pay for new teachers.

Not only am I a teacher, but I am a parent of two children in public schools, a voter in local school board elections, and an activist. I have fought against school choice as it has been defined on West Jones Street with Opportunity Grants and charter schools because it has come at the expense of traditional public schools that still teach a vast majority of our kids.

And I would like to hear what you think real reforms are. Your op-ed would have been a great place to outline (not just mention) some of those reforms.

Johnson claimed in his statement:

“The education establishment and its political allies have one answer that they have pushed for the past 40 years – more money for more of the same.”

Egan asks:

First, I need for you to define “same.” In the years I have been in NC, I have been through many curriculum standards, evaluation systems, pay scales, NCLB, Race to the Top, etc. Secondly, who is the educational establishment? The people I see dictate policy in schools on West Jones Street certainly are not the same people who were crafting policy ten years ago. And less than fifteen years ago, North Carolina was considered the best, most progressive public school system in the Southeast. Is that part of the “same” you are referring to?

It is a brilliant dissection of the usual rightwing claims about our public schools. It is sad that many TFA alums have aligned themselves with Tea Party Republicans, as Johnson has.

Stuart Egan demonstrates once again why tenure matters. It protects his freedom to speak.

Megan Tompkins-Stange recently wrote a book (Policy Patrons: Philanthropy, Education Reform and the Politics of Influence) about her study of certain big foundations. I posted EduShyster’s interview with her. She writes here about the Bill & Melinda Gates Foundation and its intention to remake American education, without asking parents or educators if they agree with the foundation’s plans.

She describes the Gates Foundation’s pivot from small schools to Common Core to “personalized learning.” Each pivot involved maximum imposition on districts and states eager for new money, and the money also had strings attached. The strings designed by the Gates Foundation.

As Bill Gates, Eli Broad, and the Walton family foist their experiments on other people’s children, they have no accountability for their mistakes. Sometimes they don’t even seem to acknowledge them.

She writes:

But education is a public good: a fundamental human right to which citizens in a democratic society are entitled. It isn’t a private good that can be negotiated with, or directed by, private interests. This distinction is particularly important in low-income communities that are populated predominantly by people of color, where foundations have long concentrated efforts to pursue unproven innovations. These communities are often those most in need of support, where philanthropists feel they can make the biggest impact. That’s why cities in crisis like Detroit and New Orleans have become central sites for charter schools, many of which are low in quality.

However, while foundations may want to catalyze innovation on behalf of poor children, they must be careful to avoid treating schools and communities as laboratories, particularly when poor families are so susceptible to the threat of uninformed consent. In fact citizens are beginning to push back against foundation funding of ‘proof points’ in their districts, arguing that schools are not testing grounds for wealthy philanthropists to conduct their social experiments. In 2016, for example, the California NAACP called for a national moratorium on all new charter schools.

Until recently, public opinion on the democratic responsibilities that accompany private philanthropy by the wealthy was fairly indifferent. A 2006 study, for example, found that 98 per cent of press coverage on philanthropy was neutral or positive in nature. But since then the debate has opened up, and school reform has become the centerpiece of efforts to highlight the dilemmas involved in ‘private funding for the public good’ as philanthropy is often described.

The key issue here is accountability, not stopping the flow of funding into schools that desperately need resources. Foundations are almost unique among large institutions in being free of accountability mechanisms with teeth, so long as they file some basic paperwork with the IRS and steer clear of openly partisan politics. A private corporation or a government department would not have weathered the cycle of interventions in schooling that the Gates Foundation has pursued over the last 15 years—they would have been held accountable for their failures and subject to greater scrutiny by the public.

That’s very difficult to do with foundations because they are self-funded, self-appointed and largely self-regulating institutions with no democratic mechanisms for debate and accountability, but it would certainly be possible for governments at the state and federal levels to mandate the inclusion of members of the public such as teachers, school superintendents, and independent education experts in deliberative processes around any major innovation, and to enforce regular Congressional reviews of foundations’ work whenever it aims to change national policy around public goods like education.

Foundations are notoriously insular institutions, which rarely welcome or seek out criticism, especially from the voices of affected communities. They also tend to resist attempts to regulate their activities—arguing that this would inevitably lead to political interference—but the balance of accountability has swung too far away from public oversight. Even small-scale measures like improving the diversity of boards of trustees have been opposed or watered down by foundation interests.

However, if foundations refuse to put their own house in order then democratically elected authorities have every right to step in. After all, if philanthropy is indeed ‘private funding for the public good’ (and receives tax benefits in return), then the ‘public’ must be involved in monitoring their performance.

The good news here is that the public is becoming increasingly aware of the foundations’ influence and their lack of accountability. They can mess up a district, a state, or the nation and walk away saying that their grand ideas were not implemented correctly. We have never actually heard an apology from Bill Gates about his teacher evaluation by test scores fiasco or the Common Core controversy or inBloom, nor will we get one when parents rebel against the farce of “personalized learning” by computer. Don’t expect an apology from Eli Broad for all the top-down corporatists that he sent out to school districts across the land. And the Walton family is digging in and investing hundreds of millions every year in the privatization of public education. No excuses! No apologies! No remorse!

Mercedes Schneider watched the debate about Question 2 in Massachusetts and read the transcript.

The Charter Lady, former Representative Marty Walz, who is now associated with the hedge funders DFER, thinks that the schools of Massachusetts are in awful trouble. Why? Because they have elected school boards. If only Wall Street financiers and friends of the Walmart-Waltons ran all the schools, then the state might amount to something.

How stupid is that? Massachusetts is far and away the top scoring state in the nation.

School boards across the state are furious. More than 112 have passed resolutions opposing Question 2. Not a single school board supports it.

If Walz had her way, then there would only be individual, non-elected boards comprised of corporate and financial executives to oversee a school or a network of schools. So, if any students leave a school or network (whether encouraged to do so by that school/network or not), then the school (or network) responsibility ends there.

Massachusetts would be free to emulate Louisiana’s all-charter Recovery School District (RSD), a “portfolio” district (one where “there is no single entity responsible for all children”)– and one where assistant superintendent Dana Peterson publicly admitted that he doesn’t know how many students just disappear from those portfolio-ed, New Orleans schools.

Mercedes adds:

Walz does not like that Boston Public Schools receives funds to offset its losing students to charter schools. Yet if there is to be compulsory education, there must be a system of schools in which students might enroll at any time. There must be a default system, a “catch all.” Otherwise, there will be students without a school to attend, for whatever reason, including the fact that Massachusetts charters are not required to backfill empty seats in all grades– which means the charters are off the hook for adding a single latecomer student to a number of grade level cohorts.

Unfortunately, the need for a catch-all combined with non-locally-controlled charters tends to create a dual school system– and a dual school system tends to foster segregation.

The Charter Lady is thrilled that out of state money is pouring in to destabilize communities and privatize public schools.

Her reasoning is seriously flawed, as is her knowledge of education and research.