Archives for category: Education Industry

The Ugandan Parliament ordered the for-profit corporation Bridge International Academies to close its schools for failing to meet the nation’s standards. The linked report comes from Education International, which represents teachers’ unions around the world. Teachers’ unions think that children should be instructed by qualified teachers. Most children in Uganda cannot afford to enroll in a fee-paying school.

The Ugandan teachers’ union elected a member to Parliament, who championed their case against the for-profit schools.

In the latest turn in the saga between the Ugandan government and Bridge International Academies the country’s parliament has instructed management to close the schools until further notice. Bridge currently has 80 pre-primary and primary schools in Uganda run by American founders Jay Kimmelman and Shannon May.

According to Uganda’s Minister of Education, Janet Museveni, Bridge has the opportunity to reopen should they meet necessary standards. However, despite the order to cease operations, Bridge says it is business as usual.

Bridge, operating what are known as ‘low-fee,’ for profit schools in Uganda, Kenya, and most recently Liberia, is financially supported by the likes of Facebook’s Mark Zuckerberg, the Bill and Melinda Gates Foundation and education conglomerate Pearson Ltd. It is also receives funding from the World Bank and DfID-UK. Bridge’s business model, which depends on public money to operate fee charging schools run by unqualified teachers, faces a continuous barrage of criticism.

Although the company promotes ‘affordable’ education to some of the world’s poorest children, Bridge forces families to pay for inadequate scripted lessons read from tablets. Many children are left to learn in questionable environments, such as classrooms lacking proper materials, including desks, chairs and in some cases, toilets.

This is the response from Bridge:

http://www.bridgeinternationalacademies.com

FOR IMMEDIATE RELEASE

Bridge International Academies statement on comments in Ugandan Parliament

Kampala, 9 August 2016: Bridge International Academies has expressed sincere concern over statements made in the Ugandan parliament this afternoon threatening to force 12,000 Bridge children out of school and 800 Ugandans out of work, by seeking the closure of Bridge International Academies. Bridge has been working in partnership with the Government of Uganda to ensure that all Ugandan children have access to a high quality education.

“We are waiting to receive the report referred to in Parliament and a copy of the Parliamentary Hansard to review the Ministry’s concerns”, says Michael Kaddu, Head of Corporate and Public Affairs for Bridge International Academies in Uganda. “We have been working closely with the Ministry to put the needs of the children first and come to a speedy resolution of any issues made known to us.”

“In the meantime, our academies are running as usual as we continue to work with the relevant educational authorities to uphold our commitment to our parents and communities to provide a world-class education to their children.”

“Bridge has been a great blessing to our community,” says Mrs Gertrude Kizza from the Nsumbi area of Nansana, the grandmother of two Bridge children and the LC1 of the Nsumbi community. “Prior to Bridge opening in Nsumbi, our children either had to travel a long distance to get to school or pay high fees for the local private schools. As a result, many children did not go to school. Since Bridge opened in February of this year, I have seen great changes in my grandchildren, who are now leaders in English and confidence.”
“As a Ugandan citizen I should have the right to give my grand-children a better future, which is why I sent them to Bridge”, says Mrs Kizza. “Now the government is taking away that right.”

Bridge now operates 63 nursery and primary schools across Uganda. Bridge teaches the Ugandan curriculum, using technology to prepare and support teachers, streamline administrative processes and monitor attendance and academic progress.

“I joined Bridge after teacher training college because I was excited by the idea of a school system were I would be prepared and supported to ensure children are learning”, says Patrick Mutegeki a teacher at Bridge International Academy in Nsumbi. “Working at Bridge has made me a better educator and has made me excited for the future of Ugandan children. Bridge pupils in Kenya had a 40% higher chance of passing the national primary exit exams than the national average, and have gone on to the best secondary schools in Kenya and the United States. I want those same opportunities for Ugandan children.”

Bridge International Academies is the 21st largest employer in Uganda, with close to 800 Ugandan employees and has already invested over UGX10bn in the Ugandan economy, with plans to invest another UGX25bn in the coming years.

Mike Klonsky notes that Peter Cunningham (former flack for Arne Duncan, now paid millions to run a blog promoting charters schools and testing) basically gives up on any meaningful effort to reduce segregation and poverty. Arne himself once said that he opposes “forced integration,” strangely enough, the same phrase used by southern segregationists.

Poverty and segregation may be root causes of poor school performance, but Cunningham says it is just too darn expensive and politically too hard to change things.

Better to keep on reforming schools without addressing root causes.

Leonie Haimson can always be counted on to look beneath the surface of the news. In this post, she describes a forum that will be held tomorrow in New York City, where the Center for American Progress will unveil its latest attempt to persuade New Yorkers that standardized tests and the Common Core are swell. CAP is Gates-funded, of course, and so are most of the other participants in the forum. No opt out representatives were invited to participate. So the forum will not learn why 250,000 children did not take the state tests this past spring. And we learn too that New York City will soon have its very own outpost of Education Trust, the Gates-funded advocacy group for standards and testing. If you open the blog, you will get to see a short pro-Common Core video that was ridiculed by many for its condescension towards parents and quickly withdrawn.

The afternoon session of the day’s event features a discussion of technology, and one of the participants comes from a company that contracts with the Department of Education and has been at the center of various scandals.

Leonie writes:

Emerging Trends in Education: City and State moderates a panel of officials, experts and academics on improving tech access in and out of classrooms, STEM learning in NY schools, and how to make NY more competitive across the globe! The session will connect educators, administrators, and other staff to new ideas, best practices, and each other.

The panel includes Josh Wallack of DOE, CM Danny Dromm, chair of the NYC Council Education Committee, a dean from Berkeley College, and two corporate reps, one of them named Vlada Lotkina, Co-founder and CEO of a company called Class Tag, which has a particularly awful privacy policy. The other member of the panel is Cynthia Getz, descried as the NYC Account Team Senior Manager at Custom Computer Specialists.

Custom Computer Specialists is infamous for having participated in a multi-million dollar kick-back scheme with a DOE consultant named Ross Lanham, who was indicted by Preet Bharara in 2011 and sent to jail in 2012. CCS had not only gotten inflated payments through the scheme, but the President, Greg Galdi (who is still the CEO) had started a Long Island real estate company with Lanham called “G & R Scuttlehole.”

In February 2015, I noted in the PEP contract listing that CCS was due to get a huge $1.1 billion contract from DOE for internet wiring Reporters for the Daily News , NYPost and Chalkbeat wrote about this egregious deal, and overnight the DOE cut back the contract to $635 million, without changing any of the terms, showing how egregiously inflated it was in the first place. The Panel for Education Policy rubber-stamped it anyway. Later, City Hall decided to reject the contract, probably because of all the bad publicity, and it was rebid at a savings of between $125M and $627M – the latter compared to the original contract price of $1.1 billion.

I think the cancellation of the CCS contract actually saved the city up to $727 million, because if the DOE had signed up with CCS, they would have lost any chance to get $100 million in E-rate reimbursement funds from the feds, since the FCC had cut NYC off from all E-rate funds because of the Lanham scandal since 2011.

Subsequently, we discovered that DOE signed a consent decree with the FCC on December 31, 2015 in which the city was ordered to pay $3 million in fines, and relinquish claims to all E-rate funding requests between 2011-2013, which were frozen after the Lanham indictment in June 2011. The DOE also had to withdraw claims to any E-rate funding from 2002-2010. Juan Gonzalez speculated that this meant the potential loss of $123 million, based on a letter sent to the DOE by the Comptroller office in 2014.

Jonathan Pelto writes about the bizarre decision by the Obama administration and Congress to mandate annual testing (a practice not found in any high-performing nation), then to allocate $9 million to “reduce the burden” that it created.

Jon writes:

Chalk one more up for the greed and deceptiveness of the education testing industry and their corporate education reform allies in and of government.

Maurice Cunningham is all over the dark money behind the push for more charter schools in Massachusetts.

In this post, he reproduces the logo of the ad that was shown during the Olympics.

“YES ON 2 FOR STRONGER PUBLIC SCHOOLS.”

That is dishonest. Question 2 is about increasing the number of privately managed charter schools.

If the ad were honest, it would say:

“YES ON 2 FOR PRIVATIZATION OF YOUR PUBLIC SCHOOLS.”

Cunningham tries to find out who paid for the ad. He digs through a list of committees and groups, and the best he can say for sure is that there is hedge fund money. As he showed in the previous post, the “YES” vote is being paid for by Republican elites. They don’t like public schools, they don’t like unions. Charter schools get rid of both.

The election in November is crucial. If the privatizers can defeat public schools in the state where they were invented, then we are all in serious trouble. That must be why the privatizers focused on Massachusetts, which is far and away the best state system in the nation.

However, if they lose in Massachusetts, after pouring in nearly $20 million, they might wake up and realize that they are fighting a losing battle.

The key to victory for parents and students is an informed public. If the people realize that this campaign is actually intended to destroy their public schools, then the people will never support it.

Don’t let the privatizers get away with their propaganda.

Nashville rejected their lies; so can Massachusetts, but it will take a lot of ringing of doorbells and volunteer activism.

EduShyster interviews political scientist Maurice Cunningham about the supporters of Question 2, a referendum in November that would expand the number of privately managed charter schools in the state.

http://edushyster.com/family-affair/

It is a fascinating interview, and I urge you to read it. It shows the Big Money behind the charter movement. It shows that it has no grassroots support. It shows the length to which the charter movement will go to confuse voters and trick them into believing that privatization of public schools is a progressive cause, rather than a plutocrats’ hobby.

Here is a portion of the interview:

Maurice Cunningham: …This is a Republican effort, it’s a big money effort, and it’s a conservative effort. That’s where they tend to go.

EduShyster: There’s a well-funded effort underway to paint the campaign to lift the charter cap in Massachusetts as a progressive cause. But what you’ve found in your research is that this is basically a Republican production from top to bottom.

Cunningham: That’s right. There are a handful of wealthy families that are funding this. They largely give to Republicans and they represent the financial industry, basically. They’re out of Bain, they’re out of Baupost, they’re out of High Fields Capital Management. Billionaire Seth Klarman, for example, has been described as the largest GOP donor in New England, and he gives a lot of money to free market, anti-government groups… They know how to make something look like a grassroots campaign that really isn’t.

EduShyster: By *make something look like a grassroots campaign that really isn’t,* what you really mean is that this is an entirely community-driven, grassroots campaign, correct?

Cunningham: No. There is no grassroots support behind this campaign whatsoever. What do we look for to measure grassroots support? We look for a campaign’s ability to find people who will essentially volunteer, who feel strongly about an issue and are willing to do the work that a campaign needs done. Two examples: signature collecting and canvassing door to door. Great Schools Massachusetts isn’t able to do either one of those things. When they had to get signatures in 2015, they wound up paying $305,000 to a signature gathering firm. And that’s because they don’t have people who are strong believers who will go out on the street and volunteer and be passionate and do the things that people do when they really care about an issue. Or look at Democrats for Education Reform. When they backed Dan Rizzo in the special Senate election earlier this year, they had to pay for canvassers because they don’t have people who feel strongly enough about the positions they take. The idea that these are community groups is completely manufactured.

EduShyster: Readers of this blog will recognize the name Families for Excellent Schools, a New York group that set up shop in the Bay State in 2014, and which counted our Republican Secretary of Education James Peyser as its *uncle* until about 15 minutes ago. But *families* in this case literally refers to six families.

Cunningham: The same small group of families that gave to the ballot committee, which is now Great Schools Massachusetts, gives to a private foundation called Strategic Grant Partners year after year. Strategic Grant Partners is at the center of this whole thing, and it’s where you really see the longer term view taking shape. Joanna Jacobson, who founded it, understands strategic vision and marketing. She comes from a corporate background; she has a Harvard MBA and was the president of Keds. Jim Peyser is a central figure when you look at who was involved, both as a board member of Families for Excellent Schools and in his former capacity as a managing partner of New Schools Venture Fund. They’ve been at this for several years now—much longer than most people are aware of.

*Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward.

EduShyster: Is it really so bad if a secretive cabal hatches a strategic plan and marshals millions of dollars from untraceable sources if it means more Great Schools™?

Cunningham: I think it’s terrible for democracy. *Secretive cabal* and democracy don’t go together—they just don’t. And if you say *let’s sacrifice democracy so we can have better schools,* that imperils us going forward. Supreme Court justice Louis Brandeis once said that we have to make a choice. *We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both.* To me this campaign is about democracy vs. unlimited wealth.

Julian Vasquez Heilig is a noted scholar of subjects such as democratic governance, social justice, inequity, and Teach for America. He has recently debated leading figures in the corporate reform movement, including Howard Fuller and Steve Perry. (Both debates will be posted here.)

He thought that Shavar Jeffries, the president of Democrats for Education Reform, agreed to debate him. But suddenly, Jeffries tweeted that he would not debate Heilig because Heilig is “not serious.”

Shavar Jeffries said that Heilig’s blog “Cloaking Inequity” could have been written by a sixth-grader.

You can follow their tweets:

@ProfessorJVH for Heilig

and

@shavarjeffries for Jeffries, who ran unsuccessfully for Mayor of Newark and now leads the hedge fund managers’ group DFER.

Former Governor Bob Wise and the Alliance for Excellent Education released a video touting “personalized learning” as the key to academic success. He speaks in the foreground of what he says is the Rio Olympics (actually the footage is from 2012, according to the credits). A short video shows students engaged in “personalized learning,” some of which appears to be centered on a computer.

Let’s say this much for the ad: at least it is not insulting like the one created by Michelle Rhee and StudentsFirst in 2012, which showed a flabby American man falling on his face while competing in a women’s event and said he represented American students. It was shown on national television during the Olympics and was highly demeaning to our nation and our students.

Bob Wise partnered with Jeb Bush in creating a document called “Digital Learning Now,” which claimed that learning online was the secret to high achievement for everyone. None of its assertions had any evidence behind them, and the report was financed by the tech industry.

“Personalized learning” is a very problematic concept these days. Most people think it means that the teacher and the student work closely together, and the teacher understands the student’s needs.

But in the education industry, “personalized learning” means computer-based instruction. In theory, the computer knows the student well. The student and the computer interact and collaborate, so they are close friends.

The paid journalistic touting of computer-based learning is intensifying. I can’t keep up with all the articles that promote machine learning and mislabel it “personalized” learning.

There is nothing “personal” about learning from a machine. The machine doesn’t know you. It stores your data, but it has no feelings, no emotions, no empathy. It doesn’t like you. It doesn’t love you, it doesn’t dislike you. It is indifferent. If your mother dies, it won’t feel any sympathy for you. It is a machine. Whatever you call it, please don’t say it is “personalized” to you. It’s not.

Jeff Bryant writes for the Educational Opportunity Network, where he describes here the new uprising against privately managed charter schools. He says that local grassroots groups and voters are rebelling against the influence of billionaires and hedge fund managers who fund the charter schools.

He offers examples of this uprising:

*the recent decision by the NAACP annual conference to call for a moratorium on new charter schools;

*the endorsement of the NAACP decision by the Movement for Black Lives, a group affiliated with Black Lives Matter;

*the support of the moratorium by Journey for Justice, an organization of civil rights activists;

*the resounding defeat of the charter school candidates in Nashville.

Jeff says that the response of the charter industry has been either outrage or silence:

The way pro-charter advocates have responded to these…events is telling.

Regarding the civil rights groups’ calls for a charter moratorium, the pro-charter response has been a hissy-fit driven by fiery rhetoric and few facts.

Shaffar Jeffries, president of Democrats for Education Reform, a Washington D.C. based charter advocacy financed by hedge funds, issued a statement declaring the NAACP resolution a “disservice to communities of color.”

In a nationally televised newscast, Steve Perry, founder and operator of a charter school chain, lashed out at Hilary Shelton, the bureau director of the Washington, DC, chapter of the NAACP, for being a sell out to the teachers’ unions and for abandoning children of color.

The contention that the NAACP has sold out to teachers’ unions holds little water since that organization has been a recipient of generous donations from pro-charter advocates as well. And any argument that curbing charters is a de facto blow to black and brown school kids is more a rhetorical trope than a factual counter to the evidence NAACP cites, showing where charters undermine communities of color.

Regarding the defeat of big money-backed pro-charter candidates in Nashville, the usual outlets for charter industry advocacy – Democrats for Education Reform and the media outlets Education Post and The 74 – have been totally silent.

These responses are telling because the charter industry has heretofore been such masterful communicators.

Advocates for these schools have long understood most people don’t understand what the schools are. Even when presidential candidates in the recent Democratic Party primary ventured to express an opinion about charters, they horribly botched it.

So for years, the powerful charter school industry has been filling the void of understanding about charters with clever language meant to define what these schools are and what their purpose is.

The schools, we’ve been told, are “public,” even though they really aren’t. They’re supposed to outperform traditional public schools, but that turns out not to be true either. Even when the charter industry has tried to cut the data even finer to prove some charters outperform public schools, the claims turn out to be grossly over-stated.

We’ve also been told charter schools are a “civil rights cause.” Now it turns out that’s not quite the case either.

As the public comes to realize who is behind charter schools and that they will diminish the funding of neighborhood public schools, the charter narrative loses its luster.

The next big trial of the phony “charter narrative” will be in Massachusetts this November, where billionaires and conservative Republicans are behind an effort to expand the number of charters allowed—twelve a year for every year into the future. And they are selling their proposal by claiming it is intended to “improve public education” and pretending that privately managed charters are “public schools.” Will the people of Massachusetts fall for it?

This is a brilliant yet simple infographic that explains the logic of what is deceitfully called “reform.”

Reform begins with a narrative about “failing schools.”

Students take tests whose passing mark is so high that the failure rate is high, thus proving the narrative.

The government closes the schools with the lowest scores, which are almost all in poor black and Hispanic communities.

The empty school is turned over to a private corporation, which has no relationship to the local community.

The privately managed school calls itself “a public school” because it gets public money.

When an employee or a family sues because their rights were violated, the charter corporation says it is a private contractor, not a state actor.