Archives for category: Education Industry

A friend sent me a recruiting notice from Success Academy. It is seeking to hire a “Chief Scaling Officer.” No, this has nothing to do with fish. It is about growing the charter chain and finding a guru who knows how to expedite that growth. My friend also told me that the salary is huge, like $300,000. This is your chance to get in on the hottest business opportunity in town. Warning: staff turnover is extremely high.

Here is the offer (please note the use of “architect” as a verb, something new to me):


Success Academy Charter Schools

Managing Director and Chief Scaling Officer

The mission of Success Academy is to reimagine public education. From the classroom to the halls of government, this means finding profoundly different approaches to how we structure, implement and support schooling. To realize our radical vision, we reconceive every aspect of school design, from writing rigorous new curricula to drawing regularly on the advances in technology, business and social/civic practices that are transforming every sector except education. Over the past decade, Success has grown faster than any charter network in the nation, building a vibrant network of 34 elementary, middle and high schools. Our 11,000 children – mostly poor and minority – are out-performing students at top city and suburban schools across New York State. With our oldest students in 10th grade, we are fast approaching the irrefutable proof point that zip code does not determine destiny.

Our goals for our second decade are even more ambitious. To rectify the state of schooling in America, we urgently need to demonstrate that excellence can be achieved at scale. And with 19,000 families on our waiting lists (most of them with no other options than failing district schools), we are dedicated to opening great schools as quickly as possible. So our plan is to grow to 100 schools, with the goal of educating 50,000 children across New York City in a uniquely holistic pre-k-12 system. This will make Success Academy one of the larger school districts in the country – on a par with Atlanta or Boston – ensuring that the charter sector is large enough in New York that it cannot be turned back. At 100 schools, we will be graduating 3,000 scholars each year who are prepared to enter, persist and graduate from college and eventually to lead in business, government and civic realms.

With this rapid growth and trajectory, Success seeks to hire its first Chief Scaling Officer—a compelling leader who can spearhead the strategic planning and project execution needed to scale up in critical operational and functional areas while maintaining extraordinary quality across all schools.

The Chief Scaling Officer will report to founder and CEO, Eva Moskowitz, and will be responsible for reimagining how Success Academy structures its operations and school support, so that from school launch to school management, Success is achieving greater operational excellence and outcomes for students. The Chief Scaling Officer
will partner with the CEO and other members of senior management to establish a shared vision around scaling for the organization, will identify areas of inefficiency and unwanted redundancy, will define processes that require standardization, and will outline changes in personnel, technology, systems, and/or management that are required to take the organization to 100 schools and develop Success as a national model in public education.

Not a mere architect of such initiatives, this executive will execute on the aforementioned plans and recommendations.

The CSO should be someone who…

● Understands how to build a replicable model that is both defined and elastic and has experience implementing such a model across multiple sites;

● Can architect a clear, actionable strategic scaling plan that maps out a scope and sequence for the proposed operational changes and what is needed to accomplish them;

● Has the communication and leadership skills to drive the change management required to get all parts of the organization to scale according to plan;

● Has experience navigating political, bureaucratic, and operational hurdles to clear pathways to scaling;

● Seeks to work at a fast-paced, collaborative, compassionate, start-up organization, where entrepreneurialism, innovation, and creative disruption are valorized;

● Is an enthusiastic learner; and

● Is committed to education reform.

The winning candidate will have an opportunity to become an Executive Vice President upon demonstrating success in the role over time.

Success Academy has retained Seiden Krieger Associates, a 30 year old New York executive search firm as its exclusive partner to recruit the Chief Scaling Officer. Contact: Steven A. Seiden, President, Seiden Krieger Associates, 445 Park Avenue, New York, NY 10022; 212-688-8383; steven@seidenkrieger.com.

Last week, the Houston Independent School Board deadlocked in a 3-3 tie vote on whether to renew its contract with the vendor supplying the teacher evaluation program.

Audrey Amrein-Beardsley explains their decision here.

At least three board members realized that five years of this program had not moved the needle by an inch. If performance matters, then EVAAS was a failure.

Beardsley is one of the nation’s leading researchers in the study of teacher evaluation.

She writes:

Seven teachers in the Houston Independent School District (HISD), with the support of the Houston Federation of Teachers (HFT), are taking HISD to federal court over how their value-added scores, derived via the Education Value-Added Assessment System (EVAAS), are being used, and allegedly abused, while this district that has tied more high-stakes consequences to value-added output than any other district/state in the nation. The case, Houston Federation of Teachers, et al. v. Houston ISD, is ongoing.

But just announced is that the HISD school board, in a 3:3 split vote late last Thursday night, elected to no longer pay an annual $680K to SAS Institute Inc. to calculate the district’s EVAAS value-added estimates. As per an HFT press release (below), HISD “will not be renewing the district’s seriously flawed teacher evaluation system, [which is] good news for students, teachers and the community, [although] the school board and incoming superintendent must work with educators and others to choose a more effective system.”

Open the link, read the full article, and read her links. This is excellent news.

The bad part of her post is the news that the federal government is still giving out grants that require districts to continue using this flawed methodology, despite the fact that it hasn’t worked anywhere.

Apparently, HISD was holding onto the EVAAS, despite the research surrounding the EVAAS in general and in Houston, in that they have received (and are still set to receive) over $4 million in federal grant funds that has required them to have value-added estimates as a component of their evaluation and accountability system(s).

So Houston will have to find a new vendor of a failed methodology.

Valerie Strauss conducted a written Q&A exchange with me over the weekend.

She asked good questions. She wanted to know what I had changed in the revision of The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.

She asked me what I would say to President Obama if I had the chance to sit down with him.

She asked what I thought Hillary Clinton and Donald Trump would do.

I thought it was a good opportunity to sum up what is happening right now.

As an aside, readers of this blog might be interested to note that our old friend Virginia SGP comments and claims that he was “censored” on my blog. Happily, a reader of this blog pointed out that he was limited to only four comments a day, which is not censorship. If I posted everything he sent in, he would have had 10-12 comments a day. And then there was the problem that he often used his space to slam and slander people he disagreed with. Not me, but others. He has left us, sadly. I no longer have to read a dozen comments of his daily and decide which to post.

Jeb is back, writes Peter Greene, with the same old snake oil. Having lost the GOP presidential nomination, he has returned to his favorite song: Public education is failing, and we (the reformers) need to disrupt it, monetize it, privatize it, and sell lots of technology to it.

As Peter shows, there is nothing new in what he has on offer. The same overworked and faulty statistics about massive educational failure (we would now be a fourth world nation if any of this baloney were true). The same claims about the wonders of technology. The same empty claims for privatization and profiteering. Merit pay. No unions. Test scores as the be-all and end-all of education.

Peter writes:

Jeb loves him some vouchers. In his perfect future, the money will follow the child. I always think this is a bold choice for a nominal conservative politician, since it is literally taxation without representation– taxpayers who don’t have kids get to pay for schools, but they have no voice in what kind of schools they get. And if the money follows the kid, why can’t the kid just have a big party?

But I have to take my hat off to somebody who still believes in vouchers. It’s the kind of devotion you usually find only in members of the Flat Earth Society, an adherence to a long-debunked belief that doesn’t have a speck of evidence to support it.

Float Free as a Bird

But why have a school at all, says Bush. Why not just get your AP Calculus from this on-line provider, and get your English from some other provider. Watch for the Amazon.com of homeschooling. Let students move through coursework at their own personal speed. Assess student mastery of skills through the year, and never social promote. Yes, we’ll have Competency Based Education, but we’ll call it something else.

Jeb’s answer to everything: get rid of public education.

Jeb Bush is the Ivan Illich of the right.

This is a very interesting interview with Senator Lamar Alexander, which appears in Education Week.

Alexander was the architect or ringmaster in crafting the Every Student Succeeds Act, which reauthorized the Elementary and Secondary Education Act.

Alexander explains how he created a bipartisan coalition to draft the law. The Education Department, he says, was left out in the cold. He doesn’t like “federal outreach” or a “national school board.” He was critical of the Education Department (and Duncan) for not recognizing any restraints on the federal role.

He noted that the subject he heard the most about was testing and over-testing. The Network for Public Education was one of many grassroots groups that urged Congress to abandon annual testing and switch to “grade-span” testing instead (e.g., 4, 8, and 12). There was considerable public opposition to annual testing, imposed by federal law. But in the end, Democrats insisted that annual testing had to remain, because of pressure from civil rights organizations. To get the bill passed, he acquiesced to the Democrats’ insistence on annual testing and “subgroup accountability.” To this day, it remains hard to understand why civil rights organizations wanted annual standardized testing, because in the past, the same organizations had filed lawsuits against standardized testing.

Ironically, it was Senate Democrats (including Senators Warren and Sanders) who ended up protecting George W. Bush’s NCLB legacy in the new law. Almost every Democrat in the Senate voted for the Murphy Amendment, which would have retained NCLB accountability and punishments. Fortunately, the amendment did not pass.

Senator Alexander is watching the Education Department closely now, because he fears that it is drafting regulations intended to subvert the intent of Congress.

Here is a small part of the Q&A:


How do you square the law’s crackdown on secretarial authority with its accountability focus?

“I didn’t trust the department to follow the law. … Since the consensus for this bill was pretty simple—we’ll keep the tests, but we’ll give states flexibility on the accountability system—I wanted several very specific provisions in there that [limited secretarial authority]. That shouldn’t be necessary, and it’s an extraordinary thing to do. But for example, on Common Core, probably a half a dozen times, [ESSA says] .. you can not make a state adopt the Common Core standards. And I’m sure that if we hadn’t put that in there, they’d try to do it.”

Alexander said that when he was education secretary during President George H.W. Bush’s administration Congress created the direct lending program, allowing students to take out college loans straight from the U.S. Treasury. Alexander didn’t like that program, but he implemented it anyway.

“Contrast that with the attitude of this secretary and this department,” Alexander said. Exhibit A: supplement-not-supplant.”That’s total and complete disrespect for the Congress, and if I was a governor I would follow the law, not the regulation.”

Do you think that there’s anything you possibly could have done in crafting this bill to prevent current controversy over supplement-not-supplant?

“I guess we could abolish the Department of Education. … I’m convinced that the law is the most significant devolution of power to the states in a quarter century, certainly on education.”

What’s your take on the accountability regulations?

Alexander declined to talk about the Education Department’s proposal, released late last month. “At the request of the White House I’m holding my powder on this until I have a chance to read and digest it.”

But it’s clear he’s pretty fired up about the supplement-not-supplant regulation, which deals with how federal dollars interact with state and local education spending. Congress, he said, produced a bill that could give school districts certainty on education for years. “Now the department is trying to rewrite what the Congress did and throw the whole issue into political wrangling,” he said. “They have no authority to do that.”

The change to the way teacher’s salaries are calculated that the department is pursuing through its proposed supplement not supplant regulation was already floated in a bill by Sen. Michael Bennet, D-Colo., which failed to gain support, Alexander noted.

“Under this department’s theory of regulatory authority, you can apparently do anything,” Alexander said. “Governors across the country will fight and resist, and I think it’s a shame because we had ended a period of uncertainty, there were hosannas issuing forth from classrooms everywhere, and this one little department is about to upset that.”

Paul Thomas reacts to an editorial in the Charleston (S.C.) “Post and Courier,” which recommended closing a high-poverty school with low test scores and turning it over to private operators.

Thomas asks a few questions:

So there are actually some very important questions that the editors at the P&C are failing to ask:

Why have some students been allowed ever to languish in school conditions that are subpar when compared to vibrant schools and opportunities for other students in the same city? Burns Elementary with a poverty index of 96 is but one school that represents a long history in SC of how negligent we have been as a state in terms of providing anything close to equity in the opportunities poor and racial minority children are afforded.

Why does any public school board need a private partnership to do what is needed to offer these students the sort of school all children deserve? If what is needed is so obvious, and so easy to do (which is a subtext of the editorial), the truth is that the school board simply does not have the political will to do what is right for some children.

And this is very important: What third party, not invested in the Meeting Street Academy, has examined the claims of academic success in the so-called “successful” schools that are being promised as fixes for Burns? I cannot find any data on test scores (setting aside that test scores aren’t even that good for making these claims), but I have analyzed claims of “miracle” charter schools in SC—finding that these claims are always false. Always. I do not trust that Meeting Street is going to prove to be the first actual miracle school in a long line of those that have been unmasked before.

He notes that politicians are easily bamboozled and follow the crowd, without asking where they are going.

SC political leaders have pushed for school choice, charter schools, VAM evaluations of teachers, ever-new standards and high-stakes testing, exit exams, third-grade retention, and now takeover policies for so-called “failing schools”—yet all of these have no basis for policy in the body of research refuting the effectiveness of each one.

For the editors of the P&C, as well as our political leaders and the public, the real questions are why do we persist in ignoring the stark realities of our inequitable society, why do we then continue to play politics with our schools that are just as inequitable as our society, and then why do we refuse to consider the evidence about addressing social and educational inequity directly in our policies?

Why do politicians continue to push for policies that have failed elsewhere, again and again? Because they don’t care. Because they are happy to maintain the status quo. Their eager embrace of “school choice” and other failed policies is a smokescreen. They know such policies will change nothing.

Closing schools, renaming schools, shuffling students—these are the practices of those who are invested in the status quo regardless of the consequences for “other people’s children.”

A growing number of studies conclude that students perform worse on tests when they take them online than when the questions are on paper.

A study published by MIT and conducted at the U.S. Military Academy found that the students who did not use computers scored significantly higher than those who did.

The researchers suggested that removing laptops and iPads from classes was the equivalent of improving the quality of teaching.

The study divided 726 undergraduates randomly into three groups in the 2014-15 and 2015-16 academic years. The control group’s classrooms were “technology-free,” meaning students were not allowed to use laptops or tablets at their desk. Another group was allowed to use computers and other devices, and the third group had restricted access to tablets.

“The results from our randomised experiment suggest that computer devices have a substantial negative effect on academic performance,” the researchers concluded, suggesting that the distraction of an electronic device complete with internet access outweighed their use for note-taking or research during lessons.

The research had an unusual twist: the students involved were studying at the West Point academy in the US, where cadets are ruthlessly ranked by exam results, meaning they were motivated to perform well and may have been more disciplined than typical undergraduates.

But even for the cream of the US army’s future crop, the lure of the digital world appears to have been too much, and exam performance after a full course of studying economics was lower among those in classes allowed to use devices.


“Our results indicate that students perform worse when personal computing technology is available. It is quite possible that these harmful effects could be magnified in settings outside of West Point,” the researchers concluded.

The Hechinger Report reported that writing online essays may contribute to a widening of the achievement gap.

The U.S. Department of Education launched a study of fourth graders using computers for writing compared to fourth graders using paper and pencil.

High-performing students did substantially better on the computer than with pencil and paper. But the opposite was true for average and low-performing students. They crafted better sentences using pencil and paper than they did using the computer. Low-income and black and Hispanic students tended to be in this latter category.

“(T)he use of the computer may have widened the writing achievement gap,” concluded the working paper, “Performance of fourth-grade students in the 2012 NAEP computer-based writing pilot assessment.” If so, that has big implications as test makers, with the support of the Department of Education, move forward with their goal of moving almost all students to computerized assessments, which are more efficient and cheaper to grade.
In the study, high-performing students — the top 20 percent of the test takers — produced an average of 179 words per assignment on the computer, three times the number of words that the bottom 20 percent produced. They also used spellcheck, backspace and other editing tools far more often. The researchers found that these high-performing students were more likely to have access to a computer and the Internet at home.

But these high achievers were in the minority. More than two-thirds of fourth-graders’ responses received scores in the bottom half of a 6-point scoring scale that rated grammar and writing quality. Overall, the average fourth-grader typed a total of 110 words per assignment, far less than the 159-word average on the 2010 paper test.

In looking for explanations for the disparity in performance, it seems likely that the high-performing students are more familiar with computers than low-performing students or even those in the middle.

But it is also likely, at least to me, that it is easier to read and re-read a passage when it is on paper than to read it online. Some young children may have difficulty scrolling up and down the page.

And there may be a difference in recall associated with the medium. That requires further study.

Let me confess that I have tried and failed to read books on a Kindle or similar device. It is easy to lose your place; it is hard to find it again. Maybe the difficulty is age-related; after all, I have only been using a computer for 32 years and began using it as an adult. Children who grow up in the digital age may not have the same visual problem that I have in reading large blocs of text. But it will take more studies to figure out when it is beneficial to use the computer and when it is not. Unfortunately policymakers have rushed into online instruction and online assessments on the assumption (untested) that there are no downsides. They do this, as the Hechinger Report says, because the computer makes it easier and cheaper to grade tests. Standardization has some benefits. But it also has drawbacks. We should be aware of both.

Thank you, Assemblywoman Susan Bonilla, for writing a bill to ban for-profit operators of virtual schools.

The bill, Assembly Bill 1084, “would prevent charter schools that do more than 80 percent of their teaching online from being operated by for-profit companies or hiring them to facilitate instruction. If passed and signed into law by Gov. Jerry Brown, the legislation would effectively put companies like K12 out of business in the Golden State.

“Our taxpayer dollars should be spent in the classroom to help our students, not used to enrich a company’s shareholders or drive up its profits,” Bonilla said in an interview.

But K12 spokesman Mike Kraft railed against the proposal, calling it “another cynical effort to take away the rights of parents to choose the way their kids are educated.”

How cynical are those “special interests” who want to take away K12 Inc.’s ability to profit while providing inferior education!?

That company is K12 Inc., a publicly traded Virginia firm that allows students who spend as little as one minute during a school day logged onto its software to be counted as “present,” as it reaps tens of millions of dollars annually in state funding while graduating fewer than half of its high school students. Students who live almost anywhere south of Humboldt County may sign up for one of the company’s schools.

Assemblywoman Bonilla was acting in response to a brilliant series of articles by Jessica Calefati in the San Jose Mercury News, exposing the profitable but educationally bankrupt K12 Inc., the corporation founded by the Milken brothers and publicly traded on the New York Stock Exchange.

I hope Assemblywoman Bonilla and the media will review the abundant research on K12 Inc, such as the Credo study or the NEPC study. What she will learn is that students in online charter schools lose ground and fall behind their peers in real schools.

If California chooses to waste millions of taxpayer dollars on bad schools to enrich the stockholders and the Milken family, shame on the legislators and the governor.

Harold Meyerson, editor of The American Prospect, writes in the Los Angeles Times that progressives in California should stay involved in state politics and join to defeat the power of big money.

As he shows, the big money interests have combined to elect conservative Democrats and defeat progressive Democrats. Because of the state’s “top-two” primaries, regardless of party, the big-money guys are picking malleable conservative Democrats and pouring millions into their campaigns to pick off progressive campaigns.

Bernie Sanders’ keystone issue was to limit the role of money in politics. In California, the moneyed interests are saturating legislative races with donations that their opponents can’t match.

Over the past two years, oil companies and “education reform” billionaires have been funding campaigns for obliging Democratic candidates running against their more progressive co-partisans under the state’s “top-two” election process. In this week’s primary, independent committees spent at least $24 million, with most of that money flowing to Democrats who opposed Gov. Jerry Brown’s effort to halve motorists’ use of fossil fuels by 2030, and a substantial sum going to Democrats who support expanding charter schools.

Six years ago, according to the Associated Press, just one legislative primary race had more than $1 million in outside spending, and four had more than $500,000. This year, eight races saw more than $1 million in such spending, and 15 more than $500,000.

In a heavily Democratic district outside Sacramento, a November state Senate runoff will pit Democratic Assemblyman Bill Dodd, who opposed Brown’s legislation, against former Democratic Assemblywoman Mariko Yamada. Dodd has already benefited from one independent campaign funded by Chevron and other energy companies to the tune of more than $270,000, and from an education reform campaign funded by charter school proponents such as billionaire Eli Broad in the amount of $1.68 million.

Since progressives can’t match their millions, they should do their best to expose them and their surrogates as the puppets they are.

Public education in California is a plum for the billionaires. They want to privatize it. Who are the biggest spenders in the self-named “education reform movement”? Eli Broad, Michael Bloomberg, Reed Hastings, and Alice Walton. None is a parent in public schools. None has children in public schools. Two do not even live in California.

This is NOT what democracy looks like.

The New York Times wrote a front-page expose of ECOT only weeks ago. The online charter school has an on-time graduation rate of 20%. Students get credit for “participation” if they log in for only one minute. It is very profitable for its owner, William Lager. Despite its dismal results, the Republican speaker of the House was its graduation spoke at its graduation ceremonies. William Lager is the state’s biggest donor to Republican politicians. They have been good to him in return. He has been awarded nearly $900 million in public funds for his low-performing e-school since 2002. Pending in the legislature is a bill to regulate ECOT and similar institutions just a little bit. The chances of its passage are slim to none. Lager is a very generous man.

From 2000-2013, Lager has donated $1.4 million to Republican politicians in Ohio. Of course, he has given more since then.

This is what ECOT–the state’s lowest performing school–has received from the legislature (data supplied by Bill Phillis, former deputy state commissioner of education and now retired and relentless watchdog of education spending):

2004
$28,768,914.97

2005
$38,139,918.73

2006
$39,762,863.11

2007
$44,540,366.08

2008
$50,475,630.27

2009
$57,233,338.72

2010
$59,990,773.55

2011
$67,510,732.17

2012
$78,850,259.14

2013
$88,358,002.78

2014
$99,180,328.91

2015
$104,380,709.86

2016
$107,517,808.16

total
$864,709,646.45

How cool is that? He gives $1.4 million to politicians, and he gets $864 million to run a school with a graduation rate of 20%, with no accountability or transparency. Now that is what you call a terrific “return on investment”!

Here is the latest from Bill Phillis of the Ohio Equity and Adequacy Coalition:


A post on the Facebook page of the chairman of the House Education Committee, Andrew Brenner

“I attended the ECOT graduation today. Cliff Rosenberger was the keynote speaker. It was impressive.”

Bill Lager, the ECOT man, certainly knows how to gain the favor of state officials. The June 5 ECOT graduation speaker was Cliff Rosenberger, the Speaker of the House. Senator Coley introduced the speaker. Senator Coley is on the Senate Finance Committee where SB 298 was blocked from passage this spring. This bill requires online charters to verify they are serving the students for which they receive funding.

The ECOT graduation ceremony VIP lineup probably sealed the doom of SB 298 [the bill to require charter school transparency].

Former governors, even Jeb Bush, state superintendents and other state officials have graced the stage of previous ECOT graduation ceremonies.

The Plunderbund article of June 6 provides some startling insights into the ECOT industry. This article should create a sense of urgency in the public education community.

Is there no no in the Ohio legislature who can stop this waste of taxpayer dollars?

Does anyone care?

William Phillis