Archives for category: Education Industry

United Opt Out sent a letter to Senator Lamar Alexander, who chairs the HELP (Health, Education, Labor, and Pensions) Committee in the Senate. Senator Alexander intends to rewrite No Child Left Behind (NCLB), which was originally called the Elementary and Secondary Education Act when it was first passed in 1965. At that time, the law was passed to send federal aid to poor districts. It said nothing about testing and accountability. But NCLB turned the federal law into a high-stakes testing mandate. Senator Alexander conducted his first hearing on January 21 and plans another hearing on January 27. Senator Alexander proposed two options in  his draft legislation: option 1 was to replace annual testing with grade span testing; option 2 was to keep annual high-stakes testing (the status quo). UOO is opposed to high-stakes testing in the federal law, period. (So am I.)

 

Here is UOO’s letter:

 

 

United Opt Out Public Letter to Senator Alexander

 

 
January 22, 2015

 

Dear Senator Alexander,

 

There is a great deal of discussion about where education leaders and organizations “stand” when it comes to the latest revision for ESEA titled Every Child Ready for College or Career Act of 2015. In response, the organizers of United Opt Out (UOO) find that we stand between Scylla and Charybdis, between the proverbial rock and a hard place.

 

In your bill you pose the question of support for Option 1, a reduction in testing to grade span, or Option 2, which continues the current testing nightmare; we support neither. We find many items in the 400 page document too egregious and insupportable even though we do accept the notion of “grade span testing,” preferably via random sampling, as an alternative to what is in place now.

 

While we understand why many of our respected colleagues have shown support for Option 1 in your bill, we cannot endorse either. This is because both options are tucked neatly inside a larger bill that promotes the expansion of charters and other policies destructive overall to the well-being of students, public schools, and communities. Another reason we are reluctant, no matter what enticing promises are included therein, is due to those who lobbied for this bill in 2013: The National Alliance for Public Charter Schools, Alliance for Excellent Education and the U.S. Chamber of Commerce, which has immense ties to ALEC.

 

While we are inclined to support H.R. 4172 – Student Testing Improvement and Accountability Act sponsored by Rep. Chris Gibson and Rep. Kyrsten Sinema, which also calls for grade span testing, we would like to see additional safeguards included against possible punitive (i.e. high stakes) state policies. Also, as stated above, we prefer random sampling. In our assessment, H.R.4172 does not go far enough to protect children, educators, and communities against state policies that are damaging in nature in spite of good intent. To elaborate, this bill requires those tests be administered at least once during: (1) grades 3 through 5, (2) grades 6 through 9, and (3) grades 10 through 12. However, “under H.R. 4172, the states would retain the ability to exceed federal testing requirements if they seek to do so.” In other words, students could be tested just as much as they are now if states choose to do so. The bill is not a guaranteed protection against over-testing and its punitive consequences; it’s just a hope. We believe that hope alone is not sufficient.

 

Make no mistake, Senator Alexander, we understand fully that you are a supporter of the privatization of public schools. Despite that fact, your bill and Gibson’s may be preferable to some who are against the privatization of public schools because they contain the possibility of being better than the existing federal and state policies. However, they are not appealing to many, in particular states that have suffered the negative impact of high stakes testing. Furthermore, we can’t see how either of the current bills proposed are the “solution” to problems such as equity in funding, re-segregation, compromised pedagogy, data mining, or the intrusion of corporate interests – to cite from a list of many – that continue to fester in public education.

 

We agree that education decisions should be decided in state legislative and local district bodies, but safeguards should be in place to ensure horrific policies such as over testing and attaching results to student, teacher, school, and community worthiness are not pushed through state and district legislative bodies. Your bill and Gibson’s include no such safeguards for polices that have been detrimental to the non-white, special needs, immigrant, and impoverished communities.

 

UOO and most other human rights organizations will vigorously oppose ANY state level measures that sanction the following:

 

Increase standardized testing even if it’s under “state control”

 

Support using high stakes to make decisions about students, educators, school buildings, or communities

 

Use of sanctions such as “shuts downs” or “turn overs” based on test data of any kind

 

Display favoritism toward increased charters and state voucher programs

 

Facilitate data mining and collection of private student information

 

Engage in sweet insider deals between state policy makers and corporations or testing companies using tax-payer dollars and at the expense of safety, quality and equity in public education

 

Therefore, we demand greater safety, equity and quality for ALL schools and that includes the elimination of ALL standardized -paper based or computer adaptive testing – that redirects tax-based funding for public education to corporations and is punitive or damaging to children, teachers, schools, and communities.

 

We will not accept ANY bill until the following criteria are included:

 

Increased resources for the inclusion of local, quality curricular adoptions devoid of “teaching to the test”

 

Quality, creative, authentic, and appropriate assessment measures for general students, special needs, and English language learners that are sustainable and classroom teacher-created

 

Smaller teacher/student ratios

 

Wrap-around social programs, arts, physical education programs, and creative play recess

 

Career-focused magnet programs

 

Additionally, we demand legislation that supports a broad and deep system-wide examination of the power structures that perpetuate poverty-level existence for millions of Americans.

 

To conclude, we find ourselves having to choose between being shot in the head and being shot in the foot. For now, we choose neither. Instead we call for continued revisions of current legislation to include the items and protections outlined in this letter. We thank you for this opportunity to share our sentiments and our voice.

 

Sincerely,

 

United Opt Out Administrators:

 

 

Rosemarie Jensen
Denisha Jones
Morna McDermott
Peggy Robertson
Ruth Rodriquez
Tim Slekar
Ceresta Smith

 

 

In this excerpt from her recent book, The Tyranny of the Meritocracy, Lani Guinier describes the tight linkage between standardized testing and family income. To the extent, then, that colleges rely on the SAT (or ACT) as a filter for college admission, they disproportionately screen out students who have not had the multiple advantages of living in affluence.

 

She cites data demonstrating that the SAT is of little value in predicting college performance, yet it effectively excludes students of color and students who are from low-income families.

 

She writes:

 

Close to eight hundred colleges have decreased or eliminated reliance on high-stakes tests as the way to rank and sort students. In the current environment, however, moving away from merit by the numbers takes guts. The testing and ranking diehards, intent on maintaining their gate-keeping role, hold back and even penalize administrators who take such measures. The presidents of both Reed College and Sarah Lawrence College report experiencing forms of retribution for refusing to cooperate with the “ranking roulette.”

 

At the center of this conflict is the wildly popular US News & World Report’s annual college-rankings issue—the bible of university prestige. In the book Crazy U, Andrew Ferguson describes meeting Bob Morse, the director of data research for US News and the lead figure behind the publication’s college rankings. Morse, a small man who works in an unassuming office, is described by Ferguson as “the most powerful man in America.” And for good reason: students and parents often rely upon the rankings—reportedly produced only by Morse and a handful of other writers and editors—as a proxy for university quality. These rankings rely heavily on SAT scores for their calculations. Without such data available from, for example, Sarah Lawrence, which stopped using SAT scores in its admissions process in 2005, Morse calculated Sarah Lawrence’s ranking by assuming an average SAT score roughly 200 points below the average score of its peer group. How does US News justify simply making up a number? Michele Tolela Myers, the president of Sarah Lawrence at the time the school stopped using the SAT, reported that the reasoning behind the lowered ranking was explained to her this way: “[Director Morse] made it clear to me that he believes that schools that do not use SAT scores in their admission process are admitting less capable students and therefore should lose points on their selectivity index.”

 

This is the testocracy in action, an aristocracy determined by testing that wants to maintain its position even if it has to resort to fabrication. What is it they are so desperate to protect? The answer initially seems to be that the SAT can predict how well students will do in college and thus how well-prepared they are to enter a particular school. There is a relationship between a student’s SAT score and his first-year college grades. The problem is it’s a very modest relationship. It is a positive relationship, meaning it is more than zero. But it is not what most people would assume when they hear the term correlation.

 

In 2004, economist Jesse Rothstein published an independent study that found only a meager 2.7 percent of grade variance in the first year of college can be effectively predicted by the SAT. The LSAT has a similarly weak correlation to actual achievement in law school. Jane Balin, Michelle Fine, and I did a study at the University of Pennsylvania Law School, where we looked at the first-year law school grades of 981 students over several years and then looked at their LSAT scores. It turned out that there was a modest relationship between their test scores and their grades. The LSAT predicted 14 percent of the variance between the first-year grades. And it did a little better the second year: 15 percent. Which means that 85 percent of the time it was wrong. I remember being at a meeting with a person who at the time worked for the Law School Admission Council, which constructs the LSAT. When I brought these numbers up to her she actually seemed surprised they were that high. “Well,” she said, “nationwide the test is nine percent better than random.” Nine percent better than random. That’s what we’re talking about….

 

Meaningful participation in a democratic society depends upon citizens who are willing to develop and utilize these three skills: collaborative problem solving, independent thinking, and creative leadership. But these skills bear no relationship to success in the testocracy. Aptitude tests do not predict leadership, emotional intelligence, or the capacity to work with others to contribute to society. All that a test like the SAT promises is a (very, very slight) correlation with first-year college grades.

 

But once you’re past the first year or two of higher education, success isn’t about being the best test taker in the room any longer. It’s about being able to work with other people who have different strengths than you and who are also prepared to back you up when you make a mistake or when you feel vulnerable. Our colleges and universities have to take pride not in compiling an individualistic group of very-high-scoring students but in nurturing a diverse group of thinkers and facilitating how they solve complex problems creatively—because complex problems seem to be all the world has in store for us these days.

Perdido Street School blogger warns that teachers, their union, and public schools have become the biggest targets for Andrew Cuomo in his second term.

In a preview of his State of the State address today, Cuomolashed out at teachers and public education:

““It probably has been the single greatest failure of the state in many ways,” Cuomo said.

Cuomo says reform, including an overhaul of teacher performance reviews and fixing bad schools are at the top of his agenda. And he says simply spending “more money” is not the answer. He says it’s been tried in the past, with little improvement.

“And you know what it’s gotten us?” Cuomo asked. “A larger and larger bureaucracy, and higher salaries for the people who work in the education industry.”

Read the comments on Perdido’s post:

Several comments predict that Cuomo will stumble when he goes after schools and teachers in affluent districts. Parents and community leaders in those districts like their schools and their teachers. They don’t see them as failures.

Tim Slekar, dean of Edgewood College school of education, has a few questions for Senator Vos, speaker of Wisconsin ‘s state senate. He doesn’t ask Senator Vos about his proposal for “the right to work for less.”

No, he asks about the senator’s idea that the state’s students and educators need tough new accountability.

Tim asks:

“WHY, WHY, WHY would you even be thinking about implementing “accountability?” Accountability has a 30-year record of failing children, parents, teachers, and communities. And the disaster of No Child Left Behind and Race to the Top over the last 14 years has literally denied a generation of children access to their fundamental right of a powerful and critical education! The only beneficiaries of “accountability” have been you and your friends in the legislature and the companies that have made millions on the sale of tests and data systems to schools. Schools that have simultaneously been drained of money that could have gone towards the only things proven by research to help create an atmosphere in which real learning can occur—health care, basic nutrition, and access to books.

“This leads me to ask again, why? Why engage in behavior that actually damages children, families, and communities? Is the money being offered by lobbyists really worth purposely harming Wisconsin’s kids, families and communities? If you and your colleagues in the legislature really want to help make sure Wisconsin is delivering on its promise to the children of the state, why not simply start by asking for help from people that actually know what they’re talking about. Why not ask a classroom teacher what they need to help educate the children of Wisconsin?”

Senator Vos even wants to crack down on the University of Wisconsin because he is sure its faculty doesn’t work hard enough.

Tim offers his own proposal: why not start with a Legislator Accountability System?

“I have a better idea. Before you start screwing up one of the best systems of higher education in the world all over your perceived issue with faculty workloads, please first implement a transparent system of accountability for you and your legislative colleagues. Provide us with detailed daily workloads—the taxpayers— so we know where and when you are actually working for us. We—the taxpayers— need to be sure that all of you are not “working on administrative and other nonproductive activities.” We—the taxpayers—want efficient legislators. We don’t really have time for you and your colleagues to engage in inefficient legislative practices.

“Also, it would be really helpful if you and your colleagues designed a legislative report card. We—the taxpayers—would like to know if you and your colleagues are actually building Wisconsin’s infrastructure, creating life sustaining jobs, and helping to promote a civil society free of racism, segregation and poverty. Right? I mean we are paying you good money. Shouldn’t we—the taxpayers— know if you and your colleagues really are effective civil servants?”

Dave Zeeicel, the editor emeritus of the Capital Times in Madison loved the idea.

So do I.

Jersey Jazzman posted four articles about charter schools in Hoboken. In this, his final post in the series, he draws together the issues that confront Hoboken and will soon confront urban (and perhaps suburban) districts across the nation as charter schools continue to proliferate with the active encouragement of philanthropies like Walton, Broad, and Gates and the of the Obama administration and Congress.

 

He writes:

 

America is a society that sorts its citizens, and that sorting begins in school. Want your kid to get a high SAT score and consequently go to a competitive college? Your best chance is to enroll him in a school with low numbers of students in poverty. As I’ve said, it’s not wrong to act on this reality in the best interests of your child; I would be a screaming hypocrite if I tried to deny that I had. What’s wrong is to pretend that the reality of schools as engines of social reproduction doesn’t exist. Which brings us back to Hoboken… I have no doubt the supporters of Hoboken’s charter schools want to help children in economic disadvantage and children of color succeed. Nobody thinks it’s acceptable for poor children to be consigned to a life of poverty. I believe the efforts of the people who run Hoboken’s charters to recruit a diverse student body are sincere and well-intentioned. I further believe, as I have said before, that affluent charter school proponents who stay in their cities with their families, rather than decamp for the ‘burbs, can make a good case that they are doing more to help their communities than those that flee. So, to be clear: I am not criticizing anyone who teaches at or sends their child to a Hoboken charter school. God bless and good luck. No, my issue, as always, is with the charter cheerleaders who repeatedly refuse to have an honest conversation about what is really happening.

 

When charters claim they serve the same demographic as public schools, and when they claim that they “do more with less,” the discussion is pure spin, says JJ:

 

There is a serious conversation that needs to be had about segregation, school funding, gentrification, and charter schools — but we can’t have that conversation as long as nonsense like this is allowed to go unchallenged. The “doing more with less” arguments from the Hoboken charter cheerleaders are, at best, incomplete, because those charters raise substantial additional funds from their parents, and rely on a concentration of social and political capital to benefit their schools.

 

The charter cheerleaders deny the facts and distort the reality. Private schools have the same segregative effects, but they don’t take money away from needy public schools; charters do.

 

JJ writes:

 

How can anyone make the case that charter school expansion isn’t having an unequal and pernicious effect on the neediest children of Hoboken? How can anyone seriously deny that the proliferation of charters is harming children in HPS — children who are far more likely to be in economic disadvantage?

 

What’s happening in Hoboken is, again, atypical. But as cities gentrify; and family size shrinks, making urban living more attractive; and income inequality grows, watch out: Hoboken may be the template for a new wave of charter school proliferation. The intra-city economic and racial segregation that used to be the exclusive province of private schools may well be replaced by charter schools, subsisting on the taxpayers’ dime.

 

We have enough problems with segregation between school districts; do we have to replicate that within cities simply to create diverse communities? Wouldn’t we be better off fully funding our urban — and, for that matter, non-urban — schools, so that they become as desirable as the best-resourced suburban districts? Or is the current form of charter proliferation in Hoboken as inevitable as the current segregation of our urban and suburban school districts?

 

These are hard questions that need to be discussed. Let’s get rid of the charter cheerleading, then, so we can do just that.

In December, the York (Pennsylvania) Dispatch tried to meet with representatives from Charter Schools USA, the Florida for-profit chain that has been selected by the district’s receiver to take control of the city’s financially strapped public schools. The company canceled the meeting. The newspaper submitted 36 questions. The company did not respond to 12 of them.

“Those questions include the following: Will Charter Schools USA allow employees to unionize? How much does the average teacher make at a school operated by Charter Schools USA? What is CEO Jonathan Hage’s annual salary? How much profit does Charter Schools USA expect to make on the York City contract?

“The Dispatch recently reiterated those questions to the company.

“Due to the current status of contract negotiations, Charter Schools USA will not be visiting our market for one-on-one media interviews until more information is known regarding the future of a potential contract in York,” Kernan wrote in response. “Should the situation change indicating potential movement on the contract, Charter Schools USA will welcome face-to-face interviews regarding the students of the York City School District. Charter Schools USA continues to be focused on providing educational opportunities for students.”

Kernan said Charter Schools USA would also decline phone or email interview requests.”

Meanwhile CSUSA has hired a prominent lobbying firm to represent its interests in Harrisburg.

“Malady & Wooten lists a diversity of clients on its website — from major retailers like Walmart, Target and Rite Aid to smaller interests like the Pennsylvania Golf Course Owners Association and several schools for deaf and blind children.”

“Calls to Malady & Wooten were not returned.”

Two questions occur:

First, how can any corporation make a profit managing a district with a tax base too small to support its schools?

Second, doesn’t the state have a constitutional obligation to provide public education to all children? If the district can’t afford to maintain its schools, doesn’t the state have an obligation to subsidize its schools rather than giving them away to a company whose first responsibility is to make a profit?

Florida has more than 600 charter schools. It has a significant number of for-profit charter schools that make money on management fees and paying rent to their own corporations. Many charter schools have failed and closed. But charter schools fund candidates for the state legislature who support the expansion of charter schools, and some of their champions hold key positions in the state legislature.

 

Governor Rick Scott announced that he wants $100 million for construction and maintenance of charter schools. He didn’t mention whether he would propose any funding for construction or maintenance of public schools. At his side in Miami was the rapper Pitbull, famous for his misogynistic lyrics. The announcement was made at the charter school founded by Pitbull, called the Sports Leadership and Management Academy (SLAM). It is managed by the politically powerful Academica charter chain.

 

It is all about politics, money, and power. Not kids or education. Politics, money, and power.

Michael Hynes, who is superintendent of schools of the Patchogue-Medford (NY) district, writes in Education  Week that our nation may still be at risk. He believes the “reform” agenda of the New York Board of Regents is wrong and merely echoes the wrongheaded agenda of the U.S. Department of Education. How did we go so wrong, he wonders.

 

He writes:

 

As a school system seeks to progress one should often ask, “Is this best for kids?” I believe this question was never asked by the U.S. Department of Education or the New York State Education Department. They are paving a road as “we” drive on it. As this road is paved, we have little to no say as to the road conditions that we see ahead of us, how fast we are going and where our destination is.

 

I believe this is true at both the state and national level in relation to public education. Over the years I have seen many things come and go. It’s the perpetual pendulum of mandates, ideas, movements, etc. There are some things that are still around that I wish were gone, and some things are gone but I wish were still here. I won’t mention which things because it really is a matter of perspective. My perspective, my opinion. However; I believe it is a fact that public education is under assault and “we” are driving on a road that will lead to it crashing and crashing hard….As a superintendent it is imperative that I am accountable (for myself and others) as well as building up other people’s capacities to reach their potential. If an employee is not the right fit in my district, it is my job to find someone else who is. Every aspect of the Regents Reform Agenda has very little to do with child development and everything to do with the wrong drivers for improving schools.

My question is, how are they accountable?

 

Where did we go wrong, he wonders. He reviews the findings of the famous 1983 report “A Nation at Risk” and discovers to his surprise that it did not promote the road we are now on (though it may have focused too much on test scores as the ultimate gauge of “success”):

 

This document made recommendations to focus on curricula and learning from other advanced countries. What I found most interesting was that the report doesn’t mention anything about how schools should run and rarely makes any remarks about testing. I was surprised and found that extremely refreshing.

 

Furthermore, Dr. Hynes noted what was missing from “A Nation at Risk”:

 

When I read the recommendations, I found the following items absent:

*Test children into oblivion;
*Use tests from our children to grade and assess teachers and principals;
*Develop new standards that have very little input from the educators who will teach the new standards to our children;
*Do not trust teachers, principals, superintendents and school boards to make informed decisions about what is best for their children in relation to assessments, curricula and best practices at the local level;
*Ensure that state and federal government (Governor and President) has significant influence over teacher accountability systems and assessments. They should decide what is best for children in public education (even if their children don’t attend public school);
*Guarantee corporations will make billions of dollars in the age of compliance and testing

 

Is there an alternative to our present disastrous path? Dr. Hynes believes there is.

 

Some of us believe in trusting the local control of our school systems. I believe in the capacity building of our teachers individually and collectively. It’s about climate control within our schools and trying to work with the command and control mentality outside of them. State Education Departments should be working with school districts, not against them…. I believe the underpinnings of the New York Regents Reform Agenda have never been proven to work successfully AND longitudinally in any school district…. As Alfie Kohn stated, “The goal beyond testing is about building a thriving democracy. It is about helping each child reach his/her potential as a human being and learner.” Strip away the over-testing of students, tying student scores to teachers and principal evaluations, using the new poorly designed standards and the command and control mentality from our state and national education departments.

 

It seems the world of education is divided into two camps. Those who think we are on the wrong road, and those who say full speed ahead, regardless of the warning signs. Dr. Hynes is in the first camp. He is truly putting students first.

When we think of the phrase “the American dream,” we think about a belief that everyone has a fair chance to better themselves, to get a free education, to land a job that provides them the means to be self-supporting and live in a good home. Behind the phrase is an assumption of fairness and opportunity, of earning good wages for your work and knowing you can take care of yourself, your family, and your old age.

That “dream” is slipping away. To understand why, read this important essay-review by economist Robert Kuttner in the “Néw York Review of Books.” It is a review of two books that helps explain the profound transformation of work in our time.

One of the books is by David Weil: “The Fissured Workplace: Why Work Became So Bad For So Many and What Can Be Done to Improve It.” The other is by Eileen Appelbaum and Rosemary Batt: “Private Equity at Work: When Wall Street Manages Main Street.”

Kuttner describes a new system in which employers outsource work to contractors, keeping a close watch on the quality of the product but taking little or no responsibility for salaries and working conditions. He gives two examples for starters: the treatment of workers building NYU’s satellite campus in Abu Dhabi, and the factory fire in Bangladesh that killed more than. 1,100 workers producing luxury items for wealthy consumers.

 

Kuttner writes:

 

“The same system of outsourced employment increasingly operates at home. In the past generation, there has been a drastic change in how work is organized. Regular payroll employment is becoming the exception. The employer of record is no longer the corporation, but a web of intermediaries. The outside contractor demands stringent worker performance, even as it drives down wages, job security, and benefits….

 

“This system, which began in peripheral occupations such as janitors or security guards, has become pervasive. FedEx workers wear the company’s uniforms, drive its trucks, and adhere to stringent rules; but they are independent contractors, not company employees. At many leading hotels, room cleaners and desk clerks actually work for management companies, not for Marriott or Hilton. The technician sent by Comcast to fix your cable may well be a freelancer, not an employee. When you go into a government building, the receptionist/guard is likely not a civil servant, but the low-wage hire of a security firm.”

 

At this point, the rest of the essay unfortunately goes behind a paywall. You might find it worthwhile to subscribe (a one-week online subscription is only $4.99). I have the print edition, and I will quote a bit more.

 

“The new system frees corporations from the obligations of a tacit social compact in which employees’ loyalty is reciprocated, companies have an incentive to invest in workers, and people can look forward to predictable careers. Moreover, the entire structure of workers protections and benefits legislated beginning in the New Deal is predicated on the assumption that the employee is on the payroll of the company that makes the product. A casual worker has fewer rights, and those that carry over are harder to enforce. A contract workers or temp pays his or her own Social Security taxes, can seldom collect unemployment compensation, rarely receives company-provided health insurance or pension benefits, and has scant opportunity to organize or join a union.”

 

In the current economy, inequality of income and wealth grows, and at the same time there is a disconnect between productivity and earnings “because it allows corporations to batter down labor costs–people’s paychecks.”

 

“In explaining inequality, many economists emphasize the importance of education and technology, contending that widening gaps reflect shifts in the demands for skills and the failure of America’s educational system. Yet the old postwar social compact calling for far greater equality was respected at a time when most Americans did not go to college and many factory workers had not completed high school. Since 1980, college graduation rates have soared yet inequality has increased. Generally, it has widened among college graduates, not just between those with college degrees and those with only high school diplomas or less.”

 

Kuttner says that the new economy represents a shift of political power. Employers have been trying for over a century to lower labor costs. In this new era, with unions having lost numbers and political power, employers find it easier to outsource and replace workers with temps. Financial deregulation, he says, set off the latest round of work degradation. The second book he reviews “explains how the business strategies of these [private equity] investment companies logically destroy and degrade jobs, not for economic efficiency or better management but to transfer wealth from workers to financial profiteers.”

 

Private equity is, he says, “a sly rebranding of what used to be called leverage buyouts (LBOs), or more coarsely, corporate raids….Contrary to the industry’s claims about being experts in turning companies from losers to winners, private equity typically targets healthy companies rather than underperforming ones, the better to extract cash reserves. Having loaded the balance sheet of the company with debt–debt incurred in the purchase of that very company–they hire managers to run as lean and ruthless an operation as possible. They borrow even more money to pay themselves ‘special dividends,’ to recoup their initial small equity outlay many times over even if the operating company goes broke. The big losers in this game are the company’s workers….

 

Since the general partners of private equity firms make such outsized returns, investors want a piece of that action. But Applebaum and Batt cite data showing that most of the returns to limited partners do not beat the performance of the S&P 500. Even more peculiar is the fact that some 35 percent of the investment capital put up by limited partners comes from pension funds–which represent the deferred wages of workers. So workers’ own funds become part of the financial system that drives down workers’ wages and often plunders other pension systems.”

 

Kuttner writes:

 

“For reasons unrelated to education or technology, a great many jobs can be configured either as casual labor or as normal payroll employment. In many states, for example, home health aides are individual contractors with low wages and insecure employment to match. But in states with strong unions, such as California, home health aides have won the right to form bargaining units and are compensated as payroll employees. Warehouse workers for Walmart are hired and employed by logistics contractors; they are low-paid and subject to arbitrary dismissal. Elsewhere, however, many warehouse workers are salaried employees and receive middle-class compensation….The general trend to lower-paid work has little to do with education, technology, or management ‘efficiency.’ It is a pure transfer from labor to capital.”

 

The best way to halt job degrading is, one, to enforce the laws on the books; and two, to strengthen workers’ rights to join unions, “since unions remain the best defense against gratuitous job job-degrading.”

 

When you think about education “reform” in the context of job-degrading and rising inequality, the pieces begin to fit together with the larger transformation of our economy to the highest levels of inequality since the age of the Robber Barons.

A teacher in Connecticut, signing in as Linda, wrote the following comment:

 
Brace yourself Rhode Island…it is worse than you think. Hide your children and warn the teachers. He is coming to charterize, privatize, monetize your schools. See Pelto research here:

Gina Raimondo’s husband Andy Moffitt was Cory Booker’s roommate.
Moffitt is a member of Stand for Children Board of Directors

Moffit is a Senior Practice Expert and member of core leadership team for McKinsey & Company’s Global Education Practice.

“Since co-founding the Global Education Practice in 2005, Andy has worked with multiple large urban districts, state education departments and charter management organizations to markedly improve system performance and close achievement gaps.

He co-authored a recent book, Deliverology 101: A Field Guide for School System Leaders (Corwin Press, 2010), which describes key success factors and steps in driving results in global school system reforms.

Before joining McKinsey, Andy was an elementary school teacher in an inner-city school in Houston, Texas as a corps member of Teach For America.”

From my recent article in the Progressive:

The Corporate Education Reform Industry effort to buy control of Public Education

This year’s election season provided a series of textbook examples of how corporate education reformers used their personal fortunes to contaminate the democratic process.

Let’s begin with the little state of Rhode Island, where former hedge fund owner and charter school champion, Democrat Gina Raimondo was elected governor with 40 percent of the vote in a three-way race—one in which there was an unprecedented level of campaign spending.

Raimondo, who as Rhode Island’s state treasurer won national acclaim from conservatives for successfully dismantling the state employee pension fund, raised hundreds of thousands of dollars from donors associated with funding the education reform movement and profiting from the charter school industry. Her running mate, Cumberland Mayor Daniel McKee, one of the state’s most vocal supporters of charter schools, was elected lieutenant governor with help from many of the same donors.

Over the course of her gubernatorial campaign, Raimondo collected checks from many of the major players in the charter school and “education reform” movement, including donations from billionaires Eli Broad and members of the Walton Family. (The Broad Foundation and Walton Foundation, along with Gates Foundation, are the primary funders behind the overall education reform movement.)

Another billionaire, former Enron executive John Arnold along with his wife, not only donated directly to Raimondo’s campaign and her political action committee, called Gina PAC, but the couple’s $100,000 check made them the largest donors to the American LeadHERship Council, a Super PAC affiliated with Raimondo. The second largest donor to the Super PAC was Eli Broad with $15,000.

A proponent of doing away with public employee pensions, Arnold also donated as much as $500,000 to an advocacy group called Engage Rhode Island, which spent approximately $740,000 lobbying for Raimondo’s successful assault on public employee pensions. Over the past three years, the John and Laura Arnold Foundation has donated more than $100 million in support of charter schools and entities involved in the corporate education reform industry, including being one of the largest contributors to Jeb Bush’s Foundation for Educational Excellence.

Raimondo’s success in raising funds from the charter school industry includes at least $50,000 from the members of the board of directors of Achievement First, Inc., the large charter chain that recently opened a school in Rhode Island, adding to their existing schools in Connecticut and New York.

Jonathan Sackler, an investment manager and heir to the Purdue Pharma fortune, is not only a founding member of Achievement First, Inc, but a founder of a national charter school advocacy group called 50CAN. One of 50CAN’s related entities, 50CAN Action Fund, dumped $90,000 to run TV commercials to help Raimondo’s running mate win his primary race.