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Peter Greene: Petrilli Says, Let’s Do NCLB Again

By dianeravitch
September 6, 2023 //
64

Peter Greene weighs in on Mike Petrilli’s article in the New York Times.

He writes:

Mike Petrilli, head honcho of the right-tilted Fordham Institute thinky tank, made it into the New York Times today to do some chicken littling about Learning Loss and suggest a bold solution. Don’t have a NYT subscription? That’s okay– let me walk you through the highlights of this festival of Things We Can Stop Saying About Education Right Now, Please.

Let’s start by invoking general Learning Loss panic. Petrilli points out that students “lost significant ground” during covid, and now NWEA says that students continue “backsliding” and “falling further behind.” People, in Petrilli’s view, are not panicking enough about “America’s massive learning loss.”

First, let’s use some more precise language, please. In all discussions of learning loss, we are actually talking about scores on a Big Standardized Test of reading and math going down. We will never, ever know how much of the slippage in tests scores is the result of students going a year or two without practicing for the BS Test. But in the meantime, it would be great if we stopped talking about test scores as if they were infallible equivalents of learning and achievement.

Second, “learning loss” is a misnomer. I’m willing to bet that verrrrrrry tiny number of students in this country actually lost learning. I’m equally certain that the vast majority of students did not learn as much as they would have in a non-pandemic year, but that’s not the same. 

Think of it this way. It’s budget time, and the Mugwumps’ proposed budget increases spending on widgets from $500 to $600. The Wombats say, “Let’s only increase widget spending to $550.” That gets us to the part where the Mugwump talking point is “The Wombats want to cut spending on widgets.” When in fact everybody wants widget spending to go up.

That’s where we are. During the pandemic, learning occurred–just not as much as might have been expected in a normal-ish year. And this looks most like a crisis if you think of test scores like stock prices and focus on data rather than individual human students. (Petrilli does not invoke the baloney about impact on future earnings, so we’ll not go there right now.)

And, it should also be pointed out, it is where we were for a decade before covid even hit.

Having sounded the alarm, Petrilli bemoans the surfeit of leaders willing to make alarmy noises.The country is in desperate need of leaders who will speak the truth about what’s happening in our K-12 schools, and are willing to make the hard choices to fix it. Simply put, we need to bring some tough love back to American education.

Tough love? Back? Petrilli doesn’t really explain how the pandemic led to a loss of tough love in education. But that’s the dog we’re going to try to hunt with.

He cites Michael Bloomberg, who is ceaselessly alarmed about anything going on in public schools. Bloomberg wants a plan from Washington, a joint session of Congress, a Presidential address. 

Ah, says Petrilli–you know when politicians were on the same page about education, presumably flinging tough love around with wild abandon.

We’re talking, of course, about the golden days of No Child Left Behind. 

Petrilli remembers it fondly, citing how we saw “significant progress” which of course means “test scores went up,” which they did, at first, for a few years. Anyone who was in a classroom, especially a math or reading classroom, can tell you why. Within a couple of years, schools figured out what test prep would be most effective. Then they targeted students who were teetering on the line between High Enough Scores and Not High Enough Scores, especially the ones in special subgroups, and test prepped the hell out of those kids. At which point scores started stagnating because schools had done all they could do. 

The Average Yearly Progress requirements were set up as a bomb that would go off during the next administration. Again, if you were working in a school at the time, you remember that chart, showing a gentle upward glide for a bit before jutting upward to 2014, the magical year in which 100% of students were to score above average on the BS Test. Oh, Congress will fix that before it happens, we were told. They did not. By the early 20-teens, there were two types of school districts–those that were failing, and those that were cheating. 

Petrilli claims maybe success probably, saying NCLB “likely contributed” to graduation rates (no, schools just learned how to game those), college attainment rates (eh, maybe, but correlation is not causation) and “possibly” future real-life outcomes (absolutely not a shred of evidence–even reformster Jay Greene said as much).”It’s true that No Child Left Behind was imperfect,” says Petrilli. No. It stunk. But Petrilli has quite the tale here.There were fierce debates over “teaching to the test” and “drill and kill” instruction; about closing low-performing schools versus trying to fix them; and about the link between student achievement and family poverty. But once the law’s shortcomings became apparent, policymakers responded by adopting common standards and improving standardized tests, so as to encourage higher-level teaching. They poured billions into school turnarounds, invested in stronger instructional materials and started grading schools on how much progress their kids made from year to year, rather than focusing on one snapshot in time — an approach that is markedly fairer to high-poverty campuses. Still, the bipartisan effort that was No Child Left Behind ultimately fell apart as our politics fractured.

That’s quite the load. There was no debate about teaching to the test or drill and kill, because nobody was in favor of it except shrugging administrators who were staring at 2014. Petrilli also forgets that “teach to the test” ended up meaning “cut out any other classes–or recess–that does not appear on the test.” Arts slashed. History and science cut (at least for those teetering students). Closing low-performing schools was, in fact, the quickest way for a district to free itself of the low scores; who knows how many districts were restructured to put predictably low 8th grade scores under the same roof as better scores from lower or higher grades. And yes, poverty affects scores, despite all the No Excusing in the world.

What came next did not address any of these issues, The Common Core was an amateur hour fiasco. Were standardized tests improved? Not really (as witnessed by the fact that states dumped the SBA and PARCC as quickly as they could)–but it made a lucrative contract for some test manufacturers. Including progress in scores is great–unless you’re teaching kids who are already scoring at the top. School turnarounds have consistently failed (e.g. Tennessee’s failed Achievement School District). 

But he’s right that Trump’s election and appointment of Betsy DeVos hurt the reformster alliance (despite the fact that DeVos had long been part of the club). But then, so was the increasing split between the social justice wing of reform and the free marketeer AEI-Fordham wing. 

But look– NCLB and the sequel, Race to the Top, were just bad. They started from bad premises: 1) US education is failing because 2) teachers either don’t care or don’t know what they’re doing. They rest on a foundation of using a mediocre BS Test as an unquestioned proxy for student learning and teacher effectiveness, creating a perfect stage on which to conduct a national field test of Campbell’s Law (when you make a measure a proxy for the real thing, you encourage people to mess with the measure instead of the real thing, and it gets worse if the measure isn’t very good). And none of the “policymakers” who championed this mess ever came up with a single solitary idea of how to Fix Things that actually worked on either a local or macro scale.

The pandemic did not help anything in education. But it did lead to some flaming prose, like Petrilli’s assertion that “here we are, with decades of academic progress washed away and achievement trends still moving in the wrong direction.” This kind of overheated rhetoric is nothing new from the folks who gave us The Pandemic Erased Two Decades of Progress in Math and Reading as a headline. But what does it even mean? Washed away to where? Did knowledge dribble out of students’ heads? Did the learning of the past several years retroactively vanish with former students waking up across America feeling a little bit dumber somehow? Did teachers forget everything they knew about how to teach students, so they have to start over? Or do we just mean “test scores are down”?

Petrilli breaks this down to some other issues. His first point starts out fine– there’s an attendance problem right now. But he tries to set that beside an alleged nationwide move to lower standards. I’m not sure what basis there is for that assertion. He points to the “no zeros” rule used in some schools, but that rule existed in many places (like my old district) for ages. Maybe it’s letting slackers slide through in other places, but my own experience with no zeros policy is that it merely kept students working who would otherwise have given up–kind of the opposite of encouraging slacking. 

But then he’s slicing NCLB-style baloney again:Virtually all schools and districts have enjoyed a vacation from accountability. Almost nobody is worried about state officials shutting their campuses because of low performance, or forcing district schools to replace their principals or teachers.

You say that like it’s a bad thing, Mike. 

Embedded here are many of the same bad assumptions that have driven ed reform for decades. Teachers and schools have no motivation to do their jobs unless they have some kind of threat of punishment hanging over their heads. This isn’t just bad education policy–it’s bad management. As management which W. Edwards Deming pointed out often, fear should be driven out of the workplace. But NCLB and RttT were always all stick, no carrot, always starting out with the worst possible assumptions about the people who had chosen education as their life’s work (assumptions made largely by people who had never actually worked in a school). 

And even if you don’t dig Deming, there’s another thing to consider–none of the stuff Petrilli misses actually worked (which was Deming’s point). He points out that the kind of thing being done in Houston right now has become rare, to which I say “Good,” because Houston is a nightmare and it will end just like all the other similar attempts–no actual success, but lots of disruption and dismay and upheaval of children’s education.

Petrilli will now argue for NCLB 3.0. We need “action at scale,” but we can’t ignore “the support and assistance schools require.” Holding schools accountable wasn’t enough because– wait for it– if NCLB failed it was because schools lacked the expertise and know-how to do it right. And now Petrilli almost–but not quite–gets it.“Teaching to the test” and other problems with No Child Left Behind stemmed from schools resorting to misguided practices to meet requirements. Under pressure to boost scores, but without the training to know what to do, some educators engaged in endless practice testing, and stopped instruction in any subject that was unlikely to be on the state assessment. In a few places, educators even resorted to outright cheating. They likely felt they had no choice, because they hadn’t been given the tools to succeed.

Nope. Close but no cigar. No, the reason all those things happened was because, as NCLB 1.0 and 2.0 were designed, those things were the tools to “succeed.” Because “success” was defined as “get maximum number of kids to score well on a poorly-designed multiple-choice math and reading test.” Granted, when most of us think about “success” in education, we have a whole list of other things in mind–but none of those things were valued by NCLB or RttT.

But we’re rolling up to the finish now. But after a decade of building capacity, offering helping hands and adding funds, it’s time once again to couple skill-building with will-building.

That is a great line. But what capacity-building? More seats in unregulated charters and voucher-accepting schools? Which helping hands? And exactly whose will needs to be built? Parents? Children? Teachers? Policymakers? I’m seriously asking, because I think a hell of a lot of will was involved in slogging through the last couple of years. 

Petrilli calls on schools to spend their “federal largesse” to “catch their kids up”–and I think the call to accelerate education is one of the most infuriating calls of the last few years. Sure– because all along teachers have known how to educate children faster but they just haven’t bothered to do it, but hey, now that we have certified lower test scores, teachers will all bust the super-secret Faster Learning plans out of their file cabinets. 

Petrillii says we don’t actually need to bring back NCLB, though he seems to have been talking about nothing else– just let’s get out those big sticks and get back to (threats of) “tough interventions for persistent underperformance,” because that has totally worked in the past. No, wait. It hasn’t actually worked ever. 
Kids, too, should know that it’s time to hit the books again. We need to rethink our lax grading policies, make clear to parents that their children need to be at school and bring back high school graduation exams and the like to ensure that students buckle down.

Also, get those kids off our lawns. And while you’re making sure parents know their kids should be in school, maybe talk to all the reform crowd that has been working hard to build distrust of public schools and deepen disrespect of educators.

And the big finish:Education matters. Achievement matters. We need leaders who are willing to say so, and educators who are willing to act like these simple propositions are true.

This seems straightforward enough, though if you replace “achievement matters” with “standardized test scores matter,” which is what he really means, it doesn’t sound quite as compelling. And it’s insulting as hell to suggest that the ranks of educators are filled with people who are unwilling to act as if education matters. 

Well, the piece is completely on brand for the New York Times, and it certainly echoes the refrain of that certain brand of reformster whose response to their own policy failures has been, “Well, get in there and fail harder.” No Child Left Behind failed, and it not only failed but left some of its worst policy ideas embedded in the new status quo, continuing to do damage to public education right through today. 

The pandemic did many things, and one thing it did was panic the testing industry, which faced an existential threat that everyone might realize that school without the BS Test, or NWEA’s lovely test-prep tests, might actually be okay. It’s no wonder that they feel a special nostalgia for the days when the entire weight of the government reinforced their importance. So here we are, painting low reading and math tests scores as an educational crisis whose only solution is to get more fear, more threats, and especially more testing back into schools. 

I’m sorry if this assessment of some reformsters, their policies, and their motives seems harsh, but, you know– tough love.

Categories Accountability, Charter Schools, Closing schools, Common Core, Corporate Reform, Curriculum, Disruption, Education Industry, Failure, High School Graduation, NCLB (No Child Left Behind), Race to the Top, Standardized Testing, State Takeover, Turnaround Schools, U.S. Department of Education, Vouchers

No, Mike Petrilli, We Must Not Revive NCLB

By dianeravitch
September 6, 2023 //
57

Mike Petrilli, president of the Thomas B. Fordham Institute, published an article in the New York Times yesterday in which he lamented the “learning loss” caused by the pandemic and called for a new national effort, like No Child Left Behind, to instill rigor and accountability, which he says will raise test scores. Time to bring back tough love, he wrote.

I have a hard time criticizing Mike Petrilli because I like him. When I was on the board of the Thomas B. Fordham Foundation/Institute, I got to know Mike, and he’s a genuinely good guy. But when I left the board of the TBF Institute in 2009, it was because I no longer shared its beliefs and values. I concluded as early as 2007 that No Child Left Behind was a failure. I wrote an article in the conservative journal EdNext in 2008 about NCLB, saying “End It,” paired with an article by the late John Chubb saying, “Mend It.”TBF sponsored charter schools in Ohio—a move I opposed because think tanks should be evaluating policy, not implementing it; also, during the time I was on the board, the charters sponsored by TBF failed.

By the time I left, I had concluded that the NCLB emphasis on high-stakes standardized testing was a disaster. It caused narrowing the curriculum, gaming the system, cheating, excessive test prep, and squeezed the joy of teaching and learning out of classrooms.

Furthermore, the very idea that Congress and the U.S. Department of Education were stigmatizing schools as failures and closing them was outrageous. I worked in the US ED. There are many very fine career civil servants there, but very few educators. In Congress, the number of experienced educators is tiny. Schools can’t be reformed or fixed by the President, Congress, and the Department of Education.

NCLB and Race to the Top were cut from the same cloth: Contempt for professional educators, indifference to the well-established fact that test scores are highly correlated with family income, and a deep but misguided belief that punishing educators and closing schools were cures for low test scores. Both the law (NCLB) and the program (RTTT) were based on the assumption that rewards and punishments directed at teachers and principals would bring about an educational renaissance. They were wrong. On the day that the Obama administration left office, the U.S. Department of Education quietly released a study acknowledging that Race to the Top, having spent billions on “test-and-punish” strategies, had no significant impact on test scores.

And as icing on the cake, Mike Petrilli wrote an article in 2017 about the latest disappointing NAEP scores, lamenting “a lost decade.” That “lost decade” was 2007-2017, which included a large chunk of NCLB and RTTT. In addition, the Common Core standards, released in 2010, were a huge flop. TBF was paid millions by the Gates Foundation both to evaluate them and to promote them. The NAEP scores remained flat after their introduction. Please, no more Common Core.

I wrote two books about the failure of NCLB and RTTT: The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (2010) and Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools.

Mercedes Schneider and I both wrote posts commending Mike Petrilli in 2019 when he wrote about the “dramatic achievement gains” of the 1990s and early 2000s before NCLB kicked in. He attributed those gains to improving economic conditions for families and declining child poverty rates. I wanted to give him a big kiss for recognizing that students do better in school when they are healthy and well-nourished.

So, what did No Child Left Behind and Race to the Top produce? A series of disasters, such as the Tennessee Achievement School District and Michigan’s Educational Achievement Authority, both gone. A landscape of corporate charter chains, for-profit charters, for-profit online charters, and now vouchers, in which red states commit to pay the tuition of students in religious schools and fly-by-night private schools. A national teacher shortage; a sharp decline in people entering the teaching profession.

Please, no more tough love. No more punishment for students, teachers, principals, and schools. Let bad ideas die.

Categories Accountability, Campbell's Law, Charter Schools, Closing schools, Corporate Reform, Cruelty, Disruption, Education Industry, Every Student Succeeds Act (ESSA), Failure, For-Profit, History, Inequity, Joy, NCLB (No Child Left Behind), Privatization, Race to the Top, Scandals Fraud and Hoaxes, Standardized Testing, State Takeover, Teach for America TFA, Turnaround Schools, U.S. Department of Education, Vouchers

Jan Resseger: How the States Adopted Failed Federal Policies to Push Privatization

By dianeravitch
September 6, 2023 //
10

This post is one of Jan Resseger’s best, most trenchant analyses of the robust and evil plot to defund public schools. She explains how the federal government—through No Child Left Behind and Race to the Top—drove federal Test-and-Punish practices and laws into the states. Even though those two vast federal programs failed, they remain alive in the states. Their “success,” if you can call it that, was in discrediting public schools and promoting privately-managed charter schools and vouchers.

The transformation of education from a civic obligation to a consumer good accelerated the passage of voucher legislation. Meanwhile the rhetoric of “saving poor kids from failing public schools” has quietly disappeared. Red states are lifting their income limits on voucher eligibility to make them available to all students, rich and poor. Despite research showing that vouchers are worse for poor students than the public schools they left, red state legislators are undaunted. Despite evidence that most vouchers are claimed by students already enrolled in private schools, red states continue to expand them. In effect, the rationale for privatization is no longer to fund a better alternative to public schools, but to hand public money to a clamorous interest group: private school parents.

Jan Resseger begins:

The federal No Child Left Behind Act (NCLB), passed in 2002, embodied school reform premised on the theory of test-based accountability—the requirement of high-stakes standardized tests for all students and the application of sanctions for schools unable to raise test scores. The idea was that if you threatened schools with closure or threatened to turn them into charter schools or threatened to punish teachers if their students’ overall scores were low, you could make the teachers work harder and somehow raise an entire school’s test scores. It was an experiment whose proponents believed all children could be made proficient by 2014.

By 2013, those of us who support our nation’s public schools knew the experiment had failed. Even the Congressional supporters of No Child Left Behind knew it had not worked; they created waivers for the growing number of school districts unable to guarantee all students would be proficient in 2014. In 2015, when Congress reauthorized the federal education law as the Every Student Succeeds Act, the new law reduced federal punishments, while it still required the states to test students every year and create plans to turn around low scoring schools. Test-and-Punish school reform did not end, however. Its remnants remained in the state policies that had been mandated by NCLB and Race to the Top and had been enacted in state laws.

Today after two decades, it is clear that overall test scores have not risen; neither has the stated goal of corporate school accountability—closing achievement gaps—been accomplished. Diane Ravitch explains that test-and-punish school accountability, “overlooks the well-known fact that test scores are highly correlated with family income and are influenced more by home conditions than by teachers or schools. Hundreds, perhaps thousands, of public schools were closed because of their inability to meet high test score goals. All of the closed schools were in impoverished communities. Thousands of teachers were penalized or fired because they taught the children with the biggest challenges, those who didn’t speak English, those with severe disabilities, those whose lives were in turmoil due to extreme poverty.”

State politics has now, however, made it even more difficult to push back against the forces attacking public schooling. The federal legislation was designed to drive a test-and-punish agenda into the state legislatures. No Child Left Behind began by mandating testing and sanctions. Then Race to the Top bribed states to enact their own sanctions for low-scoring schools and punish teachers by tying their evaluations to their students’ test scores. And ESSA continued requiring testing all students and required states to devise turnarounds for the lowest scoring schools. While under No Child Left Behind and the early days of Race to the Top advocates across the states could collaborate nationally to push back against the federal policy itself, the school reform battle in recent years has devolved to the state legislatures which enacted the federal requirements idiosyncratically into their own laws. Right now we are watching the state takeover of the public schools in Houston, Texas and Oklahoma’s threatened takeover of the Tulsa public schools, at the same time we are watching the consequences ten years later of the closure in 2013 of 50 public schools in Chicago’s poorest African American neighborhoods.

Test-based, punitive school reform has also dangerously discredited the nation’s public schools. The school accountability movement created the concept of “failing schools,” persistently condemned the schools in urban America, and accelerated the drive for school choice and privatization. Twenty years of school reform has culminated in the vast expansion of school privatization in the form of vouchers. This year, 12 states—by my count, and I may have missed some—have enacted or significantly expanded state-funded private school tuition vouchers at the expense of public school funding: Arkansas, Florida, Indiana, Iowa, Montana, Nebraska, North Carolina, Ohio, Oklahoma, South Carolina, Utah, and Wisconsin.

Please open the link and finish reading this important post.

Categories Accountability, Democracy, Disruption, Education Industry, Every Student Succeeds Act (ESSA), Extremism, Failure, NCLB (No Child Left Behind), Privatization, Race to the Top, Standardized Testing, Vouchers

Ed Johnson Asks Why the King Center Is Offering a Platform to 50CAN

By dianeravitch
September 5, 2023 //
7

Ed Johnson is a systems thinker and advocate for public education. He lives in Atlanta. He has studied the work of G. Edwards Deming, an international expert on systems thinking, and knows that those who promise instant success by breaking up public schools are perpetrating a hoax. He knows the history of 50CAN, funded largely by Jonathan Sackler of the notorious family that profited by selling opioids. He knows that charter schools are distractions from the hard work of systems improvement. After more than three decades of charter schools, it should be clear that they do not produce “achievement now.”

He writes:

Part 2 of the The King Center’s Strategies for Beloved Community Education is set to be presented online on Tuesday, September 5, at 6:00 PM EST. Visit https://thekingcenter.org/for details.

As with Part 1, available for viewing on YouTube here, Part 2 will feature an “expert panel” in facilitated discussion.

One member on the “expert panel” for Part 2 will be Marc Porter Magee, CEO of 50CAN.

Thus, the simple question, asked without prejudice, is, why?

This question was presented to The King Center 24 hours ago along with requesting an immediate reply, so as to avoid assuming why. A reply has yet to come. Given that, I offer the following.

50CAN, which stands for 50-State Campaign for Achievement Now, is the umbrella organization that includes GeorgiaCAN, and we know GeorgiaCAN pushes for school choice and charter schools, do we not?

50CAN evolved from ConnCAN (Connecticut CAN). ConnCAN was funded pretty much wholly by Sackler Family fortunes earned as ill-gotten profits from over-prescribed sales of Oxycontin by the family’s Purdue Pharma. Because of such greed for profits, hundreds of thousands of people worldwide have died, and continue to die, from opioid addiction.

As with similar other organizations and their local operatives—for example, The City Fund and its local operatives, Ed Chang leading reformED Atlanta—it is fairly well-known that 50CAN and its state-level operatives aim to dismantle hence destroy public education as the common good that is foundational to sustaining democracy, so as to transform destroyed public schools into privatized and commodified schools composing competitive education marketplaces. Think Milton Friedman and the “invisible hand of the market.”

It is also fairly well-known that 50CAN, like similar other organizations, has advanced its aim to destroy public education by expressly targeting and catalyzing Black communities to demand school choice and charter schools that will magically deliver “achievement now.”

In effect, 50CAN and such others “politrick” Black communities into facilitating their own destruction and that of their own children. Again, while “It takes a village to raise a child,” it also takes a village to destroy a child.

The usual assumption is that charter schools transformed from destroyed public schools are inherently better than “failing public schools.” This is a lie, plain and simple. It is impossible for charter schools to be inherently better or worse than “failing public schools.” Because entropy is a fact of life, our public schools need improvement, have always needed improvement, and always will need improvement. Reality offers charter schools no grace from the entropy fact of life.

To assert that charter schools are inherently better than “failing public schools” is like asserting members of a certain group of human beings are inherently superior to members of other groups of human beings, based solely on expressions of variation in some few arbitrarily-chosen human physical features said to signify “race,” which is another lie.

Charter schools do, however, appeal to certain retributive justice, behaviorally emulative, and selfish consumerist mindsets for which improvement-thinking has always been meaningless, at worst, and theoretical, at best. 50CAN knows this, and so uses it to catalyze Black communities to demand “achievement now.” “Instant pudding,” the late, great systems thinker W. Edwards Deming (1900-1993) might say.

Consequently, “Our children can’t wait!” has been a decades-long handy refrain that has always begged easy, quick, learningless change but never improvement with knowledge, which requires learning and unlearning.

Unfortunately, systems thinking teaches through a nonviolence lens that the more often easy, quick, learningless change happens, the less improvement becomes possible; then, the less improvement becomes possible, the less sustainable democracy becomes; then, the less sustainable democracy becomes, the more societal dysfunctions develop and emerge, after a time, in Black communities and elsewhere; then, the more societal dysfunctions show up, the more the refrain, “Our children can’t wait!”

It is all a destructively vicious, self-reinforcing feedback loop that 50CAN and similar other destroyers of public education are happy to catalyze in Black communities, in particular, and to support its playing out, if only continually, but continuously, ideally…

Although some are quite capable to look below the performative surface, or show stage, of the proverbial iceberg and down into its greater depths to see and know Dr. Martin Luther King, Jr., was also a profound systems thinker, systems thinking seems generally absent in Black culture; certainly, children labeled “Black” seem never to learn about this deeper and critically important aspect of Dr. King.

All too often the children learn to conserve racism and so-called white supremacy rather than learn to help humanity relieve itself of these scourges. The children learn and internalize racial categorization, the false narrative at the heart of racial violence. It seems the children never learn to internalize an understanding of human variation, the truth at the heart of nonracial nonviolence.

It is quite puzzling that some fight and rail against racism, all the while conserving it and the “race” lie racism needs in order to exist, in truth.

Therefore, a question for The King Center must be, why is The King Center giving a platform to 50CAN?

An organization known to be about making “Beloved Community” a virtual impossibility, in all respects?

 

Ed Johnson

Advocate for Quality in Public Education

Atlanta GA | (404) 505-8176 | edwjohnson@aol.com

Categories Accountability, Atlanta, Charter Schools, Corporate Reform, Disruption, Education Industry, Hoax

Houston: What Teachers Say About Mike Miles’s “Reforms”

By dianeravitch
September 5, 2023 //
37

Mike Miles was imposed on the Houston Independent School District by State Commissioner Mike Morath. Neither Miles nor Morath was ever a teacher. HISD was graded a B district before the state takeover. The takeover was based on spite, on Governor Greg Abbott’s hatred for a district that opposes him.

Miles thinks he is an innovator, but none of his authoritarian mandates has ever succeeded anywhere else. They won’t succeed in Houston because he lacks the single most essential ingredient of leadership: Trust.

He rules by fiat. That may work in dictatorships but not in schools. Fear is not a good long-term motivator. If Miles know anything about research on motivation, he would know that the greatest motivators are intrinsic, such as a sense of mastery and autonomy.

This post was written and published on a teacher website. It reports what’s happening in Houston’s classrooms, through the eyes of teachers.

The post begins:

The largest school district in Texas has been in the news a lot lately. You may know the district was issued a state takeover and its superintendent was replaced by Mike Miles, who, notably, has never taught. 

You may know that as a part of his “wholescale, systemic reform” he identified 28 underperforming schools and identified them as NES Schools—which stands for New Education System. 

You may know a few headlines—the most bizarre being that Miles starred in a musical skit for convocation that’s been scrubbed from the Internet. 

Often, the real story isn’t as bad as newspaper headlines make them out to be. That’s not the case with what’s happening in H.I.S.D. 

The experiences teachers are sharing are a different story entirely.

Here is what this reform looks like on a classroom level, from teachers currently in H.I.S.D. 

Teachers read from a script the first two days of school. 

Read right off the page. No get-to-know-yous, no surveys, no relationship-building, no games, nothing. Right into curriculum. 

Teachers must keep classroom doors propped open. 

However, teachers and parents argue this violates past safety mandates to leave classroom doors shut and locked.

Teachers cannot dim lights. 

Even if they leave the windows open, have lamps, etc., the lights must be at full power.

Teachers have constant interruptions from administrators and district “minders.”

APs have to submit a minimum of five teacher observations per day, so this means near-constant interruption.

Administrators evaluate teachers on a checklist that has very little to do with pedagogy.

Teachers don’t know how school leaders will use these observations. This is the actual form (big thanks to Janice Stokes).

[Open the link to see the form.]

My first three reactions:

If teachers are reading from a script created by the district, why are we evaluating them on their instruction being relevant and engaging? Isn’t that on your people, Mike? 

MRS stands for Multiple Response Strategies. Pair and share, whip around, etc. These are acceptable checks for understanding, but every four minutes is formulaic and prevents any kind of extended focus or stamina. 

I haven’t heard “DOL” since 1992.

Classroom monitors can coach teachers on instruction at any time.

Even with students present. Not insulting at all!

No “weak readers” can read aloud because it models disfluency.

Huh. OK.

At NES schools, libraries have been replaced with detention centers. 

A district employee I spoke to insists it is a “flex space that can have other uses besides discipline.” I said, “Oh, like a library?” She did not respond. 

Students may not free-write.

Also, they may not work independently for more than four minutes. 

Every four minutes, teachers are required to hold an all-class response to check for understanding. Which is great, until you actually have to read a book, take a standardized test, or focus for more than four minutes.

Every classroom activity must tie directly to instruction. 

No classroom celebrations, relationship-building activities, brain breaks, or routines/procedures instruction are permitted. 

Teachers received extremely limited training on this model.

The location chosen for training left people sitting on floors and stuck in parking lots for over 45 minutes.

There is no information tying any of these strategies to best practice or research on what’s best for kids.

This authoritarian approach to education is taking a huge toll on school climate and morale. A friend of mine said teachers at her school are breaking down on a daily basis. Even the strongest, most experienced educators—department chairs and leaders with stellar records—feel demoralized and unnerved (and that’s saying a lot after the past few years). 

And no, the answer isn’t to “just move,” or switch districts, or quit teaching altogether. First, that response is lazy and reductive, but more importantly doesn’t account for the hundreds of thousands of kids in H.I.S.D. schools forced to learn in environments counterproductive to their wellness and development. 

Public school teachers in Texas have known for years that it’s in the best interest of the state to destroy public education and reallocate funding to religious and private schools. Years of slashing budgets, demonizing teachers, lowering standards, letting chaplains offer mental health counseling—don’t tell me that’s a state that holds any kind of value for public education. That’s a state that wants to “prove” public education doesn’t work so it can privatize.

It’s just wild to me that they’re not even hiding it anymore.

Categories Accountability, Corporate Reform, Cruelty, Democracy, Disruption, Education Industry, Ethics, Extremism, Houston, Teachers, Texas

Houston: The Fearful First Day of School in a Micromanaged System

By dianeravitch
September 5, 2023 //
17

School started in the Houston Independent School District, and many teachers were stunned by the extent to which their actions were constrained by a script. The new superintendent Mike Miles has be never been a teacher but he thinks he knows everything about teaching. He laid down strict rules, and teachers must comply without hesitation. Miles is the kind of leader who, if put in charge of a hospital, would tell surgeons how to conduct surgeries. This story appeared in the Houston Chronicle and was written by staff writer Anna Bauman.

As she prepared for the start of a new school year in Houston ISD, a fifth-grade reading teacher stripped much of the colorful personality from her classroom, including motivational posters, student art projects, several bins of books and a social-emotional learning nook with comfy furniture.

She wiped away tears and, earlier this week, started teaching at a school under the New Education System, a wholesale reform model introduced by Superintendent Mike Miles, who was appointed in June by the Texas Education Agency to run the largest school system in Texas.

HISD teacher Sarah Rivlin participates in a rally hosted by The Greater Houston Justice Coalition and other community groups to speak against the state takeover of HISD Friday, March 31, 2023, at Cesar Chavez High School in Houston.

While parents and students may have noticed few of the changes, educators from a wide swath of schools in HISD say they feel micromanaged and stressed in their first week under new district leaders, who are reportedly enforcing strict guidelines and conducting frequent classroom observations that have sparked frustration, fear and low morale among teachers at both NES and non-NES schools.

“I feel like they are not allowing me to do what’s in the best interest of the children,” said the reading teacher. “Every day I go to work, I’m crying. Every day I leave from work, I’m crying.”

The superintendent, meanwhile, said he has been pleased with what he has seen while collecting a “baseline” at NES schools in the first week.

“I was very impressed with their progress, even in one day, but also their preparation for the beginning of the school year,” Miles said. “Teachers were teaching well, they were following the instructional model, and it was pretty good. It shows that the schools and the teachers have been preparing hard for the first day, second day of school.”

The district is laying the groundwork for a pay-for-performance evaluation system geared toward measuring the quality of a teacher’s instruction, although a Harris County judge has temporarily blocked HISD from implementing the system.

“The high-quality instruction, there’s a clear rubric for that, there’s a clear spot observation form, because we have to train teachers,” Miles said. “We can’t just do what we’ve always done, which is go into a classroom every three weeks or three months and think we’re going to see something that is effective teaching, and just rely on, ‘Oh, I’ll know it when I see it.’”

This year, all principals will be evaluated under a new system that requires them to give instructional feedback and spend significant time coaching teachers in classrooms. Principals will be graded in part based on the quality of instruction at their school. Meanwhile, teachers will also be measured with a new evaluation system this year, although those who do not work in the schools targeted for reform may ask for a waiver.

District leaders trained teachers in recent weeks on the evaluation system and new classroom expectations. For example, one slideshow presented during teacher training listed some “common practices that we want to generally avoid,” including stream of consciousness writing, rooms with dim lighting and worksheets that are not purposeful. The training materials also discouraged teachers from showing entire films, letting kids “earn” free time and allowing “poor readers” to read aloud during class.

The slideshow instructed teachers to post a “lesson objective” on the board before the start of each class, avoid wasting time on transitions between activities, teach “bell to bell,” teach grade-level content to “every student every day” and use a timer to guide pacing of the lesson. Teachers should use a “multiple response strategy,” an activity that engages and checks the understanding of all students, every four minutes, according to a sample spot observation form.

On the first day, teachers said they were expected to skip introductions and get-to-know-you games, instead jumping right away into instructional material.

“I don’t even know who my kids are because we haven’t been able to get to know them,” said the fifth-grade reading teacher. “They still call me ‘teacher’ because they can’t remember my name.”

She has struggled to stay on pace with the timed lessons and was scolded for bringing in additional materials to help students, many of whom are Spanish speakers who cannot read on grade level. When she raised concerns about the fast pace, a district official told a campus administrator that the teacher was “moving too slow.”

“We’re not allowed to give them work on a level they understand. Most of the time, they sit there confused,” the teacher said. “I’ve had students crying since day two, saying they’re overwhelmed.”

Meanwhile, Jessica Waligorski, a special education support teacher at Isaacs Elementary School, said she appreciates the rigor, high expectations and organization of the NES model. Administrators are supportive and easily accessible at her NES campus, she said. Teachers lift each other up when doubts creep in and students have taken to the new model “like sponges,” she said.

“Everyone is holding each other to a standard and we’re not wavering,” she said. “We have set the tone, we have set expectations, we have set goals … and our kids have been engaged, learning. They don’t have a minute to misbehave because there’s so many things they’re learning.”

Miles has said there is no directive from the district mandating that teachers at non-NES schools teach with a specific curriculum or follow a certain instructional model. In reality, however, many of the new rules and expectations seem forced on campuses across the district, including high-performing schools that do not fall under NES.

Some of the rules seem to have been taken to an extreme. One teacher said she asked for an accommodation to use lamps instead of florescent lights in her classroom due to a serious medical condition. District officials denied her request and suggested another option: Wear sunglasses.

The teacher has already started getting headaches from the bright lights.

“I have all my lights on,” she said. “I’m trying to get through the day.”

In addition to turning on lights, the teacher, who works at a non-NES middle school, has made several other changes this year, including removing bean bag chairs from her classroom, keeping the classroom door open and following the new instructional techniques outlined on the evaluation rubric.

District staff have been observing classrooms almost every day this week, she said. The teacher said she was nervous to sit down while taking attendance or interrupt a lesson to tell a funny story during class.

“We all feel afraid to step out of line,” she said.

One teacher at a non-NES campus said she was observed by appraisers three times on Monday, creating a climate of fear and nerves even at a top-ranked campus. She loves having visitors in her classroom — “I’m a really good teacher and I’m proud of what I do” — but it feels different when “someone’s sitting there, ticking boxes,” especially on the first day of class.

“People are having trouble sleeping because they’re on edge,” she said. “It’s the constant anxiety that we’re going to be caught and that we’re going to be dinged. … I think you’re going to see a mass exodus of teachers at the end of this year, if this continues.”

One teacher at a different non-NES campus said he and other educators were chastised for spending the first day on introductions, logistics and relationship building with students rather than teaching content.

The teacher stayed three hours late that night to adjust his lesson plans for the second day, and his principal checked in first thing the next morning to make sure that he was prepared to teach a full-blown lesson, as expected by the appraiser in his classroom.

The new expectations and frequent classroom observations from district administrators this week has created a sense of frustration and anxiety on campus, according to the teacher, who said he was ready to quit even though he feels “called” to the profession.

“There’s no grace, there’s no empathy, there’s no treating people as people,” he said. “We are not encouraged to move forward — we’re pushed off the cliff and told to fly. And if you don’t fly, you fail.”

Many of the teachers at his top-rated campus have decades of experience, he said.

“I work at a really special school. … We should not be the target,” he said. “We were hoping that we’d be so far under the radar that we’d be left alone, but that’s not the case.”

Categories Corporate Reform, Curriculum, Disruption, Education Industry, Extremism, Houston, State Takeover, Teachers, Texas

Florida: Vouchers Pay for TVs, Disney Passes, and Water Sports

By dianeravitch
September 1, 2023 //
21

The Orlando Sentinel reported that the $8,000 voucher handed out to every student in a non-public school may be used for non-educational purchases. Florida endorsed universal vouchers so family income doesn’t matter. Rich families get vouchers too just so long as their children do not attend a public school.

As Florida lawmakers expanded eligibility for school vouchers this year, they also gave parents more ways to spend the money.

Theme park passes, 55-inch TVs, and stand-up paddleboards are among the approved items that recipients can buy to use at home. The purchases can be made by parents who home-school their children or send them to private schools, if any voucher money remains after paying tuition and fees.

The items appear in a list of authorized expenses in a 13-page purchasing guide published this summer by Step Up For Students, the scholarship funding organization that manages the bulk of Florida’s vouchers. Many of the items are similar to what was permitted for vouchers to students with disabilities in the past, but now they’re available to anyone who receives an award of about $8,000.

The list quickly raised eyebrows as it circulated.

“If we saw school districts spending money like that, we would be outraged,” said Damaris Allen, executive director of Families for Strong Public Schools, who recently started speaking out publicly on the issue. “We want to be conservative with our tax dollars. We want to be sure it is being used for worthwhile things.”

By comparison, Allen and others noted, teachers who want some of the same items for their classrooms would have to pay out-of-pocket or turn to other fundraising sources such as GoFundMe because schools won’t pay for them…

Supporters of the expansion don’t consider the program as wasting taxpayer money. They see it as allowing families to customize education according to their children’s interests.

“We need to stop thinking like it’s 1960 — that the only answer is four walls with traditional districts leading the charge,” Jeanne Allen, founder of the national Center for Education Reform, said in an email.

Categories Accountability, DeSantis, Education Industry, Florida, Funding, Privatization, Republicans, Vouchers

Chris Rufo: A Soldier in the War Against Public Schools

By dianeravitch
September 1, 2023 //
16

Rob Rogers created an excellent TikTok video that shows where Chris Rufo fits into the war on public schools. Rufo invented the “critical race theory” hysteria out of whole cloth. He’s proud of his malicious role in “laying siege to the institutions.” Of course, Ron DeSantis appointed him to the board of New College as part of a rightwing takeover of that once highly esteemed liberal arts college that welcomed free-thinkers. To people like DeSantis and Rufo, free thinking is anathema.

To get the full Rufo treatment, watch his speech at Hillsdale College from April 2022.

I try to imagine a world in which everyone thought as Rufo wants them to: ban the artists, the creatives, the innovators, the dissenters, the dreamers, the people who think differently. I don’t want to live in that world. It feels like North Korea.

Categories Academic Freedom, Censorship, Creativity, Democracy, Disruption, Education Industry, Evil, Extremism, Fascism, Florida, For-Profit, Freedom, Freedom of Speech, Freedom to Read, Funding

Thom Hartmann: How Trump Ate and Swallowed the GOP

By dianeravitch
September 1, 2023 //
51

Thom Hartman explains how Trump managed to devour the Republican Party, leaving nothing but an empty shell, without a platform or a philosophy. The internal collapse of the GOP started half a century ago….

He writes:

The Republican presidential debate wasn’t encouraging: Trump’s hold on the GOP appears stronger than ever. And that’s bad news for America.


In Robert Hubbell’s excellent Today’s Edition Newsletter on Substack, he made the point… that Trump’s relationship to the GOP is like that of one of those parasitic wasps that puts an egg into a caterpillar or spider and when the wasp larvae hatches it eats its host, leaving behind only a husk.


I’d take the metaphor a step farther: there’s a fungus, cordyceps, that infects ants and seizes control of their brains to alter their behavior ooto the fungus’ advantage. Another example is the toxoplasma parasite that’s often spread by cats: when mice are infected with the parasite, they no longer fear the smell of cats (and sometimes even want to play with them!), thus becoming easy prey. Scientists call it “fatal attraction.”


What Trump has done to the GOP is really quite impressive, worthy of either cordyceps or toxoplasma. And, frankly, it’s amazing that they didn’t even see it coming or try to stop him. (More on that in a moment.)


A registered Democrat and donor to the Democratic Party his entire life, Trump appropriated much of Bernie Sanders’ platform in 2016 to ingratiate himself with working class Americans.


He promised universal healthcare “cheaper than Obamacare,” taxes so high on the morbidly rich that “my friends won’t speak to me,” said he would bring America’s factories back home from overseas, and pledged to strengthen and expand Social Security and Medicare.


All, it turns out, were lies, although most in his base believe to this day that he did or nearly did all those things.


Having used Bernie’s policy positions (and a healthy dose of dog-whistle racism, essential for the Republican base) to win office in 2016, he proceeded to step into, take over, and then — like cordyceps or toxoplasma — alter top-to-bottom the behavior of the GOP.


Trump’s no idiot. He saw how the GOP was weakened, first by the Nixon scandals, then by Reagan’s neoliberalism that gutted the middle class, then by Bush and Cheney lying us into two unnecessary and illegal wars. The party was in a state of crisis when the nation elected our country’s first Black president, which gave Trump his opening.


Fifty years earlier, Nixon had injected the first “egg” of racism and white supremacy into the GOP with his “silent majority” and “war on drugs.”
The former was an explicit shout-out to white racists abandoned by the Democrats in 1964/1965 when LBJ pushed through and signed the Civil Rights and Voting Rights Acts, the latter an explicit technique to disrupt the Civil Rights and anti-war movements. Abandoning all subtlety, Nixon called it his “Southern Strategy.”


A decade later, Reagan pulled southern racists even deeper into the GOP by kicking off his 1980 election campaign with a speech about “states’ rights” to an all-white audience at an obscure Mississippi county fair near the site where three Civil Rights workers were brutally slaughtered in June, 1964. While most Americans — and all major American newspapers and TV networks — missed the significance of the event, southerners heard the whistle loud and clear.


Reagan amplified it with his “welfare queen” comments and his sympathy for white people offended by a “strapping young buck” using food stamps to “buy a T-Bone steak,” while “you were waiting in line to buy hamburger.”


With the ground laid by Nixon and Reagan, that singular event of Obama’s presidency gave Trump the lever he needed to inject the larvae of his sociopathy into the moribund GOP.


He began with his claim that Obama wasn’t even a US citizen but had been born in Kenya, as clear a reference to race as his assertion earlier this week that the Black prosecutor Fani Willis and the Black judge Tanya Chutkan are both “Riggers.”


But Trump was only able to finally take over the GOP in 2016 because a group of corrupt politicians and rightwing billionaires got there first, setting up the party’s faithful to believe absurd lies and step into alternate realities.


It started with Nixon claiming he had a “secret plan” to end the Vietnam War when, in fact, he’d reached out to the Vietnamese and scuttled an actual peace treaty that LBJ had negotiated in the summer of 1968.


When President Johnson called Republican Senator Everett Dirksen to tell him about it just days before the election, Dirksen accused Nixon of “treason.”
Reagan then convinced America’s Republican voters that if they’d just cut taxes on the morbidly rich, prosperity would “trickle down” to average middle class people because it would “unleash” the “job creators.”


His cutting the top tax bracket from 74 percent to 27 percent unleashed them, all right: it unleashed them to buy thousands of politicians at both the state and federal level; to flip more radio stations, TV stations, and newspapers hard right; to purchase yachts and mansions around the world, and even to build their own spaceships.


Reagan told Republicans if they stopped enforcing the anti-trust laws that Republicans had fought for in the 1890s and Republican presidents Teddy Roosevelt and Robert Taft had used, prices would drop and America’s small towns would prosper. Instead, the average American family pays $5,000 a year more than citizens of countries that still enforce their anti-monopoly laws and small-town America has been gutted, with literally millions of local retailers and small employers put out of business by Big Box stores.


Reagan sold Republicans (and a few Democrats) on the idea that “free trade” would lower costs for Americans and, to some extent, it did: our stores were quickly filled with cheap, disposable junk. But the price we paid was 50,000+ factories and over 16 million good-paying union jobs moving to Asia and Mexico.


Reagan promised us if we’d just follow Milton Friedman’s advice (when he was secretly being paid off by the real estate lobby) and end rent controls, cut home mortgage subsidies like those through the FHA and VA, and throw our housing markets open to unrestrained speculation and both corporate and foreign ownership, every American could live the American Dream.


Instead, foreign investors and massive hedge funds run by Wall Street billionaires are buying up America’s housing stock and turning it into rental properties, both exploding the price of houses and rents. The clear and measurable result is an epidemic of homelessness and tent cities.
Reagan promised us if we’d just end “oppressive regulations” — designed to keep our food supply safe, our drugs affordable, clean up our air and water, and protect our children from death by firearms — the “magic of the free market” would provide all those things in spades.


Instead, our food supply is filled with chemicals, microplastics, and heavily processed faux foods that have produced two generations of obesity and related metabolic disorders in children along with an explosion of cancer, birth defects, and other once-rare diseases.
Reagan promised us if we’d just stop funding public schools and stop teaching civics and instead direct that money to private for-profit or church-run voucher and charter schools it would grow the levels of literacy, civic engagement, and healthy political dialogue.
Instead, about half of all American adults cannot read a book written at an eighth-grade level, according to the U.S. Department of Education and the National Institute of Literacy. Only 39 percent of Americans can name all three branches of government, leaving our nation vulnerable to racist white nationalists and fascists wanting to transform the democratic experiment our Founders began with our American republic.


The next Republican president, George W. Bush, nakedly lied to America about the “threat” presented by Saddam Hussein and Iraq to justify a war that cost our nation dearly in both blood and treasure, just to enrich the failing Halliburton (former CEO: Dick Cheney) and other oil companies in Bush and Cheney’s orbit.


Bush also pushed through a plan to clear-cut forests he called the “Healthy Forests Initiative,” and a plan to deregulate pollution controls he called the “Clear Skies” legislation.


By 2010, Republican voters were primed to believe pretty much anything party politicians told them. That was the year the billionaires really got busy taking control of the party’s base.


They started by funding the Tea Party, theoretically a response to President Obama’s effort to provide affordable healthcare for all Americans. Tri-cornered hats and bizarre signs saying things like “Keep Your Government Hands Off My Medicare” popped up all over America, as the billionaires’ Astroturf movement rented high-end busses to bring gullible retired boomers to staged media events across the nation.


That morphed into the “freedom agenda,” branding everything in sight with the word. From trashing queer people, to calls for more tax cuts for billionaires, intimidation of teachers and librarians, massive Red-state-by-Red-state voter purges, legalizing open carry of assault weapons, criminalizing abortion, and a campaign to end the teaching of Black History, “freedom” has spread across the GOP.


This week we even learned that the billionaire-funded Freedom Caucus in the House intends to try to crash the US economy just in time for the election (knowing Biden will get the blame) by refusing to fund the government for the 2024 fiscal year.


Republicans have taken their “freedom agenda” to such extremes that they’re actively suppressing dissent to promote it. When a group of moms of children who died or barely survived a mass shooting at the Covenant Elementary School wanted to testify before the Tennessee General Assembly, they were escorted out by state police the Republican leader, Rep. Lowell Russell, had called.


In today’s GOP, fully in the thrall of Donald Trump and his authoritarianism, dissent is not allowed. Just ask Justin Amash or Liz Cheney.


Trump has done his work, and the Republican Party is no longer a legitimate political party. Like a cat with a toxoplasma-infected mouse, he’s eaten the party whole.


It has no platform, no moral compass, and no loyalty to the Constitution or America’s historic ideals. Instead, it does whatever the billionaires who own it tell it to do (with the ability to bribe given them by five Republicans on the Supreme Court who legalized political bribery in Citizens United).


This grift, started by Richard Nixon’s treason and lies and exploited over the years by the morbidly rich, has now so completely absorbed the party that it’s hard to see it returning to the conservative-but-willing-to-compromise entity it was during the Eisenhower presidency. Hell, most Republican voters today don’t even remember Eisenhower, much less venerate him.


As the esteemed Republican activist and constitutional scholar J. Michael Luttig told CNN a few weeks ago:

“A political party is a collection and assemblage of individuals who share a set of beliefs and principles and policy views about the United States of America. Today, there is no such shared set of beliefs and values and principles or even policy views as within the Republican party for America.”

Mourning the loss of the party he was once proud to be part of, Luttig added:

“American democracy simply cannot function without two equally healthy and equally strong political parties. So today, in my view, there is no Republican Party to counter the Democratic Party in the country. And for that reason, American democracy is in grave peril.”

A return to some semblance of normalcy in theGOP is essential to restoring a normal, functioning government to our nation, as Luttig points out. Odds are, however, it’s first going to take a widespread destruction of that party — provoked by huge Democratic wins in 2024 — to come about.

And, given the bizarre spectacle we witnessed in the Republican presidential debate, that can’t come soon enough.

Categories Accountability, Billionaires, Corruption, Cruelty, Dark Money, Democracy, Deregulation, Disruption, Education Industry, Environment, Evil, Extremism, For-Profit, Fraud, Freedom, Lies, Republicans, Trump

Nebraska: Voucher Opponents Collect Enough Signatures to Force a State Referendum!

By dianeravitch
August 31, 2023 //
18

Members of Support Our Schools Nebraska turned in over 117,000 signatures on their petition to put a new state voucher law on the state ballot in November 2024!

Supporters of the petition needed 60,000 signatures, which must now be verified by the Secretary of State. They collected far more than was necessary in case some were not valid. If they had collected 200,000 names, the law would have been suspended but that was an impossible goal.

Vouchers have never won a state referendum.

This is a wonderful challenge to privatization.

The governor vowed to keep fighting for private school funding no matter what happens in the referendum.

In a statement, Gov. Jim Pillen said the petition drive failed to suspend the law, and it will go into effect.

“We should not be fighting this fight. With the support of the Legislature, I provided the largest funding increase in the State’s history for public education. The signatures collected will now have to be certified by the Secretary of State. If this initiative makes it onto the 2024 ballot, I can promise you the fight will not be over. I have confidence in education, both public and private. I will continue to make sure each student in Nebraska has the educational freedom to choose where they want to attend school. We will never give up on our kids,” Pillen said in a statement.

Organizers took the podium Wednesday in Lincoln, discussing the results of their petition drive against LB 753, which commits public dollars into tax credits for scholarships to kids across Nebraska.

But these advocates said this law doesn’t help children at all.

They want public schools to be better funded, as Nebraska ranks 49th in the nation in state aid to public schools.

“The future of Nebraska is the future of our children. All children, not just some children, all children,” one organizer said.

Categories Courage, Democracy, Education Industry, Nebraska, Resistance, School Choice, Supporting public schools, Vouchers
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