Archives for category: Education Industry

In this article published at The Daily Kos, the writer describes Bill de Blasio’s forceful demand for a moratorium on new charter “co-locations.”

As the author explains, “co-location” is a euphemism for a hostile appropriation of public space, which is given rent-free to private charter operators, some of which have billionaires on their board.

When a charter school is “co-located” with a public school, “Kids attending then ‘co-located’ neighborhood schools are kicked out of their classrooms and forced into yet more crowded classrooms. Charter schools don’t pay rent, often get the best facilities, and cherry pick the use of ‘shared space’.  They often reject students who don’t fit in their managers’ model of the right sort of student.”

He writes:

The charter school movement was originally a progressive idea – let local parents try to build local alternate schools.  Let a thousand classrooms bloom.  Fair enough.  

But this nice warm hippy concept has been hijacked and industrialized and capitalized and even securitized by the neo-cons.  Bloomberg (not parents) led the push for charter schools here. His cronies at the Department of Education led the revolution from above. By last year there were 125 elementary and middle school charter schools in New York City.  Charter schools now account for over 5% of NYC’ students. But parent demand didn’t create these schools; all were manufactured by administrative fiat. And almost none of these schools were built anew – the space was stolen from neighborhood schools.

And he adds:

Actually almost  all parents would choose the same thing – a sound neighborhood school. And by subsidizing charter schools Bloomberg diverted billions of Dollars that could have made neighborhood schools stronger.

The promise of charter schools was that their existence as an alternative would give parents a choice.  The theory was that management of existing system would make improvements to compete with the new schools.   But in NYC parents aren’t really given a choice. Billions of dollars of real estate has been expropriated from neighborhood schools and given to Charter Schools. The neighborhood schools are robbed in a deliberate effort to make the Charter Schools seem more attractive. It’s only natural that when given the choice between a starved carcass of a neighborhood school or an a shiny new floor in a charter school, some parents choose the latter.  Bloomberg has his thumb on the scale. He has sabotaged neighborhood schools, not strengthened them.

If de Blasio is elected and follows through on his promise to be a mayor for all the children–especially the neglected 95% who do not attend charter schools–he could become a national leader in the fight to restore sanity and common sense to education policy.

The writer says:

De Blasio could be New York City’s next Mayor.  He can use the office to not only reverse Bloomberg’s failed educational policies but as a national podium.  He can fight to end NCLB, to end the “Reign of Testing Terror”, to end the misuse of Charter Schools, and for reasonable universal pre-k.

DINOs like Rahm Emanuel and NY Governor Cuomo still think they should talk about closing failing schools.  Neighborhood schools are being closed in Chicago, Detroit, Philadelphia, etc. Maybe if New Yorkers elect de Blasio we can also send a message to Congress and Education Secretary Arne Duncan and President Obama.

North Carolina is one of several national hotspots for the
“reform” movement’s campaign to privatize public education. With
extremists in control of the Legislature and the Governorship,
public education is under siege.

The governor has cut hundreds of
millions of dollars from the public schools, while claiming that
his cuts were actually increases. Acting with the Legislature, the
governor has enacted radical privatization measures, including
charters and vouchers.

North Carolinians are not standing still.
They are getting the picture. Every Monday, thousands gather at the
Capitol in what is known as Moral Monday rallies.

One of the stalwarts of the effort to stop the destruction of public education
is Dr. Yevonne Brannon. She is one of the leaders of Public Schools
First NC, which has encouraged resistance to the extremists. She
has lived in Wake County for 40 years, and has been a steadfast
supporter of racial integration and quality education for all.

She was one of those who pushed back against efforts to resegregate the
schools in 2009. Read more
about her here
. Her biggest concern right now is
vouchers.

She says: “I’m very worried this is a corner
we’ve turned that we can’t turn back,” Brannon says. “[In other
states with these kinds of programs], the funding for it continues
to grow, and it becomes more and more expensive. It absolutely
devastates the public education system in every community, in every
state it’s been implemented in.
“This is, for
the public school system as a whole, probably the worst thing that
could have happened,” Brannon continues.

“Taking public dollars and putting them in private schools – that is the thread that we will
keep pulling until we have unraveled the public school system. The
public has got to understand this.”
Brannon
explains that voucher programs aren’t about school choice. Rather,
they are the result of a “perfect storm” of those who are
anti-government, those who want to make money off of public
education, those who want religion in schools, and those who “don’t
want their kids going to school with children who are not like
them” – all supported by parents who don’t recognize the impact
vouchers have on their communities and on the state as a
whole.
“For forty years, we’ve seen this push
by the ultra-conservative religious right to erase that line
[between religion and public education]. For forty years, we’ve
seen profiteers try to get their noses under the tent. And for
forty years, we’ve seen people who want to re-segregate schools.
Since 1973, I’ve been fighting to strengthen and integrate public
schools. And now, in 2013, here we are. I’m absolutely
devastated.
“But I also feel energized. I am
determined that I will spend the last days of my life fighting for
what I fought for 40 years ago, which is a strong public school
system that serves every child. And I’m more determined now than
ever.”

The fight is on. North Carolina is only one of
many battlegrounds. But make no mistake. Engaged citizens and an
informed public will push back the forces of destruction and save
public education for future generations of children.

A few years ago, as the charter movement began to grow and get stronger, it became clear that it had attracted the enthusiastic support of a large number of super-wealthy hedge-fund managers.

The New York Times noticed this in 2009 and 2010 and published two different prominent articles ( see here and here )about how charters had become the hottest charity in the hedge fund world.

One of these articles appeared in the “Style” section, as if to suggest that charters had become a really cool hobby for people who normally spend their time racing polo ponies or cruising the Mediterranean on their yacht. There was no suggestion that any of the funders involved had attended a public school or ever sent their own child to one. No, they were investing in good deeds by opening privately managed schools to compete with public schools, get higher scores, then take away the entire building of the public school. Mayor Bloomberg encouraged the co-location of charter schools, creating a scenario that some called “academic apartheid,” in which the charter kids had the best and latest of everything, while the public school kids on the other side of the building had to make do with the remains and enroll the children that the well-endowed charter did not want: those who did not read English, and those with severe disabilities, those who didn’t follow the rules.

Steven Brill wrote about the birth of “Democrats for Education Reform” in 2005 in his book Class Warfare, and he makes clear the sense of  noblesse oblige felt by those in attendance. The investment in charter schools was exciting for men (and women) who had gone to the nation’s finest prep schools and best colleges and had accumulated great wealth. He tells the story of DFER’s first organizing meeting, held at a luxurious penthouse; the guest speaker was the rising young Senator from Illinois, Barack Obama. When Obama was elected, DFER sent its list of choices for cabinet positions to the new President; its choice for Secretary of Education: Arne Duncan. The best way to reform schools, they concluded, and to save the lives of minority children, was to create privately managed charter schools with people like themselves on the board of directors.

As I reflected on this bit of background to the role of hedge fund managers in promoting the privatization of public education, I suddenly remembered an email I received in 2010. The writer asked me not to mention his name, for obvious reasons. I never forgot his letter.

I post it here.

I manage money and I’m black.   I am distressed by the barrage of mail I’ve been getting from fellow money managers who somehow think there is a fairly easy solution to educating the “underclass” by using charter schools.  I’d like to share with you a few points from my experience which may help you contextualize my concern.

 

 

1.       Hedge fund managers typically don’t add value to society.

2.       Hedge fund managers often have very little practical real world experience.   Many have not worked for anyone else. Yet activist managers are very comfortable giving advice to operating managers of companies in which they take a stake.

3.       Hedge fund managers virtually never hire minorities outside of Asians

4.       Hedge fund managers have attended exclusive private schools and almost always send their kids to the same.

5.       Hedge fund managers know virtually nothing of incentive systems and largely supported the Wall Street incentives which nearly created the demise of our society as we know it.   

6.       Hedge fund managers and private equity managers typically don’t pay their share of Federal taxes.   (I personally elect to pay my carried interest as regular income)

 

With my experiences as a backdrop,  I’m somewhat concerned that groups such as DFER (Democrats for education reform) are receiving so much positive press.   

 

As I have begun to research education I wonder if you can point me in the right direction?

 

1.       Has there been a study on the effect of educational lotteries (like the kind that are run to select students for some charter schools) on the students who aren’t picked?   It seems a bit demoralizing to me…

2.       Has there been a study of teachers who would work for incentives?   In other words I’m not sure free market incentives work for professionals like all the teachers I know?.    

 

 

Background

 

I am a 22 year veteran of [tech company] who left to start a money management business.  One of my early management assignments at [tech company] was to manage public sector sales for the Philadelphia area.   This job afforded me a great deal of interaction with teachers and students of the Philly school district.

My current business manages money for clients with assets from XXX to several hundred million.   It is the intention of my family to pay out all business profits from our internal hedge fund to urban squash and music education in public schools.

 

Thanks in advance for your consideration    

Progressive Magazine has created a wonderful new website
called Public
School Shakedown
to cover the news about the
privatization movement. Please subscribe to stay informed about the
shams, scams, frauds, boondoggles, and assorted scandals connected
to today’s faux-reform movement. And to keep Public School
Shakedown alive, subscribe to the reborn Progressive Magazine,
which understands what is happening and is helping us to inform the
public.

Jonathan Pelto reports that charter advocates have dumped at least $50,000 into the Bridgeport school board elections in hopes of maintaining a board that will create more charters and defend Paul Vallas.

Expenditures of this magnitude are still fairly rare in school board elections, except in cases where the privatization movement has decided that they want control, like the Louisiana, Indiana, Idaho, and Los Angeles school board races, as well as the charter referenda in Washington State and Georgia.

Where is the money coming from?

Pelto writes:

In this case, A Better Connecticut is claiming that their five largest funders were Education Reform Now Advocacy of New York City, 50CAN Action Fund, Inc. of New York City, Real Reform Now Network, Inc. of Loudonville, New York, Families for Excellent Schools – Advocacy Inc. of New York City and Students for Education Reform (SFER- Action Network Inc.) of New York City.

A Better Connecticut was created at the beginning of this year by ConnCAN, which was created by the original funders behind Achievement First, Inc.

As readers know, Achievement First, Inc. is the large charter school management company that was co-founded by Stefan Pryor who served on Achievement First’s Board of Directors until he resigned to become Governor Malloy’s Commissioner of Education.

Note how many of these groups are not based in Connecticut. Families for Excellent Schools in NYC is funded by the Walton Family Foundation, the Broad Foundation, and other corporate reform activists.

Mercedes Schneider, who teaches in a public high school in Louisiana and holds a Ph.D. in research methods, wrote a post about the transaction in which Rupert Murdoch’s Amplify bought the rights to Core Knowledge ELA for 20 years.

She wrote:

A quick summary: A 2012 American Educator article notes that CK materials are free for teachers both in New York and across the nation to download. The CK website has some (but not all) CK ELA free materials, but only to read, and these have been recently “updated” (according to the CK site record) but are amazingly outdated. So, for usable, truly updated CK ELA K3 materials, one can go to the CK website, but one is redirected to Murdoch’s Amplify, where one must purchase these now-certainly-not-free CK ELA K3 materials.

When she went to the Amplify website, “The cheapest item by far is $650 for a CK ELA kit to serve 25 children. That’s $26 per student– just a few dollars shy of the cost per student for a Jeb-Bush-promoted PARCC assessment.”

“As a teacher, I realize the importance of schools’ purchasing teaching materials that are reproducible. Most schools do not have the funds for substantial annual curricular purchases for all subjects. And yet, the Amplify CK ELA materials are not reproducible, which means that a school would have to pay some serious money each year in order to use materials that are deceptively publicized as “free.”

E.D. (Don) Hirsch, Jr., has never profited from the Core Knowledge materials or program. He has placed every dollar from the royalties of his books into the Core Knowledge Foundation, which exists to disseminate his ideas about the importance of content. Let me repeat: Hirsch has not profited from the selling of any CK materials.

I asked Hirsch to respond to Mercedes Schneider’s blog post above. This is his response:

Dear Mercedes Schneider:

I noticed from the latest update of your blog that you have found the site where you can download all the latest files and materials from Core Knowledge Language Arts pre-K-3, — available to all under a creative commons license, which means that anyone can print, amend or use in any other way for their school or personal use, so long as they don’t try to sell it. If you were a first grade teacher you could print up copies for yourself and any number of students, You would not be charged a penny by anyone, and Amplify would not earn a penny.

In your update you complain that this web address is hard to find. I’m not great on computers, but here’s the way I found it. I went to the Core Knowledge web site, which appears when you google “Core Knowledge.” Then I wrote “CKLA download” which brings you to a web page that has a “free download manager.”

One of the reasons we put this site up is our dissatisfaction with the New York State website. As you note it still has the old 2010 pilot version of the materials when they were first sites being worked on, and did not want them downloaded yet. The NY site also has the up to date current version . You are right that those old sites old are still live, and we have urged that they be taken down. Those old sites have all the “still under construction” warnings that discourage distribution. We continue to try to get those out of date sites taken down. But we have no control over the bureaucracy of NY state.

The only way Amplify can make money from CK Pre-K-through 3 is if a school or district doesn’t want to bother with printing, and therefore orders from them. But this also means that Amplify would need to offer the materials at an attractive price.

And there’s another twist you could not have known about. We were pretty good bargainers on behalf of the public in this deal. Amplfify helped pay for the development of grade 3. But we insisted grade 3 also got put up for free.

You need to consult with Amplify where they expect to make money from all this. They are underwriting the development costs of grades 4 and 5, and our contract with them is a regular 20 year publisher’s contract with royalties to CKF. They probably hope that having the whole pre-K 5 package, with pre-k 3 available for free will make 4 and 5 attractive. You’ll have to ask them. Our view is: we want the get these coherent, knowledge-based materials available to as many schools as possible. And for as many grades as possible for free.

Don Hirsch

Our frequent commenter who signs in as “KrazyTA” gave us this inspirational gem:

“Always take things with a grain of salt, but Mahatma Gandhi was not far off when he said:

“When I despair, I remember that all through history the way of truth and love have always won. There have been tyrants and murderers, and for a time, they can seem invincible, but in the end, they always fall. Think of it–always.”

In this excellent analysis, Paul Thomas lists the many education policy ideas that are at the core of corporate reform–and how they have been proven wrong.

At first glance, it is infuriation to realize that no part of the corporate reform agenda works.

But on second thought, it is encouraging to realize that the policies the reformers are pushing ARE the STATUS QUO and IT IS FAILING.

It is failing, and failing, and failing.

As the old adage goes, you can fool some of the people some of the time, but you can’t fool all of the people all of the time.

Eventually, the hedge fund managers will get bored and find another hobby.

Eventually, the public will wake up and realize that profiteers are stealing their public schools.

And then the game will be over.

Howard Blume reports in this morning’s Los Angeles Times that the school district’s $500 million purchase of iPads did not include the keyboards that will be necessary when the students use them to take standardized tests. The district has also committed to spend another $500 million to install wireless Internet in every school. The iPads were purchased for testing students on the new Common Core.

Blume writes:

The project is funded by voter-approved school construction bonds, which typically are paid off by taxpayers over about 25 years.

Students at two elementary schools received the iPads last week in the first rollout. All students are supposed to have tablets by December 2014.

As of now, the iPad project does not include wireless keyboards, in part because the tablet computers have touch screens.

But that setup might not satisfy the needs of older students writing term papers, for example. And if typing on them proves more difficult, that could frustrate or hinder students as they take new online tests. The device’s touch screen could even obscure portions of a test item that would be visible in its entirety on a full screen.

For some time, the district has planned to use the devices for testing based on new English and math learning standards, called the Common Core, that were adopted by California and 44 other states.

There are rumors in the tech industry that Apple will soon release a new generation of iPads, which raises the question of whether they are dumping the soon-to-be-obsolete version on LA students.

Sit back in your favorite chair and set aside 15-20 minutes
to read a stunning story about how the charter school idea has been
captured by ambitious wheeler-dealers who are making millions off
the taxpayers. This series in the
Miami Herald
is an outstanding example of investigative
journalism. The articles were written two years ago by Kathleen
McGrory and Scott Hiassen but they remain timely. They document how
charter schools in Florida routinely exclude students with special
needs; how some screened out the poorest students; how Academica
Corporation became Florida’s richest charter school management
firm, through a series of complex financial transactions involving
real estate; and how charter operators like Academica steer
campaign donations to legislators to protect and increase their
gains. It helps to have powerful allies in the state legislature,
and all it takes is generous campaign donations. If you don’t have
time today, read it tomorrow. This is an incredibly enlightening
series of articles. Once you read it, you will understand the
political clout of the charter industry and why charters have
become the rage on Wall Street as well as with ALEC and the Koch
brothers.