Archives for category: Education Industry

The public is beginning to awaken to the realities of what is deceptively called “school reform.”

Read David Sirota’s terrific piece on how they are unraveling, here.

First, what is happening in state after state, in direct response to federal policy, is school destruction, not reform.

Second, the end game for the so-called “reformers” is privatization, not reform.

Everything the “reformers” advocate fails to produce better education.

Charters and vouchers are not only privatization, but they promote greater segregation and social stratification.

The endless testing regime has generated a backlash that reaches into every district in the nation.

The recent release of the NAEP Long-Term Trend data for 2008-2012 showed virtually no improvements in test scores for that period of time, just as NCLB and Race to the Top converged.

The “reformers” are the status quo.

It is a status quo that is bad for students, bad for teachers, and bad for the quality of education.

At some point, the public will demand change, and the reformers will be finished.

This is a stunning research job by Jersey Jazzman about the money tree that is turning canny businessmen into multimillionaires by investing in charter schools.

They package financing from the U.S. Treasury Department, the U.S. Department of Education, the Walton Family Foundation, and they spin it into gold–for themselves.

The family charter group he describes controls over $100 million in real estate. They have gotten very, very rich.

Here is his conclusion. Please read the whole post. It is jaw-dropping.

“…while we can debate the relative merits of charter schools, one thing is quite certain: any notion that the charter industry is “all about the kids” needs to be dismissed, because there are adults who are clearly making a lot of money off of charter expansion. And it’s not just people like the Zuluetas: Bruno himself, according to Building Hope’s 2011 tax return, earned $388,709 in compensation and another $56,865 in benefits for a year’s work. In contrast, the average Florida teacher salary is $45,723.”

These are the same people who claim that teachers don’t put children first. What do they put first? It is not the children.

– See more at: http://jerseyjazzman.blogspot.com/2013/07/make-big-money-building-charter-schools.html#sthash.9D3ptFh6.dpuf

It is not news to readers of this blog that public education is under attack in cities across the nation by a politically powerful and heavily funded privatization movement. In some states, this movement has moved into the suburbs as well.

This video pulls away the mask of reform and explains in clear detail the nexus of connections behind the privatization movement in Minneapolis. This district was once the largest in the state. Due to the proliferation of privately managed charters, it is now the third largest in Minnesota.

The video has no production values. It is a simple narration of a complex graphic that displays the web of relationships among powerful foundations, one very powerful family, national organizations, and corporate interests.

All the big players have converged on Minneapolis: 50CAN, DFER, TFA, and many more, abetted by one powerful local family that owned the city’s biggest newspaper, sold it, and now owns the online newspaper Minnpost.

Charters in Minneapolis are more segregated than the public schools and get lower scores.

These inconvenient facts do not slow the advance of the privatization movement. They present themselves as idealists, and some are fooled by the rhetoric about “saving minority children from failing schools” and “closing the achievement gap.” They are flush with cash and federal tax credits, and fueled by ambition, a love of power, media adulation, and–for some–tidy profits.

Left to their own devices, they will restore a dual school system, both publicly funded, one free to kick out students, the other a dumping ground for the kids unwanted by the charters.

Left to their own devices, they will destroy public education in America.

If only I had known sooner, I would have posted the announcement of today’s symposium.

Yes! There is money to be made by investing in charter schools! It’s all about the children! It’s the civil rights issue of our time! And a great investment too!!

“Bonds and Blackboards: Investing in Charter Schools (New York, NY)
Symposium – July 10, 2013; 9:30 – 6:30 PM

WHAT: A one-day symposium to help Wall Street – especially the tax-exempt bond market – understand the value of investing in charter schools and best practices for assessing their bond credit.

WHEN: Wed., July 10 – 9:30 a.m. to 6:30 p.m. (Registration and breakfast begin at 8:30 a.m.)

WHERE: The Harvard Club of New York City, 35 West 44th Street, between Fifth and Sixth Avenues.

WHO: Confirmed speakers include Noah Wepman of the Bill & Melinda Gates Foundation; LISC CEO Michael Rubinger; charter school investors Alliance Bernstein, Hamlin Capital and Nuveen; commercial bankers; bond underwriter RBC Capital Markets; and rating agency Standard & Poor’s. The charter school sector will be represented by SUNY, a charter school authorizer; charter support organizations; and charter school operators.

The keynote speaker is Brett Peiser, CEO of Uncommon Schools, a charter school network of 32 schools in the Northeast that has successfully reversed the achievement gap between low-income students and their higher-income counterparts.

Registration for this event is now closed.
If you are interested in attending, please email effc@lisc.org to see if we can accommodate you.

Location: Harvard Club
35 West 44th Street
City: New York
State: New York”

Here is an event you won’t want to miss, if you can pay the price of admission.

So many opportunities to cash in on the emerging market of education.

There are, as the ad says, lots of needs to address:

“This is a long-overdue shift the public has been clamoring for — measuring quality by what students are able to master, not by time spent in a classroom — and the private sector is offering numerous opportunities to ride this wave.

“Another example is the push to enhance offerings in the K-12 space, potentially opening up more early childhood and supplemental education.

“And many for-profit providers are finding opportunities in partnerships with hospitals and universities and other large employers, so what was once a demand stemming primarily from affluent parents is now trickling downwards.

“These are just some of the excellent reasons why investors who appreciate expanding opportunities in attractively-priced companies belong at The Capital Roundtable’s ENCORE conference — “Private Equity Investing in For-Profit Education Companies,” being held in New York City on Thursday, July 25th.

“Here are even more reasons that new technologies have created among education companies focused on support services —

“Teacher Evaluations — now being put into the hands of third parties.
Enrollment Specialists — outsourcing this key activity to dedicated firms.
Student Services and Job Placement — increasingly being turned over to middle-market providers.
Admissions and Financial Aid IT — with huge interest in software and SAAS providers.
Massive Open Online Courses — helping institutions deliver large-scale MOOCs that are typically free to take and to serve to build an institution’s brand.
Syndicated Content — helping institutions save on course development and faculty costs with pre-packaged curriculums to be delivered online with the institution’s own brand.
No argument, this is an amazing moment for private equity investors to explore for-profit education opportunities. And this encore conference from The Capital Roundtable is particularly valuable if you are new to the education marketplace and need to understand its particular complexities such as the Higher Education Reauthorization Act implications.

“Just consider —

“The education sector represents the second biggest category of GDP, so there’s a lot of need to address.
63% of the deal value last year in the for-profit education sector represented private equity transactions, up from 51% the year earlier.”

What are you waiting for?

This teacher in Pennsylvania wonders why President Obama is turning his back on the calamity facing students in Philadelphia.

Please send his comment to the White House. After years of budget cuts and layoffs, isn’t it time for action? The Obama girls attend a wonderful school with small classes, experienced teachers, arts, physical education, science labs, a library: shouldn’t everyone?

The teacher writes:

“I teach in suburban Philadelphia in a district which is managing to survive with cutbacks in programming and hiring under Governor Corbett, but my wife teaches in Philadelphia and is experiencing firsthand the devastating impact of the state and city leaders seriously shortchanging public education. In September she currently expects to return to a school with no assistant principal, no counsellor, no nurse, no aids, no librarian, and fewer teachers.

“While I expect the kind of indifference exhibited by our tea party Governor and legislature to public education, I am struck by the almost total dropping of the ball by our President and the Democrats on the issue of saving our schools, especially on behalf of the constituency which worked and voted for their reelection. Is this because the President and those around him making education policy have been bought off by the same education “reformers” who own Governor Corbett?

“I got my answer when I watched the “cutting edge classrooms” town hall for students which was sponsored by the Obama administration on June 6 after the President announced his plan to put more technology in our nations classrooms. Here is the link: whitehouse.gov/show-and-tell. This was billed as the National Show and Tell on connected classrooms. The host was a spokesperson for something called EdSurge and at approximately the 24 minute spot of the presentation she tells the assembled students that she wants them to believe she has a magic wand which could solve any problem in their schools and she invites responses. It is then that a student from Philadelphia explains that her district has a 300 million dollar deficit, that teachers and counselors are being laid off and that she wishes the magic wand would be used by the Obama administration to fix this crisis caused by, what the student refers to as the “Doomsday budget.”

“Incredibly the total response from the spokesperson is to say: okay, Philadelphia wants more funding for its doomsday “project”. That’s it. That’s all she wrote.

“As you said in your letter to the Education Secretary it is a national disgrace to allow the public schools to die, but as long as leaders are more beholden to the technology companies than the students, technology, not learning is what we will get.”

We have heard in state after state that teachers’ pensions and wages must be curtailed because they–and other public workers–are destroying the economy. Those greedy, selfish teachers and principals!

However.

The Economic Policy Institute in DC reports that in 2012 the average CEO made 273 times the wages of the average worker.

Now it is very important to understand the concept of shared sacrifice. Your typical CEO might have insisted on wages 500 times that of the workers, but they graciously consented to a ratio of only 273:1.

Here are a few key findings:

“Average CEO compensation was $14.1 million in 2012, using a measure of CEO pay that covers CEOs of the top 350 firms and includes the value of stock options exercised in a given year (“options realized”), up 12.7 percent since 2011 and 37.4 percent since 2009. This is our preferred measure.”

Also:

“From 1978 to 2012, CEO compensation measured with options realized increased about 875 percent, a rise more than double stock market growth and substantially greater than the painfully slow 5.4 percent growth in a typical worker’s compensation over the same period.

“Using the same measure of options-realized CEO pay, the CEO-to-worker compensation ratio was 20.1-to-1 in 1965 and 29.0-to-1 in 1978, grew to 122.6-to-1 in 1995, peaked at 383.4-to-1 in 2000, and was 272.9-to-1 in 2012, far higher than it was in the 1960s, 1970s, 1980s, or 1990s.”

Think how busy they must be outsourcing jobs to low-wage nations. Tough job, but someone has to do it.

Marc Epstein taught at Jamaica High School in NYC for many years. He has a Ph.D. In Japanese history.

Since his school started closing, he has taught in many of the city’s schools.

He writes:

What Ever Happened To In Loco Parentis?

Well, another June another student field trip drowning. But this time around the schools chancellor has assured us that there were a sufficient number of chaperones and signed consent slips from the parents. Case closed.

That the chaperones failed to carry out their duties, that field trips of this sort during the last days of school especially when children are so much harder to supervise and control should not be permitted, seemed not to cross Chancellor Walcott’s mind.

When Nicole Suriel drowned during her class outing in June of 2010, there was only one teacher on that ill-fated excursion. The students lacked parental consent, and the required number of adults to supervise the trip was never checked. But in the era of mayoral school control supposedly based on business model accountability introduced by our entrepreneurial mayor, not a single supervisory official lost their job. The hapless first year probationary teacher took the fall instead.

When I attended New York’s public schools a similar incident never would have occurred because these kinds of trips were forbidden in June. At least that was way it used to be when the putatively dysfunctional pre-Bloomberg Board of Education ran the show.

So I queried my friends, and they had no memories of such an occurrence during our public school years. Neither do we recall the teacher-student sexual abuse scandals that explode on the front pages of the tabloids with regularity.

But times change, people change. There was a time when the responsibility of the school to act in place of the parent, “In loco parentis,” was taken with the utmost seriousness. But that no longer seems to be the case.

This breakdown in decorum, competence, morality, common sense, and accountability is no accident. And it’s not the fault of an amoral hidebound teacher’s union defending the indefensible either.

If you look at the articles that detail these incidents you’ll discover that most of the accused employees were hired during Mayor Bloomberg’s watch!

Don’t go looking for editorials demanding that the mayor enforce a more rigorous hiring standard for teachers and their supervisors. You won’t find any.

Don’t go looking for any investigative reporting on who hired the people who’ve been charged with sexual misconduct. You won’t find anything about that either.

Instead of real reporting you get manufactured stories coordinated with the publisher of the Daily News, Mort Zuckerman, and former CNN and NBC reporter Campbell Brown.

Zuckerman was raised and educated in Canada, and Brown was raised and educated in elite schools in Louisiana. I can assure you that they have greater familiarity with the menu at Per Se than they do with hiring and management practices of the New York City school system.

That hasn’t deterred Brown, who now flacks for Students First, a front organization funded by the mayor himself, from joining the fray as a well compensated “concerned parent.”

The result is Big Lie journalism, a form of journalism that was heretofore associated with totalitarian regimes that believed that the truth was what they said it was.

Another characteristic of our Orwellian city is the mayor’s claim that we now have a government that demands and gets accountability.

In fact, gentle reader, it’s really quite the opposite. It’s all counter-intuitive you see. If you work within the school system you find that there is no accountability above the level of the classroom teacher.

And it’s not exclusively about the non-existent hiring standards that have allowed these awful sexual predators a perch in the classroom.

Just spend some time in the schoolhouse and you notice the molded ergonomic chairs that are cracked and missing arms before they’ve seen their fifth birthday.

I’ve been to about 30 schools over the past two years and can attest that I’ve yet to see a school where these chairs are still in l one piece. When I first started working in the schools almost two decades ago our furniture dated back to the 1920s but it was still in tact.

This past term I taught in a state of the art, drop-dead gorgeous building that opened four years ago. It provided all a teacher could ask for, but when you looked at the pneumatic door closers on the classroom doors you noticed that they were all leaking. Those plastic chairs were broken too.

I like to talk to the workers in the school cafeteria and custodial staff. You get to know a great deal more about the schools’ operation that way. They complained about the lids for re-heating the food that were supposed to be aluminum but were really aluminum colored plastic. The result was they melted all over the food. That never happened in the bad old days.

Another food service worker told me about the commercial rolls of foil that ran out too quickly because they were three pounds lighter than they were supposed to be. That never happened in the bad old days either.

I asked someone in the food vending business to estimate the costs, and he told me that it comes to about $4.50 per roll of missing foil. That doesn’t mean a heck of a lot, to borrow a phrase from The Pajama Game, but 3,000 rolls a week used citywide over thirty-five weeks a year? You do the math.

Last week I made a point of attending my old school’s penultimate graduation ceremony. Jamaica High School, which survived for 121 years, won’t survive the mayor’s ordered closing of the school next year, unless a new mayor grants a reprieve. In the name of accountability this school must die.

You wouldn’t know it from listening to the speeches of our students, many of whom are new arrivals to this country. They were proud to be Jamaica High School graduates, and none of the phony numbers about a failed school could convince them otherwise.

Nancy Giles of the CBS Sunday Morning was the keynote speaker. She wanted to know what the four small schools that are taking Jamaica’s place in the building are accomplishing that couldn’t be accomplished by Jamaica High School? Giles graduated in 77’.

The answer is nothing. If anything, student life, schools sports, the arts and music have suffered with the atomization of the comprehensive high schools.

As I walked into the building through the rear parking lot I noticed that the heavy fire doors that were installed less than two years ago were painted gold metallic. When I spied the bottom of the doors I noticed that the metal had already rusted out and the paint job was an attempt to camouflage the rot.

The brand new rusted doors are the metaphor for mayoral control. I’d like to see Mort Zuckerman deploy his very competent education reporters to investigate these items; just who got the contracts and pocketed the profits, but don’t hold your breath.

That’s because the movers and shakers know that what used to be a “public” that had to be answered to in New York City no longer exists.

This is a city of immigrants – a new peasant class that can be easily ignored. When a school child of Dominican immigrants drowns in Long Beach, or a child of Haitians drowns in Bear Mountain Park, the establishment has little to fear from middle class articulate parents demanding answers and true accountability.

All you need do is gin-up the attacks on the teaching profession and claim that you can turn education around by giving their kids school choice and ridding the city of public schools, and never lose a night’s sleep.

Bill Phillis of the Ohio Coalition for Education and Adequacy writes the following description of the assault on public education in that state:

 

FY2014-FY2015 State Budget Proposal:  Assault on school districts and boards of education

July 1, 2013

The state is responsible for a thorough and efficient system of public common schools.  School district boards of education are responsible for delivering educational opportunities to the children of the community.

Charter schools and vouchers bypass the boards of education in Ohio except for the few charters that are operated by a board of education.

HB 59 greatly expands the choice programming in Ohio and opens the door to the nationwide scheme to remove school funding from the system.  The money-follows-the-child mantra is a code for dismantling the public school system which is democratic operated, community-by-community all across Ohio and America.  The board of education is the fourth branch of government and is being systematically eroded and dismantled.

A bit of history is in order:

Early in the history of Ohio, education was deemed to be a fundamental function of government.  In fact, prior to Ohio statehood, the Land Ordinance of 1785 set aside the sixteenth section of each township* for the support of schools.  “There shall be reserved the Lot N16, of every township, for the maintenance of public schools.” The Northwest Ordinance of 1787 declared education a governmental function in Article 3: “Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”

This 1787 provision was, nearly word for word, included in both the 1802 and 1851 Ohio Constitutions.  In 1821, the legislature enacted the first general school act which provided for the establishment of school districts within townships and made property within the township subject to taxation authorized by the electors.

In 1825, legislation was enacted to require that townships be divided into school districts and to require the election of directors for each district.  Also, each community was required to levy taxes for the support of its schools.

In 1847, legislation was enacted which required the entire state to be divided into school districts.  Then, in 1851, Ohioans adopted a new Constitution which required the state to secure a thorough and efficient system of common schools throughout the state.  It was determined by law that locally elected school officials would be responsible for delivering the state’s educational programming to the children of each community. This governmental arrangement for public education was reaffirmed and strengthened by the 1912 constitutional amendment which provided “by law…for the organization, administration and control of the public school system of the state supported by public funds: provided, that each school district embraced wholly or in part within any city shall have the power by referendum vote to determine for itself the number of members and the organization of the district board of education…”  The 1912 amendment reconfirmed the role of the state and boards of education in ensuring high quality educational opportunities for the children in all of the communities throughout Ohio.

This legal framework provides that each school community, as a part of the state’s common school system, will operate its district through an elected board of education.  The school district is a governmental unit responsible for the delivery of educational programming to all of the children of all the people within the district.  The board of education is truly the FOURTH BRANCH OF GOVERNMENT.

This common school arrangement is fundamental, workable and essential to the preservation of democracy.  The time-honored practice of each community operating its schools via an elected board of education is being challenged on many fronts. TheCenter on Reinventing Public Education helps communities develop alternative governance systems for public K-12 education.  The Center’s founder, Dr. Paul Hill, was involved in the New Orleans “reform” that resulted in four out of five students ending up in charter schools. The Fordham Foundation, a leading advocate of replacing the public common school with private operations, put out a policy brief on April 23 entitled,Redefining the School District in Tennessee.  The Brief states, “As the challenges of education governance loom ever larger and the dysfunction and incapacity of the traditional K-12 system reveal themselves as major roadblocks to urgently needed reforms across that system, many have asked, ‘What’s the alternative?'”  This is not only a challenge to the elected board of education concept, but to democracy. 

A community that is stripped of its right to elect board of education members is one that loses a democratic right.  If people can be stripped of the right to elect board of education members, they can be denied the right to elect other public officials.  If people are perceived as not being capable of the discretion to elect members to the fourth branch of government, why would they be capable of electing persons to any branch and level of government?  Citizens’ cherished right to vote is dwindled by replacing elected governmental official with appointed persons.

Elected board members who believe in the democratic process should resist, with passion and conviction, the movement to remove the election process from the fourth branch of government or to undermine the elected board’s birthright to manage their schools.

*A township was a six by six miles land area divided into 36 one by one mile sections, thus 36 sections per township.

William Phillis
Ohio E & A

100 South 3Rd StreetColumbusOhio43215United States

(614) 228-6540(614) 228-6542Fax

www.ohiocoalition.org

More from a reader who calls himself “Democracy”:

As I continue to point out, the U.S. already IS internationally competitive.

The World Economic Forum ranks nations each year on competitiveness. It uses “a highly comprehensive index” of the “many factors” that enable “national economies to achieve sustained economic growth and long-term prosperity.”

The U.S. is usually in the top five (if not 1 or 2). When it drops, the WEF doesn’t cite education, but stupid economic decisions and policies.

For example, when the U.S. dropped from 2nd to 4th in 2010-11, four factors were cited by the WEF for the decline: (1) weak corporate auditing and reporting standards, (2) suspect corporate ethics, (3) big deficits (brought on by Wall Street’s financial implosion) and (4) unsustainable levels of debt.


Last year (2011-12), major factors cited by the WEF are a “business community” and business leaders who are “critical toward public and private institutions,” a lack of trust in politicians and the political process with a lack of transparency in policy-making, and “a lack of macroeconomic stability” caused by decades of fiscal deficits especially deficits and debt accrued over the last decade that “are likely to weigh heavily on the country’s future growth.” The WEF did NOT cite public schools as being problematic to innovation and competitiveness.

And this year (2012-13) the WEF dropped the U.S. to 7th place, citing problems like “increasing inequality and youth unemployment” and, environmentally, “the United States is among the countries that have ratified the fewest environmental treaties.“ The WEF noted that in the U.S.,”the business community continues to be critical toward public and private institutions” and “trust in politicians is not strong.” Political dysfunction has led to “a lack of macroeconomic stability” that “continues to be the country’s greatest area of weakness.”


[Note: data on 2009, from the 2010-1011 competitiveness report can be found here: http://www3.weforum.org/docs/WEF_GlobalCompetitivenessReport_2010-11.pdf ]

The critics continue to point the finger of blame and responsibility, though, at public schools and teachers. Seriously, you’d almost have to be a moron to buy into this stuff. And yet……

The problem in American public education is largely one of poverty. The data show it. Indeed, PISA scores (the scores usually cited by public education critics) are quite sensitive to income level. If one disaggregates U.S. scores the problem becomes clearer: the more poverty a school has, the lower its scores. The presumed do-gooders seem to think that more “competition” and ambitiousness will cause the schools to fix the effects of poverty. Those effects are pernicious.

A technical report from the American Academy of Pediatrics on the damaging effects of toxic stress in children – the kind of stress found in high-poverty urban areas – finds that such stress involves “activation of the hypothalamic-pituitary-adrenocortical axis and the sympathetic-adrenomedullary system, which results in increased levels of stress hormones, such as corticotropin-releasing hormone (CRH), cortisol, norepinephrine, and adrenaline. These changes co-occur with a network of other mediators that include elevated inflammatory cytokines and the response of the parasympathetic nervous system, which counterbalances both sympathetic activation and inflammatory responses.”

The result is that “toxic stress in young children can lead to less outwardly visible yet permanent changes in brain structure and function….chronic stress is associated with hypertrophy and overactivity in the amygdala and orbitofrontal cortex, whereas comparable levels of adversity can lead to loss of neurons and neural connections in the hippocampus and medial PFC. The functional consequences of these structural changes include more anxiety related to both hyperactivation of the amygdala and less top-down control as a result of PFC atrophy as well as impaired memory and mood control as a consequence of hippocampal reduction.”

See: http://pediatrics.aappublications.org/content/129/1/e232.full.pdf

In plain speak, alleviating poverty and its pernicious effects, and providing children with high quality environments before they get to school, and following up with health and academic and social policy programs while they are in school, results not only in high-quality education but also in a high-quality citizenry….and in promoting the general welfare of the nation. This is surely not what the “reformers” want. It might – will – require a cessation to the gaming of the “markets” and the tax system.

The public education system in a democratic republic is supposed to develop and nurture democratic character and citizenship. That’s the kind of reform we need.

And it’s exactly the kind of reform the “reformers” detest.

Including Arne Duncan.