https://www.axios.com/local/indianapolis/2023/07/24/indiana-private-school-vouchers
Archives for category: Education Industry
Texas Governor Greg Abbott wants vouchers. He claims that polls show parents want vouchers. But they don’t, as this article shows. He says he wants “education not indoctrination,” yet advocates public money to fund schools that explicitly indoctrinate students.
He’s annoyed that he has not yet been able to twist enough arms in the Legislature to get them. He even visited private and religious schools to spread the message that parents would get tuition help from the state. But a strong coalition of Democrats and Republicans has returned him down repeatedly.
Two Texas scholars, David DeMatthews and David S. Knight, wrote an opinion piece in The Houston Chronicle explaining that the public wants better-funded public schools, not tuition for kids in private and religious schools.
They wrote:
Governor Abbott will likely call a special session on school vouchers after House Bill 100 failed to pass during the regular legislative session. But we believe a special session should instead be called to improve school safety and teacher retention, not a voucher scheme that runs counter to what Texas families want for their children.
Texas families want safe schools with a stable teacher workforce, especially following the mass shooting in Uvalde and the fact that roughly 50,000 teachers left their positions last year. In a recent statewide poll, 73 percent of Texans identified school safety, teacher pay, curriculum content and public school financing as top priorities.
In the same poll, few Texans viewed vouchers as a priority, although stark differences in opinion emerged between Democrats and Republicans. Only eight percent of Texans prioritized vouchers.
Historically, Americans with children report strong support for public schools when polled. In 2022, 80 percent of parents across the nation were completely or somewhat satisfied with the quality of education their oldest child was receiving, with little change over 20 years.
Unfortunately, some state policymakers continue to push vouchers by attacking public schools. Abbott has overseen the state’s public education system since he took office in 2015, yet only recently has he begun to claim that schools are sites of “indoctrination.”
These attacks likely contribute to Americans’ loss of confidence in public schools. In January 2019, Gallup reported that 50 percent of Democrats and 50 percent of Republicans were satisfied with public schools. By January 2022, Republican support dropped sharply to 30 percent. Democratic support remained stable.
With that background, it’s easy to believe that Texans have grown interested in vouchers. But polls showing that, we believe, are misleading.
For example, a University of Houston poll asked a sample of 1,200 Texans about their support of vouchers. The researchers concluded that 53 percent of respondents supported the policy. Yet a close examination of the data shows that the statistic leaves out approximately 12 percent of respondents — the ones who said that they “don’t know” enough to express an opinion. When the “don’t know” group is added back in, voucher supporters are in the minority.
Polls asking Texans whether they support vouchers are of little value if Texans are unfamiliar with the policy. And to make matters worse, advocacy groups have invested significant resources to mislead the public.
Texans would not support vouchers if they knew the truth. Ask yourself the following questions. What Texan would support vouchers if they knew recent studies found students using vouchers underperformed on standardized tests relative to their public school peers?
What Texan would support vouchers after learning that the cost of Arizona’s voucher program ballooned from $65 million to a projected $900 million in a few years? And that vouchers disproportionately benefited families who were already sending their children to private schools?
State policymakers pushing vouchers are not asking the right questions or presenting adequate evidence. They are being disingenuous.
A special session should focus on school safety and teacher retention, not vouchers. As more families become aware of the harm vouchers cause students, we can’t imagine that most Texans will support them.
David DeMatthews is an associate professor in the Department of Educational Leadership and Policy at the University of Texas.
David S. Knight is an associate professor of education finance and policy at the University of Washington.
FairTest has been fighting the overuse and misuse of standardized testing for decades. One of their goals has been to encourage colleges and universities not to require the SAT or ACT. The pandemic accelerated their goal.
for further information, contact:
Harry Feder (917) 273-8939
Bob Schaeffer (239) 699-0468
for immediate release Wednesday, July 26, 2023
ACT/SAT-OPTIONAL, TEST-FREE ADMISSIONS MOVEMENT EXPANDS AGAIN:
RECORD 1,900+ SCHOOLS DO NOT REQUIRE SCORES FOR FALL 2024 ENTRANCE
AS NEW CYCLE OF COMMON APPLICATION OPENS NEXT WEEK;
FAIRTEST LIST NOW INCLUDES ALL-TIME HIGH 85% OF COLLEGES, UNIVERSITIES
As a new college admissions cycle gets underway with the launch of the 2024 Common Application on Tuesday, August 1, a new tally shows that a record 85% of U.S. bachelor’s degree-granting colleges and universities will not require ACT or SAT scores from recent high school graduates seeking to enroll in fall 2024.
According to the National Center for Fair & Open Testing (FairTest), an all-time high of more than 1,900 U.S. colleges and universities have announced that they will practice ACT/SAT-optional or test-free admissions for this fall’s high school seniors. Several dozen additional schools have not yet made public their testing requirements for Fall 2024 admissions, but most are expected to remain test optional.
FairTest Executive Director Harry Feder explained, “More and more schools are ACT/SAT-optional or test-free every year because the policies have proven to be so effective. Admissions offices that stop requiring standardized exam scores usually receive more applicants, better academically qualified applicants, and more diverse pools of applicants. Most admissions leaders have seen no persuasive reason to restore testing requirements. The realization that standardized test scores provide virtually no useful additional information on a college application has sunk in. That means nearly every senior in the high school class of 2024 can choose to apply without submitting scores.”
Bob Schaeffer, FairTest’s Public Education Director, added, “After recent Supreme Court decisions on admissions, eliminating testing requirements is a fair, legally permissible way to encourage applications from first-generation, low-income, and underrepresented student groups, for whom standardized exams are often a poor predictor of college success.” FairTest filed an Amicus brief in the Supreme Court cases calling for an end to the use of “race conscious” test scores in admissions and financial aid decisions.
FairTest has led the U.S. test-optional admissions movement since the late 1980s. At that time, fewer than three dozen colleges and universities did not mandate ACT or SAT score submission from applicants. Immediately before the COVID-19 pandemic,1,070 schools were test-optional or test-blind.
Whistleblower Marlon Ray was fired for complaining about lucrative contracts awarded by DC Public Schools to the Relay Graduate School of Education, which is the educational equivalent of a three-dollar bill. Ray was fired along with elementary school principal Dr. Carolyn Jackson-King, who refused to implement Relay’s “no-excuses” model in her school. She said it was racist. They are suing the district.
Yet Marlon Ray, the whistleblower, who is suing the city, somehow persuaded Mayor Muriel Bowser to proclaim July 30 as Whistleblower Appreciation Day, honoring people she fired! Including Marlon Ray.
On July 18, Marlon Ray, a DC Public School (DCPS) whistleblower, secured a Proclamation from D.C. Mayor Muriel Bowser designating July 30, 2023 as Whistleblower Appreciation Day.
The proclamation celebrates the origins of whistleblower law in the United States, commends whistleblowers who are often penalized for doing the right thing, and encourages D.C. government employees to know their rights to blow the whistle.
Ray’s case is a perfect example of why these efforts are so important. Fired alongside Ray was Carolyn Jackson-King, former principal of Lawrence E. Boone Elementary, who reported and protested the use of a teacher training program that discriminated against Black students. Ray and Principal Jackson-King, known to the community as “Dr. J-K,” had been highly respected administrators at Boone. Both are now suing DCPS for retaliation.
In 2017, DCPS contracted Relay Graduate School of Education to conduct staff training. Contrary to what the name implies, Relay is not in fact a graduate school. As Education historian Diane Ravitch explained, “[Relay] has no scholars, no researchers, no faculty other than charter teachers. It is a trade school for teaching tricks of test-taking and how to control black and brown children and teach them to obey orders without questioning.”
Relay supervised training and evaluation with 20 DCPS schools – mostly from schools in majority Black and low-income Wards 7 and 8. Jackson-King felt that Relay training contributed to the school-to-prison pipeline by militarizing schools and trying to strip educators and students of their agency.
“Kids have to sit a certain way, they have to look a certain way,” Jackson-King told NPR WAMU 88.5. “They cannot be who they are…Those are all the ways they teach you in prison — you have to walk in a straight line, hands behind your back, eyes forward…I just feel they attempted to control Black bodies.”
Another faculty member at Boone commented on the training asking, “Why should the Black and brown children be subjected to move a certain way or respond to certain commands? They’re not dogs. They’re kids.”
Early in the 2019-2020 school year, Jackson-King shared her concerns with Mary Ann Stinson, an instructional superintendent who began overseeing Boone in 2019. At the end of that year, Jackson-King received her lowest evaluation score in 30 years of teaching: a 2.75/4. She tried to appeal the score, but Stinson informed her that the score meant she would not be re-appointed as principal. She was fired.
Marlon Ray, a 20+ year DCPS employee and the former director of strategy and logistics at Boone, was one of the community members involved in protests after Jackson-King’s termination. He had also filed previous whistleblower complaints, including for the overpayment of Relay Training.
Ray was first retaliated against by Jackson-King’s replacement principal, who reprimanded him for participating in the peaceful protests. He became the only school employee required to work five full days a week in person at the height of the COVID-19 outbreak. Ultimately, Ray was let go in 2021 after being told his position was terminated for budgetary reasons. However, DCPS made a job posting to fill the same position just two months later.
In February 2022, Ray and Jackson-King filed suit against DCPS and the District of Columbia, alleging that DCPS violated the Whistleblower Protection Act and the D.C. Human Rights Act. They seek reinstatement of their jobs.
Both Ray and Jackson-King are prime examples of whistleblowers who risked their jobs in order to do their job correctly. These local heroes stood up for students who were subject to unjust and racist education policy, and who may not have had the information or the power to stand up for themselves.
This makes Mayor Bowser’s recognition of Whistleblower Appreciation Day all the more meaningful. Siri Nelson, Executive Director of the National Whistleblower Center (NWC), who received the mayor’s proclamation alongside Mr. Ray said that “local whistleblowers are critical to increasing governmental recognition of Whistleblower Appreciation Day.”
NWC hopes that the day will help government agencies – local and federal – change the culture of whistleblowing. Whistleblowers support government agencies in accomplishing their mission more effectively and holding them accountable to their own policies. It is therefore vital that they are protected and celebrated.
“This proclamation is the second of its kind,” Nelson noted. “Marlon Ray follows Jackie Garrick who received a similar proclamation from Florida’s Escambia County in 2022. NWC advocates for the permanent federal recognition of National Whistleblower Day and these proclamations show that change is within reach. I thank Marlon for taking this incredible action and look forward to celebrating him and Muriel Bowser’s proclamation on July 27th.”
Marlon Ray will speak at NWC’s National Whistleblower Day event on Capitol Hill on July 27, 2023. Those wishing to attend the in-person event can RSVP here: https://www.whistleblowers.org/national-whistleblower-day
Tom Ultican, retired teacher of physics and advanced mathematics in California, wrote a devastating critique of the latest CREDO charter school study, based on the analysis by the Network for Public Education.
He wrote:
The Center for Research on Education Outcomes (CREDO) just released another pro-charter school study, “CREDO also acknowledges the Walton Family Foundation and The City Fund for supporting this research.” It is not a study submitted for peer review and is so opaque that real scholars find the methodology and data sets difficult to understand. Carol Burris and her public school defenders at the Network for Public Education (NPE) have provided an in-depth critical review.
With the new CREDO study, Education Week’s Libby Stanford said that “charters have drastically improved, producing better reading and math scores than traditional public schools.’’ Rupert Murdoch’s Wall Street Journal declared charter schools are now “blowing away their traditional school competition.” Burris retorted with “despite the headlines, the only thing ‘blown away’ is the truth.”
Putting a CREDO Thumb on the Scale
CREDO uses massive data sets, unavailable to other researchers, getting minuscule differences which are statistically significant. No one can check their work. They employ a unique and highly discredited statistical approach called “virtual twins” to compare public school with charter school testing outcomes. Instead of reporting the statistical results in standard deviations, CREDO uses their “crazy pants” days of learning scheme.
NPE discovered that the “blowing away” public school results amounted to 0.011 standard deviations in math and 0.028 standard deviations in reading. The minuscule difference is “significant statistically but is meaningless from a practical standpoint” according to CREDO. In a 2009 report showing public schools with a small advantage, CREDO declared, “Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.”To give these almost non-existent differences more relevance, CREDO reports them as “days of learning”instead of standard deviation. “Days of learning” is a method unique to CREDO and generally not accepted by scholars. They claim charter school math students get 6 more “days of learning” and English students, 16 days.
Please open Tom Ultican’s post to see why he considers the CREDO report to be “sloppy science” and “unfounded propaganda.”
Peter Greene, retired teacher, contributes regularly to Forbes, where he reaches an audience of non-educators. In this post, he writes about the Network for Public Education’s new report on the fundamentally flawed CREDO report on charters, which claimed to show that charters outperform public schools.
He writes:
Over the past two months, headlines have declared that charter schools are outperforming traditional public schools, based on a new study from the Center for Research on Education Outcomes (CREDO), but a critique from the Network for Public Education suggests that the results are being overblown.
CREDO is housed at Stanford University but appears to be associated primarily with the conservative Hoover Institute (also housed at Stanford), with large chunks of funding coming from the pro-charter Walton Family Foundation and City Fund.
CREDO’s report highlights differences between charters and traditional public schools in days of learning. But “days of learning” doesn’t actually mean days of learning. Instead, it’s a metric that CREDO invented back in a 2012 paper as a way of rendering standard deviations of test scores more accessible to the average reader. By dividing one standard deviation in tests scores by the 720 days between 4th grade and 8th grade tests.
So 0.01 standard deviation translates to 5.78 days of learning.
CREDO finds charters come out ahead by 16 days of learning for reading, and 6 days of learning for math. That translates 0.011 and 0.028 standard deviations over traditional public schools.
But is that a remarkable difference?
To answer that question, NPE turned to another CREDO report.
In reading, charter students, on average, realize a growth in learning that is .01 standard deviations less than their TPS counterparts. This small difference — less than 1 percent of a standard deviation — is significant statistically but is meaningless from a practical standpoint. Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.
In math, the analysis shows that students in charter schools gain significantly less than their virtual twin. Charter students on average have learning gains that are .03 standard deviations smaller than their TPS peers. Unlike reading, the observed difference in average math gains is both significant and large enough to be meaningful. In both cases, however, the absolute size of the effect is small.
In other words, when a study found charter schools behind traditional public schools by that amount, CREDO found the effects “meaningless” and “small.”
NPE also faults the study’s Volume II for being selective in its choice of charter management organizations to include in the study. In particular, NPE notes, CREDO did not include Charter Schools USA, which operates nearly 100 schools, the Michigan-based Leona Group, which operates 58 schools, and Pearson’s Connection Academy, the second-largest national chain of on-line charter schools. Just these three chains of the several left out of the study would potentially have large effects on the results.
The report points out that CREDO methodology has been criticized by scholars in the past, and that CREDO research is generally not peer-reviewed. “CREDO’s report engaged in misleading reporting of its own findings but continues to use a flawed methodology, as scholars have repeatedly shown when reviewing prior CREDO reports,” argues NPE.
I reached out to CREDO for their response to the NPE report. If they reply, that will be added to this post.
Republicans in North Carolina hold a supermajority in the state’s General Assembly after a renegade Democrat announced she was switching parties. That legislator, Tricia Cotham, betrayed the people who voted for her, thinking she supported abortion rights and opposed vouchers. After switching sides, she voted to ban abortion and to support vouchers. With a supermajority, Republicans can and do override Democratic Governor Roy Cooper’s vetoes.
In their hatred for everything public, the Republicans voted to fund capital expenses of charter schools (even though they also are passing legislation by declaring that charter schools are not public schools). Notably, they also voted to allow low-performing charters to expand! Nothing equals funding failure!! Republicans want more kids in failing charters!
Democratic North Carolina Gov. Roy Cooper on Friday vetoed a Republican-backed bill that seeks to enable big changes to the state’s charter school system, likely setting up another override battle with the GOP-led General Assembly.
House Bill 219, the “Charter Schools Omnibus,” would remove a cap on enrollment growth at low-performing charter schools and allow charter schools to automatically add enrollment and grade levels over time without state approval.
It would also allow the schools to give preference to students in certain preschools. The law currently requires admissions to be done by lottery, not by preference. And it would allow charters to enroll and charge tuition for out-of-state and foreign exchange students.
The biggest change in the bill would allow charter schools to seek taxpayer money for capital expenses, such as construction, renovation or building purchases.
Currently, charter schools must secure and finance their own buildings. State and local taxes pay for the operating costs of charters, but not for their capital needs.
Counties would be authorized to raise taxes to generate the needed funds for charters but wouldn’t be required to do so.
Supporters of the bill say it would even the playing field between charters and traditional public schools, which are already fully funded by taxpayers.
But critics say there’s not enough funding available for traditional public school capital needs as it stands.
“This bill allowing more students to attend failing charter schools risks their education and their future,” Cooper said in a statement Friday.
He said the State Board of Education should maintain oversight of charter schools’ enrollment growth.
“Diverting local resources to build charter schools without clear authority on who owns them risks financial loss to county taxpayers who have no recourse,” Cooper said.
The measure passed both General Assembly chambers with full Republican support and at least one Democratic vote, so it’s a likely candidate for a veto override when lawmakers return to business in Raleigh on Aug. 7, along with five other veto overrides on their calendars.
It’s the 14th veto of the year for Cooper. Six are awaiting override votes. The previous eight have been overridden already.
Republican legislators don’t give a hoot about students or education. They keep their eyes on what matters: profit.
Dan Rather and his associate Elliot Kirschner explain here why it is important to teach the truth, no matter how unpleasant it is.
They write:
I was born 66 years after slavery was legally abolished by the 13th Amendment to the United States Constitution. Not exactly ancient history. Today, that’s how long ago the Eisenhower administration was, or Elvis Presley’s first number one hit.
And the legacies of slavery — lynchings, Jim Crow, disenfranchisement — were woven tightly into the American tapestry of my youth. They still echo with us. Loudly and persistently. No matter how much some would want us to ignore the clamor of justice.
As much as we wish American history were different, tragedy is part of our reality. We do a grave disservice to future generations if we sanitize the truth. People can behave horribly. Societies that profess noble values can countenance violent bigotry. We can either look back from whence we have come with clarity, or we can try to muddy the roots of the present and weaken ourselves in the process.
This week, the Florida State Board of Education reworked its standards for teaching Black history. The changes come in response to the state’s so-called “Stop W.O.K.E. Act.” Passed last year, it limits training and education around issues of race, sex, and other criteria for systemic injustice. At its heart is a core belief that has animated right-wing culture warriors: that people alive today should not be made to feel bad or even uncomfortable by the sins of the past. The thinking goes, that was a long time ago.
But of course it really wasn’t. And the legacies of the past live on. And if we don’t learn from history, we are bound to repeat it.
Proponents of these new standards, especially their biggest cheerleader, Governor Ron DeSantis, say they promote teaching positive achievements of Black Americans in history. No problem there. It’s when it comes to the other side of the coin that we have a big issue — the new lessons seem intent on downplaying the horrors of the Black experience. In other words, once again, the truth. The truth revealed by hard facts.
One passage that has gotten a lot of attention is for middle schoolers. It states they should learn that “slaves developed skills which, in some instances, could be applied for their personal benefit.” The danger of this narrative is striking. A system that brutalized, raped, and killed human beings while stealing their freedom and denying their humanity is rotten to its core. That enslaved people were able to find resilience and build lives in some form is a testament to their courage and spirit. There is no “other side” to the story of slavery.
It is true that these new standards, as horrific as they are, would have been a great improvement over what I learned in my segregated middle school. We have come a long way. But that was because of the bravery of civil rights leaders and activists who fought, sometimes with their lives, for a full realization of American values. Any receding from progress — as this surely is — represents a threat to our democracy. We have been strengthened as a nation, all of us, by a national movement to right the wrongs of our past.
It is tempting to try to ignore DeSantis. He is a bully. He wants a reaction. He uses cruelty and disingenuity to garner headlines. He feeds off the anger of his adversaries.
But he also has power. And the lessons of history tell us that we should not ignore would-be autocrats.
The generation that lived through the fights over civil rights in the 1950s and ‘60s is passing away, much as the generation that remembered the Civil War did during my own youth. The loss of the earned knowledge of living through and fighting for change is profound.
This makes it all the more important that when we teach history, we teach the truth, the whole truth, and nothing but the truth. Or as close to it as is humanly possible.
The following article from The Texas Observer was posted by the Texas Observer. Journalist Josephine Lee reports that teachers are under pressure to pledge their support for the sweeping plans of Broad-trained Superintendent Mike Miles. Miles was appointed city superintendent by the State Commissioner Mike Morath. Neither is an educator.
Houston is the site of yet another doomed takeover of a local school district by an anti-public ed activist with little real education expertise.
Mike Miles has a vision of a district that is narrow and meager, a system where teachers read from scripts developed by a charter chain that Mile happens to own. New schedules. New job assignments.
Miles insists that Houston teachers are excited, that Houston parents are pumped. But reporter Josephine Lee went out and actually talked to them, and–surprise–it appears that Miles is blowing smoke.
“Our hours will change. Our schedules will change. Our curriculum will change. But we have no input in it,” said Michelle Collins, a teacher at DeZavala Elementary School. “Neither do parents.”
Texas requires a shared decision making committee that includes all stakeholders. Miles appears to be ignoring that.
While Miles has publicly asked principals to obtain school input, SDMC committee members from five schools in the program confirmed with the Observer that they never met to discuss the issue. SDMC members and teachers from other schools reported that even when they did meet, they did not have a vote in the decision. One teacher said their staff voted not to opt in, but then later saw their school’s name included in the list of 57 schools in the news.
In an audio recording of Wainwright Elementary School’s SDMC meeting held July 10 and shared with the Observer, Principal Michelle Lewis told committee members, “If you’re not willing to dive in and do this with us, then this is not the campus for you.” No teacher representatives attended the meeting.
Revere Middle School Principal Gerardo Medina did not consult with the school’s SDMC committee or with teachers. In lieu of discussion, he sent out an email on June 29 to campus employees informing them of his decision to join Miles’ NES-aligned program.
“If you decide this is not something you want to commit to, you will be allowed to transfer,” Medina wrote.
This gave teachers only a few days before this Friday to decide if they want to continue to work within the district. To avoid losing their state teaching certification, they have up to 45 days before the first day of school to withdraw from their contract.
Meanwhile, Houston doesn’t have enough teachers to fill the openings it has.
State takeovers virtually never work. This deep dive lets us see the Houston takeover start to unravel from the beginning. Read the full article here.
You can view the post at this link : https://networkforpubliceducation.org/blog-content/josephine-lee-teachers-strong-armed-to-get-on-board-with-houston-schools-takeover/
I have come to believe that there is one way and one way only that we will eliminate the federal testing mandate, which has had such blood-sucking costs over the years, direct costs and opportunity costs in loss learning, and which has brought about a dramatic devolution in our curricula and pedagogy.
The tests will remain in place until the national teachers’ unions take up the cause of ending them, until they call a national strike to do that. This would take real guts, real leadership. But until the teachers’ unions do that, until they institute a national action to end the testing, they are COMPLICIT IN CHILD ABUSE. I mean that. It’s not hyperbole. The testing is child abuse. It robs kids of large percentages of the time that they could be spending learning. And it robs them of coherent curricula and pedagogy. Instead, they get random exercises on random “skills” from the puerile Gates/Coleman “standards” bullet list and its progeny around the country.
ENOUGH. It’s been an utter failure. It’s been devastating. Time to end it.
