Archives for category: Education Industry

Gary Rubinstein joined Teach for America in its second cohort, three decades ago. He worked diligently for the organization but became disillusioned by its constant boasting and its in attention to preparing teachers well.

In this post, he notes that TFA has plenty of money j the bank, but it has lost its luster. In its glory days, it attracted 6,000 applicants. Now it gets only 2,000.

He writes:

In the last few years, TFA has shrunk. Their incoming corps size dropped from 6,000 to under 2,000. They recently laid off 25% of their staff. And those alumni education leaders have pretty much all resigned and faded into oblivion. TFA is at its lowest point since the mid 1990s.

So when I read about their big new announcement, I wondered what it might be. It turned out to be a ‘rebranding’ that they are really excited about. Basically, a new logo.

As a companion to the new logo, they released the most bizarre FAQ explaining the rationale of the new logo.

Open the link to understand why TFA is excited about its new logo.

The Houston Chronicle studied the demographics of the 29 schools that were the targets of the state takeover. Most had grades from the state of B. Even the school that precipitated the takeover—Wheatley High School—went from an F to a C. The takeover superintendent, Mike Miles, is a military man and a Broadie with no classroom experience. He was previously superintendent in Dallas, where he boasted of his lofty goals, but left after three years, having driven out a large number of teachers (he claims the only ones who left were those with low ratings). Once again, he has a plan, but his plan lacks any evidence behind it.

It’s now been two weeks since Superintendent Mike Miles announced his plans to overhaul 29 Houston Independent School District campuses under his “New Education System” plan. Now that HISD has released more details, the Houston Chronicle compiled and analyzed data on each of the campuses to get a clearer picture of the schools impacted by Miles’ plan.

Instead of focusing exclusively on struggling campuses, Miles’ New Education System plan mainly targets elementary and middle schools that “feed” into three struggling high schools in the district. Though the plan will reconstitute 29 total schools as a part of the system, a spokesperson for HISD clarified that only 28 traditional campuses will be impacted. The 29th school will be a temporary alternative education program which will be reformed and evaluated separately.

The schools chosen to participate in Miles’ “New Education System” are three high schools and their feeder schools.

The schools are largely low-income, Black and Latino schools

According to the Houston Chronicle’s analysis, each school included in Miles’ plan is either majority Black or majority Hispanic/Latino. The vast majority of students at each campus are also from low-income families.

At the schools impacted by Miles’ plan, the average percentage of economically disadvantaged students – which is measured by the amount of students who qualify for free and reduced price lunches – is higher than the average across HISD. In the 2021-2022 school year, the average percentage of economically disadvantaged students at the campuses in Miles’ plan was 98%, while the district average was 83%, according to data from the National Center for Education Statistics.

New Education System schools demographics

Every school in Mike Miles’ New Education System plan has either a majority Black or majority Latino student population, and most students at the schools are from low-income families, according to data from the 2021-2022.

Most of the schools are 90-95% Black.

Most schools are already performing well

In terms of accountability ratings, many of the schools targeted in Miles’ overhaul have not underperformed in recent years. In 2022, the majority of schools included in the plan received “A” or “B” ratings, and only five of the schools were given a “Not Rated” label under SB 1365 – which exempted schools from ratings that would have received a “D” or “F” last year.

Though the three high schools at the heart of the Miles’ plan – Kashmere, North Forest and Wheatley – have had three of the five highest failure rates in the district, North Forest and Wheatley both received passing ratings in 2022.

Additionally, Miles’ plan includes four campuses that are unconnected to the three struggling high schools. These campuses include Highland Heights Elementary and Henry Middle, which also have some of the worst failure rates in the district, and Sugar Grove Academy and Marshall Elementary, which both received passing ratings in 2022 but have struggled in prior years.

So, at the point of takeover, the most troubled schools in HISD were on an upswing, making progress under the leadership of an experienced educator (who was quickly hired by Prince George’s County in Maryland). And now they are led by a Broadie who failed to make a difference in Dallas.

It would not be a stretch to believe that Governor Abbott, a mean and vindictive man—is punishing Houston for not voting for him.

Lisa Haver is a retired teacher in Philadelphia and a tireless advocate for the kids and teachers of that city. She writes here about the undemocratic methods of tha Philadelphia school board, which prefers to operate without transparency.

She wrote the following report with Lynda Rubin on behalf of the Alliance for Philadelphia Public Schools.

The board’s speaker suppression policies are now doing double duty: not just to keep members of the community from speaking but to keep them out of the room altogether. A guard at the door to the auditorium told Lynda Rubin she could go in because she was on the speaker list but barred Lisa Haver because she wasn’t. Haver had tried to sign up but was told by the board that she would not be one of the 30 chosen speakers. She told the guard he could arrest her but that she was going in. Last month some APPS members were detained downstairs because they were not on the list…

Board Denies Charter Reapplication
In the end, the board voted 7-2 to deny the re-application submitted by Global Leadership Academy to operate a high school in the Logan section of North Philadelphia. But that was after a lengthy deliberation session in which some board members, bordering on groveling, expressed their regret at having to deny GLA. BM Sarah Ashley Andrews declared her allegiance to GLA CEO Naomi Booker, who makes approximately $450,000 annually to oversee one school, advising her, “Don’t be defeated.” BM Lam, on the other hand, challenged the statements of praise for GLA’s program. She cited the 1% Math achievement rate and poor attendance at the GLA schools. Most board comments centered around the contents of the application, not the increased stranded costs to the district or how another charter school in Logan would affect the neighborhood’s public schools. The entire process, from Charter Schools Office Director Peng Chao’s presentation and subsequent Q & A session, to the board’s final vote on Item 78, took almost an hour.

Not What Democracy Looks Like
President Streater began the voting session, at 10:37 pm, by quickly rattling off the numbers of the items remaining on the agenda after the vote on Item 78 and the withdrawal of six other items. He instructed the board that all 71 items would be included in one roll call vote. As the individual board members began to enumerate their No votes and abstentions before the vote, Lisa Haver stood up to object. After the vote concluded, and General Counsel Lynn Rauch read the tally, Streater allowed her to come to the mic. Haver objected to the board’s voting on 71 items, for contracts totalling almost half a billion dollars, in one roll call vote, calling the process “shameful”. She also reminded the board that members who abstain from a vote because of a potential conflict must clearly identify the conflict. Streater did not respond. BM Cecelia Thompson, a longtime community advocate herself, said later, “I agree with Ms. Haver.” Thompson said that taxpayers do have a right to know how their money is being spent. Hopefully Thompson will refuse to participate at the next meeting and demand that each item be deliberated and voted on separately.

This is not just a procedural question. We tallied 29 items on the agenda that do not include a provision for any bidding process. The board is passing items for no-bid contracts after barring the public from speaking on most of them, attempting to keep people out of the room, conducting little to no public deliberation on them, and voting on all of them in one vote.

We wrote to the board after the April incident, pointing out that they had only set up 82 chairs in an auditorium that seats 240 people. Thus, the same people who were denied the right to speak now no longer have the right to be present. Did the board not want APPS to witness its voting to spend over $500 million in taxpayer money on 78 official items? Or voting on a charter application that would cost the district hundreds of millions over the next five years? A governmental body not accountable to the public can become tyrannical and dictatorial. We need an elected school board.

In response to APPS’ letter to the board after the April action meeting, Streater defended the practice by citing the board’s need for “efficiency”. Neither the City’s Home Rule Charter nor the board’s own mission statement mandates efficiency. The board promises community engagement and transparency, then conducts its business in a hurried and secretive manner.

Among the contracts passed with little to no deliberation:
Items 73 and 74: $40 million for new Reading and Math curricula, which, according to teachers familiar with the programs, replaces book-centered programs with online programs for every student in every grade from pre-K through 12th. Why does the board and the Watlington administration want to do this? Do children need more on-screen time? Many parents are limiting screen time for health issues and because of the built-in tracking system.

When will democracy come to the city that is the cradle of democracy?

Peter Greene looks into the Koch-funded voucher lobby in West Virginia and finds a fairly accurate portrayal of the dystopian future that lies ahead.

First, he details the background of the leaders of the voucher lobby. All have long-time connections to rightwing causes. Most were hired to push West Virginia’s expansive voucher plan, which passed in 2021.

If ever there was a state that needs a strong public school system, it’s West Virginia. But with big Koch money, the Koch puppets will make that impossible.

Instead of good public schools, West Virginians will have the “freedom” to find a good education on their own!

After identifying the staff and board, Greene writes:

So we’ve got the picture now– Cardinal Institute for West Virginia Policy (which belongs to the State Policy Network) is a Koch organization.

Cardinal Institute is all for the usual Koch version of liberty. They are pushing a West Virginia Miracle, and the four pillars are “Economic Freedom, Labor Freedom, Education Freedom, and Montani Semper Liberi – a culture of freedom.” They would like to promote “limited government, economic freedom, and personal responsibility.” They’ve got a podcast– “Forgotten America.” And they promise a “new paradigm”–

An “island” of poverty in the wealthiest country the world, West Virginia’s brighter future depends on a new paradigm – a new way of looking at the world with new ideas and a philosophy built on innovation, human flourishing, and a recognition that freedom is the greatest alleviator of poverty the world has ever seen. Ours is a philosophy built on the entrepreneur, the tinkerer in the garage, and the idea that small government means more room for people to create and build their own futures.

It’s a curious pitch in a state that is not exactly known for government overreach. West Virginia is a state with a history of labor struggles and a history of state government that exerts its power mostly to aid guys like Charles Koch. Regular people have always had plenty of room in this state that is renowned for its poverty— worst health, worst education levels, worst employment, and geography that makes it hard for basic infrastructure like roads and water and electricity and internet to reach some citizens. (And at least one community gutted by the departure of its WVU college campus–but hey, they’re free now.) It’s hard to imagine that any of these problems would be solved by less government, but libertarians gotta libertarian.

So what does Ballangee say about Mount Everest?

In his Education Next piece, Ballangee comes close to honesty about the larger goals of his particular arm of the school voucher movement. 

There is a common misconception among education reform advocates that passing universal choice legislation is akin to summiting Mount Everest. Upon universal choice’s enactment into law, it is done. Time to exhale and pop the champagne, for the mountain has been scaled.

In other words, voucher laws are not the end game. Simply making a voucher program available is not enough.

Next, the program has to be pushed and promoted. There will be a urge, then a steady growth “as families become aware of the program and hear from neighbors, fellow church attendees, and other connections about their new options” (just in case you had doubts about voucher ties to religion). Nut awareness must be built and PR must be provided to popularize the program.

Failure for an education choice program does not often come in the form of mistakes, fraud, or incompetence. More frequently, the problems are apathy and ignorance.

I don’t know. There’s an awful lot of fraud and incompetence in the school choice world. Nor am I sure how the lack of interest in a choice program is not the same thing as a lack of market demand. But of course modern marketing means creating a demand for your product. So, Ballangee asserts, somebody will need to work on that.

Someone will also need to build/attract a supply of educational “providers.” “Help private schools sign up,” he says, skipping over the question of why a successful private school would want to sign up. Somebody has to reach out to edupreneurs and get them signed up, too. Basically, be an education broker.

Now that choicers need to spend less time lobbying legislators, “the nexus of a successful program [he means a privatizing program, not an educational program] will shift somewhat from legislative considerations, lobbying, and bill design towards family outreach and relationship cultivation, specific government agency relationships, and broad marketing campaigns.”

Also, you’ll have to prepare for those “legions of entities” looking to “besmirch” the program (public education establishment, unions, union-friendly media). 

And this–

You have to figure out how – not if – to help the families about to embark on this journey for the first time…

You must figure out how to manage each “case” not only for the sake of the family and child but also for the overall health of the program.

There will be grandparents who have never used a computer now asked to upload a birth certificate on their grandchild’s behalf. There will be parents with limited education who know only one thing when it comes to navigating this fresh bureaucratic concoction: “my child needs something different.” Be sympathetic, but, more importantly, develop competence.

Learn the law and accompanying statutes backwards and forwards or find someone who does. You must have a path or contact for families to use. “I don’t know the answer, but I know someone who might” will become one of the most useful phrases in your reform handbook.

In short, Ballengee is outlining all the new business opportunities available on the mountaintop voucher peak. The only one he left out was the booming business in K-12 education loans for all those parents for whom state’s voucher won’t cover the cost of their education provider. Not only will government stop providing public education, but there are many opportunities to make a buck or ten in the newly free and unregulated marketplace of education stuff.

The Koch mountaintop

Because here’s what “freedom” means on Koch mountain– you are free to try to get to the top if you can, and I am free to ignore any of your problems (unless you pay me to help you), because the dream remains a world in which I have no responsibility to my fellow travelers on the earth (and certainly don’t have to pay taxes to provide services for Those People). 

Ballangee isn’t going to have any discussion of how well vouchers work as far as education goes (hint: not very well). But that’s okay, because, as he says, “education choice is good and a moral necessity.” I’m of the opinion that guaranteeing each child a decent education is the moral necessity, and, as always, I question the assumption that “education choice” must somehow involve the free market, one of the great unexamined assumptions of the modern choicer movement. Are choice and freedom important values in life? Damn right they are–which is why we as a society bear a responsibility for getting every child an education that will help them freely access more choices.

In the end, Ballengee’s mountain is one that Ayn Rand would probably approve of.

Though the last few steps up the mountain are the steepest and most difficult, they are also closest to what we are looking for when we embark on our journey: helping children find their own path to their own personal summit.

In other words, I’ve got my summit, Jack. Go find your own. 

“Helping” I suppose could mean choice advocates just helping out of the goodness of their hearts (though their hearts, bless them, don’t know much about actual education). But I suspect that help will be provided, for a price (or a cut of your voucher), to those who can find it and access it while navigating a sprawling unregulated complicated marketplace. It’s funny, because another thing we could do is collect all the experts in delivering education under one roof, where they’d be easy to find. And we could pay them with public tax dollars, and recruit and hire them with the understanding that they are there to help students climb their own personal mountain. But then some of us would have to pay taxes to fund it, and they might not be willing to make it all about christianist ideas. 

So instead, Koch-trained folks imagine a mountain, an Everest. By the way, do you know what Everest looks like these days? It’s a crowded mess of wealthy, resource-rich tourists who are hiring someone else to guide them. Well, that’s Everest.

The peak of the school voucher mountain looks a lot like wealthy, well-resourced folks looking down at the folks struggling on the slopes of other mountains and saying, “Well, don’t they look free. I wonder if they’ll make it.”

Tom Ultican was a computer scientist before he became a high school teacher of advanced mathematics and science in California. Now that he is retired, he is a scholar of the corporate reform movement, whose goal is to privatize public schools.

In this illuminating post, Ultican analyzes a documentary called “The Right to Read,” which he compares to the propaganda film “Waiting for Superman.” Behind the film, he writes, is the whole apparatus of the corporate reform movement, armed with derogatory claims about public schools and a simplistic cure for literacy.

He begins:

The new 80-minute video “The Right to Read”was created in the spirit of “Waiting for Superman.” It uses false data interpretations to make phony claims about a non-existent reading crisis. Oakland’s NAACP 2nd Vice President Kareem Weaver narrates the film. Weaver is a full throated advocate for the Science of Reading (SoR) and has many connections with oligarch financed education agendas. The video which released February 11, 2023 was made by Jenny Mackenzie and produced by LeVar (Kunta Kinte) Burton.

Since 2007, Jenny Mackenzie has been the executive director of Jenny Mackenzie Films in Salt Lake City. Neither Mackenzie nor Burton has experience or training as educators. However, Burton did star on the PBS series “Reading Rainbow.” He worked on the show as an actor not a teacher.

One of the first media interviews about “The Right to Read” appeared on KTVX channel 4 in Salt Lake City. Ben Heuston from the Waterford Institute answered questions about the new film and the supposed “reading crisis” in American public schools. Heuston who has a PhD in psychology from Brigham Young University claimed that two-thirds of primary grade students in America read below grade level. That is a lie. He is conflating proficiency in reading on the National Assessment of Education Performance (NAEP) with grade level and should know better.

Ultican shows the graphs of NAEP scores over the past thirty years: reading scores have been unchanged for 30 years. The rhetoric about “the crisis in reading” is a hoax.

Misinterpreting the data shown above is the basis for the specious crisis in reading claims. It is known that students develop at different rates and in the lower grades the differences can be dramatic. That explains some of the low scoring. All but a very small percentage of these fourth grader will be reading adequately when they get to high school.

America’s leading authorities on teaching reading are frustrated. Their voices are being drowned out by forces who want to monetize reading education and privatize it.

Ultican names names and identifies corporate sponsors. Somebody expects to make a heap of money from this latest manufactured crisis.

Kris Nordstrom of the North Carolina Justice Center reports on a shocking study of the state’s voucher program. It found that a significant number of voucher schools receive more vouchers than they have students. Most of those profiting by the state’s negligence are religious schools.

Will anyone care?

He wrote:

This session, General Assembly leaders have placed a massive expansion of the state’s voucher program at the top of their education agenda. Legislative leaders in both the House and the Senate want to triple the program’s size by opening it to wealthy families who have already enrolled their children in private schools. But new data shows that the existing program lacks adequate oversight and is potentially riven with fraud.

Data from the two agencies charged with overseeing private schools and North Carolina’s Opportunity Scholarship voucher program show several cases where schools have received more vouchers than they have students. Several other private schools have received voucher payments from the state after they have apparently closed.

The Department of Administration’s Division of Non-Public Education (DNPE) compiles annual directories of active private schools. The North Carolina State Education Assistance Authority (SEAA) publishes data showing the number of voucher recipients at each private school.

An analysis of this data shows 62 times where a school received more vouchers than they had students.

For example, Mitchener University Academy in Johnston County reported a total enrollment of 72 students in 2022. That same year, the state sent them vouchers for 149 students. Based on this data, either every student received two vouchers, or the school pocketed about $230,000 of state money for students that never existed….

The actual number could be higher. Since 2015, 449 vouchers have been awarded to schools that failed to report their enrollment to DNPE.

In addition, 23 schools continued to receive vouchers after they stopped reporting to DNPE altogether. It’s unclear whether these schools were operating in the years they received vouchers. For example, Crossroads Christian School of Statesville submitted reports to DNPE from 2009 through 2019. They stopped reporting to DNPE in 2020. Yet that same year, the school received $57,300 for 15 voucher students, even though it’s unclear whether the school was operating for the entire school year.

These data discrepancies should represent a major red flag for lawmakers pushing voucher expansion. These discrepancies could represent innocent mistakes, or they could represent massive fraud. Unfortunately, lawmakers have failed to equip either DNPE or SEAA with the staff or authority to determine the reason for the discrepancies.

Josh Cowen is a Professor if Educatuon Policy at Michigan State University who spent nearly two decades involved in studying the effects of vouchers. In this post, published here for the first time, he responds to a school choice advocate, Chad Aldeman, who recently made his case for his views.

Josh Cowen writes:

Can’t we all just get along?

That’s the question underlying a new column by education reform specialist Chad Aldeman.

Although he avoids saying so directly, he’s talking about the latest rush to expand school vouchers in state legislatures during the current lawmaking cycle. It’s mostly happening in red states, and supporters have broader names including the all-encompassing “school choice,” which Aldeman uses, to the more jingoist “education freedom.”

It’s worth reading and considering. I’ve done so in part because, as Peter Greene has pointed out, Aldeman is among the more serious thinkers on education reform issues and because he hints at questions I get myself a lot from journalists covering reform: what would it take to get me to support voucher programs today?

Aldeman lays out what he calls the “progressive vision” for these programs. And by merging vouchers in that vision with charters and inter-district choice, he makes it difficult to distinguish meaningful differences between each in both origin, intent, and policy result.

But if you read my own stuff, most recently in Time Magazine,you know I’m concerned above all right now with vouchers—much as I have other critiques too, such as the increased Christian Nationalism of the charter school movement that Carol Burris and others have recently noted.

The focus of Aldeman’s vision is the idea that a.) public schools aren’t so strong on academic outcomes, or in their history of discrimination and that b.) it’s possible to acknowledge that while backing reasonable restraints on voucher-like programs to prohibit discrimination with public funds and to safeguard educational quality.

There are two overarching blindspots in that vision. Active discrimination against children is fundamental to the voucher movement. Today it’s LGBTQ children, but 60 years ago it was against Black children as vouchers popped up in places like Texas to avoid desegregation orders. Now, tens of millions of dollars already go to private schools that exclude gay families. And a recent report from Wisconsin carefully details how voucher schools work the system to avoid what anti-discrimination rules do exist, not just for LGBTQ kids but students with disabilities too. In short: they admit all students (as Aldeman recommends) but then expel them, because legal protections are much stronger on the front end than the back end.

Most current legislation protects schools’ right to maintain their “creed” (do a word search on whatever state code you want, you’re likely to find it). That’s an all-encompassing word that allows schools to hide behind religious beliefs when it comes to excluding certain kids. Removing that word, as Aldeman’scolumn rightly implies would have to be done for an equitable voucher system, is politically impossible.

And that gets to the second blindspot in Aldeman’s vision. The education freedom movement, with school vouchers at its core, has been a Right-wing political operation for 30 years. It’s more than Betsy DeVos. It’s Charles Koch. It’s the Bradley Foundation, which has funded nearly every academic study to find positive school voucher effects, funds groups like the Heritage Foundation’s education arm, and helped fund election denial in the post-2020 months.

Kenneth Starr, of Clinton/Lewinsky fame, was actually the lead counsel defending vouchers in Zelman v. Simmons-Harris, the original Supreme Court case that ruled vouchers constitutional way back in 2002. Vouchers are that ingrained in Republican Party politics—both the old guard establishment that Starr came from, and the MAGA wing today that’s carrying on the legacy.

Aldeman’s case would have progressives simply ignore the political realities of the voucher movement. In essence, in the spirit of compromise, we’re to ignore decades of efforts to divert tax dollars toward unregulated markets, fundamentalist religious organizations, and anti-labor movements in the interest of moving education policy forward.

(The last point itself ignores substantial evidence that vouchers fail on academic terms in the first place).

But so-called “educational freedom” is too existential a question. Not for nothing, but this latest push comes on the heels of the Supreme Court’s removal of reproductive freedom among our constitutional protections. In my state, the same political operatives fighting to pass school vouchers in 2022 were also fighting to keep reproductive rights off the ballot. That’s not an accident.

On the voucher-backing Bradley Foundation’s board of directors is a lawyer named Cleta Mitchell. Mitchell was on the phone with Donald Trump during his infamous Georgia phone call, and all over the January 6th report. More recently she suggested that young citizens should lose the vote, and has been active in other voter suppression efforts. Speaking of January 6th, a vice president at Hillsdale College—the same Hillsdale so active in education freedom and Christian Nationalism more broadly—was partly behind the Michigan chapter of the fake electors scheme. Again: not an accident.

So when Aldeman suggests that progressives are being a bit overdramatic by worrying about threats to democracy, he’s either ignoring this evidence or he’s asking us to engage in a thought experiment that pretends that evidence doesn’t exist.

Here’s my own thought experiment: in a world in which none of us is perfect, and all of us are wrong some of the time, how would you rather be wrong?

For my part, I’d rather be too worried about LGBTQ exclusion, too worried about the loss of reproductive freedom, too worried about the ties between voucher backers and voter suppression. If I’m wrong, the worst that would happen is a few extra people already in private school would have to keep paying for it on their own.

But if the danger is real, then the erosion of civil liberties, of human rights, and—yes—democracy will have happened not just because of MAGA Republicans or Charles Koch or Betsy DeVos. It’ll happen because the progressive vision, as Alderman calls it, was either blinded or simply asleep at its post.

Tony Evers ran for Governor of Wisconsin on a pro-public education platform. He had been the State Commissioner of Education, and he pledged to reverse the damage done by Republicans to the state’s once-eminent public schools. After years of Republican governors who supported privatization, Evers portrayed himself as a champion of public schools.

The Network for Public Education did not support him. One of our allies in Wisconsin warned that he was two-faced. When we did not support him, other Wisconsin friends were shocked and told us we were wrong about Evers. They said he would be a great friend to public schools.

Sadly, Governor Evers turned out to be a traitor. He just signed a bill giving more funding to voucher schools than to the state’s woefully underfunded public schools.

He betrayed his campaign promises and his supporters. Shame on Tony Evers!

The Wisconsin Public Education Network sent out the following bulletin:

Dear friends of Wisconsin students and their public schools,

You have likely heard the news that Gov. Evers signed into law today both the shared revenue bill and SB330/AB305, a bill that gives a bump to spending authority for low revenue districts while dramatically expanding state funding to private schools and independent charters. Combined with a gap-widening budget omnibus proposal that provides woefully inadequate and inequitable resources to public schools, the move is part of a larger deal that fails to meet any of the priority needs of students in Wisconsin’s public schools, marking 16 YEARS of preK-12 budgets that fail to keep pace with inflation. 

All day, our phones have been buzzing with messages of outrage, frustration, and betrayal.

Earlier today, our board of directors issued a public plea to the governor to reject this deal. The excerpts below sum up their concerns and what the passage of these bills means to Wisconsin kids.

From the Wisconsin Alliance for Excellent Schools board of directors:

The action taken by the Joint Committee on Finance falls well short of the state’s constitutional responsibilities in the area of K-12 education and must be dramatically improved by the state legislature. If not, the budget must be vetoed by the governor and recrafted in order to pass Constitutional muster.

Our chief concerns with this budget deal: 

  • Public school students have been defunded relative to inflation for fourteen years and the per pupil adjustments proposed by the Joint Committee on Finance will extend that defunding streak to 16 years.
  • During that period of time, funding for students with disabilities was frozen for a decade and the promised, but not guaranteed, 33% reimbursement rate for special education will continue to keep Wisconsin near the very bottom of all states in that category.
  • Local property tax payers will be forced to cover the costs of a massive expansion of the unaccountable voucher program.
  • Private schools will be provided more direct aid from the state than most public schools are even allowed to spend (see fiscal memo here).
  • Shared revenue deal usurps the authority of the MPS board by requiring reinstatement of police officers on school property.

We call on the state legislature to fix this budget bill by restoring special education reimbursement to a minimum of 60%, providing an inflationary increase in spendable aid to all students in public schools, and removing irresponsible provisions to expand spending on private education. We urge Governor Evers to veto any bill that arrives at his desk that fails to meet these critical needs of Wisconsin students.

Unfortunately, 15 minutes after our board of directors issued their statement on these fast-tracked proposals, we learned Gov. Evers had already signed into law the largest stand-alone voucher aid expansion in state history and a shared revenue bill that undermines Milwaukee Public Schools, so we issued this response. We hope you will share it widely, as it details some of the most harmful and gap-widening provisions of the “compromise”:

  • This deal will provide private voucher schools more guaranteed state aid than the average public school is even allowed to spend per student,
  • while public schools will see a less-than-inflationary increase to state aid and a less than 2% increase to special education, cementing funding discrimination for kids with disabilities.
  • Raising the low revenue limit ceiling by $1000 is a nice gesture, but it doesn’t even bring those districts up to the state average in spending authority.
  • Public school students and local property taxpayers will pay the price, while private schools that can legally discriminate and pick and choose their students get a blank check from the state.
  • With voucher enrollment caps set to come off entirely in 2 years, this is the most reckless and irresponsible thing Wisconsin could do with its massive surplus, especially when we consider that the nearly 80% of students participating in the statewide voucher program never attended a public school.

The three top concerns of the public at all four of the budget hearings (preK-12 public schools, higher ed, and childcare) were all put on the chopping block to reach this “compromise” and nearly $2 BILLION of Gov. Evers’ original budget proposal for public schools was exchanged for this massive, unconscionable, unconstitutional voucher expansion. The state is already not meeting its obligation to its children, and this budget demonstrates a refusal to use the biggest surplus we’ve ever seen to make a meaningful start toward doing so. It’s time to hold Wisconsin accountable for doing better.

The good news: it’s not too late to fix this.

CALL ON LAWMAKERS TO FIX THIS BUDGET SO THAT PUBLIC SCHOOL STUDENTS’ NEEDS ARE MET BEFORE IT’S TOO LATE, AND CALL ON GOV. EVERS TO VETO THE ENTIRE BUDGET BILL IF IT DOESN’T. 

And let them know: we are watching every single vote that betrays Wisconsin students. 

Find your lawmakers here or call 800-362-9472 for the Wisconsin legislature hotline. Contact Gov. Evers at (608) 266-1212 or online here. 

Every single lawmaker has a vote on this bill, and needs to hear from us. Don’t assume you know how they’ll vote – let them know what local kids need!

We know Governor Evers has pledged to do what’s best for kids, and it’s not too late for him to back out of a deal that has gone way too far in selling out students in the public schools we are morally and constitutionally responsible to support. He needs to hear from you!

We continue to advocate for the following to meet the needs our kids have now: 

  • no less than $1,510/per pupil in new spendable funds to their districts to catch up with inflation; 
  • 60% reimbursement of special education costs to begin closing the gap between the state’s special ed. support for public and private schools;
  • prioritizing funds where needs are greatest; 
  • and putting a moratorium on the use of public dollars on unaccountable private and privately-operated schools.

It’s not too late to deliver a budget that meets these needs.  Our kids are counting on us to do it.

Stay tuned for additional action steps and details on how you can get involved, and please continue to follow WisconsinNetwork.org/budget for updates!

– Your friends at Team Public

LOCAL LEVEL ACTION. STATEWIDE IMPACT. Wisconsin Public Education Network is a project of the Wisconsin Alliance for Excellent Schools, a nonprofit, nonpartisan public education advocacy organization. To support our work, donate here!

Joe Holley, a columnist for The Houston Chronicle writes here about why rural Republicans in Texas vote against vouchers. The public schools in their home districts are in deep financial trouble. They can’t pay enough to attract teachers. They lack the funding for physical improvements. The public schools are the heart of their communities. Most rural districts don’t have any private schools. Those that do don’t want to lose their funding to pay for kids to go to private schools.

Holley writes:

MARATHON – One afternoon not long after Laura and I bought The Wee House, our home away from home in this small, unincorporated community west of the Pecos, I decided to go run the bleachers at the high school football field a block up the street. I didn’t know it at the time, but the long-abandoned field, dry grass giving way to patches of hard dirt and scraggly weeds, had been home in years past to arguably the most formidable six-man football dynasty in Texas history.

Between 1967 and 1976, the Mustangs compiled a record of 100-6, including a 42-game winning streak that stretched from October 1968 until November 1971. Fans from all over the trans-Pecos made the long drive to Marathon on Friday nights to watch the mighty Mustangs beat up on both six- and 11-man teams. The Mustangs were twice state champions.

It quickly became obvious that my ambitious exercise regimen was foolhardy. The spindly-looking bleachers were only eight rows high, the rows so far apart I almost had to climb from one to the next. I decided instead to investigate the rusted sheet-metal press box perched on the top row, so small that maybe three Howard Cosell-wannabes, no more, could squeeze in. I thought I might find an old program, a yellowed memento from the Mustangs’ glory days. Opening the squeaky door into the dark interior, I set off a clamorous tumult. Then came a whoosh. Powerful wings grazed the top of my head and almost sent me tumbling backward down the steps. I had disturbed a great horned owl.

Marathon’s Friday-night lights were extinguished in 2007, but as in every small Texas town I know, the school remains the heart of the community. The school is where town kids and ranch kids get to know each other. It’s where the well-off and the not-so-well-off mix and mingle; where Hispanic kids and Black kids and white kids work out their differences and discover their similarities; where members of the Parent Teacher Organization man the concession stand for basketball games in the venerable gym.

Money is a perennial problem. With a total K-12 enrollment of 53 in the school year that just ended, consolidation with nearby Alpine or Fort Stockton is always a possibility. If that happened, though — if the stately rust-colored brick high school and the low-slung elementary school across the street were left to the great horned owls — Marathon would not be Marathon.

That fact of small-town Texas life is something Gov. Greg Abbott, Lt. Gov. Dan Patrick and voucher-peddling legislators either don’t understand or refuse to admit. This legislative session, while they toyed like Scrooge McDuck with a mountainous pile of cash — an unprecedented $33 billion budget surplus — they left rural school districts across the state to grapple with ever-increasing operating costs, deteriorating facilities, teacher shortages, and an unfair funding system. New requirements for security upgrades are only partially funded.

HB 100, the Legislature’s primary education bill, would have raised the state’s basic allotment, but even a modest increase — not to mention the $900 needed to match inflation — was held hostage to getting vouchers passed. The governor promises that education will be the focus of another special session later this summer, but so far, rural schools have received next to nothing. Meanwhile, administrators for schools large and small are trying to craft a budget for the coming school year without knowing what the Legislature has in store.

Instead of dipping into that enormous budget surplus to ease the hardships of small-town schools, Abbott, Patrick and friends are distracted by a different mountain of money. They covet an Everest of campaign cash from a trio of West Texas oil and fracking billionaires — people who had just as soon put public schools out of business in favor of private schools funded, at least in part, by taxpayer money.

Because Texas public schools get by on a complicated system of local tax revenue and state dollars — with state money distributed on a per-student basis — private-school vouchers are a threat to already precarious districts such as Marathon’s. If local students take their vouchers and leave, those districts would lose funds. (Some voucher plans would compensate rural districts for these lost students, but only temporarily.) Despite Abbott’s and Patrick’s assurances, one way or another, state funds could be diverted to cover private and home-schooling expenses. That would leave less per-student funding for every district, large or small.

Small-town Texans, most of whom cannot even imagine voting for a Democrat, know that vouchers are a threat. That’s why their lawmakers, even the most conservative, have fought the voucher ambitions of the GOP leadership with the ferocity of yesteryear’s Marathon Mustangs. Marathon, Alpine, Fort Davis and Marfa — the little West Texas towns I know best — need every resource the state can provide, as do their counterparts across Texas. Rural lawmakers beat back Abbott and vouchers yet again during the regular session, but the governor, like a wily old boxer, keeps probing round after round for weak spots….

Alpine is 30 miles west of Marathon. Home to Sul Ross State University, the attractive little town is much larger than Marathon, but not so big that it manages to avoid lawmaker neglect. The Legislature’s inaction during the regular session was “a dereliction of duties,” Michelle Rinehart, superintendent of Alpine ISD, told the Big Bend Sentinel.

This year, Rinehart told me a few days ago, should have been our chance to boost Texas education funding — to move the state from 42nd in per-pupil spending to something like the national average. “We were expecting at least modest pay raises for teachers,” she said.

New teachers in oil-blessed Midland start at $60,500, while her new teachers start at $33,000. But instead of helping Alpine with salaries, maintenance and other basic needs, the state’s arcane and inequitable funding formulas end up taking money away. Rinehart has to finish her budget for the next school year by July 1. Unless the Legislature changes something in the special session, the deficit will grow from $300,000 to $1 million….

Rinehart has ample reason to be frustrated. Public education spending is lower now than when Abbott took office in 2015. Given a $321.3 billion budget, our lawmakers — so far, anyway — are starving one of the basic building blocks of a self-governing nation.

Abbott doesn’t listen to educators or the people in rural districts. He listens to the billionaires who fund him.

Abbott listens to the likes of oilmen Tim Dunn and the Wilks brothers, Farris and Dan, who insist that government and education should be guided by fundamentalist Christian principles.

Dunn, a lay preacher at the Midland mega-church he and his family attend, has given more than $18 million to Abbott, Patrick, all 18 GOP state senators, now-suspended Attorney General Ken Paxton, U.S. Sen. Ted Cruz and assorted ultra-conservative political action committees. He also serves on the board of the Texas Public Policy Foundation, a powerful voucher champion.

Farris Wilks, a native of Cisco, near Abilene, has given more than $11 million to GOP candidates and officeholders. He’s also a minister with the Cisco church his father founded, the Assembly of Yahweh 7th Day.

The superintendent of the Marathon public schools is Ivonne Durant. Holley interviewed her. She was upset that the state hasn’t increased teacher pay.

As superintendent of a rural school, Durant is constantly in touch with parents about their children’s well-being, in touch as only a small-school educator can be. They sit together at church, run into each other at the grocery store in Alpine. She teaches the Spanish class and tutors kids on Saturday morning. (One in particular: If that girl fails a class, the five-person junior high basketball team will have to disband.) Durant makes sure her seniors have definite plans — college, the military or a good job — before they graduate.

“I love my children,” she said. “They know, and their parents know, that everybody here cares. They know we’re going to be there for them.”

If only Greg Abbott and the Texas Legislature could say the same.

I apologize in advance. I am habitually skeptical of fads and movements. When a hot new idea sweeps through education, it’s a safe bet that it will fall flat in the fullness of time. If there is one consistent theme that runs through everything I have written for the past half century, it is this: beware of the latest thing. Be skeptical.

The latest thing is the “Science of Reading.” I have always been a proponent of phonics, so I won’t tolerate being pilloried by the phonics above all crowd. If you read my 2000 book, you will see that I was a critic of Balanced Literacy, which was then the fad du jour.

Yet it turns my stomach to see Educatuon journalist and mainstream dailies beating the drums for SOR. As you know, I reacted with nausea when New York Times’ columnist Nick Kristof said that the SOR was so powerful that it made new spending unnecessary, made desegregation unnecessary, made class size reduction unnecessary. A dream come true for those in search of a cheap miracle!

Veteran teacher Nancy Bailey, like me, is not persuaded by the hype. She wrote a column demonstrating that the corporate reform world—billionaires and politicians—are swooning for the Science of Reading.

She writes:

Many of the same individuals who favor charter schools, private schools, and online instruction, including corporate reformers, use the so-called Science of Reading (SoR) to make public school teachers look like they’ve failed at teaching reading.

Politicians and corporations have had a past and current influence on reading instruction to privatize public schools with online programs. This has been going on for years, so why aren’t reading scores soaring? The SoR involves primarily online programs, but it’s often unclear whether they work.

The Corporate Connection to the SoR

Bill and Melinda Gates Foundation

The Bill and Melinda Gates Foundation fund numerous nonprofits to end public education. The National Council of Teacher Quality (NCTQ), started by the Thomas B. Fordham Foundation backed by Gates and other corporations, an astroturf organization, promotes the SoR.

SoR promoters ignore the failure of Common Core State Standards (CCSS), embedded in most online programs, like iReady and Amplify. CCSS, influenced by the Gates Foundation, has been around for years.

Also, despite its documented failure ($335 million), the Gates Foundation Measures of Effective Teaching, a past reform initiative (See VAMboozled!), irreparably harmed the teaching profession, casting doubt on teachers’ ability.

EdReports, another Gates-funded group, promotes their favored programs, but why trust what they say about reading instruction? They’ve failed at their past education endeavors.

But the Bill and Melinda Gates Foundation continues to reinvent itself and funds many nonprofits that promote their agenda, including the SoR.

Former Governor Jeb Bush’s Organizations

Former Governor Bush of Florida (1999 to 2007) promoted SoR, but if children have reading problems, states should review past education policies, including those encouraged by former Governors, including Mr. Bush. His policymaking in public education has been around for a long time.

One should question, for example, Mr. Bush’s third-grade retention policy ignoring the abundance of anti-retention research showing its harmful effects, including its high correlation with students dropping out of school.

He rejected the class size amendment and worked to get it repealed. Yet lowering class size, especially in K-3rd grade, could benefit children learning to read.

As far back as 2011, Mr. Bush promoted online learning. He’s not talking about technology supplementing teachers’ lessons. He wants technology to replace teachers!

Here’s a 2017 post written in ExelInEd, Mr. Bush’s organization, A Vision for the Future of K-3 Reading Policy: Personalized Learning for Mastery. They’re promoting online learning to teach reading as proven, but there’s no consistent evidence this will work.

Here’s the ExcelinEd Comprehensive Early Policy Toolkit for 2021 where teachers often must be aligned to the SoR with Foundations of Reading a Pearson Assessment. If the teacher’s role loses its autonomy, technology can easily replace them. 

Laurene Powell Jobs and Rupert Murdoch’s Amplify

How did Rupert Murdoch’s old program Amplify become the Science of Reading?

Rupert Murdoch invested in Amplify, News Corp.’s $1 Billion Plan to Overhaul Education Is Riddled With Failures. Then Laurene Powell Jobs purchased it. Does a change in ownership miraculously mean program improvement?

Teachers from Oklahoma described how student expectations with Amplify were often developmentally inappropriate, so how is this good reading science?

Many SoR supporters who imply teachers fail to teach reading do podcasts for Amplify. Are they compensated for their work? Where’s the independent research to indicate that Amplify works?

Amplify, and other online reading programs, are marketed ferociously to school districts with in-house research relying on testimonials. When schools adopt these programs, teachers have a reduced role in students’ instruction.

Chan-Zuckerberg Initiative (CZI) and Their Data Collection

Priscilla Chan pushes Reach Every Reader, including prestigious universities that write SoR reports.

Why must they collect data involving children and their families?

CZI promotes the Age of Learning and ABC Mouse for young children. The reviews of this program appear primarily negative.