Archives for category: Education Reform

Just when you think Betsy DeVos, like Trump, has hit rock bottom, she does another utterly vile deed to harm vulnerable students.

Get this: in the middle of a global pandemic and an economic meltdown, with millions of people out of work, the DeVos Department of Education ilegally seized $2.2 billion from students who were in debt.

Adam S. Minsky wrote in Forbes:

In response to a class action lawsuit filed by student loan borrowers, the U.S. Department of Education disclosed that it had intercepted and seized over $2.2 billion in tax refunds owed to a million student loan borrowers, in violation of the CARES Act.
The CARES Act suspended all collections on defaulted federally-held student loans from March 13, 2020 until September 30, 2020. The Act mandates that involuntary collections efforts by the U.S. Department of Education and U.S. Department of Treasury — including the interception and seizure of tax refunds — are to be suspended.

Thanks to G.F. Brandenburg for the lead.

Received from a friend:

D: Here is a fabulous summary of the Trump-bible photo-op from ‪Robert Hendrickson, rector, Saint Philip’s in the Hills Episcopal Church, Tucson, describing a photo of Trump holding a Bible while standing in front of St. John’s Church in DC.:

“This is an awful man, waving a book he hasn’t read, in front of a church he doesn’t attend, invoking laws he doesn’t understand, against fellow Americans he sees as enemies, wielding a military he dodged serving, to protect power he gained via accepting foreign interference, exploiting fear and anger he loves to stoke, after failing to address a pandemic he was warned about, and building it all on a bed of constant lies and childish inanity. This is not partisan. It is simply about recognizing the moral vacuum that is now pretending to lead.”

A reader posted this article, which was published a year ago, and wondered whether Erik Prince and his right wing militia may have infiltrated peaceful demonstrations in order to create violence and discredit them. I have no idea. If the FBI had not been captured and controlled by Trump, it would have kept a close watch but its safe to assume it is not surveilling Betsy DeVos’ brother and his clandestine activities.

WASHINGTON — Erik Prince, the security contractor with close ties to the Trump administration, has in recent years helped recruit former American and British spies for secretive intelligence-gathering operations that included infiltrating Democratic congressional campaigns, labor organizations and other groups considered hostile to the Trump agenda, according to interviews and documents.

One of the former spies, an ex-MI6 officer named Richard Seddon, helped run a 2017 operation to copy files and record conversations in a Michigan office of the American Federation of Teachers, one of the largest teachers’ unions in the nation. Mr. Seddon directed an undercover operative to secretly tape the union’s local leaders and try to gather information that could be made public to damage the organization, documents show.

Using a different alias the next year, the same undercover operative infiltrated the congressional campaign of Abigail Spanberger, then a former C.I.A. officer who went on to win an important House seat in Virginia as a Democrat. The campaign discovered the operative and fired her.

Both operations were run by Project Veritas, a conservative group that has gained attention using hidden cameras and microphones for sting operations on news organizations, Democratic politicians and liberal advocacy groups. Mr. Seddon’s role in the teachers’ union operation — detailed in internal Project Veritas emails that have emerged from the discovery process of a court battle between the group and the union — has not previously been reported, nor has Mr. Prince’s role in recruiting Mr. Seddon for the group’s activities.

Both Project Veritas and Mr. Prince have ties to President Trump’s aides and family. Whether any Trump administration officials or advisers to the president were involved in the operations, even tacitly, is unclear. But the effort is a glimpse of a vigorous private campaign to try to undermine political groups or individuals perceived to be in opposition to Mr. Trump’s agenda.

Mr. Prince, the former head of Blackwater Worldwide and the brother of Education Secretary Betsy DeVos, has at times served as an informal adviser to Trump administration officials. He worked with the former national security adviser Michael T. Flynn during the presidential transition. In 2017, he met with White House and Pentagon officials to pitch a plan to privatize the Afghan war using contractors in lieu of American troops. Jim Mattis, then the defense secretary, rejected the idea.

Mr. Prince appears to have become interested in using former spies to train Project Veritas operatives in espionage tactics sometime during the 2016 presidential campaign. Reaching out to several intelligence veterans — and occasionally using Mr. Seddon to make the pitch — Mr. Prince said he wanted the Project Veritas employees to learn skills like how to recruit sources and how to conduct clandestine recordings, among other surveillance techniques.

James O’Keefe, the head of Project Veritas, declined to answer detailed questions about Mr. Prince, Mr. Seddon and other topics, but he called his group a “proud independent news organization” that is involved in dozens of investigations. He said that numerous sources were coming to the group “providing confidential documents, insights into internal processes and wearing hidden cameras to expose corruption and misconduct.”

“No one tells Project Veritas who or what to investigate,” he said.

A spokesman for Mr. Prince declined to comment. Emails sent to Mr. Seddon went unanswered.

Mr. Prince is under investigation by the Justice Department over whether he lied to a congressional committee examining Russian interference in the 2016 election, and for possible violations of American export laws. Last year, the House Intelligence Committee made a criminal referral to the Justice Department about Mr. Prince, saying he lied about the circumstances of his meeting with a Russian banker in the Seychelles in January 2017.

Once a small operation running on a shoestring budget, Project Veritas in recent years has had a surge in donations from both private donors and conservative foundations. According to its latest publicly available tax filing, Project Veritas received $8.6 million in contributions and grants in 2018. Mr. O’Keefe earned about $387,000.

Last year, the group received a $1 million contribution made through the law firm Alston & Bird, a financial document obtained by The New York Times showed. A spokesman for the firm said that Alston & Bird “has never contributed to Project Veritas on its own behalf, nor is it a client of ours.” The spokesman declined to say on whose behalf the contribution was made.

The financial document also listed the names of others who gave much smaller amounts to Project Veritas last year. Several of them confirmed their donations.

The group has also become intertwined with the political activities of Mr. Trump and his family. The Trump Foundation gave $20,000 to Project Veritas in 2015, the year that Mr. Trump began his bid for the presidency. The next year, during a presidential debate with Hillary Clinton, Mr. Trump claimed without substantiation that videos released by Mr. O’Keefe showed that Mrs. Clinton and President Barack Obama had paid people to incite violence at rallies for Mr. Trump.

In a book published in 2018, Mr. O’Keefe wrote that Mr. Trump years earlier had encouraged him to infiltrate Columbia University and obtain Mr. Obama’s records.

Last month, Project Veritas made public secretly recorded video of a longtime ABC News correspondent who was critical of the network’s political coverage and its emphasis on business considerations over journalism. Many conservatives have gleefully pounced on Project Veritas’s disclosures, including one particularly influential voice: Donald Trump Jr., the president’s eldest son.

The website for Mr. O’Keefe’s coming wedding listed Donald Trump Jr. as an invited guest.

Mr. Prince invited Project Veritas operatives — including Mr. O’Keefe — to his family’s Wyoming ranch for training in 2017, The Intercept reported last year. Mr. O’Keefe and others shared social media photos of taking target practice with guns at the ranch, including one post from Mr. O’Keefe saying that with the training, Project Veritas will be “the next great intelligence agency.” Mr. Prince had hired a former MI6 officer to help train the Project Veritas operatives, The Intercept wrote, but it did not identify the officer.

Mr. Seddon regularly updated Mr. O’Keefe about the operation against the Michigan teachers’ union, according to internal Project Veritas emails, where the language of the group’s leaders is marbled with spy jargon.

They used a code name — LibertyU — for their operative inside the organization, Marisa Jorge, who graduated from Liberty University in Virginia, one of the nation’s largest Christian colleges. Mr. Seddon wrote that Ms. Jorge “copied a great many documents from the file room,” and Mr. O’Keefe bragged that the group would be able to get “a ton more access agents inside the educational establishment.”

The emails refer to other operations, including weekly case updates, along with training activities that involved “operational targeting.” Project Veritas redacted specifics about those operations from the messages.

In August 2017, Ms. Jorge wrote to Mr. Seddon that she had managed to record a local union leader talking about Ms. DeVos and other topics.

“Good stuff,” Mr. Seddon wrote back. “Did you receive the spare camera yet?”

As education secretary, Ms. DeVos has been a vocal critic of teachers’ unions, saying in 2018 that they have a “stranglehold” over politicians at the federal and state levels. She and Mr. Prince grew up in Michigan, where their father made a fortune in the auto parts business.

AFT Michigan sued Project Veritas in federal court, alleging trespassing, eavesdropping and other offenses. The teachers’ union is asking for more than $3 million in damages, accusing the group of being a “vigilante organization which claims to be dedicated to exposing corruption. It is, instead, an entity dedicated to a specific political agenda.”

Project Veritas has said its activities are legal and protected by the First Amendment, and the case is scheduled to go to trial in the fall.

Other Project Veritas employees on the emails include Joe Halderman, an award-winning former television producer who in 2010 pleaded guilty to trying to extort $2 million from the comedian David Letterman. Mr. Halderman was copied on several messages providing updates about the Michigan operation, and in one message, he gave instructions to Ms. Jorge. Project Veritas tax filings list Mr. Halderman as a “project manager.”

Two other employees, Gaz Thomas and Samuel Chamberlain, were also identified in emails and appeared to play important roles in the Michigan operation. Efforts to locate Mr. Thomas were unsuccessful. A man named Samuel Chamberlain who matched the description of the one employed by Mr. O’Keefe denied he worked for Project Veritas. He did not respond to follow-up phone messages or an email.

Last year, Project Veritas submitted a proposed list of witnesses for the trial over the lawsuit. Mr. Chamberlain and Mr. Thomas were on the list. Mr. Seddon was not.

Ms. Jorge, 25, did not respond to email addresses associated with her Liberty University account. In an archived version of her LinkedIn page, Ms. Jorge wrote she had a deep interest in the conservative movement and hoped one day to serve on the Supreme Court after attending law school.

In a YouTube video, Mr. O’Keefe described the lawsuit as “frivolous” and pointed to a portion of the deposition in which David Hecker, the president of AFT Michigan, said that one of the goals of the lawsuit was to “stop Project Veritas from doing the kind of work that it does.”

Randi Weingarten, the president of the American Federation of Teachers, said in a statement: “Let’s be clear who the wrongdoer is here: Project Veritas used a fake intern to lie her way into our Michigan office, to steal documents and to spy — and they got caught. We’re just trying to hold them accountable for this industrial espionage.”

In 2018, Ms. Jorge infiltrated the congressional campaign of Ms. Spanberger, posing as a campaign volunteer. At the time, Ms. Spanberger was running to unseat a sitting Republican congressman in a race both parties considered important for control of the House. Ms. Jorge was eventually exposed and kicked out of the campaign office.

It was unclear whether Mr. Seddon was involved in planning that operation.

Mr. Seddon was a longtime British intelligence officer who served around the world, including in Washington in the years after the attacks of Sept. 11, 2001. He is married to an American diplomat, Alice Seddon, who is serving in the American consulate in Lagos, Nigeria.

Mr. O’Keefe and his group have taken aim at targets over the years including Planned Parenthood, The New York Times, The Washington Post and Democracy Partners, a group that consults with liberal and progressive electoral causes. In 2016, a Project Veritas operative infiltrated Democracy Partners using a fake name and fabricated résumé and made secret recordings of the staff. The year after the sting, Democracy Partners sued Project Veritas, and its lawyers have since deposed Mr. O’Keefe.

In that deposition, Mr. O’Keefe defended the group’s undercover tactics, saying they were part of a long tradition of investigative journalism going back to muckraking reporters like Upton Sinclair. “I’m not ashamed of the methods that we use or the recordings that we use,” he said.

He was asked whether he had provided any of the group’s secret recordings of Democracy Partners to the Republican National Committee or any member of the Trump family. He said that he did not think so.

In 2010, Mr. O’ Keefe and three others pleaded guilty to a federal misdemeanor after admitting they entered a government building in New Orleans under false pretenses as part of a sting.

Kitty Bennett contributed research.

This is a fascinating interview of Bill Gates in 2014 by Washington Post reporter Lyndsey Layton.

Layton wrote a comprehensive account of how the Common Core was funded single-handed by Gates. Gates engineered a “swift revolution,” a near coup, by subsidizing and promulgating the Common Core State Standards (CCSS), with cheerleading by Secretary of Education Arne Duncan.

CCSS may have been the biggest policy disaster in the history of U.S. education. States and districts spent billions of dollars to implement new standards, new tests, new teacher training, new software, new textbooks, new professional development, all in pursuit of illusory standardization.

The U.S. Department of Education paid $360 million for two consortia to develop tests (PARCC and the Smarter Balanced Consortium). The consortia started life with almost every state but most have now dropped out. Gates paid for everything else. By some estimates, he invested as much as $2 billion subsidizing the writing, development, evaluation, and promotion of CCSS.

The Common Core was adopted by almost every state because states had to adopt common standards if they wanted to be eligible to compete for a portion of nearly $5 billion in Race to the Top funding. Arne Duncan worked closely with the Gates Foundation, and several former Gates officials worked for Duncan. States, still staggering from the 2008 recession, needed the money. Race to the Top and CCSS were a package deal meant to standardize American education.

If the goal was to raise test scores (it was) and to close or narrow achievement gaps (it was), both Race to the Top and Common Core failed. Neither happened. Read my book SLAYING GOLIATH, which contains the data.

When the protests and demonstrations became loud in D.C., Donald Trump took shelter in the secure bunker under the White House. Although this was widely reported, Trump denied it, claiming that was merely “inspecting” the bunker.

Randy Rainbow didn’t believe him.

A number of informed observers noted that the U.S. unemployment rate did not fall precipitously.

During the campaign of 2016, Trump insisted that the data from the Bureau of Labor Statistics was a hoax.

The data may not be a hoax, but they are wrong.

Robert J. Shapiro explained in the Washington Monthly that the data were wrong.

The Washington Post reported a “misclassification error” that reduced the unemployment rate.

The Post reported that:

When the U.S. government’s official jobs report for May came out on Friday, it included a note at the bottom saying there had been a major “error” indicating that the unemployment rate likely should be higher than the widely reported 13.3 percent rate.
The special note said that if this “misclassification error” had not occurred, the “overall unemployment rate would have been about 3 percentage points higher than reported,” meaning the unemployment rate would be about 16.3 percent for May. But that would still be an improvement from an unemployment rate of about 19.7 percent for April, applying the same standards.
The Bureau of Labor Statistics, the agency that puts out the monthly jobs reports, said it was working to fix the problem.

Of course, these careful statements did not present Trump crowing about the jobs report and claiming outrageously that the recently murdered George Floyd would be happy to see the new data. Trump beloveds

A group of scholars recently published a peer-reviewed study of online schooling and virtual charter schools. The authors are Brian Fitzpatrick, Mark Berends, Joseph J.Ferrare, and R. Joseph Waddington.

The University of Kentucky College of Education, where Waddington is a professor, summed up the findings:

Online Schooling’s Impact on Student Achievement

Online schooling quickly became the new normal for U.S. students when school buildings shuttered to help curb the spread of COVID-19. Although the full impact this will have on student performance will not be understood for quite some time, a study published in the April issue of the journal Educational Researcher may offer a glimpse.

Dr. Joseph Waddington, an assistant professor in the University of Kentucky College of Education Department of Educational Policy Studies and Evaluation, is part of a research team that analyzes student performance in charter schools. Virtual charter schools are offered in 21 states across the U.S., including in Indiana, where the majority of Waddington’s research data is collected.

The results of the study published in April do not bode well for virtual learning. The research team found that students who switched from traditional public schools to virtual charter schools saw test scores in mathematics and English/language arts drop substantially, and the lower scores persisted over time.

When students across the U.S. abruptly shifted to online learning, Waddington and his colleagues considered whether their performance would mirror that of students in virtual charters.

“Researchers, policymakers, teachers, school administrators, and parents alike have all been concerned about the negative consequences for student learning resulting from the dramatic shift to online instruction during COVID-19, amongst other health, safety, and socioemotional outcomes,” Waddington said. “We knew we could not directly compare virtual charter schools and the online learning taking place during COVID-19. However, we thought it would be beneficial to provide the community with a research-informed discussion of the two online learning environments, since many individuals have been eager to catch a glimpse of the potential impacts on student achievement.”

The discussion was published by Brookings, a non-profit public policy institute based in Washington D.C. It, along with the study published in Educational Researcher, was authored by Brian R. Fitzpatrick and Mark Berends at the University of Notre Dame, Joseph J. Ferrare at the University of Washington-Bothell, and Waddington at UK.

A bill allowing charter schools in Kentucky, HB 520, was signed into law in 2017. Kentucky’s charter school legislation does not allow for virtual charter schools.

In the authors’ Brookings blog Post, they explain their peer-reviewed work. The major conclusion is:

We find the impact of attending a virtual charter on student achievement is uniformly and profoundly negative, equating to a third of a standard deviation in English/language arts (ELA) and a half of a standard deviation in math. This equates to a loss of roughly 11 percentile points in ELA and 16 percentile points in math for an average virtual charter student at baseline as compared to their public school peers (see Figure 1 above). There is no evidence that virtual charter students improve in subsequent years. We could not “explain away” these findings by looking at various teacher or classroom characteristics. We also use the same methodology to analyze the impact of attending brick-and-mortar charter schools. In contrast, we find that students who attended brick-and-mortar charters have achievement no different from their traditional public school peers (see Figure 2 below). Our confidence in these results is further buoyed by other studies of virtual charter schools in Ohio and nationwide having similar findings.

If we want to dumb down a generation of students, we will make distance learning a permanent part of the landscape.

The Network for Public Education has sponsored a series of weekly ZOOM conversations in which I interview someone who has important things to say.

On Wednesday, I interviewed Jitu Brown, a prominent community organizer in Chicago and leader of the Journey for Justice Alliance, which has organizations in thirty cities.

When we set up the discussion, we thought we would talk mostly about privatization and Jitu Brown’s successful fight to save the Walter H. Dyett High School in Chicago. Jitu Brown is one of the heroes of my new book SLAYING GOLIATH, for his success in stopping Rahm Emanuel from closing Dyett.

These topics were discussed but the main focus was on the murder of George Floyd and racism in America. Jitu Brown has quite a lot to say about racism, in large part because of his experiences. We also talked about a Rahm Emanuel, and his disastrous role in running the public schools as mayor of Chicago.

Listeners said it was a “riveting” conversation.

Listen and see for yourself.

Next week, I will talk with Amy Frogge, a great leader of the resistance to privatization in Metro Nashville. She is a member of the Metro Nashville public school board, as well as a parent of public school students and a lawyer.

She too is a hero of SLAYING GOLIATH for her leadership in defending public schools.

We will talk about “The Fight for Better Public Schools in Tennessee.” The billionaires and their puppet organizations have poured many millions into school board races in an effort to capture control of the district. Amy has fought valiantly against proponents of charters and vouchers.

This is a battle that is being played out in urban districts across the nation.

Join us on Zoom on June 10 at 7:30 pm, EST.

Jan Resseger explains here why community schools may be the best post-pandemic strategy for reopening schools.

Jeff Bryant recently profiled Mary Parr-Sanchez, the current president of the National Education Association’s New Mexico affiliate, speaking about what education will be like after the pandemic: “‘I think we’re all going to be different after this… When I first learned of the community schools model, it hit me like a lightning bolt,’ she told me. ‘I loved it because it focused on the academic and nonacademic needs of children, and the focus was on learning and a culturally relevant curriculum, not just test scores.’ Now, she is convinced the community schools model is the most promising way forward for schools as they reopen to the new realities of recovering from the fallout of COVID-19.”

Here is how the New York City Children’s Aid Society’s National Center for Community Schools defines a full-service, wraparound community school: “The foundations for community schools can be conceptualized as a Developmental Triangle that places children at the center, surrounded by families and communities. Because students’ educational success, health and well-being are the focus of every community school, the legs of the triangle consist of three interconnected support systems: A strong core instructional program… expanded learning opportunities… and a full range of health, mental health and social services designed to promote children’s well-being and remove barriers to learning.”

Community schools are designed locally to meet the needs of the particular school community, but they share essential characteristics. The Children’s Aid Society explains that community schools are not mere ad hoc school community partnerships, but are instead the product of careful planning and staffing. A Community School Director—an administrator—partners with the principal to coordinate the social, medical and enrichment services housed in the community school with the academic program. Each community school has a designated lead partner agency, which “maintains a full-time presence in the school and engages in regular joint planning with the Community School Director, the staff, and the community.”

The goal is to meet all the needs of children, not just their academic needs.

Jeff Bryant writes here about promising developments in New Mexico. where educators are reimagine the future of schools.

Not many people would think of New Mexico as an educational paradigm. Its test scores and very low, and it’s child poverty rate is very high. It endured eight years of a Republican Governor who believed in Je Bush’s ideology of high-stakes testing, test-based evaluation of teachers, and choice. That model produced no improvement, but quite a lot of teacher alienation.

Bryant interviewed the state president of the NEA,who filled him in on the union’s dreams for the future.


“I think we’re all going to be different after this,” Mary Parr-Sanchez told me in a phone call, “but I don’t know how.” Parr-Sanchez is the current president of NEA-New Mexico, the National Education Association’s affiliate in the Land of Enchantment, and “this” of course is the profound trauma of schooling amidst COVID-19…

Our current governor [Michelle Lujan Grisham] is showing impressive leadership, but our previous governor of eight years drove education into the ground,” she said, referring to former Governor Susana Martinez, whose administration’s response to the economic downturn during the Great Recession was to slash education spending, expand privately operated charter schools to compete for funding, and impose a punitive regime of evaluating teachers and schools based on high-stakes standardized testing.

Some of the heavy-handed evaluation systems Martinez championed have been repealed by Governor Lujan Grisham, but New Mexico still funds its schools less than it did in 2008.

Much of what Martinez imposed on New Mexico were pillars of education policy that started with No Child Left Behind legislation passed during the George W. Bush presidential administration and extended under the Barack Obama presidency.

“I loved being a teacher in the 1990s,” Parr-Sanchez recalled, “but since No Child Left Behind [which became law in 2002], all the joy was taken out of teaching. The test-and-punish program got us nowhere, and for the past 10 years, teachers have felt like they’ve been under assault.”

Despite these onerous policies, Parr-Sanchez saw the emergence of a different, more promising school model in her state.

“When I first learned of the community schools model, it hit me like a lightning bolt,” she told me. “I loved it because it focused on [the academic and non-academic needs of children], and the focus was on learning and a culturally relevant curriculum, not just test scores. The movement for community schools brought the joy of teaching back for me.”

Now, she is convinced the community schools model is the most promising way forward for schools as they reopen to the new realities of recovering from the fallout of COVID-19.

“In our state’s response to the pandemic, we’ve had to be very sensitive to issues of poverty, and the state has challenged districts to reach all children, including special education students and homeless students,” she explained. In this kind of emergency situation, she believes community schools have an advantage because “the model enables you to look at the whole child.” (A whole child approach considers more than just students’ academic outcomes to include attention to students’ health, mental, socioeconomic, and cultural conditions that often have more impact on students’ abilities to learn.)

“What happens during the school day is not enough to improve the trajectory of children until you deal with what is really going on in children’s lives. Are they hungry? Are they homeless? The testing agenda took us away from addressing this. Community schools can bring us back.”