Archives for category: Education Reform

Lamar Alexander and Roy Blunt are senior Republican Senators who chair important committees. In this article, they propose a “shark tank” competition for government agencies, believing that the funding and the competition will ramp up the number of tests produced. They admit that the federal government has failed to supply the numbers of reliable tests needed by the American public to feel safe and ready to resume work.

Lamar Alexander (R-Tenn.) is chairman of the Senate Health, Education, Labor and Pensions Committee. Roy Blunt (R-Mo.) is chairman of the Senate’s health appropriations subcommittee.

As I read the article, I couldn’t help but think that the premise of the article is silly. The scientists at NIH and other federal agencies need more funding but they don’t need a “shark tank” to spur them on. The scientists know the gravity of the situation. They are doing the best they can with the resources they have. If they need more resources for staff and equipment, they should get it without the phony spur of a “race.”

They should be encouraged to collaborate, not to compete. Science works best when scientists share what they know worth their peers.

Alexander and Blunt rely on the same thinking that leads to “merit pay,” which has always failed. That thinking presumes that most professionals are slackers and won’t do their best without incentives. It was wrong for teachers and it’s wrong now for scientists.

Give them the resources needed to do their job and let them do it without hokey tricks or “shark tank” competition. They want to develop better tests; they want to find a cure. They don’t need a prize to motivate them.

The National Center for Education Statistics released NAEP scores in history and geography, which declined, and in civics, which were flat.

Secretary of Education Betsy DeVos went into her customary rant against public schools, but the real culprit is a failed federal policy of high-stakes testing narrowly focused on reading and math. If DeVos were able to produce data to demonstrate that scores on the same tests were rising for the same demographic groups in charter schools and voucher schools, she might be able to make an intelligent point, but all she has is her ideological hatred of public schools.

After nearly 20 years of federal policies of high-stakes testing, punitive accountability, and federal funding of school choice, the results are in. The “reforms” mandated by No Child Left Behind, Race to the Top, the Every Student Succeeds Act, as well as the federally-endorsed (Gates-funded) Common Core, have had no benefit for American students.

Enough!

When the ESSA comes up for reauthorization, it should be revised. The standardized testing mandate should be eliminated. The original name—the Elementary and Secondary Education Act—should replace the fanciful and delusional title (NCLB, ESSA), since we now know that the promise of “no child left behind” was fake, as was the claim that “every student succeeds” by complying with federally mandated testing.

Restore also the original purpose of the act in 1965: EQUITY. That is, financial help for the schools that enroll the poorest children, so they can have small classes, experienced teachers, a full curriculum including the arts and recess, a school nurse, a library and librarian, a psychologist and social worker.

Here is the report from Politico Morning Education:

MANY STUDENTS ARE STRUGGLING’: Average scores for eighth-graders on the Nation’s Report Card declined in U.S. history and geography between 2014 and 2018 while scores in civics remained flat, according to the National Center for Education Statistics. The results follow disappointing scores for math and reading released in October.

— “The results provided here indicate that many students are struggling to understand and explain the importance of civic participation, how American government functions, the historical significance of events, and the need to grasp and apply core geographic concepts,” stated Peggy G. Carr, the associate commissioner of assessment at NCES, which runs the National Assessment of Educational Progress, or NAEP, known as The Nation’s Report Card.

— The digitally based assessments were administered from January to March 2018 to a nationally representative sample of eighth-graders from about 780 schools. The results are available at nationsreportcard.gov. They will be discussed at a livestreamed event, beginning at 1:30 p.m.

— Education Secretary Betsy DeVos, in a statement, said “America’s antiquated approach to education is creating a generation of future leaders who will not have a foundational understanding of what makes this country exceptional. We cannot continue to excuse this problem away. Instead, we need to fundamentally rethink education in America

Open the link to find links to the NAEP reports.

Talk about taking advantage of a crisis!

The rightwing extremist Heritage Foundation has issued its own report on how to recover from the pandemic. They cover it with patriotic glitz to make it appear like a government report, which it is not. It calls itself the “National Coronavirus Recovery Commission. But it is just a self-aggrandizing report from a rightwing think tank funded by the usual suspects.

The Task Force consists of people who share the Heritage view that government is evil, as are public schools.

Tucked into its recommendations is this: eliminate public schools and certified teachers.

That will help America sink back at least a century in educating its children, perhaps even two centuries.

Perhaps you will not be surprised to learn that the lead person on education was Kevin P. Chavous, CEO of the notorious for-profit K-12 Inc. online charter chain, noted for high attrition, low graduation rates, and low test scores–and above all, high profits! In 2019, Chavous’s total compensation was $4.3 million for his estimable services. But in the nature of for-profit enterprises, there are always new worlds to conquer, new markets to open up.

On page 5:

The Commission recommends that states help families return to work with access to K–12 education by making existing education funding student-centered and portable. Many parents and guardians who now find themselves in charge of teaching and monitoring their children’s educations are unable to access the public schools they pay for through their taxes and are looking for continuity in their children’s education. States should immediately restructure per-pupil K–12 education funding to provide education savings ac- counts (ESAs) to families, enabling them to access their child’s share of state per-pupil funding to pay for online courses, online tutors, curriculum, and textbooks so that their children can continue learning. Students are currently unable to enter the K–12 public schools their parents’ taxes support. They should be able to access a portion of those funds for the remainder of the school year in the form of an ESA. Parents would receive a por- tion of their child’s per-pupil public school funding in a restricted-use account that they could then can use to pay for any education-related service, product, or provider of choice. Additionally, state restrictions on teacher certification should be lifted immediately to free the supply of online teachers and tutors, allowing anyone with a bachelor’s degree to provide K–12 in- struction online. Research suggests that there is little if any difference in student academic outcomes between teachers who are traditionally certified, alternative- ly certified, or not certified at all. States should work with school districts to reopen districts based on data about where the disease is prevalent or waning. Deci- sions about whether to keep schools closed should be medically determined by zip code, tied to districts. Dis- tricts that have low incident rates should begin plans to
reopen, and all school districts should have emergency response plans (including quick transitions to online learning) if they are forced to close again.

The Commission recommends that states remove occupational licensing requirements. States have im- posed numerous occupational licensing requirements that in many instances are simply artificial barriers to entry that can inhibit individuals’ ability to pursue en- trepreneurial work. These should be eliminated. Simi- larly, states should extend reciprocity so that licensed individuals in one state are not subject to additional requirements in the new state. Eliminating or signifi- cantly reducing occupational licensing requirements can help to get people back to work and can also provide a state with access to individuals with high-demand skills. For example, Massachusetts created a one-day approval process to license doctors with out-of-state licenses as a means to expand access to medical care in response to the virus.

Peter Greene also saw this phony “commission report” that pretends to be an official document but is just another anti-government, anti-public school self-aggrandizing piece of propaganda.

He writes:

While Trump has announced a variety of groups he wants to gather together to charter a pandemic recovery for the nation, there’s one group that is already on the job– and their plans for public education suck.

The National Coronavirus Recovery Commission– doesn’t that sound grand? It sounds like a real official government thing, only it isn’t, exactly. It’s the project of the Heritage Foundation, a right-tilted thinky tank that has been a major policy player in DC since the days of Ronald Reagan.

He notes the presence of one Kevin P. Chavous, who has made good money by running with the rightwing crowd, a sector not known for their devotion to racial equality and civil rights.

Well, look. It’s Kevin Chavous, the big cheese at K12, the 800 pound gorilla of the cyber school world, the one funded by junk bond king Michael Milken and founded by a McKinsey alum (anoter early investor– Dick DeVos). They’ve had more than their share of messes (like the time the NCAA decided K12 credits don’t count). But the Trump administration has been good times for them. And Chavous used to help run the American Federation for Children, Betsy DeVos’s dark money ed reform group, from which he called for the privatization of post-Katrina New Orleans education. Do I need to add that he has no actual education background?

Want a reason to vote for Joe Biden? Read the Heritage Foundation report with their plans for a dark future.

In this powerful post, NBCT teacher Stuart Egan describes the calculated attack on democracy and social justice in North Carolina.

The state was once considered one of the most enlightened in the South. It is now one of the most regressive, taken down by the Tea Party, by a legislature dominated by ALEC, and by politicians determined to destroy opportunity for people of color and poor people.

Egan provides a timeline of North Carolina’s descent, which accelerated after the Tea Party capture of the General Assembly in 2010. Behind the scenes, big money pushed ALEC bills.

Egan writes:

That timeline is filled with actions that are calculated, highly crafted, delicately executed, and driven by dogma deliberately done to hurt public education and communities that rely on public schools. Each occurred before the May 16th, 2018 march in Raleigh.

Citizens United, you may remember, allowed for corporations and other entities to donate to political candidates. It gave rise to PACs and SUPERPACs. It’s why you now see an incredible amount of money in political races donated by people who have a vested interest in a race or candidate but cannot vote in that race.

HB17 was the legislation produced in a special session in December of 2016 right before Roy Cooper took office. It was a power grab that granted the incoming state superintendent, Mark Johnson, the most power any state super had ever had. Johnson might be the most unqualified person to ever hold the job. What ensued was a lawsuit between Johnson and the State Board of Education that lasted for 18 months. Ultimately, it cemented Johnson’s role as a puppet and led to DPI’s reorganization and reduction of personnel.

The Innovative School District is an educational reform that allows the state to select “poor” performing schools to be taken over by an out-of-state entity. In three years, it has only one school under its umbrella, but has gone through multiple leaders.

And then there was the Voter ID law, racially driven gerrymandered political maps, and the abolishment of automatically paycheck deductions for groups like NCAE. (Yes, the Voter ID law and the gerrymandered districting has been overruled, but we still as a state have not had an election cycle since both were overturned.)

It used to not be this way, but after the Great Recession of 2008 and the rise of a new wing of the Republican Party, a noticeable shift occurred in North Carolina politics. Decades ago, public education was championed by both Democrats and Republicans alike. Think of governors like Holshousher and Martin and you will see a commitment to funding public education like NC saw with Sanford, Hunt, and Easley. The governor’s office and the General Assembly were often in different hands politically speaking, but on the issue of public education, they stood much more united than it is today.

That unification is not there anymore. And it wasn’t caused by public education or its advocates. It was planted, fed, fostered, and championed by those who came to power after the Great Recession. These are not Eisenhower Republicans or Reagan Republicans; they are ALEC Republicans whose sole purpose is to politicize all things and try and privatize as many public goods as possible. And on a state level, nothing is more of a public good than public schools.

They have been very adept at combining racial and social issues with public education to make it hard not only to compartmentalize each through legislation, but easy to exploit how much social and racial issues are tied to public education without people thinking they are interlinked. Laws and mandates like HB2, the Voter ID Law, the gerrymandered districts, and the attempted judicial system overhaul have as much to do with the health of public schools as any other factor.

When you keep people from being able to vote, you affect public education. When you keep people below the poverty line, you affect public education. When you gerrymander districts along racial lines, you affect public education. You cannot separate them exclusively. And we have lawmakers in power who know that very well. It’s why when you advocate for public schools, you must be aware of social and racial issues and be willing to fight along those lines.

Public school advocacy that was “successful” before 2008 will not work as effectively in 2020. No ALEC aligned politician who is in a right to work state that outlaws collective bargaining is going to “work with” advocacy groups like NCAE.

For NCAE and other groups to truly advocate for public schools, they must fight for issues outside of school rooms that affect the very students, teachers, and staff who come into those school rooms.

By every measure, North Carolina has regressed and opposed equity and democracy.

For example, “Now name the only state in the country with the lowest legal minimum wage, no collective bargaining rights, no Medicaid expansion, loosely regulated voucher and charter school expansion, and a school performance grading system that measures achievement over growth. North Carolina.“

The legislators who have passed regressive laws are not interested in dialogue or reason. They knew exactly what they were doing. They don’t negotiate. They don’t listen. They must be voted out of office.

Alex Zimmerman of Chalkbeat reports that Success Academy is laying off employees and firing teachers. The layoffs, about 4% of “non-core” employees, were laid because of the financial crunch caused by the pandemic. The teachers were fired, the chain said, because of their performance.

SA has a board of billionaires and millionaires and is known for its lavish spending on test prep rallies (“Slam the Exam”) in expensive facilities like the Barkley Center in Brooklyn and its graduation ceremony at the Metropolitan Museum of Art. It regularly holds plush dinners where hedge fund managers and other moguls announce multimillion-dollar gifts.

One network employee who was laid off and spoke on condition of anonymity said employees were not offered severance, though healthcare benefits would extend into the summer.

“Success Academy is an incredibly well-resourced organization,” the staffer said. “For them to offer no financial assistance for laid off employees in these economic conditions speaks to what the executive office values, which is certainly not its employees.”

Success officials did not immediately respond to a question about severance packages.

One former Success official said the staff cuts could foreshadow staffing shifts in the rest of the city’s charter school landscape.

“I think Success does do a really good job of seeing around the corner,” said the official who still works in the charter sector and spoke on condition of anonymity. “Are they reading the moment a little bit more in advance and some of the difficulties that are coming down the line for the whole sector?”

Success, for instance, was the city’s first big charter network to announce its move to remote learning, making the call two days before the de Blasio administration closed the city’s district schools. The organization has also launched a more regimented approach to remote learning, with caregivers asked to help monitor hours of daily instruction even among the network’s youngest students.

The move to reduce staff is likely to raise eyebrows, as the network has a reputation for spending lavishly on everything from advertising and rallies to executive compensation. Moskowitz earns roughly $890,000 a year, according to the organization’s most recent tax filing.

Carol Burris and I wrote “An Open Letter to Joe Biden,” which was published by Valerie Strauss on her blog “The Answer Sheet” at the Washington Post.

Valerie Strauss begins:

During the Obama administration, public school advocates led by Diane Ravitch opposed the education agenda of Education Secretary Arne Duncan, who had embraced standardized testing, charter schools and the Common Core State Standards as the way to improve America’s schools.
Ravitch, an education historian and research professor at New York University, became the titular leader of the grass-roots movement against the privatization of public education in 2010, when she published her best-selling book, “The Death and Life of the Great American School System.” It detailed her conversion from a No Child Left Behind supporter to an opponent.

From 1991 to 1993, Ravitch served as assistant secretary of research and improvement in the Education Department under President George H.W. Bush. She was, too, an early supporter of No Child Left Behind, the chief education initiative of his son, President George W. Bush, which ushered in the high-stakes standardized-testing movement. But when she researched the effects of the measures, she saw that NCLB’s testing requirements had turned classrooms into test prep factories and forced schools to narrow the curriculum to focus on tested subjects.

She changed her long-held views about how to improve schools and for the last decade has been speaking and writing about education reform. She also co-founded and heads the nonprofit Network for Public Education, which links people and groups that advocate to improve public schools and fight school privatization.
Ravitch became a lightning rod for criticism by supporters of President Barack Obama’s Race to the Top initiative, which made standardized tests more important than ever. But, at 81 years old, she is still writing and advocating for public schools. Her most recent book was published this year, “Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America’s Public Schools.”

The Network for Public Education that she leads opposes charter schools — which are publicly funded but privately managed — seeing them as part of a movement to privatize public education. It published two reports last year about how the federal government wasted millions of dollars on a program aimed at expanding the charter sector.

Charter supporters criticized the reports, but the overall story of waste and abuse in the federal Charter Schools Program helped to prompt Sens. Elizabeth Warren (D-Mass.) and Bernie Sanders (I-Vt.) to promise to end funding for the program when they were both running for the Democratic presidential nomination. Some Democratic legislators in the House also expressed concern about the program after the reports were released.
Joe Biden was Obama’s vice president but was not in the forefront of the administration’s education agenda. He has promised that if elected, he would, among other things, triple the federal funding for high-poverty schools, increase teachers salaries and ban for-profit charter schools. He has also expressed opposition to standardized testing.

In the following open letter to Biden, the presumptive Democratic nominee for president, Ravitch and Carol Burris write about public education and their reaction to his public comments about school policy, saying they are encouraged.

Burris, a former award-winning principal in New York, is the executive director of the Network for Public Education. Burris has been writing for this blog for years, chronicling the effects of Race to the Top and about charter schools.

Here is the open letter to Biden about education policy, written by Diane Ravitch and Carol Burris:</strong

Dear Vice President Biden,

We write on behalf of the Network for Public Education, the nation’s largest group of volunteers and advocates for public schools in the nation, with more than 350,000 followers spread across all 50 states.
We have strongly opposed the education agenda of Donald Trump. For the first time in the history of the Department of Education, its secretary seems dedicated to the destruction of public schools. From her enthusiastic support of private school vouchers, charter schools, and virtual charter schools, Betsy DeVos has made clear that she believes that schools should be run by private agencies and as entrepreneurial start-ups, not as centers of community life, subject to democratic governance by elected school boards.

Our public schools and their students desperately need a champion. We hope you will be that champion. For two decades, our schools and their teachers have been micromanaged by misguided federal mandates that require states to judge students, teachers, and schools by standardized test scores, as though a test score could ever be the true measure of a child, a teacher or a school.

We know that you know better. At the Public Education Forum in Pittsburgh in December 2019, NPE Board member Denisha Jones asked you whether you would commit to ending standardized testing in public schools. You did not hesitate when you said, “Yes. You are preaching to the choir.”

You continued by saying, “Teaching to a test underestimates and discounts the things that are most important for students to know.” You explained that what is most important is building a child’s confidence and you referred to evaluating teachers by test scores as a “big mistake.”

You are right in your assessment of standardized, high-stakes tests and we appreciate your response. Hold firmly to those beliefs. We understand that federal law must be rewritten to free the schools from their fixation on test scores. We count on you to make that happen, and to put an end to the legacy of President George W. Bush’s No Child Left Behind law. Billions of dollars have been wasted on testing during these past twenty years. It is time for a fresh vision of what education can be.

Former supporters of President Obama’s Race to the Top program will whisper in your ear to persuade you to double down on failed policies. They will try to convince you that testing is a “civil right.” It is not. In fact, standardized testing has its roots in eugenics — it was used for years as a means by which to shut out immigrants, students of color, and students who live in poverty in order to reserve privilege for affluent students, who more typically excel on standardized tests.

All children deserve a well-resourced public school filled with high-quality educational experiences. All children deserve experienced and well-prepared teachers. All children deserve schools that have counselors, social workers, librarians, and nurses. All children deserve a full curriculum, with science labs and arts programs. When schools become test-prep factories, the civil rights of children to equal education opportunities are denied.

Others will tell you that funding does not matter and that only choice and competition will improve public schools. They are wrong. Research consistently demonstrates that increases in funding make a difference in the educational outcomes of children. But we cannot tinker around the edges and expect to get dramatic results. That is why we fully support your plan to triple Title I funding while giving educators voice in how that money should be best spent.

We are pleased that you support community schools as a pathway for school improvement. During the forum, you said that “Betsy DeVos’s whole notion from charter schools to this [her blame the victim position on sexual harassment on campus] is gone,” if you are elected. We are glad that you endorse district public school improvement instead of embracing the expansion of what has become a competing alternative system whose growth has drained funding from public schools.

Banning for-profit charter schools is not enough. There are only a handful of for-profit charters, and they exist only in Arizona. There are, however, many for-profit charter management companies as well as nonprofit charter management companies whose CEOs enjoy exorbitant salaries, far exceeding the salaries of district school superintendents. These charter chains hide their lavish spending on travel, marketing, advertising, rental payments to related companies, and administrative salaries from community, state and federal taxpayers even as they claim to be public schools.

Although the policies of the states regarding charter schools are beyond your control, the Federal Charter School Program is not. A once modest program intended to spark innovation community-led charter schools is now a program that sends hundreds of millions of dollars each year to corporate charter school chains. Just last month, DeVos gave $72 million to the IDEA charter chain whose chief executive officer hired a private jet on which he was the only passenger to meet DeVos in Florida. That same charter chain received over $175 million from DeVos through the Charter Schools Program in 2017 and 2018.

It is time to eliminate the federal Charter Schools Program, which is no longer needed since billionaire-directed foundations supply ample funding for new charters and charter expansion. We issued two reports last year, demonstrating that the federal Charter Schools Program is riddled with waste and fraud, having spent approximately $1 billion on schools that never opened, or that opened and subsequently closed.

Your public statements encourage us to believe that you do not intend to follow the disastrous education policies of No Child Left Behind and Race to the Top. We are hopeful that you will renounce the status quo and bring a fresh vision that supports the work of teachers and public schools.

You will receive no better counsel on public education than you will from your educator wife, Jill Biden. We have no doubt that she will advise you well. It is time to turn the page on failed policies and invest in our nation’s public schools, which enroll nearly 90 percent of all American children.

The future of our nation depends on the success of public schools and their leaders, teachers, and support staff, who even, in this crisis, are working tirelessly to educate our students and keep them fed, well, and safe. Please stand with them and with the more than 50 million children who attend district public schools.

Diane Ravitch
Carol Burris

In 1994, the Clinton administration started a small federal program and funded it with $4.5 million to help launch new charter schools. At the time, charter schools were a new idea, and there were not many of them. The first charter school had opened in Minnesota in 1991, and six states passed laws authorizing charters in 1992. In 1994, the idea was too new to have produced results or research. So Congress allocated a measly $4.5 million.

In the 26 years since the federal Charter Schools Program started, the charter idea has burgeoned into an industry with state charter school associations, lobbyists in D.C. and in state capitols, and support from numerous foundations, billionaires, corporations, and Wall Street. There is considerable research about charters as well as controversy surrounding their methods of selecting and retaining or excluding students. Charters now enroll 6% of the nation’s students.

Two things are clear:

1. The charter sector today is very well funded by billionaire patrons such as the Walton Family Foundation, the Bill & Melinda Gates Foundation, the Eli and Edythe abroad Foundation, the Laura and John Arnold Foundation, and Netflix founder Reed Hastings. It has no need of federal funding.

2. Some charters get high test scores (and are accused of skimming to get the “best” students), some get the worst scores in their states, and most get scores about the same as public schools with similar demographics. In the one all-charter district in the nation, New Orleans, about half the schools are rated D or F by the state. Although the charter industry sings their praises, it’s clear that charters have no secret sauce to lift up every child.

Yet despite the fact that charters have a huge number of financial angels with very deep pockets, despite the fact that they do not solve the deep-seated problems of American education, despite their spotty academic record, funding for the Federal Charter Schools Program has grown to $440 million per year.

Under Betsy DeVos, the CSP has become her personal slush fund to help The expansion of large corporate charter chains, like KIPP and IDEA. The original idea that the federal funds would launch entrepreneurial start-ups is long forgotten.

About two weeks ago, DeVos released the latest CSP funds and again favored the big corporate charter chains, which have many millions in reserve and long lists of billionaire patrons.

DeVos handed out the first $200 million to her favorite chain, IDEA, which has no financial need. IDEA won $72 million, having previously received more than $200 million from DeVos. IDEA, you may recall, is known for its lavish spending. Its board approved the lease of a private jet for nearly $2 million a year, but had to cancel the lease because of adverse publicity in Texas, where the chain is based. Its CEO hired a private jet to take him to meet with DeVos in Florida; he was the only passenger. The chain’s executives,lacking their own jet, are allowed to fly first class with their families, not exactly like public school employees on official travel.

The second biggest winner was Mater Academy, which won $57 million. It is affiliated with the for-profit (and very rich) Florida for-profit chain Academica.

The Network for Public Education published two reports about the CSP in 2019, documenting that the program is shot through with waste, fraud, and abuse. About 40% of the charters funded by CSP either never opened or closed not long after opening. The loss of federal funds was $1 billion. The first report—Asleep at the Wheel— is here. The second report—Still Asleep at the Wheel—is here.

Tom Ultican reviewed the two NPE reports and recounted Betsy DeVos’s unsurprising hostile response to them. Why would she relinquish control over $440 million, which helps corporate chains that divert money from public schools and advances DeVos’s long-term goal of wrecking the foundations of public education?

It is ironic that the Trump administration in its now forgotten budget for the coming year proposed to eliminate the federal Charter Schools Program by folding it and 28 other federal programs into a bloc grant to the states. At the same time, Trump and DeVos proposed The creation of a multi-billion dollar voucher program. The Democratic-controlled House of Representatives made clear that these proposals were Dead on Arrival. Nonetheless, the charter lobbyists were shocked to discover that charter schools are just a stepping-stone to vouchers for DeVos.

Peter Greene once again nails a basic fact: education is not a business, and it can’t be run like a business.

Business ideas work well in the world of commerce, where businesses compete to provide a better product or better service. Probably there will be readers who question how well business is functioning right now, as megastores like Walmart gobble up neighborhood stores, destroying Main Street, and as online giants like Amazon threaten to gobble up all brick-and-mortar stores, even Walmart.

Greene writes, and I quote him in part:

We are living through yet another demonstration of the ways in which market-based approaches fail, and in some cases, fail really hard.

Long Term Preparation Is Inefficient But Essential

Back when I was a stage crew advisor, there was a pep talk I had to give periodically to crew members, particularly those working in the wings as grips or fly. “I know that you sit and do nothing for a lot of this show,” I’d say, “but when we need you, we really need you. In those few minutes, you are critical to our success.” In those moments we were talking about, every crew member was occupied; there was no way to double up or cut corners.

Emergency preparation is much the same. It’s economically efficient to, for instance, keep a whole stockpile of facemasks or ventilators. Big-time businessman Trump justified his cuts to various health agencies by citing business wisdom:

And rather than spending the money—I’m a business person. I don’t like having thousands of people around when you don’t need them. When we need them, we can get them back very quickly.

This turns out to be just as smart as disbanding the fire department and figuring you’ll just round up personnel and equipment when something is actually on fire. It doesn’t work. And as we have witnessed, it leaves you unprepared to deal with the critical moment when it arrives.

But the market hates tying up money in excess capacity or emergency readiness, because you’re spending all that money on capacity that isn’t being used this second. Are those guidance counselors and school nurses seeing students every single minute of the day? Well then, we should be able to cut them back. Are we sure that every teacher is teaching the maximum number of students possible? Couldn’t we just put some of those students on software? This is why so many business heads are convinced that public education is simply filled with waste–because there seems to be so much excess capacity in schools.

But in many schools, there’s not enough excess capacity. When a student is in the middle of a crisis, we should be able to respond immediately, whether it’s a personal crisis, a medical crisis, or an educational issue. The response should not be “tough it out till the counselor is on duty tomorrow” or “we’ll just wrap that in some gauze until the nurse comes in three hours from now” or “I know you need help with the assignment, but I can’t take my attention away from the other thirty-five students in this classroom.” And that’s on top of the issue of preparedness, or having staff and teachers who have the capacity–the time and resources and help– to be prepared for the daily onslaught of Young Human Crises. When wealthy people pay private school tuition or raise their own public school taxes, this is what they’re paying for– the knowledge that whenever their child needs the school to respond, the response will come immediately.

Sure, you can cut a school to the bones in the name of efficiency, but what you’ll have is the educational equivalent of a nation caught flatfooted by a global pandemic because it didn’t have the people in place to be prepared.

Competition Guarantees Losers

Ed Reformsters just love the bromide about how competition raises all boats and makes everyone better. And yet, the pandemic’s free market approach to critical medical supplies doesn’t seem to bear that out. States are being forced to compete with each other and the federal government, and all it’s doing is making vendors rich. This is free market competition at its baldest– if you have more money, you win. If you have less money, you lose. At some point, if it has not already happened, some people in this country are going to die because their state, municipality or medical facility will not have enough money to outbid someone else.

The free market picks losers, and it generally picks them on the basis of their lack of wealth. The notion that losers can just compete harder, by wrapping their bootstraps in grit, is baloney. It’s comforting for winners to believe that they won because of hard work and grit and not winning some fate-based lottery, and it also releases them from any obligation to give a rat’s rear about anyone else (“I made myself, so everyone else should do the same”).

A system built on picking losers and punishing them for losing is the exact opposite of what we need for public education. You can argue that well, we just want free market competition for schools and teachers, but if that kind of competition is in the dna of the system, it will stomp all over students as well, just as all free market businesses pick customers to be losers who don’t get served because they aren’t sufficiently profitable. Kind of like a low-revenue state or old folks home that can’t get its people necessary supplies because they don’t have enough wealth to bid with.

“Compete harder” just means “be richer.” It is not helpful advice.

Please open the link and enjoy the rest of his good essay on why business thinking and cost cutting doesn’t work in education.

Who better to review a book about the depredations of the fossil fuel industry than John Thompson, who lives in Oklahoma, where that industry controls the legislature? Thompson pointed out when he sent this review that the federal governmentspends ten times more to subsidize fossil fuels than it spends on education.

He writes:
Rachel Maddow’s Blowout: Corrupted Democracy, Rogue State Russia, and the Richest Most Destructive Industry on Earth is a case study in the “Resource Curse,” the social science concept explaining why petroleum produces corruption and poverty. It’s presented in Maddow’s inimitable style, providing a “guided tour of some of the landmarks, like Oklahoma, and Equatorial Guinea, and Russia.”

Maddow describes the oil and gas industry as “essentially a big casino” that “invites gangsterism, extortion, thuggery, and the sorts of folks who enjoy these hobbies.” Of course, those behaviors are more extreme in Equatorial Guinea and Russia, but American companies also cause “mindless damage.” Big Oil is willing to profit in ways that stunts development in the Third World and funds dictators like Vladimir Putin. Moreover, minimizing damage to the planet “had never been a critical variable in oil and gas exploration.”

Blowout’s “narrative thread” starts with hydraulic fracking, a production technique developed by George Mitchell, and expanded by the Oklahoma-based corporations, Chesapeake Energy, Devon Energy, and Continental Resources. Ironically, Putin could have learned from the foul-mouthed Oklahoman Joe Mach and ExxonMobil’s Rex Tillerson, and built an oil industry that could have been Russia’s “Crown Jewel.” (That is not to say they would have been interested in sharing the benefits or minimizing the inevitable damage.)

Maddow explains that Tillerson, for instance, had a two part-mission, “maximize shareholder profits” and “bring the world’s most vital commodity to the market.” He and the other oilmen would gladly help Putin build a 21st century economy, extracting natural gas from the Artic (which, of course, is very threatening to the environment), while turning a blind eye to other behaviors. As long as Putin kept honoring “the sanctity of contract and implementing friendly tax laws,” oil interests “have shown little hesitation in making those deals.”

But, Putin chose to almost completely control Russia’s oil industry. And as he grew more paranoid and vindictive, Putin launched the assaults on American democracy that would be documented by Special Prosecutor Robert Mueller.

The American side of the narrative begins with Oklahoma’s Robert S. Kerr, the “Uncrowned King of the Senate.” During his reign, oilmen could have been satisfied with 5 to 10% tax break to spur exploration, but they obtained and protected their 27.5% break. Maddow describes it as the “longest-running welfare program” in US history.

Kerr was Aubrey McClendon’s great uncle. McClendon, a co-founder of Chesapeake, was the visionary character described in Sam Anderson’s Boom Town, the story of Oklahoma City becoming a “Major League City.” Like Anderson, Maddow details McClendon’s charm which explains why “people wanted to believe” him. But, “Accuracy just never really captured the expansiveness of his vision.” She says, “What he lacked in strict truthfulness, he made up for in boyish and enthusiastic sincerity.”

McClendon joked about “him and his Oklahoma redneck buddies pulling a fast one on the entire leadership suite of the City of Seattle” to bring the NBA “Thunder” basketball team to Oklahoma City. He was known for $100 tips, as well as his 100,000 bottle wine collection. McClendon invested in a 11,000 square foot mansion and a Whole Foods grocery next the Chesapeake campus, and he donated to the Sierra Club.

Chesapeake (and Devon) made $25 billion in 2008 by fracking for natural gas. By 2010, however, Oklahoma was racked by earthquakes, including the magnitude 5.7 quake in 2011. These hundreds of earthquakes were “largely caused by the underground disposal of billions of barrels of wastewater” from fracking.

McClendon’s generosity didn’t prompt an effort of dispose of toxic wastewater in a safe manner. And the quakes didn’t deter him from another “buying spree.”

The fracking pioneer, Mitchell, wasn’t surprised by what followed. He told the New Yorker’s Lawrence Wright, “’these damn cowboys will wreck the world in order to get an extra one percent’ of profit.”

By 2013, McClendon was removed from Chesapeake, and three years later he didn’t attempt to brake when speeding into a concrete bridge. After his death, Blowout focuses on Harold Hamm who used fracking to produce oil, as opposed to natural gas.

Hamm, the 13th child of sharecroppers, became the 24th richest man in America by 2014. He was worth at least $14.6 billion. Maddow says his wealth and fame “made him uncompromisingly certain of his own vision of national destiny.” He couldn’t understand the advocates for “green energy” incentives, regulations on fracking, or limits on tax breaks for oil and gas. She explains, “Hamm didn’t understand how anybody could argue against him …”

As Hamm grew richer, Oklahoma school funding dropped by 24% over ten years, making schools 49th in the nation in state funding. This prompted the 2014 walkout of 25,000 teachers. They came to the State Capitol with signs like, “We Will Not Be Silent!”

Hamm and other oil producers organized a counter-demonstration, “Rally for Rigs,” with signs like “Don’t Be a Fracking Idiot.”

The push for a tax increase for big oil and gas companies was assisted by Mike “Bubba” Cantrell, “Hamm’s former government affairs pro,” who didn’t believe his status made him better than other Oklahomans and who tried to get funding for cleanups. Cantrell said, “It’s only smart to play nice with everybody.” Also, small oil companies were paying taxes at a rate “seven times that of Continental, Devon, and Chesapeake.”

Even so, it took four years, and another teacher walkout, to raise taxes on horizontal drilling from 2 to 5%.

During that time, Hamm fought a bitter divorce battle with his wife, Sue Ann, before agreeing to a settlement of nearly a billion dollars. My only complaint with Blowout is that it didn’t describe the great good done by Sue Ann Arnall’s subsequent philanthropic efforts.

Hamm also fought aggressively against the scientific evidence that disposal of fracking waste caused earthquakes. In 2015, Oklahoma had 900 earthquakes over 3 points. The number dropped to 198 in 2018 after regulations were imposed.

Maddow described a meeting with University of Oklahoma President David Boren and Austin Holland of the Oklahoma Geological Survey (OGS). Hamm said OGS was aiding the “war on fossil fuels.” Holland said that Hamm was “just a little intimidating.”

OU Dean Larry Grillot “wrote an email a few hours after the meeting” that said, “Mr. Hamm is very upset at some of the earthquake reporting … to the point that he would like to see select OGS staff dismissed.”

After leaving Oklahoma, Holland said that “wastewater injection deep within the earth … is an ultrahazardous activity. Because you can’t control the risk.”

Hamm, a fervent Trump supporter, further expressed his views at the 2016 Republican convention where he said, “Every time we can’t drill a well in America, terrorism is being funded.” Moreover, “Every onerous regulation puts American lives at risk.”

Maddow closes the chapter on Hamm’s defense of fracking. He said Russia was playing a role in the battle. Hamm contended, “It all ties back.”

Maddow replies, “which was nuts, of course. But it wasn’t that more nuts than the truth.”

And that brings her narrative back to Putin’s assault on American democracy. She had previously shown examples of the incompetence of Russian efforts ranging from oil production to intelligence collection, as well as “Guccifer’s” primitive methodology when stealing and publishing electronic messages.

But, after Putin put $50 billion into the 2014 Sochi games, in “a festival of corruption,” and as violence in the Ukraine distracted from his extravaganza, Putin’s ego suffered and his attacks on western democracies became more sophisticated, leading to the infamous Trump Tower meeting, and the Internet Research Agency’s fake news. After more than 1000 Ukrainians were killed, “Putin’s longtime man in Ukraine, President Viktor Yanukovych lost control.” Paul Manafort’s efforts to support Yanukovych also helped Russian corruption intrude into American elections.

In 2013, there was also an intriguing effort to bring Oklahomans into Russian matters. Carter Page registered Global Natural Gas Ventures LLC at it’s headquarter four miles from Chesapeake. Apparently Page sought to follow Aubrey McClendon’s fracking path without realizing it was a “tad stale” by then. Page’s goal was becoming a “point of contact” between Russian and American oil companies. But, Page apparently was too incompetent to pull off anything like that.

Maddow concludes that Big Oil hasn’t changed much since the 19th century. She doesn’t say oil “is hellbent on bad government for some ideological reason; it’s just practical business sense.”

She also concludes the teachers who fought back were “superheroes.”

I agree on both points. When I was an Oklahoma oil rig roughneck in the 1970s, my first day on the job was very reminiscent of the days of Social Darwinism. Like all rookies, my unofficial job title was “worm.” Our tool pusher was yelling into the radio, “Frack after dark! Frack after dark! Call Western, they love to Frack after dark!” He then explained that we were supposed load explosives into a tool for perforating a pipe. After dark, any CB radio – even in a car a hundred miles away – could blow up the entire crew.

The last time they fracked after dark, had distant radio waves ignited an explosion a minute earlier, everyone would have died. But they had just put the tool in the hole. One roughneck was declared dead on the scene, but revived on the way to the hospital. My tool pusher said he was a high school dropout and, if necessary, he would have to take the risk.

“You have a future,” he advised, if we have to frack after dark, “quit this job and hitchhike home.”

On April 14, we lost a dear friend of this blog, of public education, of the Network for Public Education, and of me personally. Dr. Jonathan Lovell, emeritus professor of writing at San Jose State University in California died in his sleep.

Jonathan was the director of the San Jose Area Writing Project. He described himself this way on LinkedIn:

“I am a teacher of teachers, with a specific focus on the teaching of writing. My objective is to do what I do to the best of my abilities.”

He was a gifted writer as well, and I was delighted to post several of his works on this blog.

The best way to learn about his creativity and his wit is to read his work, which he usually illustrated.

Here are the posts that he sent to this blog and that I was proud to publish:

Jonathan Lovell: Martin Luther to Walt Disney to Arne Duncan

Jonathan Lovell: How I Learned to Teach Writing Without Teaching

Jonathan Lovell Writes Secretary Duncan About Punishing Colleges of Education for Student Scores

Jonathan Lovell: What the Jabberwock Teaches Us About Education Reform

Jonathan Lovell Offers Advice to President Obama

Jonathan Lovell on Creative Disruption, the Jabberwock, GERM, and Liberation

Jonathan Lovell: The Magic of Learning to Listen

Jonathan Lovell Channels John Keats While Reading “Reign of Error”

The Biggest Obstacle to Punitive “Reforms” Is…

Jonathan Lovell honored me with his friendship. I will miss him.