Archives for category: Education Reform

Parents of students at a Colorado charter school filed a federal lawsuit claiming infringement of the atudents’ First Amendment rights after the principal suspended the entire high school for refusing to recite the school pledge.

“Students at Victory Preparatory Academy said their First Amendment rights were violated, last year on September 28, during a school assembly. According to the lawsuit, after standing and reciting the United States Pledge of Allegiance, the students chose not to participate in the school’s own pledge in protest of “certain VPA ( Victory Preparatory Academy) policies and practices” which they elaborated on in a letter given to the school’s Chief Executive Officer Ron Jajdelski.”

Charters can treat their “scholars” in an authoritarian way when they are in elementary school, but high school students won’t be bullied.

Peter Greene checked into this story and concluded that the charter was at war with the First Amendment. He has more detail and explains why the students refused to recite the school pledge. He also says this is an example of a charter operator who believes he is exempt from the laws known to every other school administrator.

http://curmudgucation.blogspot.com/2018/11/co-charter-battles-first-amendment.html

Tony Thurmond tweeted that Marshall Tuck called to congratulate him on his victory in the race to become State Superintendent of Instruction in California.

At last count, Thurmond was leading Tuck by 4,632,425 (50.8%) to 4,480,240 (49.2%).

There were not enough votes outstanding to change the outcome.

First of all, congratulations to Tony Thurmond for winning and fighting clean.

Second, condolences to Marshall Tuck.

Above all, a Bronx cheer for the billionaires who thought that they could buy this office by heaping millions on the Tuck campaign, twice as much as Tony Thurmond was able to raise.

It is no secret that most of the money for Tony Thurmond was contributed by the teachers’ unions. Their money was not inherited, nor did it come from speculation on Wall Street. Their money came from the dues paid by teachers and other members of the union, as well as other unions.

This race was not between two men, but between two competing ideologies.

On one side, behind Thurmond, were the hardworking women and men who teach every day, most of them in the classrooms of California.

On the other were billionaires, who want to impose their DeVosian ideas about the free market on the public schools. They make no bones about their desire to encourage more privatization of public schools.

Tuck’s leading contributor, who gave more than $6 million, was billionaire Bill Bloomfield, a venture capitalist and a Republican. Close behind him were the Walton family (who don’t believe in paying their 1 million workers at minimum wage), Eli Broad, Doris Fischer, Arthur Rock, and Richard Riordan. It is likely that none of these people have entered a public school since they were children, if then.

In time, the full list of contributors will be published, and it is sure to include other billionaires who have taken it upon themselves to inflict their wrongheaded ideas on America’s children.

My wish is that their loss in this election humbles them, but in reality, I know that those who are billionaires never learn humility.

My wish is that they learn that the voters and parents don’t like what they are offering.

My wish is that they would find a new hobby and make a pact to pay higher taxes so that teachers might have a good salary, not only in California but in every state.

Here are some suggestion for what they might do instead of pushing charter schools: build health clinics in every poor community; support school nurses for every school; establish well-supplied libraries in every school; give schools money dedicated to buying musical instruments and hiring someone to teach music, band, and orchestra; build playgrounds where they don’t exist and pay schools to set aside time for recess and play. The best idea of all: Insist on paying higher taxes to support education! You can’t take it with you, and your children don’t need to inherit billions of dollars. It will make them lazy and ruin their lives.

There are so many useful ways that these very rich people could spend their money, ways that would help children and communities.

If they care about our national future, they would invest in good ideas instead of spending hundreds of millions to privatize public schools.

They would be revered instead of wasting their money trying to gain control of something they do not understand.

And, yes, one more thing!

Congratulations, Tony Thurmond for a race well run!

Jack Hassard, professor of science education in Georgia, has discovered a wonderful new science educator with great ideas for the Atlanta Public Schools, and they don’t cost a dime.

Veteran education guru Ed Johnson has some tips on how to put science at the center of the elementary school curriculum. His plan calls for using nature, exploring, seeing, touching, paying attention, learning the science that is right in front of you.

Hassard quotes Johnson’s advice to the school board:

Atlanta Public Schools superintendent Meria Carstarphen has blogged good news: Let’s Play! Every APS Elementary School Gets a Playground! She recaps that, as a consequence of the school board having decided to provide for schools to be more equitable operationally, nine of ten priority elementary schools now have a playground ready for back-to-school. In addition, she reports that a playground at the tenth priority elementary school, Beecher Hills Elementary, is under construction and that the planning process there includes working with a City of Atlanta arborist. Great!
So, speaking of Beecher Hills Elementary School…

One of several points of entry onto a system of greenway trails is right next to the gated entry to Beecher Hills Elementary. It is at that entry point to the trails that I sometimes start and end a walk-run. Being out there to emerge in the surroundings and to be open to The Universe always proves a way to more fully engage the senses, and to renew. What am I seeing? Hearing? Feeling? Smelling? Tasting? One the most engaging times out on the trails occurred during a torrential downpour, and I got soaking wet. Still, the rain provided a very different learning context and experience I had not before imagined.

The greenway trails effectively extend Beecher Hills Elementary School’s backyard. And because they do, I often think it would be magical to be a kid at Beecher with freedom to play and learn in and from that extended backyard.

The point of entry to the greenway trails at Beecher Hills Elementary lies adjacent to the school’s front driveway. From that entry point the greenway meanders northward and down the westward side of the hill upon which the school sits. Then the greenway curves eastward along a fence behind the school before curving northward and connecting with an east-west trail just beyond having crossed a creek.

Environments outside the classroom for students to explore and learn.

Out Beecher’s back doors and down the hill, the fence encloses an expansive green field just begging to be played on. The field catches my eye, every time. It always invites me to pause and wonder what would kids do if let loose upon it? What sort of games would they innovate and play? What sort of learning would they innovate and personalize and internalize for themselves? What sort of questions would the kids ask prompted by observations they would have made? Would they even ask questions, having been trained to give only answers à la standardized teaching, learning, and testing? Would teachers run themselves ragged trying to control the kids’ play? How would teachers deal with kids’ questions, especially questions lacking answers?

And then I think, hmm, nighttime. Hardly any surrounding light! Look up, “billions and billions!” –thanks, Carol Sagan! And, of course, thanks, too, to that astrophysicist guy Neil Degree Tyson who claims “All I did was drive the getaway car” when Pluto got knocked off. So, yep, a telescope, right in the center of the field out back Beecher Hills Elementary School. Can’t you just imagine?!

Now there is a radical and innovative idea: Let the children play! Let them learn the lessons right in front of them! Let them understand that science is part of life and they are living in its midst.

The Network for Public Education and the New York State Allies for Public Education—a consortium of 50 parent and educator groups—have issued a joint statement calling on the state’s two authorizing agencies to stop authorizing new charter schools. The agencies are the New York Board of Regents and the State University of New York.

NPE and NYSAPE invite you to support their action.

The New York State Board of Regents just approved six new charter schools.

Concerned with the drain of funds from public schools, as well as the problems outlined below, several Regents abstained from voting for approval. This is not surprising given all of the problems that the continual expansion of charter schools causes.

SUNY also has the authority to grant charters and the SUNY Board is the authorizer for the Success Academy charter chain that continually seeks to expand.

Enough is enough. Send your letter to the Regents and the SUNY Board today telling them we need a moratorium on charter school approvals.

Here are four reasons why:

Charters do not want all students and often engage in practices that push students out.

Unlike public schools, charters can expel students under the age of 17. Many engage in repeated suspensions and harsh discipline to push students out. They do not have to follow NYS public school rules for student discipline and appeal.

Charters can control their enrollment. No charters, for example, were obliged to take any of the displaced children of Puerto Rico. That is because they are not required to fill seats when students leave, unlike public schools that welcome all any time during the year.

Charters are not held to high standards of accountability, including the charter law.

Although the New York State charter law says that a “charter school shall demonstrate good faith efforts to attract and retain a comparable or greater enrollment” of students with disabilities, English language learners and students eligible for free or reduced priced lunch, many fail to do so, and yet do not have their charter revoked. The Hebrew Language Academy Charter School chain, was just given permission by the Regents to open another school in Staten Island, even though their flagship school in Brooklyn enrolls about only half of the English Language Learners that it should. HLAC also exacerbates segregation in the area schools– while 31% of the the neighborhood district’s students are white, the percentage of white students at HLAC Brooklyn is 52%.

A recent analysis showed that only 10% of all New York City charter schools actually meet the standard in the law when it comes to English language learners.

Charters are not transparent in governance and reporting.

Unlike district meetings, which are open to the public, the meetings of charter management companies like KIPP, SUCCESS and other chains can be held behind closed doors, even though these CMOs receive tax dollars.

Every year, Success Academy schools flout requirements and do not accurately fill out their Violent and Disruptive Incidences Reports (VADIR). There is a wide discrepancy between their suspensions rates and reported incidents. That violation is ignored despite the repeated complaints by parents of harsh discipline and frequent suspensions.

There is no accurate reporting of the financial impact that charter schools have on district public schools, who are their primary funder.

A research paper commissioned by the New York State Education Department estimated substantial reductions (up to $1000 per student) in Albany public schools in 2010 due to the city’s charter schools. It is time that the fiscal impact on public schools be transparent and taken into account before authorization.

For all of the above and more, it is time for a moratorium on charter schools in New York State while both Boards and the legislature address all of these issues and more. Please send your letter, sponsored jointly by NPE and the New York State Allies for Public Education (NYSAPE) to the members of the Board of Regents and the SUNY Board today.

Please post this link to the letter on social media.

https://actionnetwork.org/letters/tell-the-new-york-state-regents-and-the-board-of-suny-no-more-charter-schools/

You read that right. Kansas is a state that has cut taxes and cut its education budget repeatedly and whose teachers are paid poorly. It is under court order to finance its schools adequately. You may recall that former Governor Sam Brownback imposed a far-right policy of cutting taxes to “grow the economy” while starving the schools and other public services. The experiment failed. Trump appointed him the
“Ambassador-at-Large for International Religious Freedom.”

So now, because of low salaries, Kansas has teacher shortages. The remedy? A lavish contract with TFA to bring in temp teachers.


The Kansas Legislature agreed to pay education nonprofit Teach For America more than $500,000 this year for a pilot program to recruit 12 teachers to the state.

But the national organization only recruited three teachers for the state in 2018. All of them were placed in Kansas City, Kansas, where the local school district pays their salaries and benefits on top of another $3,000 per teacher per year to Teach For America.

Meanwhile, the state is still on the hook to pay the nonprofit $270,000 for training and recruiting teachers with no guarantee they will work in Kansas schools.

Mischel Miller, director of teacher licensure and accreditation at the Kansas State Department of Education, said the contract was intended to help fill a teacher shortage in the state.

“Our intention,” Miller said in an interview, “is that those dollars would be used for Kansas teachers.”

Yet the Kansas City, Kansas school district says it only hired three Teach For America instructors this year. Two other recruits started teaching in the district last year before Kansas hired the organization.

The state education department says Teach For America told the department it recruited all five of those teachers this year. The department is currently drafting a $270,000 contract to pay the organization.

A budget document from the Kansas Legislative Research Department dated Oct. 10 states, “Teachers will be paid a salary of $36,000.” But that money actually goes just to recruiting, training and placing each teacher.

That totals $180,000 from the state for recruiting five teachers, plus $80,000 to pay for the salary, benefits and travel expenses of a recruiter and $10,000 for one day of professional development. The rest of the money appropriated during the legislative session, totaling $250,000, will go back to the state’s general fund to be appropriated for the next fiscal year.

The Los Angeles Times exposed school superintendent Austin Beurner’s no-longer secret plan to reorganize the district by downsizing the central office and decentralizing authority to 32 “networks.” You May recall that the Gates Foundation set aside money to support “networks,” so this may be an effort to get Gates money or simply jumping on the latest fad. It is not as if this is a new idea. Joel Klein created networks about 10 years, as one of four different reorganizations during his time as chancellor of the NYC schools. Beutner seems to think that decentralization to networks will raise test scores. Uh-huh. What part of reorganization raises test scores?

Capitol & Main explains the logic (or illogic) behind the plan.

Times education writers Howard Blume and Anna Phillips say highlights [of the plan] include a purge of “discretionary” staff at the district’s Beaudry Avenue headquarters. Budgeting, hiring and curriculum authority would be transferred to LAUSD’s 988 district-managed schools, which will be organized into 32 geographic “networks” under the oversight of regional offices. The theory is that cost savings and “charter-like” autonomy will improve student outcomes. Beutner is expected to unveil details next month.

Reimagining’s actual reimagineers are outside consultants who carried out a similar reorganization of Newark, New Jersey schools using a highly controversial approach borrowed from Wall Street. Called the “portfolio model,” it means each of the 32 L.A. networks would be overseen like a stock portfolio. A portfolio manager would keep the “good” schools and dump the “bad” by turning them over to a charter or shutting them down much like a bum stock. Why that should fare any better than a short-lived LAUSD reform in the 1990s that also divided the district into small, semi-autonomous clusters but failed to budge academic performance remains unclear. The changes in Newark included neighborhood school closures, mass firings of teachers and principals, a spike in new charters and a revolt by parents that drove out former Newark supe — and current L.A. consultant — Cami Anderson.

One wrinkle in LAUSD going portfolio is the March 5 special election to fill the District 5 seat left vacant by the August resignation of disgraced board member Ref Rodriguez. District 5 veteran Jackie Goldberg’s October 26 announcement that she is running for a third term in her old board seat could effectively make the contest a local referendum on the Beutner plan. The progressive, twice-elected L.A. City Councilmember and two-term California Assemblymember has never lost a race in her political career. The pro-charter forces on the current one-vote board majority might consider having a kinder, gentler-to-public school families Plan B waiting in the wings.

If Beutner seems clueless, it is understandable. He has no experience in education, and he doesn’t know anything about the past. His ideas are based on his experience in corporate America. The people he brings in are reformers who believe in disruption.

The race to fill the vacancy created by the resignation of charter founder Ref Rodriguez after his conviction on various felony charges may well determine the future of Austin Beutner’s plan and Austin Beutner.

Students at the Secondary School for Journalism walked out to protest the Chan-Zuckerberg Summit depersonalized learning program, but thought Mark Zuckerberg might not have noticed. So they wrote him a letter to explain why they don’t like interacting for hours a day with a computer. They wrote and told him that they were learning little or nothing, and they complained about the collection of their personally identifiable data. They asked why Summit (and CZI) was collecting all this data without their knowledge or consent. Great points!

The article appears in EdSurge, a tech journal that is partially underwritten by the Chan-Zuckerberg Initiative. I bet Mark and Priscilla see it.

They had tried before to address their concerns with the program, says Kelly Hernandez, one of the organizers of the protest. But no matter how many times they talked to their principal, or how many calls their parents made to the school to complain, nothing changed.

“We wanted to fight back with a walkout,” Hernandez, a 17-year-old senior, tells EdSurge, “because when we tried to voice our concerns, they just disregarded us.”

The Secondary School for Journalism is one of about 380 schools nationwide using Summit Learning, a personalized learning program that involves the use of an online instructional software, called the Summit Platform. This program grew out of Summit Public Schools, a network of 11 charter schools based in California and Washington, and soon caught the eye of Facebook, which lent engineers to help build the software. The platform was later supported by the Chan Zuckerberg Initiative.

Earlier this year, Summit Public Schools announced it would be spinning the program out as an independent nonprofit in the 2019-2020 school year.

This is not the first time that the Summit software has attracted questions and protests. Around this time last year, a Connecticut school suspended its use of the software just months after implementing it.

For Hernandez and her classmates, the breaking point came the week of Halloween, when students got their report cards, she says. Some weren’t showing any credit for the courses they’d taken and passed—courses that were necessary to graduate. Others had significant scheduling errors. “It was just so disorganized,” Hernandez recalls.

So she and her friend, senior Akila Robinson, began asking around to see who might participate in a walkout. A few days later, on Nov. 5, nearly 100 students left the school to protest Summit.

“We didn’t necessarily want attention,” Hernandez says, even though they got plenty from the media. “We wanted the changes we felt we needed.”

Some changes have come. The school dropped the learning program for 11th and 12th grade students, because teachers of those grades didn’t receive any professional development for Summit. It is still using it with 9th and 10th graders, which Hernandez wants to change.

She believes a lot of the problems with Summit fall on her teachers and administrators, who were not properly trained in using it. Summit Learning officials, in an email to Education Week, also attributed the problems described by the students to poor implementation and a lack of professional development for teachers.

But fundamental issues with the learning system, as well as concerns over the data Summit collects and shares about its students, must be addressed with the people behind Summit, Hernandez feels. That’s why she and Robinson drafted and sent a letter to Zuckerberg on Thursday.

Below is the full text of the email the students sent to Facebook’s chief executive. Diane Tavenner, CEO of Summit Public Schools, is also copied on the note.

[Please open the link to read the students’ letter.]

Disclosure: EdSurge has received grant support from the Chan Zuckerberg Initiative.

Coloradans should not be surprised to learn that Governor-Elect Jared Polis has packed his transition team on K-12 education with people who have a history of preferring charters and vouchers over public schools.

Polis himself founded two charter schools and is a fierce advocate for privately managed charter schools. He was one of the wealthiest members of Congress.

So of course he appointed Jen Walmer from DFER, the notorious organization of hedge fund managers who advocate for charter schools, never for public schools, and who are anti-union, pro-merit pay and pro-high-stakes testing. DFER is the face of corporate reform, using its ample resources to undermine public education. Walmer, according to the article, is an unregistered lobbyist for DFER. The Democratic party of Colorado (and California) both passed resolutions calling on DFER to stop calling itself “Democrats for Education Reform” because its idea of “reform” is to turn public schools over to private management. Its political action arm, Education Reform Now Advocacy, bundles hedge fund money to candidates in state and local races across the nation without releasing the names of the donors. The linked article says that ERN gave out $1.8 million in Colorado races, “almost all of it on behalf of Polis and Democrats running for the General Assembly. Education Reform Now Advocacy is a dark money group that doesn’t disclose its donors.”

It gets worse. Polis invited former Republican Congressman Bob Schaeffer to join his transition team on K-12 education. Schaeffer supports vouchers. Not only that, he directs the “Leadership Program of the Rockies,” an organization that prepares candidates to run for local school boards and to become active in local politics on behalf of vouchers and other conservative principles. Schaeffer’s group was active in leading the effort to turn Douglas County into the first district in the nation to vote for vouchers. The DougCo School Board supported by Schaeffer paid former Secretary of Education Bill Bennett $50,000 to speak to local civic leaders and praise its voucher plans. After a bitter, divisive fight, the entire pro-voucher board members were ousted by popular vote in 2017.

Schaffer also is chairman of the board of the Leadership Program of the Rockies (LPR) a Republican-leaning organization that provides training on conservative principles and leadership. Its graduates include three of the former members of the Douglas County Board of Education who approved a controversial private-school voucher program in 2011. Schaffer advocated for the state board of education to endorse the voucher program.

The Dougco program led to lawsuits, including a trip all the way to the U.S. Supreme Court. It was dismantled last year after voters elected an anti-voucher school board.

Another member of Polis’ transition group is Michael Johnston, who ran for governor against Polis and lost. Johnston is a graduate of Teach for America and author of what is possibly the most punitive teacher evaluation law in the nation, known as SB-191. Johnston, of course, favors privately managed charters. I was in Denver in 2010 on the day the SB-191 passed. I was scheduled to debate Johnston, who arrived at the event the minute I finished speaking. He proclaimed that as a result of SB-191, which based 50% of the evaluation of teachers and principals on student test scores, Colorado would soon have great teachers, great principals, and great schools, because the bad teachers and principals would be fired. Reformers across the country hailed Johnston and his law as the dawning of a new day. Last year, one of Colorado’s reform leaders, Van Schoales, lamented the failure of Michael Johnston’s law. Most teachers were not teaching the tested subjects, so could not be judged by student test scores. All of Colorado’s 238 charter schools waived out of this wonderful system designed by one of their champions. The new evaluation system failed: less than 1% of the state’s teachers were found to be “ineffective,” about the same as before the law. As Van Schoales put it, we “not only didn’t advance teacher effectiveness, we created a massive bureaucracy and alienated many in the field.”

So what Governor-Elect Polis has pulled together is a transition team devoted to charter schools, vouchers, the discredited VAM method of evaluating educators, and high-stakes testing.

I had a brief and unpleasant personal experience with Polis in 2010, when I was invited to meet with the Democratic members of the House Education Committee to talk about my reasons for abandoning school choice and standardized testing. We met in a Congressional conference room. I explained that charter schools and vouchers were harming public schools and were part of a national effort to turn public education into a free market (this predated my awareness of Betsy Devos, who makes no bones about her desire to do exactly what I predicted). At the end of my talk, Polis took the floor, announced that my book (The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education) was “the worst book he had ever read.” He then threw the book across the table at me, and said, “I want my $20 back.” Another member of the committee reached into his wallet, pulled out a $20 bill, and bought the book from Polis. To say he was rude would be an understatement.

Parents of Colorado: Prepare to protect your public schools from your new Governor. He doesn’t like public education.

I have been watching the website of the California Secretary of State to follow the close contest between Tony Thurmond and Marshall Tuck. The polls and pundits predicted that Tuck would win.

When the polls first closed, Tuck had an early lead, but millions of votes had not been counted. In California, mail-in ballots postmarked on the day of the election must be counted, and they are still being counted.

After election day, Thurmond went into the lead, then Tuck came back, then Thurmond opened up a lead of 65,000-85,000 votes. That lead has held steady over the past couple of days as the vote total grows.

The vote is not final, and the numbers obviously could change in the days ahead.

Thurmond is winning heavily in Los Angeles (the city that should be Marshall Tuck’s base, where the most charters are located) and in San Francisco, which is Thurmond’s base.

On October 28, EdSource in California reported that at least $50 million had been raised for the race, and that Tuck had outraised Thurmond by 2-1.

When all the reports are in, the total amount of spending will surely be even more.

Thurmond was backed by the California Teachers Association and labor unions, meaning that his campaign was paid for by the dues of working people.

Here is a partial list of Tuck donors, a veritable Who’s Who of the school choice movement:

Bill Bloomfield: $6.761 million

Bloomfield is a billionaire Republican mega-donor who has become a charter school advocate.

The Walton Family: $5.138 million

Walmart billionaires

Eli Broad: $3.2 million

The Los Angeles billionaire who believes in closing public schools and privatizing them into charters.

Arthur Rock: $3.2 million

A California venture capitalist and billionaire who gives millions to Teach for America

Doris Fisher: $3.1 million

A billionaire, thanks to The Gap and Old Navy; the family gives heavily to KIPP

Richard Riordan: $2 million

The former Mayor of Los Angeles

These were the totals as of October 28. We will have to wait a few weeks for a complete accounting.

Undoubtedly these donors could have given twice or three times as much, but must have decided that it might embarrass Tuck to have three times as much money as Thurmond. Twice as much should have been enough.

One thing is certain. This is the most expensive contest in history for the job of State Superintendent of Public Instruction, a job that pays $175,000 and has limited authority.

The symbolic importance of this race, however, cannot be overstated. If the charter lobby prevails in a deep blue state, it can prevail in every state. It already owns Governor Cuomo in New York (but lost control of the State Legislature, when progressive candidates ousted fake Democrats in the State Senate). It tried and failed to lift the charter cap in Massachusetts in 2016, routed in a public referendum, even though the Governor and the State Board of Elementary and Secondary Education is in the hands of the charter industry.

So, we will continue to keep a close watch on California, where the teachers and the charter billionaires are in a face-off.

Larry Cuban posted photographs of innovative ideas.

Innovation is a buzz word these days.

It is useful to be reminded that many innovations are duds.

We should not experiment on helpless children who trust us.

At least, do no harm.