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A Great Day for Democracy in Wisconsin!!!

By dianeravitch
April 4, 2023 //
15

The Koch brothers funded the Republican takeover of Wisconsin in 2010 and the election of Scott Walker as governor. Walker quickly cracked down on unions and stripped them of their rights. He pushed vouchers. He attacked Wisconsin’s great public university system. Meanwhile, the Republican legislature gerrymandered the state to guarantee control of the legislature. The state is evenly divided between Republicans and Democrats, but Republicans control both houses of the legislature.

That is why many observers considered the election of a new State Supreme Court to be the most important election in the nation. After the retirement of a Republican justice, the Court was split 3-3.

A liberal—Janet Protasiewicz—ran against a conservative—Dan Kelly. The liberal won. This means that the Court will have a Democratic majority.

The two biggest issues likely to be resolved by the Court are abortion rights and gerrymandering. The new Court now has the votes to restore abortion rights that were withdrawn by the U.S. Supreme Court in the Dobbs decision. It is likely that a lawsuit will challenge the deeply unfair gerrymandering of the state, and the new majority is sure to insist on a fair reapportionment.

A great day for democracy!

Categories Dark Money, Democracy, Democrats, Education Industry, Elections, Evil, Extremism, Failure, Freedom, Unions, Walker, Scott, Wisconsin

Win or Lose, Know This About Paul Vallas

By dianeravitch
April 3, 2023 //
37

This article by three scholars—Pauline Lipman, Camika Royal, and Adrienne Dixson—closes the book on Paul Vallas’ record in education. It was published in Truthout.

Vallas’s solution for struggling schools was a corporate-style, top-down accountability system of high-stakes tests, test-prep teaching and punishment for failure — an experiment on Chicago’s Black and Brown children that set the stage for national education policy under George W. Bush. Schools that failed to meet test score targets were put on a warning list, on probation, or reconstituted by Vallas’s central office.

Counter to research consensus, based on their scores on a single test, tens of thousands of students were sent to summer school, held back a grade for as long as three years, prevented from 8th grade graduation, or assigned to remedial transition high schools where a pared-down curriculum of math, English and world studies revolved around intensive test preparation.

It was typical for schools, particularly in Black communities, to spend up to one quarter of the school year drilling for tests in reading and math. Music and art were cancelled and social studies began in May — after testing. Engaging, culturally relevant classes were turned into test prep. In some schools, Test Best and Test Ready booklets were the curriculum for weeks. CPS Office of Accountability staff told me that when Vallas left in 2001, 59 schools — mostly Black — were using mandated Direct Instruction, in which teachers read scripts and students respond with scripted answers. Not surprisingly, under this regime test scores went up. However, a 1999 National Research Council assessment expert “concluded that Chicago’s regular year and summer school curricula were so closely geared to the [standardized test] that it was impossible to distinguish real subject mastery from mastery of skills and knowledge useful for passing this particular test.”

Turning schools into test prep factories — and punishing and publicly shaming “failing” schools, students, teachers and parents in Black communities — took a toll. Some of the most dedicated and revered teachers left the system. For example, in one Black elementary school Lipman worked with, from 1997-2000, 26 of 37 teachers left, to be replaced by a succession of inexperienced teachers and interns. An award-winning teacher at the school explained that they couldn’t live with the ethical crisis of Vallas’s policies; for both teachers and students “it’s like a hammer just knocking them down.” A 2000 University of Chicago study reported nearly one-third of eighth graders retained in 1997 dropped out by fall 1999. In 2000, Parents United for Responsible Education won a civil rights complaint against CPS under Vallas for adverse discriminatory impact of the retention policy on Black and Latinx students. Expulsions, particularly of Black students, also surged, as documented in a 2001 Chicago Reporter article titled “Alternative education: Segregation or solution?”

When test scores flattened in 2001, Vallas left. But the system he set up of ranking and sorting schools based on an inappropriate use of standardized tests, and disregarding the historical disinvestment and racism schools had suffered, laid the foundation for almost 200 school closings and turn-arounds and the education market that followed. These school closings, 90 percent predominantly Black, devastated Black communities in particular. Vallas’s electoral campaign focuses on fighting crime, but the disruptions from the school closings that were a major factor in the destabilization of Black communities can be traced back to Vallas’s reign at CPS.

Please open the link and read the full article.

If Vallas should win, the students and teachers of Chicago will endure the failed policies of the past two decades.

Categories Accountability, Charter Schools, Chicago, Closing schools, Corporate Reform, Cruelty, Curriculum, Discipline, Disruption, Education Industry, Failure, Race, School Choice, Standardized Testing, Vallas, Paul

Disney CEO Plans $17 Billion Expansion, Knocks DeSantis

By dianeravitch
April 3, 2023 //
14

Governor Ron DeSantis should be careful whom he picks on. Not only did Disney outsmart DeSantis and retain control of DisneyWorkd, but its CEO announced at a shareholder meeting in California that Disney plans to grow in Florida. He also rapped DeSantis for trying to punish Disney for exercising its constitutional right to free speech.

The Orlando Sentinel reported:

The Walt Disney Co. plans to invest $17 billion in Walt Disney World over the next 10 years and create 13,000 new jobs, CEO Bob Iger said Monday, as he accused Gov. Ron DeSantis of being vindictive over Disney’s response to the so-called “don’t say gay” law last year….

Disney World will host 50 million visitors this year, and its planned expansion will bring even more guests and employees to the state in the years to come, along with generating more taxes, Iger said.

“Our point on this is that any action that thwarts those efforts, simply to retaliate for a position the company took, sounds not just anti-business, but it sounds anti-Florida, and I’ll just leave it at that,” he said….

During the company’s annual meeting, Iger also said Disney loves Florida and has heavily invested in the state over the past 50 years in its expansion of the Disney World resort, as the state’s largest taxpayer and through its charitable actions.

The state’s relationship with Florida has “kind of been a two-way street,” Iger said.

But that changed last year when former CEO Bob Chapek spoke out against Florida’s Parental Rights in Education legislation, which restricts discussion of sexual orientation and gender identity in early-grade classrooms. That drew DeSantis’ ire and led to a law dissolving of the company’s special land use, utilities and public service district, Reedy Creek.

“And while the company may have not handled the position that it took very well, a company has a right to freedom of speech just like individuals do,” Iger said.

He said DeSantis dissolved Reedy Creek “in effect to seek to punish a company for its exercise of a constitutional right.”

“And that just seems really wrong to me, against any company or individual but particularly against the company that means so much to the state that you live in,” he added.

Categories Accountability, Bigotry, Censorship, DeSantis, Extremism, Failure, Florida, Freedom of Speech

Katherine Marsh: Why Children Don’t Fall in Love with Reading

By dianeravitch
April 3, 2023 //
37

Katherine Marsh is an award-winning novelist who writes for children in grades fifth-through-eighth. At that age in the 1980s, she remembers falling in love with books. But she knows that children today are not reading for fun as much as they used to. NAEP data say so; parents as well. She knows that the ubiquity of cell phones, the Internet, abd television explain some of that decline in reading.

But she believes there is a problem with the way children are taught reading. No, she’s not talking about phonics and how children learn to read. She refers to the pedagogical approach that is required by the Common Core. children in school are taught to analyze what they read. This technical mindset, she believes, kills the joy of reading.

She writes in The Atlantic:

What I remember most about reading in childhood was falling in love with characters and stories; I adored Judy Blume’s Margaret and Beverly Cleary’s Ralph S. Mouse. In New York, where I was in public elementary school in the early ’80s, we did have state assessments that tested reading level and comprehension, but the focus was on reading as many books as possible and engaging emotionally with them as a way to develop the requisite skills. Now the focus on reading analytically seems to be squashing that organic enjoyment. Critical reading is an important skill, especially for a generation bombarded with information, much of it unreliable or deceptive. But this hyperfocus on analysis comes at a steep price: The love of books and storytelling is being lost.

This disregard for story starts as early as elementary school. Take this requirement from the third-grade English-language-arts Common Core standard, used widely across the U.S.: “Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.” There is a fun, easy way to introduce this concept: reading Peggy Parish’s classic, Amelia Bedelia, in which the eponymous maid follows commands such as “Draw the drapes when the sun comes in” by drawing a picture of the curtains. But here’s how one educatorexperienced in writing Common Core–aligned curricula proposes this be taught: First, teachers introduce the concepts of nonliteral and figurative language. Then, kids read a single paragraph from Amelia Bedelia and answer written questions.

For anyone who knows children, this is the opposite of engaging: The best way to present an abstract idea to kids is by hooking them on a story. “Nonliteral language” becomes a whole lot more interesting and comprehensible, especially to an 8-year-old, when they’ve gotten to laugh at Amelia’s antics first. The process of meeting a character and following them through a series of conflicts is the fun part of reading. Jumping into a paragraph in the middle of a book is about as appealing for most kids as cleaning their room.

But as several educators explained to me, the advent of accountability laws and policies, starting with No Child Left Behind in 2001, and accompanying high-stakes assessments based on standards, be they Common Core or similar state alternatives, has put enormous pressure on instructors to teach to these tests at the expense of best practices. Jennifer LaGarde, who has more than 20 years of experience as a public-school teacher and librarian, described how one such practice—the class read-aloud—invariably resulted in kids asking her for comparable titles. But read-alouds are now imperiled by the need to make sure that kids have mastered all the standards that await them in evaluation, an even more daunting task since the start of the pandemic. “There’s a whole generation of kids who associate reading with assessment now,” LaGarde said.

Under the duress of Commin Core, students are analyzing passages without reading the whole book. They are getting read to do the same on the tests. This is a sure fire way to make reading a chore, not a pleasure.

The architect of the Common Core standards, David Coleman, used to claim all sorts of miraculous things that would happen, if everyone taught the way he wanted. Test scores would rise, achievement gaps would close, etc. in the decade after Commin Core was introduced in 2010, none of those miracles came to pass.

Coleman believed that children needed to interpret what was put in front of them, without context. Understand the four corners of the text in front of them. This may make sense for a test, where the only thing in front of the student is a short passage, but it’s no way to read for pleasure.

Worse, this approach is a sure fire way to turn reading into a dull exegesis of language, not into a source of joy.

Categories Childhood, Common Core, Creativity, Curriculum, Education Reform, Failure, Literacy, Literature, Real Education, Students

Florida Rejects Medicaid Expansion, 1 Million Will Lose Health Coverage

By dianeravitch
March 30, 2023 //
3

Under its current reactionary Republican leadership, Florida will bow out of Medicaid. At the same time, North Carolina just agreed to opt in to Medicaid, adding coverage for 600,000 people.

The Miami Herald reports:

Florida is unlikely to expand Medicaid this year, as North Carolina and other Republican states have done recently, but lawmakers are pushing measures they say will expand healthcare for more children from low-income families.

About $76 million has been set aside in the House’s proposed budget to incentivize more pediatricians to treat children on Medicaid. And a bill progressing through the Legislature will expand the number of families eligible for subsidized child health insurance programs.

But the measures fall short of what healthcare advocates warn is needed as Florida next month begins to purge its Medicaid rolls, which swelled by 1.8 million people during the pandemic when additional federal money was given to states to keep people insured. At least 900,000 Floridians, including many children, covered by the program could lose medical coverage, according to state data.

Advocates would rather see Florida emulate North Carolina where Gov. Roy Cooper on Monday signed legislation expanding Medicaid coverage to an estimated 600,000 residents. The bill was passed by the Republican-controlled state Legislature, reversing years of opposition to expanding the federal program.

“Those North Carolina legislators really did the brave and correct and right thing,” said Holly Bullard, chief strategy and development officer at the nonpartisan nonprofit Florida Policy Institute. “There’s no reason why Florida can’t, too.”

Florida’s answer: Bring down costs

Florida lawmakers say they don’t want to increase dependence on benefit programs.

“The better way to go is to try to bring down the cost of care, private insurance and other insurance to increase access while still maintaining quality,” House Speaker Paul Renner said during a news conference on Friday when asked about Medicaid expansion.

Categories Education Reform, Failure, Florida, Funding, Health

Steven Singer: I Am a Charter School Abolitionist

By dianeravitch
March 30, 2023 //
32

Steven Singer, a teacher in Pennsylvania, explains here why he thinks charter schools should be abolished. They drain resources from the public schools. They are free to choose the students they want and exclude those they don’t want. They don’t produce better results than public schools. They close at alarming rates. They have been the source of many scandals. Some operate for profit.

Why do we need charter schools, he asks? We don’t.

Categories Accountability, Charter Schools, Disruption, Education Industry, Failure, For-Profit, Supporting public schools

Chicago: Vallas Would Be a Disaster for the Public Schools

By dianeravitch
March 29, 2023 //
6

Cassie Creswell and Diane Horwitz wrote the following article for Valerie Strauss’s blog “The Answer Sheet” at the Washington Post. Both residents of Chicago, they are fearful of what Paul Vallas will do to the Chicago Public Schools if he is elected Mayor. They urge Chicagoans to reject his candidacy. The latest poll shows the two candidates tied. Every vote matters.

Valerie Strauss wrote the introduction.

On April 4, Chicago voters will choose a new mayor — and the decision could have a profound effect on the future of the country’s third-largest public school district, which is under mayoral control. The two candidates in the runoff election are Paul Vallas and Brandon Johnson, Democrats who offer vastly different views of public education.

Vallas is a politician and a former education superintendent in Bridgeport, Conn.; at the Recovery School District of Louisiana (most of the schools were in New Orleans); and in Philadelphia and Chicago. Vallas became known as a “turnaround” specialist, meaning he moved into troubled districts and supposedly turned them around.

However, as education historian Larry Cuban wrote: “Whether, indeed, Vallas turned around Chicago, Philadelphia, and New Orleans is contested. Supporters point to more charter schools, fresh faces in the classroom, new buildings, and slowly rising test scores; critics point to abysmal graduation rates for Black and Latino students, enormous budget deficits, and implementation failures.”

Vallas has also unsuccessfully run for several offices, including mayor of Chicago in 2019 and lieutenant governor of Illinois in 2014.

Johnson was a public school teacher in high-poverty areas where school closures and gun violence affected the communities. He then became an organizer for the Chicago Teachers Union and fought to keep neighborhood schools open, expand state funding to district schools and reduce the use of high-stakes standardized tests. He has said he will not cut funding from Chicago public schools if he is elected mayor.In 2018, he was elected commissioner of the 1st District of Cook County, where he led a successful effort to ban housing discriminating against formerly incarcerated people.

The following was written by Cassie Creswell and Diane Horwitz, who are concerned about the privatization of public education. Creswell is a public school parent in Chicago and director of Illinois Families for Public Schools, a nonprofit advocacy group that lobbies for policies that support public education, which it sees as a public good. Horwitz is a graduate of Chicago public schools, a retired educator and a board member of Illinois Families for Public Schools. Both are writing as individuals and are not speaking for the organization.

By Cassie Creswell and Diane Horwitz


In just a week, the future direction of Chicago Public Schools will be decided by voters in a pivotal mayoral election. The two candidates, Paul Vallas, a former CEO of Chicago Public Schools, and Brandon Johnson, a former teacher and teachers union organizer, offer diametrically opposed visions for schools in Chicago, which will remain under mayoral control at least through January 2027.

We see the choice as stark. Will Chicago move in the direction of school privatization, a movement gaining ground in a number of states around the country with the growth of charter schools as well as school funding programs that use public money to fund private and religious education?

Or will there be a commitment to well-resourced neighborhood schools and increased funding that would be used to reduce class size, expand mental health services and bilingual education, and ensure that every school has a nurse and a librarian?
Will there be a recognition that the conditions in which many Chicago public school students live — in impoverished and segregated communities marked by violence and disinvestment — must be tackled as part of a broad education improvement agenda?

Johnson’s education platform emphasizes that families should not have to leave their communities or compete to secure a spot in a school that meets their needs and includes a library, music and art program, and small class sizes. He says that neighborhood schools contribute not only to the well-being of students but also to that of the communities in which they are located.

Saying that Chicago public schools are underfunded, he has called for more resources from the state that would be distributed based on the needs of a school’s student population and not solely on enrollment numbers. He has called for creating sustainable community schools with wraparound supports and his education plan integrates proposals for affordable housing, transportation and safety.

Vallas has criticized the operation of Chicago public schools and says he will make schools safer while creating new programs to bring back students who have left the system. He also said he would work to expand alternatives to public schools for families and would change the way schools are funded to “follow the student.”

Vallas has long supported initiatives that critics say are aimed at privatizing public education. He spelled out his vision for the future of Chicago’s school system in a little-noticed op-ed that he wrote for the Chicago Tribune in February 2022, months before declaring his candidacy — and that is what we focus on here. Here are some of his most revealing statements:

Expanding vouchers

Vallas supports expanding Illinois’ existing “Invest in Kids” voucher program, a tax credit scholarship program that offers a 75 percent income tax credit to individuals and businesses that contribute to organizations that pay for private and religious schools. A full 95 percent of participating schools are religious. More than 4,000 Chicago students were funded in this way in the last school year.

Vallas has also floated the idea of using tax increment financing (TIF) dollars to pay for K-12 school vouchers during the current campaign. TIF is a complex, and often misused, public financing initiative designed to fund development through investments and infrastructure in economically struggling communities.

The details of Vallas’ proposal in the Tribune highlight a fiscal initiative that we think is rash. He proposes applying TIF surplus dollars to cover teachers’ pension costs, and then using money that should be earmarked for pensions for vouchers. Vallas says this will allow these diversions of funds to be “legally accomplished.” One of the key concerning legacies of Vallas’ time as the chief executive officer of Chicago Public Schools was years of unpaid pension debt, generated by diverting funds that should have gone to teachers’ pensions into operating costs.

Religious charter schools

In Oklahoma, the Catholic Church recently asked the state to establish a virtual, openly religious charter school. In December 2022, Oklahoma’s outgoing attorney general issued a controversial legal opinion supporting the church’s application, saying that prohibiting religious charter schools violated the First Amendment. It was praised by Oklahoma’s Republican governor and state superintendent.

Ten months earlier, Paul Vallas’ op-ed called for religious contract schools, a type of charter school, to be established in Chicago. He wrote: “Longer term, the city can invite state-recognized parochial and private schools to become ‘contract schools’ in which the district contributes to or covers tuition for students who attend.”

Oklahoma’s new attorney general, a conservative Republican, took office in January and quickly rescinded his predecessor’s opinion, saying it “misuses the concept of religious liberty by employing it as a means to justify state-funded religion.”

Vallas also gave a nod of support to the 2022 Supreme Court Carson v. Makin decision, in which six ultraconservative justices ruled that the state of Maine could not exempt religious institutions from a school voucher program.

An unusual precedent

Vallas justified his vision for charter school expansion on “a long history of contracting out for private educational services. There is precedent.”

He then wrote:

“The Supreme Court’s landmark 1954 decision in Brown v. Board of Education grants the right to equitable educational opportunity. It is a right guaranteed by the Equal Protection Clause of the 14th Amendment. Those in power in Chicago have chosen to interpret this right as a mandate that all public financing of education be allocated exclusively to ‘public’ or government-run schools.”

Let it be noted that after Brown v. Board of Education, many communities in Southern states responded by spending public dollars on private schools using voucher schemes — private academies created for White students whose families refused to send them to public schools with Black children and were given public dollars to fund tuition.

It seems to us that Vallas is twisting the import of the Brown v. Board of Education ruling, using it to include the use of public dollars to fund children’s departure from public — or, as he called them, “government- run” — schools. His use of the phrase “government-run schools” mirrors the language used by former president Donald Trump and his education secretary, Betsy DeVos, who framed public education as a government institution essentially holding students hostage.

Private and religious schools that take public funds are not bound by the same anti-discrimination regulations as public schools, leaving them free to discriminate on the basis of disability, LGBTQ+ status, parenting and pregnancy status, English-language learner status and religion itself.

“Dollars follow students”


Vallas ended his op-ed by saying that he supports the “explicit endorsement of a reconstituted system in which parents get to direct the per-pupil public dollars to the school (or education model) of their choosing.”

This is exactly what DeVos has long advocated: “Fund students, not systems.”

DeVos is a leader in the national movement toward the privatization of our public schools, via vouchers, charter schools — which are publicly funded but privately operated — and other often poorly regulated funding programs. Those include education savings accounts and direct financial support for home schooling. The goal: discrediting and dismantling our public schools districts.
Vallas was clear about his plans, which would work toward that goal in Chicago. It’s up to the voters now.

Categories Accountability, Charter Schools, Chicago, Civil Rights, Corporate Reform, Democracy, Education Industry, Elections, Failure, Illinois, Privatization

Carol Burris: The Real Story Behind the State Takeover of the Houston Public Schools

By dianeravitch
March 28, 2023 //
3

Carol Burris, executive director of the Network for Public Education, recently joined parents, students, and teachers at a rally in Austin, Texas, to protest the state’s decision to take control of the Houston Independent School District. The district is no longer “independent,” since the state asserted its control. And Republicans showed that they don’t really believe in “local control,” any more than they believe in “parents rights.”

As a graduate of HISD, I feel especially outraged by the state takeover on flimsy grounds. Governor Abbott and Commissioner Mike Morath are playing politics. These kids are the future of Texas. Why are they being used as pawns?

Burris wrote the following explanation of the state takeover. It appeared on Valerie Strauss’s “Answer Sheet” blog at the Washington Post website.

Strauss begins:

The administration of Texas Gov. Greg Abbott (R) announced this month that the state was taking over the public school district in Houston even though the Texas Education Agency last year gave the district a “B” rating. The district, the eighth-largest in the country, has nearly 200,000 students, the overwhelming majority of them Black or Hispanic, and opposition to the move in the city, which votes Democratic, has been strong.


Texas Education Agency Commissioner Mike Morath said the takeover was necessary because of the poor performance of some schools in the district — even though most of the troubled schools have made significant progress recently.


Here is the real story of the takeover, written by Carol Burris, an award-winning former New York school principal who is executive director of the Network for Public Education. The nonprofit alliance of organizations advocates the improvement of public education and sees charter schools — which are publicly funded but privately operated — as part of a movement to privatize public education.


By Carol Burris


Houston parents, teachers, and community leaders are protesting the decision by Texas Education Agency Commissioner Mike Morath to take over the Houston Independent School District. Some see the takeover as grounded in racism and retribution; others as big-government intrusion.


For Houston mom Kourtney Revels, the decision represents a hypocritical dismissal of parents by Gov. Greg Abbott (R). “How can Governor Abbott pretend to support parent empowerment and rights when he has just taken away the rights of over 200,000 parents in Houston ISD against their will and has not listened to our concerns or our voice?” she asked.

The takeover is the latest move in a long list of actions by Abbott’s administration to attack public school districts and expand privatized alternatives, including poorly regulated charter schools and now a proposed voucher program that would use public money for private and religious education. And critics see them all as connected.


State Rep. Ron Reynolds, a Houston Democrat, told the Houston Chronicle, that the takeover of the Houston district is part of Abbott’s attempt “to push” vouchers and charter schools, and to “promote and perpetuate the things that Governor Abbott believes and hears about, and that obviously isn’t diversity, equity and inclusion.”

The first takeover forum sponsored by the Texas Education Agency, which Morath leads, was described in the Houston Chronicle as “emotional and chaotic.” This week, the Greater Houston Coalition for Justice is leading a protest march before another TEA hearing. U.S. Rep. Sheila Jackson Lee (D), who represents the city, has asked the Biden administration to open a civil rights investigation into the takeover.

Background

The Houston Independent School District is Texas’s largest school district, with 284 schools and almost 200,000 students. It is also the eighth-largest district in the nation. Eight in 10 students come from economically disadvantaged families, and more than 1 in 3 students are not proficient in English. Fewer than 10 percent of the students are White.

The first attempted takeover of HISD by Morath was in 2019. The rationale for the takeover was school board misconduct and the seven negative ratings of Phillis Wheatley High School, one of the district’s 284 schools. Wheatley had been rated “academically acceptable” almost every other year until the YES Prep charter school opened nearby in 2011. During the 2021-2022 school year, Wheatley served 10 times as many Black students and more than twice as many students with disabilities as YES Prep, located just a five-minute drive away.

The district went to court to stop the takeover, and the debate wove through the courts until the Texas Supreme Court gave the green light for the takeover in January.

Almost four years have passed since the first takeover attempt, and the district has made impressive strides. The electorate replaced the 2019 school board, and a highly respected superintendent, Millard House, was appointed.

By every objective measure, the district is on a positive trajectory. The district is B-rated, and in less than two years, 40 of 50 Houston schools that had previously received a grade of D or F received a grade of C or better. Wheatley High School’s grade, the school that triggered that 2019 takeover attempt, moved from an F to a C, just two points from a B rating.

While there is a law that triggers a TEA response when a school repeatedly fails, the state Supreme Court did not mandate the takeover of the district. Under Texas law, Morath had two options — close the school or take over the district by appointing a new Board of Managers and a superintendent. He chose to strip local control. For those who have followed the decisions of Morath, his choice, the harsher of the two, comes as no surprise.

Mike Morath and charter schools

Mike Morath, a former software developer, was appointed education commissioner by Abbott in 2015. Morath had served a short stint on the Dallas school board, proposing that the public school district become a home-rule charter system, thus eliminating the school board and replacing it will a board appointed by then-Mayor Mike Rawlings, the former chief executive of Pizza Hut. Transformation into a charter system would also eliminate the rights and protections of Dallas teachers, making it easier to fire staff at will.

Morath and the mayor were supported in their quest to privatize the Dallas school system by a group ironically called Support Our Public Schools. While many of its donors remained anonymous, one did not — Houston billionaire John Arnold. Morath admitted encouraging the development of Support Our Public Schools and soliciting Arnold’s help in founding the organization.

Arnold, a former Enron executive and Houston resident, is a major donor and board member of the City Fund, a national nonprofit that believes in disruptive change and “nonprofit governing structures” for schools rather than traditional school boards. The City Fund touts New Orleans as the greatest school reform success. Arnold is joined on the board of the City Fund by billionaire and former Netflix CEO Reed Hastings, who has blamed public school woes on elected school boards and said 90 percent of all students should be in charter schools.

The plot to turn the Dallas school system into a charter system fizzled by January 2015. In December of that year, Abbott plucked Morath from the school board to become Texas education commissioner based on his record as a “change-agent.”

As commissioner, Morath has unilaterally approved charter schools at what many consider to be an alarming rate. Patti Everitt is a Texas education policy consultant who closely follows the decisions of the Texas Education Agency. Everitt noted that Morath “has the sole authority to approve an unlimited number of new charter campuses in Texas — without general public notice, no community meeting, and no vote by any democratic entity.” According to Everitt, he has used this power more frequently than his predecessors. “Since Mike Morath became Commissioner, data from TEA shows that he has approved 75 percent of all requests from existing charter operators to open new campuses, a total of 547 new campuses across the state,” she said.

In 2021, according to Everitt, Morath approved 11 new campuses for International Leadership of Texas Charter Schools, even though 28 percent of the chain’s schools had received D or F grades in prior ratings.


Georgina Cecilia Pérez served two terms on the Texas State Board of Education, from 2017 to 2022. During that time, she observed the Texas Education Agency up close. A 2017 state law provides financial incentives for districts to partner with open-enrollment charter schools, institutions of higher education, nonprofit organizations or government entities. She said that several charter partnerships with the Houston school district have been in the works waiting for the state takeover. She predicts Morath will approve them, “with no public vote.”


Abbott, Morath, and vouchers

Few were surprised this year when Abbott declared that establishing an Education Savings Account (ESA) voucher program would be one of his highest priorities this legislative session. ESA vouchers, the most controversial of all voucher programs, provide substantial taxpayer dollars, through an account or via a debit card, to private school and home-school parents to spend on educational services. Eight states presently have ESA vouchers, with three new programs in Arkansas, Iowa and Utah approved to begin in coming academic years. Other legislatures in red states, notably New Hampshire and Florida, are pushing for ESA program expansion.

Abbott had been reluctant to embrace vouchers — possibly because of a lot of opposition in Texas, especially in rural areas — causing some to speculate that his newly expressed support for them is linked to presidential ambitions. School choice is a pet cause of one potential rival for the Republican presidential nomination, Florida Gov. Ron DeSantis (R).

Two voucher bills are now weaving their way through the Texas Senate. S.B. 8 would give families a voucher of $8,000 per child a year and institute a parents’ “bill of rights” that allows parents to review public school curriculums through parent portals. A second bill, S.B. 176, would give private school and home-school families a $10,000-per-child annual voucher. Although Abbott has not endorsed either bill, he has made it clear that he supports a universal voucher program, promoting universal vouchers in speeches at some of the state’s most expensive private Christian schools.

Last year, Morath gave tacit support for vouchers, claiming that “there is no evidence” that vouchers would reduce public school funding. In February 2023, however, when questioned during a state Senate hearing, the commissioner admitted that voucher programs could have a negative fiscal impact on public schools.

That same month, his second-in-command, Deputy Commissioner Steve Lecholop, encouraged an unhappy parent from the Joshua Independent School District to work with the governor’s speechwriter to promote vouchers, saying it would be a great way to “stick it to” the school district.

The lack of success of district takeovers

Regardless of Abbott’s and Morath’s ultimate objective — whether it be flipping some or all of Houston’s public schools to charters — research on state takeovers has consistently shown that state takeovers nearly always occur in majority-minority districts and rarely improve student achievement. Student results in takeover districts, with only a few exceptions, have remained the same or decreased. That was the conclusion of a comprehensive cross-state study published in 2021. The study’s authors, Beth Schueler of the University of Virginia and Joshua Bleiberg of Brown University found “no evidence that takeover generates academic benefits.”

This intervention does not help students, and it mutes community voices, undermines democracy in Black and Hispanic communities, and pushes charter schools and other privatized alternatives to democratically governed schools.

An example is the takeover of Philadelphia’s public schools in 2001. Then-Gov. Tom Ridge (R) hired Edison Learning, a for-profit management company led by Chris Whittle, to study the district at the cost of $2 million. Edison Learning made a recommendation that it play a significant role in the reform and proposed running up to 70 schools. After community outrage, the number was reduced to 20. A few years later, the number of managed schools increased to 22. It was not long, however, before Edison Learning and the district were embroiled in a lawsuit concerning liability damages after a student was sexually assaulted in an Edison-operated school. By 2008, all for-profit management companies, including Edison, were gone. By 2017, the state takeover experiment ended.

Retired teacher Karel Kilimnik of Philadelphia had a first-row seat. She taught at a school taken over by the for-profit management company called Victory Co., which ran six schools under the School Reform Commission. The Reform Commission “promised academic and financial improvements that failed to materialize over their 16 years of control,” Kilimnik said. “Instead of improving the district, they opened the door to privatization and charter expansion and laid out the welcome mat for graduates of the uncertified Broad Superintendents Academy. They paved the way for the doomsday budget resulting in massive layoffs, larger class sizes, and the elimination of art and music.”

In his 2017 book, “Takeover,” New York University professor Domingo Morel concluded that, based on his extensive research, state takeovers are driven more by the desire of state actors to take political control away from Black and Hispanic communities than about school improvement. Recently in the Conversation, Morel described the seizure of the Houston school district as motivated by a need by the Republican establishment to thwart the growing empowerment of Black and Latinos as their numbers increase in Texas.

“The Houston public school system is not failing,” Morel said. “Rather, Republican Gov. Greg Abbott, Education Commissioner Mike Morath, and the Republican state legislature are manufacturing an education crisis to prevent people of color in Houston from exercising their citizenship rights and seizing political power.”

Allison Newport, a Houston mother of two Houston public school elementary students, agrees. “The commissioner should be congratulating Houston ISD and Wheatley High School for such incredible improvement in performance instead of punishing the students, parents, and teachers who worked so hard to make it happen.”

Categories Accountability, Bigotry, Billionaires, Charter Schools, Cruelty, Democracy, Disruption, Education Industry, Equity, Evil, Extremism, Failure, Hoax, Houston, Hypocrisy, Injustice, Privatization, Racism, Republicans, Resistance, Texas

David Sirota: How Paul Vallas Helped Wall Street Loot Chicago’s Public Schools

By dianeravitch
March 27, 2023 //
30

Investigative reporter David Sirota reports here on what happened during Paul Vallas’ superintendency of the Chicago public schools.

When he led the Chicago school system, mayoral candidate Paul Vallas took actions that resulted in more than $1.5 billion being transferred out of the city’s budget-strapped public schools and to some of the wealthiest individuals and banks on the planet, a new report shows.

Now, Vallas is in an election runoff against Cook County Commissioner Brandon Johnson to lead the city of Chicago, with big support from wealthy investors and other corporate interests — including from executives at law firms and banks that benefited from the controversial financing methods he used as CEO of Chicago Public Schools from 1995 to 2001.

With less than two weeks left before the April 4 election — which polls show is a tight race — Vallas has faced little scrutiny over his tenure as the Chicago Public Schools chief, even though he helped create a slow-moving financial disaster for America’s fourth-largest school system.

With Vallas at the helm, Chicago Public Schools issued $666 million worth of so-called “payday loan” bonds, according to a report from the Action Center on Race and the Economy (ACRE).

The interest payments on the bonds totaled $1.5 billion. A 2016 analysis from the Texas Comptroller’s office found that the type of bonds Vallas issued can be three times more expensive than traditional bonds — meaning that Chicago Public Schools could have faced up to $1 billion in additional interest payments above a normal rate.

That $1 billion is almost exactly the budget shortfall that former Chicago Mayor Rahm Emanuel, the current Ambassador to Japan, cited as justification to shutter 50 Chicago public schools a decade ago. Some of Emanuel’s largest donors, like Citadel hedge fund CEO Ken Griffin and executives at private equity firm Madison Dearborn Partners, are currently backing Vallas.

“[Vallas] got Chicago Public Schools into really bad deals that we’re still paying for a quarter century after he left,” said Saqib Bhatti, the co-director of ACRE. “And the fact that his strongest base of support comes from Wall Street should in and of itself be a big red flag.”

Please open the link and read the rest of the story.

Categories Accountability, Budget Cuts, Chicago, Corporate Reform, Education Industry, Failure

Pennsylvania: Cybercharters Are an Educational Disaster

By dianeravitch
March 26, 2023 //
12

Pennsylvania has 14 Cybercharters, which are very profitable to their owners. A new book reviews the outcomes of Cybercharters as compared to brick-and-mortar schools. Attending a Cybercharter has negative effects.

The following appeared in the Keystone Center for Charter Change, which is sponsored by the Pennsylvania School Boards Association.

Cyber versus Brick and Mortar: Achievement, Attainment, and Postsecondary Outcomes in Pennsylvania Charter High Schools

MIT Press by Sarah A. Cordes, Temple University, February 6, 2023 Abstract: The charter school sector has expanded beyond brick-and-mortar schools to cyber schools, where enrollment grew almost tenfold between 2015 and 2020. While a large literature documents the effects of charter schools on test scores, fewer studies explore impacts on attainment or postsecondary outcomes and there is almost no work exploring the consequences of cyber charter enrollment for these outcomes. In this paper, I examine the impacts of Pennsylvania’s charter high schools on student attendance, achievement, graduation, and postsecondary enrollment, distinguishing the impacts of brick-and-mortar from cyber schools. I find that brick-and-mortar charters have no or positive effects across outcomes, and that effects are concentrated in urban districts and among Black and economically disadvantaged students.

Click here for more.

By contrast, attending a cyber charter is associated with almost universally worse outcomes, with little evidence of heterogeneity. Students who enroll in a cyber charter at the beginning of 9th grade are 9.5 percentage points (pps) less likely to graduate, 16.8 pps less likely to enroll in college, and 15.2 pps less likely to persist in a postsecondary institution beyond one semester. These results suggest that additional regulation and oversight of cyber charter schools is warranted and also bring into question the efficacy of online education.

The state’s Cybercharters, as listed on the PA Dept of Education website:

21st Century Cyber CS

Achievement House CS

Agora Cyber CS

ASPIRA Bilingual Cyber CS

Central PA Digital Learning Foundation CS

Commonwealth Charter Academy CS

Esperanza Cyber CS

Insight PA Cyber CS

Pennsylvania Cyber CS

Pennsylvania Distance Learning CS

Pennsylvania Leadership CS

Pennsylvania Virtual CS

Reach Cyber CS

Susq-Cyber CS

Categories Accountability, Education Industry, Failure, Pennsylvania
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