Archives for category: Failure

The Alabama Charter School
Commission decided to revoke the charter of Woodland Prep, which had not yet opened.

Blogger Larry Lee has the inside scoop.

He wrote:

In the end, it was as much a story about a very rural community that simply refused to quit fighting and standing up for what it believed in strongly. It was about a community that takes pride in its public schools and refused to be bulldozed by a group of education “experts” from out-of-state who were far more intent on making money than helping children.

It was widely believed that the charter was part of the Fetullah Gulen charter chain, one of the nation’s largest. For unexplained reasons, the charter decided to open in a small rural community where sentiment ran against it, commitment to the local public schools is strong, and local people look askance at Muslims (and possibly other religions).

Larry Lee wrote many posts about Woodland Prep. See here and here.

It is really dumb and insensitive for out-of-state people to plant themselves in a rural community, announce that they intend to open a school to compete with the local school and expect to be welcomed.

The advocacy group called Public Funds a Public Schools gathered a useful archive of research studies of vouchers.

The studies were conducted by nonpartisan academic and federal researchers.

The findings are broadly congruent.

Voucher schools are academically inferior to public schools.

Voucher schools divert funding from public schools, which enroll most children.

Voucher programs lack accountability.

The absence of oversight promotes fraud and corruption.

Voucher programs do not help students with disabilities.

Voucher schools are allowed to discriminate against certain groups of students and families.

Voucher programs exacerbate segregation.

Voucher programs don’t work, don’t improve education, and have multiple negative effects.

Robert Shepherd writes comments on the blog frequently, and he also writes his own blog. He is a recently retired teacher in Florida who spent decades as a writer, editor, and developer of curriculum and assessments in the education publishing industry.

Since he has often expresssed his views of the current occupant of the White House, I invited him to assemble a Trump glossary.

He did.

Some people respond to crises with focused, quiet intensity. Not our 73-year-old President in the orange clown makeup. He can’t stop tweeting and blabbering randomly and profusely. And what does he tweet and blab about? Well, he suggests holding events at his resorts, he attacks perceived enemies, and he praises himself. And then on Memorial Day, while others are laying a wreath on the grave of Uncle Javier who died in Vietnam, Trump accuses a journalist of murder and goes golfing.

This demonstrated lack of concern for others (for victims and survivors of natural disasters and war and disease, for example) shows that Donald Trump doesn’t give a microbe on a nit on a rat’s tushy about anything but Donald Trump. Obviously, he cares only about money (sorry, Evangelicals, his only God is Mammon) and about himself.

But hey, Trump’s a romantic figure, a man in love. This must be his appeal. And when he speaks, in his toddler English, about the love of his life, Donald Trump, you can be certain that he will use terms like “a winner,” “the greatest,” “the best,” and so on. He will tell you about his “great genes” and his uncle who was “a super genius [which is a lot better than an ordinary genius] at MIT.”

OK, over the years, I’ve had my disagreements with the man to whom I variously refer as Moscow’s Asset Governing America (MAGA); Don the Con; IQ 45; The Don, Cheeto “Little Fingers” Trumpbalone; Vlad’s Agent Orange; the Iota; our Child-Man in the Promised Land; our Vandal in Chief; Dog-Whistle Don; The Man with No Plan and the Tan in the Can; President Pinocchio; Trump on the Stump with His Chumps; Jabba the Trump; Don the Demented; King Con; Donnie DoLittle; the Stabul Jenius; Scrotus Potus; The Mornavirus trumpinski orangii; Ethelorange the Unready; our First Part-time President, now become, in his nonresponse to the pandemic, Donnie Death. However, I do agree with him that in descriptions of Trump, SUPERLATIVES ARE IN ORDER.

The British writer Nate White wisely observed, in a post that Diane Ravitch shared on her indispensable blog, that Donald Trump’s “faults are fractal: even his flaws have flaws.” Trump is a one-person compendium of human vices and failings. In this respect, truly, HE HAS NO EQUAL. And so I offer here an ABECEDARIUM of adjectives, each of which demonstrably describes the occupant of the now Offal Office in the now Whiter House, the fellow who has shamed us before the world, made us a laughing stock, and led the now Repugnican Party in an unprecedented Limbo Dance (“how low, how low, how low can we go?).

Trump is. . . .

abhorrent, amoral, anti-democratic, arrogant, authoritarian, autocratic, avaricious, backward, base, benighted, bloated, blubbering, blundering, bogus, bombastic, boorish, bullying, bungling, cheap, childish, clownish, clueless, common, confused, conniving, corrupt, cowardly, crass, creepy, cretinous, criminal, crowing, crude, cruel, dangerous, delusional, demagogic, depraved, devious, dim, disgraceful, dishonest, disloyal, disreputable, dissembling, dog-whistling, doltish, dull, elitist, embarrassing, erratic, fascist, foolish, gauche, gluttonous, greedy, grudging, hate-filled, hateful, haughty, heedless, homophobic, humorless, hypocritical, idiotic, ignoble, ignominious, ignorant, immature, inarticulate, indolent, inept, inferior, insane, intemperate, irresponsible, kakistocratic, kleptocratic, laughable, loathsome, loud-mouthed, low-life, lying, mendacious, meretricious, monstrous, moronic, narcissistic, needy, oafish, odious, orange, outrageous, pampered, pandering, perverse, petty, predatory, puffed-up, racist, repulsive, rude, sanctimonious, semi-literate, senile, senseless, sexist, shady, shameless, sheltered, slimy, sluglike, sniveling, squeamish, stupid, swaggering, tacky, thick, thin-skinned, thuggish, toadying, transphobic, trashy, treasonous, twisted, ugly, unappealing, uncultured, uninformed, unprincipled, unread, unrefined, vain, venal, vicious, vile, and vulgar.

Aside from those peccadilloes (we all have our faults, don’t we?), I have no problem with the guy.

Stephen Dyer, who served in the Ohio legislature and is an expert in school finance, writes here that vouchers hurt poor kids and explains why. It is important to bear in mind that no state offers vouchers large enough to pay for a high-quality private school. Most voucher students attend low-quality religious schools. When anyone claims that vouchers enable poor kids to have the same choices as rich kids, they are lying.

He begins:

As has been recently reported in the Columbus Dispatch and other places, a group of public education advocates is looking to sue the state over the EdChoice voucher system — an argument I’ve been making for years.

But in the article, pro-voucher forces make a curious argument — that those seeking to undo the harm voucher do to primarily poor and special need kids are actually trying to hurt those kids.

“It’s an all-time low for government school activists to try to rip low-income and special-needs students out of their schools right now,” said Aaron Baer, president of Citizens for Community Values.

“It’s clear that this special-interest group cares less about what’s best for kids, and more about their own narrow social agenda. Ohio’s EdChoice program is a lifeline to tens of thousands of families. It allows underprivileged and underserved children the opportunity to find an education that best meets their needs.”

First of all, it’s not “government school”; it’s “public school”, which means our school. None other than Thomas Jefferson described it this way in the Land Ordiannce of 1785. “Public school” were Jefferson’s words.

But I digress.

Here’s the problem. Yes. It’s true that poor and special needs students get vouchers and attend private schools using them. However, in order for that to happen, poor and special needs students in the public schools who don’t take the voucher are left with fewer resources for their educations because the vouchers exist.

This is why, for example, as a state legislator I always voted against the special needs voucher that eventually became the Jon Peterson Voucher program. Because it set aside 1/3 of the money the state spent on special needs students to serve 3 percent of the special needs kids. So the voucher program would leave 97 percent of special needs students with only 2/3 of the money they needed.

Let’s look at Parma with its 47% economically disadvanatged and nearly 2/3 minority populations.

Prior to losing voucher money and students, kids in Parma were slated to receive $13,663 per pupil in state and local funding for their educations. However, once all the vouchers were removed from the district, along with the students, kids in Parma only got $13,426. That’s a $236 per pupil loss in total aid, which means there wasn’t enough locally raised revenue to make up for the revenue these kids lost to the state’s voucher programs.

So while some poor and special needs students certainly got vouchers, far more poor and special needs students in Parma got $236 less than they needed because of the vouchers.

In fact, in nearly 3 of 4 Ohio school districts, every poor and special needs student got less overall funding because of the voucher…

So vouchers either directly harm poor and special needs students by cutting their overall education fudning, or force poorer communities to tax themselves at higher rates to make up for the loss of state aid from the state’s voucher programs — in clear violation of the Ohio Supreme Court’s four rulings.

Oh yeah, and in 8 of 10 Ohio school districts where private voucher providers reside, the school district outperforms the private option by an average of 27 percentage points. When privates outperform districts, it’s in 2 of 10 cases and by only 9 percentage points.

A reader with the anonymous sobriquet “Kindergarten Interlude” writes:


For my kindergartners distance-learning was never fun. And Lord knows for me it is not just a challenge but truly sad. How do you connect with five and six-year-olds through a computer screen? And the parents are losing it. I give them a lot of credit!

Of course I am trying to make the best of this for my students, but gone is the essence of teaching and learning in kindergarten: The human touch, the facial expressions, the spontaneous moments, the joy – reading and singing and dancing and yoga and Simon Says and Thumbs Up at the end of the day. And Discovery Centers (my code word for play centers)- teamwork and problem-solving and using one’s imagination and learning basic social skills like taking turns and sharing. There is great satisfaction (and joy!) in learning and practicing these skills and working together as a team. It is how friendships are planted and take root over the weeks and months of working and playing and learning together. Deep feelings of security and acceptance come from belonging to a community. A REAL community, not a screen.

So no, this was never fun and it is an untenable way to teach kindergarten and I imagine pretty much every grade.

Because at the end of the day, it is all about that beautiful community that is established. That’s the essence of successful teaching and learning in kindergarten.

This is the incredible but true story of the improbable rise and precipitate collapse of the Electronic Classroom of Tomorrow (ECOT), which sucked nearly $1 billion out of public schools in Ohio over nearly 20 years. It was written by James Pogue and published by Mother Jones in 2018.

Read this article in full.

Pogue describes ECOT’s founder William Lager as a “washed-up lobbbyisr” with big dreams, scribbling on napkins in a Waffle House in Columbus, Ohio. He succeeded in creating a virtual charter school that soon became the largest charter school in Ohio. He created related businesses to supply the goods and services for his growing business. He gave generous sums to politicians. Governor John Kasich loved ECOT. He was a commencement speaker.

So was Jeb Bush, who saw ECOT as the future of American education. He was a commencement speaker too. The state auditor gave ECOT an award for the quality of its audits.

However, as ECOT’s enrollment grew, so did its problems. Its attrition rate was staggering. Only 40% of its students graduated. Parents complained to state officials that their kids weren’t learning anything. But state officials, most of whom received donations from Lager, didn’t listen.

Classes began in September 2000, and by the end of the school year ECOT had 3,000 students and had become the state’s largest charter, bigger than many of Ohio’s public school districts, according to Lager. “We were given five months from the day that our charter was approved to the first day of school,” he wrote. “I’m pretty sure I couldn’t plan a wedding in that period of time (and given my track record with marriages, probably shouldn’t!).”

It soon became obvious there were problems. Jim Petro, then the state auditor, issued a brutal assessment of the school’s first year, finding that “ECOT did not have any written policies or procedures for enrolling students,” that it exhibited an “inability to provide computers to students at the beginning of the school year,” and that in two months there were “106 instances in which the reported student was either less than 5 years old or greater than 21 years old, contrary to legislated age requirements.” It also found that the school received almost $1 million in the month of September 2000 as payment for the students it claimed to be educating, although that month “only 7 students logged-in to one of the available computer-based instruction systems.” In other words, during the first month of operations, only about 1 of every 300 ECOT students managed to access Lager’s revolutionary new online education program.

Astonishingly, and despite the auditor’s conclusion that the school was paid an additional $1 million the following month for students it couldn’t account for, ECOT was allowed to carry on…

By 2006, ECOT was growing into a behemoth, and Lager was growing rich. His private companies eventually billed ECOT for at least $153 million, most of it taxpayer dollars. These companies were largely insulated from state oversight. In 2002, a law put forth by Republican legislators had given oversight authority of certain charter schools to chartering agencies, like Lucas County ESC, which were left largely responsible for monitoring the schools that paid them. Charter management companies like Altair weren’t—and still aren’t—required to report what percentage of the state funds they received was paid out in individual salaries. But two early state audits show that at least in the first two years of ECOT’s operation, more than $1 million in fees paid to Altair went to Lager personally.

He began to pour that money into politics, donating $1.9 million over the course of 18 years, mostly to Republican candidates. Some high-level ECOT or Altair employees also frequently donated to pro-charter candidates, according to one former ECOT administrator and state records. “I was bothered by it, to a degree, but I stayed out of the politics and just did my job,” he said. “That was what I was getting paid for, and I didn’t care about getting involved with Mr. Lager or any of that other stuff.”

In one instance reported by the Akron Beacon Journal in 2006, Lager gave $10,000 over a four-day period to the gubernatorial campaign of the former auditor, Jim Petro, who had since been elected as the state’s attorney general. Four ECOT or Altair employees, along with their spouses, each donated $5,000 to Petro during the same four-day span—totaling at least $50,000 from ECOT and Altair staff during a primary campaign. One couple that contributed $24,500 had never donated to a state or federal campaign until that year. Petro lost but remained the attorney general. And soon, despite his lacerating assessment of ECOT’s first year, he gave the commencement address at the school’s 2006 graduation ceremony…

Across the country, many state legislatures were increasingly permissive of charter schools, and their enrollments were skyrocketing. From 2006 to 2016, they would nearly triple their enrollments nationwide, from 1.2 million students to 3.1 million. In Ohio, the system had grown from almost nothing to 70,000 students in just 10 years, and the charter lobby was becoming one of the most influential in the state. “There were a lot of powerful lobbies in Columbus,” Stephen Dyer, who was elected to the Ohio House in 2006, told me. “You had coal, you had general energy companies, you had nursing homes. I never saw any sector get everything they wanted except charters.”

Amid the national wave that overturned the GOP majority in 2006, Ted Strickland, a Democrat who wanted to get a handle on charters, was elected as Ohio’s first Democratic governor in 25 years. But a sudden flood of almost $900,000 in campaign cash from a group headed by Betsy DeVos, who long before becoming Trump’s education secretary was active in pushing the most radical approaches to school deregulation, helped to keep Ohio’s House of Representatives in Republican hands. Over the four years of Strickland’s tenure, charter industry allies in the Legislature blocked many of the governor’s attempts. “I don’t think all political contributions are efforts to do something nefarious,” Strickland told me. “But in this case, I think it was so obvious that these schools were so bad and were failing and had such lax oversight. I cannot give the Republican Legislature the benefit of the doubt and say that they did not know.”

“When you have a situation where public moneys are used to enrich individuals,” he added, “who then in turn support the politicians that support the policies that enrich them—it may not be illegal, but I think that fits the definition of corruption…”

In June 2010, Jeb Bush flew to Columbus to give the commencement speech at ECOT’s graduation. It was just one among several efforts to boost Lager’s business. The next year, Bush would push for increased funds for e-schooling in Ohio—never mind that ECOT’s test scores were some of the worst in the state, worse than those in all but 14 of 609 Ohio school districts. And in the months following his commencement address, Bush would convene a Digital Learning Council with support from major tech companies including Apple, Google, and Microsoft. The council—which Lager sat on—contributed to laws in Florida, Utah, and Wisconsin that helped steer public money to online education companies. Nationwide, online charters would soon educate an estimated 200,000 students a year, even as one study of their performance compared the educational shortfalls they produced to a student losing “72 days of learning in reading and 180 days of learning in math” out of a normal school year. “The US education system currently operates as an eight-track tape in an iPod world,” Bush said, after Gov. John Kasich signed a 2011 bill encouraging e-learning in the state. “Ohio is on a path to transform education for the 21st century…”

“You will have had no other speaker more committed to the ECOT idea than Governor Kasich,” Lager told the crowd as he introduced the governor in 2011. “With his help, we see nothing but clear sailing.”

ECOT was a huge financial success but an educational failure. Students were counted as enrolled if they logged in for only one minute in a day.

Students, in fact, weren’t required to participate in online classroom learning at all, according to another ECOT official’s testimony regarding the 2015-16 school year. (Educational requirements could be satisfied through field trips or homework.)…

Only in recent months [2018] have Ohio politicians begun to distance themselves from the school. Last August, the state Republican Party returned $38,000 in donations from Lager and another $38,000 from his lieutenant at Altair, Melissa Vasil. Yost put Lager on warning in January by publicly suggesting that the ECOT founder, who over the years has purchased a $3.7 million home in Key West, Florida, along with a lakeside retreat and properties around Columbus, could be expected to personally repay some of the tens of millions of dollars ECOT owes the state. A few days later, a framed photo of Yost was reportedly removed without explanation from the lobby at ECOT’s headquarters.

“I don’t think there’s any conscionable reason why Lager should make the profits that he makes off of educating kids in public schools,” a former ECOT administrator told me. He defended his accomplishments at ECOT and said that for many children he worked with, online schooling really was the best option—safer for kids who had been bullied or threatened by gangs, and more flexible for students whose families might be transient.

But those successes came at the cost of more than $1 billion in public funding, much of it diverted from better performing Ohio schools, and at least 15 percent of that money—about $150 million—was paid to Lager’s private companies, subject to almost zero oversight or transparency. In 2017, Columbus’ public schools posted a four-year graduation rate of 74 percent. ECOT’s was 40 percent. Nevertheless, that year Columbus schools sacrificed $11 million in funding—about 3 percent of their total state allocation—to ECOT.

In January 2018, ECOT collapsed, owing the state $80 million.

Betsy DeVos is still promoting virtual charters like ECOT, where students learn nothing.

Now, in the midst of the pandemic, virtual charters are promoting their inferior product to gullible parents.

ProPublica dug up a shameful story, just one more for an era of shameful stories. I wrote previously that the Trump presidency will make Teapot Dome look like a tea party. For those of you who don’t know, Teapot Dome was taught in the textbooks as the prime example of political corruption.

The following is a textbook case of profiteering at the expense of vulnerable people.

A former White House aide won a $3 million federal contract to supply respirator masks to Navajo Nation hospitals in New Mexico and Arizona 11 days after he created a company to sell personal protective equipment in response to the coronavirus pandemic.

Zach Fuentes, President Donald Trump’s former deputy chief of staff, secured the deal with the Indian Health Service with limited competitive bidding and no prior federal contracting experience.

The IHS told ProPublica it has found that 247,000 of the masks delivered by Fuentes’ company — at a cost of roughly $800,000 — may be unsuitable for medical use. An additional 130,400, worth about $422,000, are not the type specified in the procurement data, the agency said.

What’s more, the masks Fuentes agreed to provide — Chinese-made KN95s — have come under intense scrutiny from U.S. regulators amid concerns that they offered inadequate protection.

The Chicago Board of Education voted to end their relationships with two private companies that received hundreds of millions of dollars for custodial services but did a lousy job. The companies got a one-year renewal while the school system prepares to restore their own custodians.

Chicago Public Schools plans to end its maligned relationship worth hundreds of millions of dollars with two facility management companies, one of which for years has maintained filthy schools, in an effort to regain control over the cleaning and maintenance of its hundreds of buildings.

CPS officials are renewing contracts with Aramark and Sodexo for one more year to give themselves time to come up with an alternative, then they’re calling it quits after a turbulent stretch of outsourced work that includes oversight of janitorial, landscaping, snow removal and pest control services.

CPS first tried that model, called integrated facilities management, in 2014 as a pilot program at a few dozen schools. More buildings were then added to Aramark’s and Sodexo’s control each year through 2018 until management of all CPS facilities fell under the two companies’ control. Prior to 2014, school engineers and principals managed their own facilities.

The change comes as schools remain closed during the ongoing COVID-19 pandemic. Parents and teachers have long lamented CPS’ ability to keep its buildings sanitized, concerns that are heightened while there is no cure or vaccine for the highly-contagious novel coronavirus.

A Chicago Sun-Times series in 2018 revealed disgusting, pest-filled conditions at dozens of schools managed by Aramark that failed surprise inspections, even as the district signed rich contracts to expand the company’s work.

By now, almost everyone knows that the College Board offered a shortened version of AP exams–only 45 minutes–and that thousands of students took the exams at home, online, only to have their answers rejected. When asked about this phenomenon, which was so deeply upsetting to the affected students, the College Board responded that the problem was the students’ browsers. Some students (including one who commented on this blog) pointed out that they took more than one AP exam, and their answers were accepted for one exam, but rejected for the second or third.

Mercedes Schneider writes that something is wrong with the College Board, not the students’ browsers. This is not their first technical failure, nor is it likely to be the last. The College Board says that 99% of the students who took AP exams submitted their answers successfully, but we have to take their word for it.

Should we?

The College Board offered 45-minute Advanced Placement tests online for 1 million students, but at least 10,000 of those students submitted their test answers and they were rejected. The College Board blamed the failure on the students’ browsers and said they were “only 1%” of all test-takers. Shrug. We have to take the College Board’s word that the technical failure was limited to 10,000 students, who must take the test again.

Aidin Vaziri of the San Francisco Chronicle wrote:


AP testing meltdown dismays high schoolers, who may have to retake tests

Michele Glazer Jones’ daughter, a junior at San Francisco’s Ruth Asawa San Francisco School of the Arts, spent months studying for her Advanced Placement calculus exam.

But with the high-stakes tests moving online for the first time ever due to the coronavirus pandemic, a widespread technical glitch may have wiped out all her effort.

The exams, which help determine whether students earn college credit for high school coursework, rolled out this week. After the first two days of testing, frustrated teenagers and their parents took to social media to vent about a glitchy system that prevented some students from submitting their finished work — and lack of support from the College Board, the non-profit organization that administers the exams.

“My daughter was absolutely hysterical,” Jones told The Chronicle, saying the AP website would not accept a digital image of the completed exam before timing her daughter out of the system. “I sat on hold waiting for them for 45 minutes before (her daughter) said, ‘Don’t bother, I’ll take it again.’

Ava Osborn, a senior at Oakland Tech who took her AP physics test on Tuesday, was also confounded by the online testing system and could not get answers when her answers failed to process correctly.

“We spent two hours on hold with the College Board and the woman on the phone basically said she couldn’t help me,” Osborn said. “I still haven’t been able to file for the makeup test.”

The College Board said on Tuesday that approximately 1% of the more than 1 million students who took the exams, given in 38 subjects, encountered technical difficulties.

That’s roughly 10,000 kids who prepared, paid $94 each and sat through the 45-minute online program.