Archives for category: Failure

Nancy Bailey writes here about the long-term damage that corporate reformers (the Disruption movement) have inflicted on two generations of students.

If only students could sue them for ruining their schools! If only teachers could sue them for ruining their profession! If only the public could sue them to disruption their schools and communities!

She begins:

Frustrated by public schools? Look no further than the corporate education reformers and what they have done to public education.

Education Secretary DeVos and her corporate billionaire friends have been chipping away at the fabric of democratic public schools for over thirty years!

The problems we see in public schools today are largely a result of what they did to schools, the high-stakes testing and school closures, intentional defunding, ugly treatment of teachers, lack of support staff, segregated charter schools, vouchers that benefit the wealthy, Common Core State Standards, intrusive online data collection, and diminishing special education services.

Big business waged a battle on teachers and their schools years ago. The drive was to create a business model to profit from tax dollars. Now they want to blame teachers for their corporate-misguided blunders! It’s part of their plan to make schools so unpleasant, parents will have no choice but to leave.

Gary Rubinstein, math teacher at Stuyvesant High School, is a skilled myth buster. He frequently unmasks “miracle” stories.

In this post, he demolishes the claim that Louisiana has improved faster in 8th grade math than other states.

This is the last gasp of the Disruption movement, which has controlled federal and state policy for 20 years but has little to show for it.

As Rubinstein shows, Arne Duncan and John White are leading the effort to find the “bright side” of the latest NAEP results, which were stagnant In 2019 and have been stagnant for a decade.

Duncan says the nation should look to Louisiana for inspiration. Louisiana ranked among the bottom  states on NAEP, 44th to 49th, depending on the grade and the subject. But how creative to point to one of the lowest performing states as a national model! Do what Louisiana did and your state too can rank among the bottom five states in the nation!

Gary points out that Louisiana has indeed improved, but its 2019 scores on 8th grade math were actually a point lower than its scores were in 2007! In other words, Louisiana hasn’t gained at all for the past dozen years!.

Wouldn’t it be refreshing if the leaders of the Disruption movement admitted that their 20-year-long policy of test-and-punish is both stale and failed?

Wouldn’t it be great if they said, “Whoa! We’re on the wrong track. We’ve inflicted nonstop testing on the nation’s children since 2002. We have spent billions on testing and test-prep. Scores went up for a few years but leveled off in 2007. Enough! Our answers are wrong. Time for fresh thinking.”

 

 

Jan Resseger reviews Jeff Bryant’s article about the failure of the unaccredited Broad Academy and the meteoric rise of its graduates, whose primary qualification is their network. Being connected is more valuable, it turns out, than achieving results.

The most important thing to know about the Broad Academy is that its “graduates” are central to the Disruption Movement, that they specialize in closing schools, that they promote privatization, and that their big ventures (e.g., the Education Achievement Authority in Michigan) have collapsed in failure.

 

Do you remember the prolonged battle over charter schools in Washington State? There were four referenda in the state, starting in the late 1990s, and the pro-charter forces lost the first three. On the fourth try, in 2012, Bill Gates and his friends bundled millions of dollars to buy the election. They outspent civil rights groups, PTAs, and teacher associations by a margin of 16 to 1. Sixteen to one!

And Gates and friends won the election by about 1% of the vote. Then the losing side appealed to the state courts to block charter funding, which would divert money from the state’s underfunded public schools. The State Supreme Court ruled that charter schools are not “common schools,” as defined in the state constitution, because their boards are not elected. Thus, charters are not eligible to take money from the public school, fund.

Gates and friends then waged a campaign to defeat the Supreme Court judges who ruled against them, but they were re-elected despite the money thrown into the coffers of the candidates who opposed them.

Gates then put pressure on the Legislature to fund his charters. After much lobbying, the Legislature gave lottery money to sustain the billionaire’s charters (surely, you don’t expect Bill Gates to fund them himself!)

Governor Jay Inslee decided bravely not to take a stand. He neither signed nor vetoed the law diverting lottery money to support charter schools, and the law was enacted.

Gates spent millions more encouraging charters to open.

(This story, with all the details, the data, and the footnotes, is included in my new book, SLAYING GOLIATH, which will be published on January 21, 2020.)

However, it turns out that there is not a lot of demand for charters. Three closed this year due to low enrollments, which made them financially unsound.

Just this week, another charter announced that it was closing, due to dwindling enrollments and staff flight.

The Charter was approved in 2018, opened in August 2019, and is now closing.

Ashé Preparatory Academy welcomed its inaugural class of 140 students in kindergarten, first, second and sixth grades when it opened in August. Within four years, the school hoped to grow to more than 400 studentsacross grades K-8.

But within a month of opening, several staff quit or stopped showing up to work. And by Oct. 4, the day the school’s oversight board voted unanimously to close the school, enrollment had been sliced in half. Ashé’s last day of classes was Friday…

But this fall, the school’s ambitious mission was quickly overshadowed by practical problems in the classrooms. Ashé (pronounced ah-SHAY) relied on an “inclusive” classroom model, which means that students with special needs and those with advanced abilities worked alongside their peers. Teaching all levels of students can be tough for any teacher, Sullivan said, but this was particularly true for staff new to the profession.

About six of the school’s nine teachers and paraprofessionals were new, she said. In hindsight, she added, she should have hired a full-time instructional coach to aid junior staff members. The school’s principal and several staff could not be reached for comment.

On Sept. 24, the school’s oversight board held an emergency meeting after three staff resigned or stopped coming to work, meeting minutes suggest. One option the board discussed: Stop serving sixth graders.

The board convened again three days later; at that meeting, staff pleaded for more help. A first-grade teacher asked for more professional coaching, and a sixth-grade paraeducator remarked that similar calls by sixth-grade staff had gone unanswered.

Then more staff resigned and students left, too. By Oct. 1, just 90 students were enrolled, according to board-meeting minutes. And by Oct. 4, enrollment sank to 70 students.

Charter schools in Washington are publicly funded, but privately run. Sullivan said Ashé raised close to $1 million in grants and was also eligible for state funding based on the number of students enrolled. Because so many students left, the school was expected to run a $700,000 deficit this year.

The fledgling charter-school movement in Washington has grown in fits and starts. Nine are still operating, and several have plans to open over the next few years. This month, a state charter-schools nonprofit won nearly $20 million from the federal government to help new charters get off the ground. But three charters have closed this year — and with the closure of Ashé, charter-school advocates and officials say they intend to take a hard look at what went wrong.

Good old Betsy DeVos to the rescue, giving $20 million in federal funds to open new charters in a state where there is little demand for charters.

One other interesting side note: CREDO analyzed charter performance in Washington State based on three years of data and determined that there was no difference overall between charter schools and public schools.

The findings of this study show that on average, charter students in Washington State experience annual growth in reading and math that is on par with the educational gains of their matched peers who enroll in the traditional public schools (TPS) the charter school students would otherwise have attended.

Question: If both sectors get about the same results, why did Bill Gates spend millions of dollars to open a privately managed sector? Was it sheer vanity?

 

A few years ago, Oregon businessman John Bryan gave hundreds of thousands of dollars in campaign contributions to make sure that the state had a welcome mat for charter schools. He coincidentally opened 17 charter schools across the state, under the aegis of a management corporation called TeamCFA. He also pushed the legislature to create an “Opportunity School District,” modeled on Tennessee’s failed Achievement SchoolDistrict, which would gather the state’s lowest scoring districts and give them to a charter operator. By happenstance or design, Bryan’s TeamCFA received the contract to run the district. Districts fought hard to prevent the state from taking over their schools, and eventually only one school was sucked in. The first evaluation of the OSD showed that its one school did not improve, and the district had a revolving door of superintendents and principals.

TeamCFA runs 17 charters with 11,000 students in North Carolina and another four in Arizona.

When a reporter at the Raleigh News & Observer tried to find out who was in charge, no one answered the phones or returned his messages.

The reporter did reach a board member.

“I want to clear up one misconception,” C. Bradley Miller, a member of TeamCFA’s board of directors, said in an email Friday to The News & Observer. “TeamCFA Foundation is not closing. We remain committed to supporting schools and their students and helping them achieve academic excellence.”

Miller said staff members still work at TeamCFA, but he didn’t provide any details. No one answered the phone at TeamCFA’s headquarters on a recent weekday and a voice mail from The News & Observer wasn’t returned.

The staff directory, email and telephone contact information on TeamCFA’s website was gone Monday afternoon.

Staff members who left and were contacted by The N&O would not say why they left.

Amid the uncertainty, two new schools that opened in August — Bonnie Cone Classical Academy in Huntersville and Community Public Charter School in Stanley — no longer plan to have TeamCFA run their day-to-day operations.

They just picked up and left without so much as a “by your leave.” It’s an innovative way to supply high-quality seats and academic excellence.

Read more here: https://www.newsobserver.com/news/local/education/article235919992.html#storylink=cpy

 

 

The State Legislature and Governor in Ohio must be the dumbest in the nation. They responded to low test scores in Youngstown by imposing state control of the district. Needless to say, the state did not have a clue about how to improve the schools, so the state is now replacing the powerless elected local board with mayoral control.

Jan Resseger writes here about this absurd turn of events. 

Officials from the Ohio Department of Education have begun replacing the locally elected school board in Youngstown with a mayoral appointed school board.

This week we learned about one more extension of autocratic state power backloaded in 2015 into the HB 70’s school district takeover of Youngstown. Because at the end of four years of state takeover, the Youngstown school district earned another “F” on the state report card, the state is now imposing a previously unknown provision of the 2015, HB 70, which established state takeover in the first place.

The replacement of the elected school board in Youngstown with a state-approved, mayoral-appointed school board is designed to punish Youngstown for not raising its grade to “C” during four years of state takeover. What is particularly shocking about the new development is that the locally elected school board has had no role to play in the operation of Youngstown’s schools since the time of the state takeover in 2015. The state has been running the district through a state appointed Academic Distress Commission which appointed a CEO to lead the school district.

Krish Mohip, the state-appointed CEO whose term ended on July 31, was never happy in his position, and last spring, several months prior to the end of his term, Mohip took family medical leave. At the time The Youngstown Vindicator‘s Amanda Tonoli reported that Mohip explained: “I’m going to take care of some issues that have accumulated at home, and I’m going to focus my attention there… I don’t see my absence as being a hindrance to all the great work that’s happened and will continue to happen over the next few years.” Mohip left, but he did not resign.  Instead he collected the rest of his $170,000 salary.  Tonoli added: “A longevity provision in Mohip’s contract allows him a $10,000 payout if he completes his full contract.”

Nobody was sorry to see Mohip go. The chair of the Academic Distress Commission explained: “We have to uphold what the contract says… We are following the law and following the contract that was agreed upon with Krish Mohip.” The blatant arrogance of Mohip’s mode of departure was merely the latest example of his abuse of the public trust.  He did not ever move his family to Youngstown, for example.

A new CEO, Justin Jennings, formerly the school superintendent in Saginaw, Michigan, was recently appointed by the state-appointed, Youngstown Academic Distress Commission.

Under HB 70, the residents of the school district have been permitted by the state to elect a local board of education, but its only power has been to decide whether and when to put a property tax levy on the ballot.

Corporate reformers have run out of ideas. They continue to believe that democracy is the problem, that democracy causes low test scores. Everything they try has failed. They fail and fail. They are shameless.

 

 

A new movie will be released in a few days, telling the story of the D.C. voucher program.

The movie is called Miss Virginia, and the purpose of the movie is to persuade movie goers to love the idea of vouchers as a way to escape their”failing” public schools.

This is a bit reminiscent of the movie called “Won’t Back Down,” that was supposed to sell the miracle of charter schools. It had two Hollywood stars, it opened in 2,500 movie theaters, and within a month it had disappeared. Gone and forgotten. No one wanted to see it.

Mercedes Schneider doesn’t review the movie. Instead she reviews the dismal failure of the D.C. Opportunity Scholarship Program [sic].

She guesses that  movie won’t mention any of the abysmal evaluations of the D.C. voucher program.

Surely, Miss Virginia thought she was helping her children by encouraging Vouchers. She made the mistake of trusting the rich white men like the Koch brothers, the Waltons, and Milton Friedman.

As Schneider shows, the D.C. voucher program is regularly evaluated, and the results are not pretty.

DC VOUCHERS HAD NO IMPACT ON STUDENT ACADEMIC ACHIEVEMENT

  • There were no statistically significant impacts on either reading or mathematics achievement for students who received vouchers or used vouchers three years after applying to the program.

  • The lack of impact on student academic achievement applied to each of the study’s eight subgroups of students: (1) students attending schools in need of improvement when they applied, (2) students not attending schools in need of improvement when they applied, (3) students entering elementary grades when they applied, (4) students entering secondary grades when they applied, (5) students scoring above the median in reading at the time of application, (6) students below the median in reading at the time of application, (7) students scoring above the median in mathematics at the time of application, and (8) students below the median in mathematics at the time of application.


DC VOUCHERS DO NOT PROVIDE GREATER PARENTAL SATISFACTION

  • The program had no statistically significant impact on parents’ satisfaction with the school their child attended after three years.

  • The program had a statistically significant impact on students’ satisfaction with their school only for one subgroup of students (those with reading scores above the median), and no statistically significant impact for any other subgroup.


DC VOUCHERS DO NOT PROVIDE A GREATER SENSE OF SCHOOL SAFETY FOR PARENTS

  • The program had no statistically significant impact on parents’ perceptions of safety for the school their child attended after three years.


DC VOUCHERS DO NOT INCREASE PARENTAL INVOLVEMENT

  • The program had no statistically significant impact on parents’ involvement with their child’s education at school or at home after three years.


DC VOUCHERS DO NOT PROVIDE MORE CLASSROOM INSTRUCTION TIME OR SCHOOL-WIDE RESOURCES

  • The study found that students who received a voucher on average were provided 1.7 hours less of instruction time a week in both reading and math than students who did not receive vouchers.

  • The study found that students who received a voucher had less access to programming for students with learning disabilities and for students who are English Language Learners than students who did not receive vouchers.

  • The study also found that students who received vouchers had fewer school safety measures in place at their schools than students who did not receive vouchers.


DC VOUCHER SCHOOLS ARE PREDOMINANTLY RELIGIOUS AND THE VAST MAJORITY CHARGE TUITION ABOVE THE VOUCHER AMOUNT

  • The study found that 62% of the schools participating in the voucher program from 2013-2016, were religiously affiliated.

  • The study found that 70% of the schools participating in the voucher program from 2013-2016 had published tuition rates above the maximum amount of the voucher. Among those schools, the average difference between the maximum voucher amount and the tuition was $13,310.


MANY STUDENTS REJECT THE VOUCHER OR LEAVE THE PROGRAM

  • The study found that three years after applying to the voucher program, less than half (49%) of the students who received vouchers used them to attend a private school for the full three years.

  • The study also found that 20% of students stopped using the voucher after one year and returned to public school, and 22% of students who received vouchers did not use them at all.

 

Mercedes Schneider reports that the deluge of out-of-state money into the election of the state board of education was sufficient to elect a board amenable to the failed strategies of testing and choice. 

No fresh ideas to be expected from Louisiana. Just the same tired nostrums that were written into federal law nearly 20 years ago.

Schneider wonders if the new board will reappoint State Superintendent John White, a former TFA corps member and a graduate of the unaccredited Broad Academy. White was appointed in 2012 and was a cheerleader for charters and vouchers. Under his leadership, Louisiana has not only stagnated on the authoritative national test called NAEP, it has dropped almost to the rock bottom. One thing we have learned about corporate reformers: they are never dissuaded by failure. They fail and fail, but they never change course.

This is a story so nutty that it would be hilarious if there were no children involved. Instead, it is an outrage.

When the fringe rightwingers of the Tea Party won control of the North Carolina legislature in 2010, they promptly passed laws authorizing charters and vouchers and transferring the funding from the state’s successful N.C. Teaching Fellows Program (which prepared career teachers) to the temps in Teach for America.

Then they looked wistfully to Tennessee and realized that what they were missing was a mechanism for state takeover of low-scoring public schools. Tennessee had its very own “Achievement School District,” funded by $100 million of federal Race to the Top money, and North Carolina wanted to do the same thing. The Tennessee ASD  took control of the state’s lowest-performing schools and pledged to catapult them into the top 20% of schools in the state.

By 2016, it was clear that the ASD was a total failure but that did not deter North Carolina lawmakers. Give them credit for a combination of gullibility and ignorance.

To help the state takeover pass, a very wealthy conservative entrepreneur from Oregon named John Bryan funded a campaign for the state takeover legislation. Bryan handed out about $600,000 to Legislative candidates from 2011 to 2016.

The bill passed, and now North Carolina had its very own Innovative School District. The law said the state would take over up to five low-performing schools in its first year, which would be turned into charter schools.

But now the story gets even better! Oregon entrepreneur John Bryan had his very own charter chain, called TeamCFA, which already operated 13 charters in North Carolina.

Why not give the contract for the ISD to TeamCFA?

The only problem was that no public school wanted to be part of the ISD. Each time a school was designated by the state, the parents fought back, contacted their legislator, and avoided the state takeover.

Ultimately, only one school joined the ISD: Southside Ashpole Elementary School in Robeson County. The school was turned into a charter school operated by a new company called Achievement for All Children.

Achievement For All Children is heavily connected to Oregon resident John Bryan, a generous contributor to political campaigns and school-choice causes in North Carolina. He has taken credit for passage of the law creating the Innovative School District.

The board of directors for Achievement for All Children includes former Rep. Rob Bryan, a Republican from Mecklenburg County who introduced the bill creating the new district. John Bryan contributed about $17,000 to Rob Bryan’s campaigns for the state legislature from 2013 to 2016.

Tony Helton is chief executive officer of both Achievement For All Children and TeamCFA, a charter school network founded by John Bryan.

But most of the questions this week focused on the qualifications of AAC, which was formed in February 2017.

An independent third-party evaluation by education consulting firm SchoolWorks said it’s unclear whether AAC “is legally eligible to operate and manage” Southside Ashpole because state law says the company chosen must have a record of results in improving performance for low-performing students or schools.

The company plans to partner with TeamCFA, which has 13 charter schools in North Carolina. But SchoolWorks says TeamCFA’s schools have “a mixed record of student achievement.”

https://www.newsobserver.com/news/local/education/article208006534.html#storylink=cpy

The new Innovative School District had a new principal and its own Superintendent, quite a lot of leadership for one little school.

The State Board of education just got an evaluation of its takeover school.

Test scores, already low, dropped a bit. The new charter got a grade of F.

The school saw high administrative turnover:

Behind the scenes, the report says rifts developed between the principal and some faculty, which were due in part to the significant leadership changes in the district. In the past two years, the program has seen three superintendents, two principals and two different peoplerunning Achievement For All Children.

And despite the experiment’s negative evaluation, the state is supposed to throw more public schools into the “Innovative School District.”

Under state law, four more schools have to be added to the district for the 2020-21 school year. A list of 12 schools being considered for takeover (none in the Triangle) was released in September.

State board members and State Superintendent Mark Johnson met Wednesday with state lawmakers to ask them to approve a delay in selecting any new schools this year.

Expect public schools chosen to enter the failed ISD to fight back.

This is not funny. This is education malpractice.

 

 

 

Gary Rubinstein has followed the failure of the “portfolio model” more closely than anyone in the country. He watched the Tennessee “Achievement School District” as its leaders made bold promises,     then departed for lucrative reformy gigs as the ASD collapsed in failure.

In this post, he describes the failure of Nevada’s copycat ASD. ,which was modeled on Tennessee’s ASD, which was modeled on New Orleans’ low-achieving Recovery School District.

He notes that Michigan’s “Education Achievement Authority” failed and was shuttered.

All of which raises the question, why are Corporate Reformers incapable of learning from experience?