Archives for category: Failure

The Washington Post published the following story on April 4. It is a story of an administration that ignored warnings and then misled the American people about the seriousness of the pandemic that was about to cause massive misery and loss of life to our nation. It was reported by Yasmeen Abutaleb, Josh Dawsey, Ellen Nakashima and Greg Miller. Journalism is often called “the first draft of history.” This story will be read by historians, along with the post that follows, as source material about the failure of the federal government to confront a grave danger to our nation with a unified and coherent and truthful response.

Trump continues to mislead the nation by refusing to take the coronavirus as deadly, as when he announced that the CDC wants everyone to wear a face-mask but that he himself will not wear one. Imagine a wartime president who said, “I want everyone to buy war bonds, but not me.” “I want everyone to go into a bomb shelter, but I won’t.”

By the time Donald Trump proclaimed himself a wartime president — and the coronavirus the enemy — the United States was already on course to see more of its people die than in the wars of Korea, Vietnam, Afghanistan and Iraq combined.

The country has adopted an array of wartime measures never employed collectively in U.S. history — banning incoming travelers from two continents, bringing commerce to a near-halt, enlisting industry to make emergency medical gear, and confining 230 million Americans to their homes in a desperate bid to survive an attack by an unseen adversary.

Despite these and other extreme steps, the United States will likely go down as the country that was supposedly best prepared to fight a pandemic but ended up catastrophically overmatched by the novel coronavirus, sustaining heavier casualties than any other nation.

It did not have to happen this way. Though not perfectly prepared, the United States had more expertise, resources, plans and epidemiological experience than dozens of countries that ultimately fared far better in fending off the virus.

The failure has echoes of the period leading up to 9/11: Warnings were sounded, including at the highest levels of government, but the president was deaf to them until the enemy had already struck.

The Trump administration received its first formal notification of the outbreak of the coronavirus in China on Jan. 3. Within days, U.S. spy agencies were signaling the seriousness of the threat to Trump by including a warning about the coronavirus — the first of many — in the President’s Daily Brief.

And yet, it took 70 days from that initial notification for Trump to treat the coronavirus not as a distant threat or harmless flu strain well under control, but as a lethal force that had outflanked America’s defenses and was poised to kill tens of thousands of citizens. That more-than-two-month stretch now stands as critical time that was squandered.

33 times Trump downplayed the coronavirus

Trump’s baseless assertions in those weeks, including his claim that it would all just “miraculously” go away, sowed significant public confusion and contradicted the urgent messages of public health experts.

“While the media would rather speculate about outrageous claims of palace intrigue, President Trump and this Administration remain completely focused on the health and safety of the American people with around the clock work to slow the spread of the virus, expand testing, and expedite vaccine development,” said Judd Deere, a spokesman for the president. “Because of the President’s leadership we will emerge from this challenge healthy, stronger, and with a prosperous and growing economy.”

The president’s behavior and combative statements were merely a visible layer on top of deeper levels of dysfunction.

The most consequential failure involved a breakdown in efforts to develop a diagnostic test that could be mass produced and distributed across the United States, enabling agencies to map early outbreaks of the disease, and impose quarantine measure to contain them. At one point, a Food and Drug Administration official tore into lab officials at the Centers for Disease Control and Prevention, telling them their lapses in protocol, including concerns that the lab did not meet the criteria for sterile conditions, were so serious that the FDA would “shut you down” if the CDC were a commercial, rather than government, entity.

What went wrong with coronavirus testing in the U.S. | The Fact Checker

Other failures cascaded through the system. The administration often seemed weeks behind the curve in reacting to the viral spread, closing doors that were already contaminated. Protracted arguments between the White House and public health agencies over funding, combined with a meager existing stockpile of emergency supplies, left vast stretches of the country’s health-care system without protective gear until the outbreak had become a pandemic. Infighting, turf wars and abrupt leadership changes hobbled the work of the coronavirus task force.

It may never be known how many thousands of deaths, or millions of infections, might have been prevented with a response that was more coherent, urgent and effective. But even now, there are many indications that the administration’s handling of the crisis had potentially devastating consequences.

National Guardsman Kevin Darrah, 25, has his mask fitted at the Javits Center in Manhattan on April 1. (Demetrius Freeman for The Washington Post)
Even the president’s base has begun to confront this reality. In mid-March, as Trump was rebranding himself a wartime president and belatedly urging the public to help slow the spread of the virus, Republican leaders were poring over grim polling data that suggested Trump was lulling his followers into a false sense of security in the face of a lethal threat.

The poll showed that far more Republicans than Democrats were being influenced by Trump’s dismissive depictions of the virus and the comparably scornful coverage on Fox News and other conservative networks. As a result, Republicans were in distressingly large numbers refusing to change travel plans, follow “social distancing” guidelines, stock up on supplies or otherwise take the coronavirus threat seriously.

“Denial is not likely to be a successful strategy for survival,” GOP pollster Neil Newhouse concluded in a document that was shared with GOP leaders on Capitol Hill and discussed widely at the White House. Trump’s most ardent supporters, it said, were “putting themselves and their loved ones in danger.”

Trump’s message was changing as the report swept through the GOP’s senior ranks. In recent days, Trump has bristled at reminders that he had once claimed the caseload would soon be “down to zero.”

More than 7,000 people have died of the coronavirus in the United States so far, with about 240,000 cases reported. But Trump has acknowledged that new models suggest that the eventual national death toll could be between 100,000 and 240,000.

Beyond the suffering in store for thousands of victims and their families, the outcome has altered the international standing of the United States, damaging and diminishing its reputation as a global leader in times of extraordinary adversity.

“This has been a real blow to the sense that America was competent,” said Gregory F. Treverton, a former chairman of the National Intelligence Council, the government’s senior-most provider of intelligence analysis. He stepped down from the NIC in January 2017 and now teaches at the University of Southern California. “That was part of our global role. Traditional friends and allies looked to us because they thought we could be competently called upon to work with them in a crisis. This has been the opposite of that.”

This article, which retraces the failures over the first 70 days of the coronavirus crisis, is based on 47 interviews with administration officials, public health experts, intelligence officers and others involved in fighting the pandemic. Many spoke on the condition of anonymity to discuss sensitive information and decisions.

Scanning the horizon

Public health authorities are part of a special breed of public servant — along with counterterrorism officials, military planners, aviation authorities and others — whose careers are consumed with contemplating worst-case scenarios.

The arsenal they wield against viral invaders is powerful, capable of smothering a new pathogen while scrambling for a cure, but easily overwhelmed if not mobilized in time. As a result, officials at the Department of Health and Human Services, the CDC and other agencies spend their days scanning the horizon for emerging dangers.

The CDC learned of a cluster of cases in China on Dec. 31 and began developing reports for HHS on Jan. 1. But the most unambiguous warning that U.S. officials received about the coronavirus came Jan. 3, when Robert Redfield, the CDC director, received a call from a counterpart in China. The official told Redfield that a mysterious respiratory illness was spreading in Wuhan, a congested commercial city of 11 million people in the communist country’s interior.

Redfield quickly relayed the disturbing news to Alex Azar, the secretary of HHS, the agency that oversees the CDC and other public health entities. Azar, in turn, ensured that the White House was notified, instructing his chief of staff to share the Chinese report with the National Security Council.

From that moment, the administration and the virus were locked in a race against a ticking clock, a competition for the upper hand between pathogen and prevention that would dictate the scale of the outbreak when it reached American shores, and determine how many would get sick or die.

The initial response was promising, but officials also immediately encountered obstacles.

On Jan. 6, Redfield sent a letter to the Chinese offering to send help, including a team of CDC scientists. China rebuffed the offer for weeks, turning away assistance and depriving U.S. authorities of an early chance to get a sample of the virus, critical for developing diagnostic tests and any potential vaccine.

China impeded the U.S. response in other ways, including by withholding accurate information about the outbreak. Beijing had a long track record of downplaying illnesses that emerged within its borders, an impulse that U.S. officials attribute to a desire by the country’s leaders to avoid embarrassment and accountability with China’s 1.3 billion people and other countries that find themselves in the pathogen’s path.

China stuck to this costly script in the case of the coronavirus, reporting Jan. 14 that it had seen “no clear evidence of human-to-human transmission.” U.S. officials treated the claim with skepticism that intensified when the first case surfaced outside China with a reported infection in Thailand.

A traveler wearing a mask to protect against the coronavirus walks past the Beijing railway station on Jan. 17. (Mark Schiefelbein/AP)
A week earlier, senior officials at HHS had begun convening an intra-agency task force including Redfield, Azar and Anthony S. Fauci, director of the National Institute of Allergy and Infectious Diseases. The following week, there were also scattered meetings at the White House with officials from the National Security Council and State Department, focused mainly on when and whether to bring back government employees in China.

U.S. officials began taking preliminary steps to counter a potential outbreak. By mid-January, Robert Kadlec, an Air Force officer and physician who serves as assistant secretary for preparedness and response at HHS, had instructed subordinates to draw up contingency plans for enforcing the Defense Production Act, a measure that enables the government to compel private companies to produce equipment or devices critical to the country’s security. Aides were bitterly divided over whether to implement the act, and nothing happened for many weeks.

On Jan. 14, Kadlec scribbled a single word in a notebook he carries: “Coronavirus!!!”

Despite the flurry of activity at lower levels of his administration, Trump was not substantially briefed by health officials about the coronavirus until Jan.18, when, while spending the weekend at Mar-a-Lago, he took a call from Azar.

Even before the heath secretary could get a word in about the virus, Trump cut him off and began criticizing Azar for his handling of an aborted federal ban on vaping products, a matter that vexed the president.

At the time, Trump was in the throes of an impeachment battle over his alleged attempt to coerce political favors from the leader of Ukraine. Acquittal seemed certain by the GOP-controlled Senate, but Trump was preoccupied with the trial, calling lawmakers late at night to rant, and making lists of perceived enemies he would seek to punish when the case against him concluded.

In hindsight, officials said, Azar could have been more forceful in urging Trump to turn at least some of his attention to a threat that would soon pose an even graver test to his presidency, a crisis that would cost American lives and consume the final year of Trump’s first term.

But the secretary, who had a strained relationship with Trump and many others in the administration, assured the president that those responsible were working on and monitoring the issue. Azar told several associates that the president believed he was “alarmist” and Azar struggled to get Trump’s attention to focus on the issue, even asking one confidant for advice.

Within days, there were new causes for alarm.

On Jan. 21, a Seattle man who had recently traveled to Wuhan tested positive for the coronavirus, becoming the first known infection on U.S. soil. Then, two days later, Chinese authorities took the drastic step of shutting down Wuhan, turning the teeming metropolis into a ghost city of empty highways and shuttered skyscrapers, with millions of people marooned in their homes.

“That was like, whoa,” said a senior U.S. official involved in White House meetings on the crisis. “That was when the Richter scale hit 8.”

It was also when U.S. officials began to confront the failings of their own efforts to respond.

Azar, who had served in senior positions at HHS through crises including the 9/11 terrorist attacks and the outbreak of bird flu in 2005, was intimately familiar with the playbook for crisis management.

He instructed subordinates to move rapidly to establish a nationwide surveillance system to track the spread of the coronavirus — a stepped-up version of what the CDC does every year to monitor new strains of the ordinary flu.

But doing so would require assets that would elude U.S. officials for months — a diagnostic test that could accurately identify those infected with the new virus and be produced on a mass scale for rapid deployment across the United States, and money to implement the system.

Azar’s team also hit another obstacle. The Chinese were still refusing to share the viral samples they had collected and were using to develop their own tests. In frustration, U.S. officials looked for other possible routes.

A biocontainment lab at the University of Texas medical branch in Galveston had a research partnership with the Wuhan Institute of Virology.

Kadlec, who knew the Galveston lab director, hoped scientists could arrange a transaction on their own without government interference. At first, the lab in Wuhan agreed, but officials in Beijing intervened Jan. 24 and blocked any lab-to-lab transfer.

There is no indication that officials sought to escalate the matter or enlist Trump to intervene. In fact, Trump has consistently praised Chinese President Xi Jinping despite warnings from U.S. intelligence and health officials that Beijing was concealing the true scale of the outbreak and impeding cooperation on key fronts.

The CDC had issued its first public alert about the coronavirus Jan. 8, and by the 17th was monitoring major airports in Los Angeles, San Francisco and New York, where large numbers of passengers arrived each day from China.

In other ways, though, the situation was already spinning out of control, with multiplying cases in Seattle, intransigence by the Chinese, mounting questions from the public, and nothing in place to stop infected travelers from arriving from abroad.

Trump was out of the country for this critical stretch, taking part in the annual global economic forum in Davos, Switzerland. He was accompanied by a contingent of top officials including national security adviser Robert O’Brien, who took an anxious trans-Atlantic call from Azar.

Azar told O’Brien that it was “mayhem” at the White House, with HHS officials being pressed to provide nearly identical briefings to three audiences on the same day.

Azar urged O’Brien to have the NSC assert control over a matter with potential implications for air travel, immigration authorities, the State Department and the Pentagon. O’Brien seemed to grasp the urgency, and put his deputy, Matthew Pottinger, who had worked in China as a journalist for the Wall Street Journal, in charge of coordinating the still-nascent U.S. response.

But the rising anxiety within the administration appeared not to register with the president. On Jan. 22, Trump received his first question about the coronavirus in an interview on CNBC while in Davos. Asked whether he was worried about a potential pandemic, Trump said, “No. Not at all. And we have it totally under control. It’s one person coming in from China. . . . It’s going to be just fine.”

Mick Mulvaney, then acting White House chief of staff, and national security adviser Robert O’Brien talk with Trump aboard Marine One on the president’s return from Davos, Switzerland, on Jan. 22. (Jabin Botsford/The Washington Post)
Spreading uncontrollably

The move by the NSC to seize control of the response marked an opportunity to reorient U.S. strategy around containing the virus where possible and procuring resources that hospitals would need in any U.S. outbreak, including such basic equipment as protective masks and ventilators.

But instead of mobilizing for what was coming, U.S. officials seemed more preoccupied with logistical problems, including how to evacuate Americans from China.

In Washington, then-acting chief of staff Mick Mulvaney and Pottinger began convening meetings at the White House with senior officials from HHS, the CDC and the State Department.

The group, which included Azar, Pottinger and Fauci, as well as nine others across the administration, formed the core of what would become the administration’s coronavirus task force. But it primarily focused on efforts to keep infected people in China from traveling to the United States even while evacuating thousands of U.S. citizens. The meetings did not seriously focus on testing or supplies, which have since become the administration’s most challenging problems.

The task force was formally announced on Jan. 29.

“The genesis of this group was around border control and repatriation,” said a senior official involved in the meetings. “It wasn’t a comprehensive, whole-of-government group to run everything.”

The State Department agenda dominated those early discussions, according to participants. Officials began making plans to charter aircraft to evacuate 6,000 Americans stranded in Wuhan. They also debated language for travel advisories that State could issue to discourage other travel in and out of China.

On Jan. 29, Mulvaney chaired a meeting in the White House Situation Room in which officials debated moving travel restrictions to “Level 4,” meaning a “do not travel” advisory from the State Department. Then, the next day, China took the draconian step of locking down the entire Hubei province, which encompasses Wuhan.

That move by Beijing finally prompted a commensurate action by the Trump administration. On Jan. 31, Azar announced restrictions barring any non-U.S. citizen who had been in China during the preceding two weeks from entering the United States.

Trump has, with some justification, pointed to the China-related restriction as evidence that he had responded aggressively and early to the outbreak. It was among the few intervention options throughout the crisis that played to the instincts of the president, who often seems fixated on erecting borders and keeping foreigners out of the country.

But by that point, 300,000 people had come into the United States from China over the previous month. There were only 7,818 confirmed cases around the world at the end of January, according to figures released by the World Health Organization — but it is now clear that the virus was spreading uncontrollably.

Pottinger was by then pushing for another travel ban, this time restricting the flow of travelers from Italy and other nations in the European Union that were rapidly emerging as major new nodes of the outbreak. Pottinger’s proposal was endorsed by key health-care officials, including Fauci, who argued that it was critical to close off any path the virus might take into the country.

This time, the plan met with resistance from Treasury Secretary Steven Mnuchin and others who worried about the impact on the U.S. economy. It was an early sign of tension in an area that would split the administration, pitting those who prioritized public health against those determined to avoid any disruption in an election year to the run of expansion and employment growth.

Those backing the economy prevailed with the president. And it was more than a month before the administration issued a belated and confusing ban on flights into the United States from Europe. Hundreds of thousands of people crossed the Atlantic during that interval.

A wall of resistance

While fights over air travel played out in the White House, public health officials began to panic over a startling shortage of critical medical equipment including protective masks for doctors and nurses, as well as a rapidly shrinking pool of money needed to pay for such things.

By early February, the administration was quickly draining a $105 million congressional fund to respond to infectious disease outbreaks. The coronavirus threat to the United States still seemed distant if not entirely hypothetical to much of the public. But to health officials charged with stockpiling supplies for worst-case-scenarios, disaster appeared increasingly inevitable.

A national stockpile of N95 protective masks, gowns, gloves and other supplies was already woefully inadequate after years of underfunding. The prospects for replenishing that store were suddenly threatened by the unfolding crisis in China, which disrupted offshore supply chains.

Much of the manufacturing of such equipment had long since migrated to China, where factories were now shuttered because workers were on order to stay in their households. At the same time, China was buying up masks and other gear to gird for its own coronavirus outbreak, driving up costs and monopolizing supplies.

In late January and early February, leaders at HHS sent two letters to the White House Office of Management and Budget asking to use its transfer authority to shift $136 million of department funds into pools that could be tapped for combating the coronavirus. Azar and his aides also began raising the need for a multibillion-dollar supplemental budget request to send to Congress.

Yet White House budget hawks argued that appropriating too much money at once when there were only a few U.S. cases would be viewed as alarmist.

Joe Grogan, head of the Domestic Policy Council, clashed with health officials over preparedness. He mistrusted how the money would be used and questioned how health officials had used previous preparedness funds.

Azar then spoke to Russell Vought, the acting director of the White House Office of Management and Budget, during Trump’s State of the Union speech on Feb. 4. Vought seemed amenable, and told Azar to submit a proposal.

Azar did so the next day, drafting a supplemental request for more than $4 billion, a sum that OMB officials and others at the White House greeted as an outrage. Azar arrived at the White House that day for a tense meeting in the Situation Room that erupted in a shouting match, according to three people familiar with the incident.

A deputy in the budget office accused Azar of preemptively lobbying Congress for a gigantic sum that White House officials had no interest in granting. Azar bristled at the criticism and defended the need for an emergency infusion. But his standing with White House officials, already shaky before the coronavirus crisis began, was damaged further.

White House officials relented to a degree weeks later as the feared coronavirus surge in the United States began to materialize. The OMB team whittled Azar’s demands down to $2.5 billion, money that would be available only in the current fiscal year. Congress ignored that figure, approving an $8 billion supplemental bill that Trump signed into law March 7.

Trump on his ‘natural ability’ for medical science: ‘I really get it’

But again, delays proved costly. The disputes meant that the United States missed a narrow window to stockpile ventilators, masks and other protective gear before the administration was bidding against many other desperate nations, and state officials fed up with federal failures began scouring for supplies themselves.

In late March, the administration ordered 10,000 ventilators — far short of what public health officials and governors said was needed. And many will not arrive until the summer or fall, when models expect the pandemic to be receding.

“It’s actually kind of a joke,” said one administration official involved in deliberations about the belated purchase.

Inconclusive tests

Although viruses travel unseen, public health officials have developed elaborate ways of mapping and tracking their movements. Stemming an outbreak or slowing a pandemic in many ways comes down to the ability to quickly divide the population into those who are infected and those who are not.

Doing so, however, hinges on having an accurate test to diagnose patients and deploy it rapidly to labs across the country. The time it took to accomplish that in the United States may have been more costly to American efforts than any other failing.

“If you had the testing, you could say, ‘Oh my god, there’s circulating virus in Seattle, let’s jump on it. There’s circulating virus in Chicago, let’s jump on it,’ ” said a senior administration official involved in battling the outbreak. “We didn’t have that visibility.”

The first setback came when China refused to share samples of the virus, depriving U.S. researchers of supplies to bombard with drugs and therapies in a search for ways to defeat it. But even when samples had been procured, the U.S. effort was hampered by systemic problems and institutional hubris.

Among the costliest errors was a misplaced assessment by top health officials that the outbreak would probably be limited in scale inside the United States — as had been the case with every other infection for decades — and that the CDC could be trusted on its own to develop a coronavirus diagnostic test.

The CDC, launched in the 1940s to contain an outbreak of malaria in the southern United States, had taken the lead on the development of diagnostic tests in major outbreaks including Ebola, zika and H1N1. But the CDC was not built to mass-produce tests.

The CDC’s success had fostered an institutional arrogance, a sense that even in the face of a potential crisis there was no pressing need to involve private labs, academic institutions, hospitals and global health organizations also capable of developing tests.

Yet some were concerned that the CDC test would not be enough. Stephen Hahn, the FDA commissioner, sought authority in early February to begin calling private diagnostic and pharmaceutical companies to enlist their help.

But when senior FDA officials consulted leaders at HHS, Hahn, who had led the agency for about two months, was told to stand down. There were concerns about him personally contacting companies regulated by his agency.

At that point, Azar, the HHS secretary, seemed committed to a plan he was pursuing that would keep his agency at the center of the response effort: securing a test from the CDC and then building a national coronavirus surveillance system by relying on an existing network of labs used to track the ordinary flu.

In task force meetings, Azar and Redfield pushed for $100 million to fund the plan, but were shot down because of the cost, according to a document outlining the testing strategy obtained by The Washington Post.

Relying so heavily on the CDC would have been problematic even if it had succeeded in quickly developing an effective test that could be distributed across the country. The scale of the epidemic, and the need for mass testing far beyond the capabilities of the flu network, would have overwhelmed Azar’s plan, which didn’t envision engaging commercial lab companies for up to six months.

The effort collapsed when the CDC failed its basic assignment to create a working test and the task force rejected Azar’s plan.

On Feb. 6, when the World Health Organization reported that it was shipping 250,000 test kits to labs around the world, the CDC began distributing 90 kits to a smattering of state-run health labs.

Almost immediately, the state facilities encountered problems. The results were inconclusive in trial runs at more than half the labs, meaning they couldn’t be relied upon to diagnose actual patients. The CDC issued a stopgap measure, instructing labs to send tests to its headquarters in Atlanta, a practice that would delay results for days.

The scarcity of effective tests led officials to impose constraints on when and how to use them, and delayed surveillance testing. Initial guidelines were so restrictive that states were discouraged from testing patients exhibiting symptoms unless they had traveled to China and come into contact with a confirmed case, when the pathogen had by that point almost certainly spread more broadly into the general population.

The limits left top officials largely blind to the true dimensions of the outbreak.

In a meeting in the Situation Room in mid-February, Fauci and Redfield told White House officials that there was no evidence yet of worrisome person-to-person transmission in the United States. In hindsight, it appears almost certain that the virus was taking hold in communities at that point. But even the country’s top experts had little meaningful data about the domestic dimensions of the threat. Fauci later conceded that as they learned more their views changed.

At the same time, the president’s subordinates were growing increasingly alarmed, Trump continued to exhibit little concern. On Feb. 10, he held a political rally in New Hampshire attended by thousands where he declared that “by April, you know, in theory, when it gets a little warmer, it miraculously goes away.”

The New Hampshire rally was one of eight that Trump held after he had been told by Azar about the coronavirus, a period when he also went to his golf courses six times.

A day earlier, on Feb. 9, a group of governors in town for a black-tie gala at the White House secured a private meeting with Fauci and Redfield. The briefing rattled many of the governors, bearing little resemblance to the words of the president. “The doctors and the scientists, they were telling us then exactly what they are saying now,” Maryland Gov. Larry Hogan (R) said.

That month, federal medical and public health officials were emailing increasingly dire forecasts among themselves, with one Veterans Affairs medical adviser warning, ‘We are flying blind,’” according to emails obtained by the watchdog group American Oversight.

Later in February, U.S. officials discovered indications that the CDC laboratory was failing to meet basic quality-control standards. On a Feb. 27 conference call with a range of health officials, a senior FDA official lashed out at the CDC for its repeated lapses.

Jeffrey Shuren, the FDA’s director for devices and radiological health, told the CDC that if it were subjected to the same scrutiny as a privately run lab, “I would shut you down.”

On Feb. 29, a Washington state man became the first American to die of a coronavirus infection. That same day, the FDA released guidance, signaling that private labs were free to proceed in developing their own diagnostics.

Another four-week stretch had been squandered.

Life and death

One week later, on March 6, Trump toured the facilities at the CDC wearing a red “Keep America Great” hat. He boasted that the CDC tests were nearly perfect and that “anybody who wants a test will get a test,” a promise that nearly a month later remains unmet.

He also professed to have a keen medical mind. “I like this stuff. I really get it,” he said. “People here are surprised that I understand it. Every one of these doctors said, ‘How do you know so much about this?’ ”

In reality, many of the failures to stem the coronavirus outbreak in the United States were either a result of, or exacerbated by, his leadership.

For weeks, he had barely uttered a word about the crisis that didn’t downplay its severity or propagate demonstrably false information. He dismissed the warnings of intelligence officials and top public health officials in his administration.

At times, he voiced far more authentic concern about the trajectory of the stock market than the spread of the virus in the United States, railing at the chairman of the Federal Reserve and others with an intensity that he never seemed to exhibit about the possible human toll of the outbreak.

In March, as state after state imposed sweeping new restrictions on their citizens’ daily lives to protect them — triggering severe shudders in the economy — Trump second-guessed the lockdowns.

The common flu kills tens of thousands each year and “nothing is shut down, life & the economy go on,” he tweeted March 9. A day later, he pledged that the virus would “go away. Just stay calm.”

Two days later, Trump finally ordered the halt to incoming travel from Europe that his deputy national security adviser had been advocating for weeks. But Trump botched the Oval Office announcement so badly that White House officials spent days trying to correct erroneous statements that triggered a stampede by U.S. citizens overseas to get home.

“There was some coming to grips with the problem and the true nature of it — the 13th of March is when I saw him really turn the corner. It took a while to realize you’re at war,” Sen. Lindsey O. Graham (R-S.C.) said. “That’s when he took decisive action that set in motion some real payoffs.”

Trump spent many weeks shuffling responsibility for leading his administration’s response to the crisis, putting Azar in charge of the task force at first, relying on Pottinger, the deputy national security adviser, for brief periods, before finally putting Vice President Pence in the role toward the end of February.

Other officials have emerged during the crisis to help right the United States’ course, and at times, the statements of the president. But even as Fauci, Azar and others sought to assert themselves, Trump was behind the scenes turning to others with no credentials, experience or discernible insight in navigating a pandemic.

Foremost among them was his adviser and son-in-law, Jared Kushner. A team reporting to Kushner commandeered space on the seventh floor of the HHS building to pursue a series of inchoate initiatives.

One plan involved having Google create a website to direct those with symptoms to testing facilities that were supposed to spring up in Walmart parking lots across the country, but which never materialized. Another centered an idea advanced by Oracle chairman Larry Ellison to use software to monitor the unproven use of anti-malaria drugs against the coronavirus pathogen.

So far, the plans have failed to come close to delivering on the promises made when they were touted in White House news conferences. The Kushner initiatives have, however, often interrupted the work of those under immense pressure to manage the U.S. response.

Current and former officials said that Kadlec, Fauci, Redfield and others have repeatedly had to divert their attentions from core operations to contend with ill-conceived requests from the White House they don’t believe they can ignore. And Azar, who once ran the response, has since been sidelined, with his agency disempowered in decision-making and his performance pilloried by a range of White House officials, including Kushner.

“Right now Fauci is trying to roll out the most ambitious clinical trial ever implemented” to hasten the development of a vaccine, said a former senior administration official in frequent touch with former colleagues. And yet, the nation’s top health officials “are getting calls from the White House or Jared’s team asking, ‘Wouldn’t it be nice to do this with Oracle?’ ”

If the coronavirus has exposed the country’s misplaced confidence in its ability to handle a crisis, it also has cast harsh light on the limits of Trump’s approach to the presidency — his disdain for facts, science and experience.

He has survived other challenges to his presidency — including the Russia investigation and impeachment — by fiercely contesting the facts arrayed against him and trying to control the public’s understanding of events with streams of falsehoods.

The coronavirus may be the first crisis Trump has faced in office where the facts — the thousands of mounting deaths and infections — are so devastatingly evident that they defy these tactics.

After months of dismissing the severity of the coronavirus, resisting calls for austere measures to contain it, and recasting himself as a wartime president, Trump seemed finally to succumb to the coronavirus reality. In a meeting with a Republican ally in the Oval Office last month, the president said his campaign no longer mattered because his reelection would hinge on his coronavirus response.

“It’s absolutely critical for the American people to follow the guidelines for the next 30 days,” he said at his March 31 news conference. “It’s a matter of life and death.”

Thomas Ultican has analyzed the billionaire funders behind the pro-Disruption, anti-democracy website “Education Post.”

The major funders are the usual members of the Billionaire Boys and Girls Club: Bloomberg, Waltons, Chan Zuckerberg, and Mrs. Jobs.

Please open and read his post.

If you thought the Disrupters might have softened their tone during the pandemic, like, as a show of decency, you will be disappointed. They are still attacking, vilifying, and mocking anyone daring to defend public education, which is a cornerstone of our democracy. It must really upset them that after all these years and billions spent on privatization, only 6% of American students enroll in charter schools.

For some reason, I am one of their prime targets. I suppose I should take it as a compliment.

I will never answer in kind.

They are swimming in cash, but what they cannot buy is civility, kindness, compassion, or dignity.

Kevin Kumashiro, leader of Deans for Justice and Equity, has written an appeal addressed to Educators and Scholars of Color. It invites their endorsement of a statement opposing failed “reforms” that have stigmatized and harmed children of color and other vulnerable students. Please share this statement with your friends and colleagues. Invite them to sign to demonstrate that they do not believe that failed “reforms” should be foisted on students who need experienced teachers and well-funded classrooms.

Dear Friends and Colleagues: All educators of color and educational scholars of color in the United States are invited to sign onto a statement (“This Must End Now: Educators and Scholars of Color Against Failed Educational “Reforms”) that calls for an end to billionaire-backed, so-called “reforms” that are devastating schools, particularly for students of color and low-income students.

If you are eligible, please review the statement and consider joining this nationwide collective; and whether or not you are eligible, please help to spread the word to other educators/scholars of color (including academics, K-12 educators and leaders, etc.) to join us as we build and leverage our collective voices in reframing the public narrative, speaking out against failed initiatives, and putting forth a more just vision for our schools and communities.

The deadline to sign is March 31st, and the statement will be released publicly soon after. Here’s the statement and the form to sign on:

https://forms.gle/dLdE5raLnx2Z7SJz7

We are particularly eager to move this forward in the midst of a public health crisis, which is significantly impacting schools, and which we cannot imagine will not lead to more devastating reforms being foisted upon us in the name of managing crisis.

Thank you, and in solidarity,
Kevin Kumashiro

***
Kevin Kumashiro, Ph.D.
https://www.kevinkumashiro.com
Movement building for equity and justice in education

Here is the statement, which has been signed by 301 educators and scholars of color as of March 22.

THIS MUST END NOW:

Educators & Scholars of Color Against Failed Educational “Reforms”

The public is being misled. Billionaire philanthropists are increasingly foisting so-called “reform” initiatives upon the schools that serve predominantly students of color and low-income students, and are using black and brown voices to echo claims of improving schools or advancing civil rights in order to rally community support. However, the evidence to the contrary is clear: these initiatives have not systematically improved student success, are faulty by design, and have already proven to widen racial and economic disparities. Therefore, we must heed the growing body of research and support communities and civil-rights organizations in their calls for a more accurate and nuanced understanding of the problems facing our schools, for a retreat from failed “reforms,” and for better solutions:

• Our school systems need more public investment, not philanthropic experimentation; more democratic governance, not disenfranchisement; more guidance from the profession, the community, and researchers, not from those looking to privatize and profiteer; and more attention to legacies of systemic injustice, racism, and poverty, not neoliberal, market-based initiatives that function merely to incentivize, blame, and punish.

• Our teachers and leaders need more, better, and ongoing preparation and support, more professional experience and community connections, and more involvement in shared governance and collective bargaining for the common good, not less.

• Our vision should be that every student receives the very best that our country has to offer as a fundamental right and a public good; not be forced to compete in a marketplace where some have and some have not, and where some win and many others lose.

The offer for “help” is alluring, and is reinforced by Hollywood’s long history of deficit-oriented films about white teachers saving poorer black and brown students from suffering, as if the solution consisted merely of uplifting and inspiring individuals, rather than of tackling the broader system of stratification that functions to fail them in the first place. Today, more than ever before, the “help” comes in the form of contingent financing for education, and the pressure to accept is intense: shrinking public resources, resounding claims of scarcity, and urgent calls for austerity make it seem negligent to turn down sizable financial incentives, even when such aid is tied to problematic reforms.

The growing number of funders includes high-profile foundations and obscure new funders (including but not limited to the Arnold Foundation, Bloomberg Philanthropies, Bradley Foundation, Broad Foundation, Chan Zuckerberg Initiative, City Fund, DeVos family foundations, Gates Foundation, Koch family foundations, and Walton Family Foundation), and for the most part, have converged on what counts as worthwhile and fundable, whether leaning conservative or liberal, Republican or Democrat (see, for example, the platform of Democrats for Education Reform). Such funders may be supporting some grassroots initiatives, but overall, mega-philanthropy in public education exemplifies the 21st-century shift from traditional donating that supported others’ initiatives with relatively smaller grants, to venture financing that offers funding pools of unprecedented size and scale but only to those who agree to implement the funders’ experiments. Belying the rhetoric of improving schools is the reality that such experiments are making struggling schools look less and less like the top performing schools for the elite, and do so by design, as with the following:

• The Portfolio Model. 



Exemplified in the early 2000s by the turnaround-school reforms in Chicago Public Schools and Race to the Top, and increasingly shaping urban districts across the country today, the “portfolio model” decentralizes decision making, expands school choice, holds schools accountable through performance measures like student testing, and sanctions failing schools with restructuring or closure, incentivizing their replacements in the form of charter schools. This model purports that marketizing school systems will lead to system improvement, and that student testing carries both validity and reliability for high-stakes decisions, neither of which is true.



Instead of improving struggling schools, what results are growing racial disparities that fuel gentrification for the richer alongside disinvestment from the poorer. The racially disparate outcomes should not be surprising, given the historical ties between mass standardized testing and eugenics, and even today, given the ways that “norm referencing” in test construction guarantees the perpetuation of a racialized achievement curve. Yet, the hallmarks of the portfolio model are taught in the Broad Superintendents Academy that prepares an increasingly steady flow of new leaders for urban districts, and not surprisingly, that has produced the leaders that have been ousted in some of the highest profile protests by parents and teachers in recent years. This is the model that propels the funding and incubation of school-choice expansion, particularly via charter schools, through such organizations as the NewSchools Venture Fund and various charter networks whose leaders are among the trainers in the Broad Academy. Imposing this model on poorer communities of color is nefarious, disingenuous, and must end.


• Choice, Vouchers, Charters. 



The expansion of school choice, including vouchers (and neo-voucher initiatives, like tax credits) and charter schools, purports to give children and parents the freedom to leave a “failing” school. However, the research on decades of such programs does not give any compelling evidence that such reforms lead to system improvement, instead showing increased racial segregation, diversion of public funding from the neediest of communities, neglect of students with disabilities and English-language learners, and more racial disparities in educational opportunity. This should not be surprising: choice emerged during the Civil Rights Movement as a way to resist desegregation; vouchers also emerged during this time, when the federal government was growing its investment into public education, as a way to privatize public school systems and divert funding to private schools for the elite; and charter schools emerged in the 1990s as laboratories for communities to shape their own schools, but have become the primary tool to privatize school systems.



Yes, choice and vouchers give some students a better education, but in many areas, students of color and low-income students are in the minority of those using vouchers. Yes, some charters are high performing, but overall, the under-regulation of and disproportionate funding for charter schools has resulted in hundreds of millions of dollars in waste (and even more in corporate profits) that could otherwise have gone to traditional public schools. The NAACP was right when it resolved that privatization is a threat to public education, and in particular, called for a moratorium on charter-school expansion; and the NAACP, MALDEF, ACLU, and other national civil-rights organizations have opposed voucher expansion. Diverting funds towards vouchers, neo-vouchers, and charters must end.


• Teacher Deprofessionalization. 



The deprofessionalization of teaching—including the undermining of collective bargaining and shared governance, and the preferential hiring of underprepared teachers—is foregrounded in charter schools (which often prohibit unionization and hire a disproportionate number of Teach for America teachers), but affects the teaching force in public schools, writ large. The mega-philanthropies are not only anti-union, having supported (sometimes rhetorically, sometimes resourcefully) the recent wave of anti-union bills across the states; but more broadly, are anti-shared governance, supporting the shift toward top-down management forms (including by for-profit management at the school level, and unelected, mayor-appointed boards at the district level). 



The weakening of the profession is also apparent in the philanthropies’ funding of fast-track routes to certification, not only for leaders (like with New Leaders for New Schools), but also for classroom teachers, like with the American Board for Certification of Teaching Excellence, and more notably, Teach for America (TFA). TFA accelerates the revolving door of teachers by turning teaching into a brief service obligation, justified by a redefining of quality teacher away from preparedness, experience, and community connectedness to merely being knowledgeable of subject matter (and notably, after the courts found that TFA teachers did not meet the definition of “highly qualified,” Congress would remove the requirement that every student have a “highly qualified” teacher in its 2015 reauthorization of ESEA, thus authorizing the placement of underprepared teachers in the neediest of schools). 



Parents are being lied to when told that these “reforms” of weakening unions and lessening professional preparation will raise the quality of teachers for their children. Yes, some teachers and leaders from alternative routes are effective and well-intended, but outliers should not drive policy. Students are being lied to when told that choosing such pathways is akin to joining the legacy of civil-rights struggles for poorer communities of color. Not surprisingly, the NAACP and the Movement for Black Lives have called out how initiatives like TFA appeal to our desire to serve and help, but shortchange the students who need and deserve more.

We, as a nationwide collective of educators of color and educational scholars of color, oppose the failed reforms that are being forced by wealthy philanthropists onto our communities with problematic and often devastating results. These must end now. We support reforms that better serve our students, particularly in poorer communities of color, and we stand ready to work with lawmakers, leaders, school systems, and the public to make such goals a reality.

This anonymous K-12 teacher wrote an extended explanation of why he or she opposes the Common Core mathematics standards. The essay was a guest post in David Kristofferson’s blog.

The teacher writes that the math standards

claim to stress “deep understanding” in addition to procedure, which sounds like a good thing at first, until you take a closer look at how this goal is actually approached. To call what they focus on “understanding” is both misleading and wrong, and there’s a clear trend showing persistent loss of procedural proficiency among our students as a result. The end result of the Common Core-aligned math curriculum is STEM-deficiency rather than STEM-proficiency. It is now a generally accepted fact that only honors compression or outside tutoring will achieve the STEM-readiness that used to be accessible to any motivated and capable student.

They fail to prepare students for college math.

I have met too many administrators who’ve swallowed the Common Core proponents’ story hook, line, and sinker. When asked about issues related to the worsening trend of poor student comprehension and poor knowledge transfer from one context to another, they insist that it cannot be happening under the new standards and the greater “depth of understanding” that they embody. Meanwhile, they are dismissive of objections coming from parents, teachers, and students on the ground.

Many parents see the performance of their children dropping not only in math, but also with spelling and grammar[9], and they are frustrated about it. They object that they can no longer help their children with or even understand the math homework that is being assigned, while students lose valuable elective classroom time to all the required standardized testing. The same administrators who dismiss these parents for their questioning of all the canned verbiage about the benefits of the new standards (and there is a whole lot of it, indeed) have also balked when teachers expressed frustration with being forced to do away with their well-established and vetted curricular materials as the wheels of education are being reinvented right under their feet.

When Common Core first took hold, there was enough missing curricular material to explain the early drops in student performance. (The very fact that this material was not developed and provided long before the switchover is quite telling of the mindset that drove its adoption.) Now that these curricula have been published and put into use for some years, the middling results are less easy to dismiss. I will outline the fundamental problems as I see them in this article, and I’ll get into more detail about each problem in a series of follow-ups.

Despite having so many of these intrinsic issues, countless administrators, teachers, and education researchers have contributed to or been swayed by the story put forward by Common Core proponents, that these new standards have been designed and built from the ground up to present and foster a deeper understanding of the material, starting at the beginning and running all throughout the K-12 curriculum. The standards have been written and organized to have this patina, but it is mostly an empty facade.

Read on. Do you agree or disagree?

Online charter schools are an “epic” fail, as proved by the disaster of the EPIC online charter school in Oklahoma.

Here is the latest EPIC story:

Like many teenagers, Maggie Waldon caught a sort of senioritis halfway through a traditional high school. She was ready to be done.

With two years left, she enrolled in Epic Charter Schools, the Oklahoma City-based online public school that is now one of the largest virtual schools in the country.

At Epic, Waldon said she easily raised her grades from Cs and Fs to As and Bs. She said she did so with little interaction with her teacher, spending long days clicking through the curriculum. “There were days I asked my teacher for help. But mostly, I just figured it out,” Waldon said.

She was able to fast-track her remaining credits, finishing in one year what would have taken two in a traditional school. She was one of 2,500 students in Epic’s class of 2019.

That’s when she discovered she wasn’t prepared for college, she said. On the ACT exam, she “failed, majorly.” She has put her dream of becoming a kindergarten teacher on hold.

“I wish Epic actually helped prepare you for a future, because we all grow up and become adults. That’s something they didn’t do,” Waldon said.

In a five-month investigation into Epic’s college-going rates, Oklahoma Watch found that fewer than one in five 2019 graduates enrolled in a public Oklahoma college or university last fall. Its rate was lower than rates for all of the state’s 10 largest school districts, according to an Oklahoma Watch analysis of education data. The data was collected from every college and university in the state.

EPIC has more high school graduates than any of the state’s 10 largest school district, but only 14.7% of their graduates enroll in college or university.

Clearly, state legislators in Oklahoma like to send public money to EPIC, despite its horrible statistics.

Do they care about the education of the next generation of Oklahomans or do they just prefer an uneducated population?

Mike Deshotels reviews the past several years of “reform,” funded by the Walton Family and Michael Bloomberg, and declares that every part of it has failed.

Deshotels writes that the suspension of recess so that students could have more time for test prep led to lower test scores!

He writes:

Why isn’t constant drilling on test taking skills at the expense of recess, PE, art, music, vocational education, and other “less important” instruction producing higher test scores? Maybe because the current trend to ignore fundamental child development principle’s is harmful in every way, including killing the joy of schooling for both children and teachers! Teachers in Finland, whose students perform at the top of the rankings on international achievement tests, routinely take young children outdoors where they can play, investigate nature and develop normally as they are programmed by their genes to do. Why do American reformers insist on counteracting nature and instead have transformed our education system to motivation killing test drudgery?

It was equally stupid to remove teachers from the decision-making process and leave it to legislators and the state education department. What a bad idea!

This outrageous trampling on the rights and critical input of the teaching profession in education decisions has actually resulted in the opposite of what our non-educator reformers said they wanted to do. Do you think our government can stop the Corona virus by ignoring the recommendations of the highly trained experts in disease prevention? The same is true of refusing to listen to real teachers about education reform. Do you believe, as the reformers would have you believe, that education reform in Louisiana is really working in preparing students for college and careers? Are you willing to ignore the most recent devastating revelation by our own Board of Regents that after all the reforms imposed on K-12 education in Louisiana, only 18 out of one hundred of our students will attain a college degree of any kind. Not even a two year associate’s degree! These are the worst results I have ever seen! Don’t blame the teachers. Teacher attended the legislative committee proposing these changes by the thousands to protest these untested ideas, only to be scolded for having the nerve to come to Baton Rouge on a school day (but that was the only time the Education committee was meeting!). Now the chickens are coming home to roost and thousands of our most dedicated teachers have left the profession.

Who has been making decisions? The Louisiana Association of Business and Industry, exactly the worst people to decide how to educate the state’s children.

The stranglehold over control of public education by the Louisiana Association of Business and Industry promises even more failure with the upcoming appointment of John White’s replacement.
Make no mistake about it, LABI has had almost total control over K-12 education for over 4 years since they used Michael Bloomburg’s and Walton family contributions to totally purchase all the BESE elected positions. They have made nothing but bad decisions with all this power. The school privatization they pushed has been almost a total failure with data showing that students who stay in their public schools do significantly better than they do when they move to a voucher or charter school.

Now LABI is preparing to pick the state’s next superintendent to succeed the failed John White, who mastered the art of spinning data to make it look good when it wasn’t. Of course, they are pushing White’s loyal assistant.

Let’s look at some of the real results of LABI supported reforms. On their web site, LABI claims that Louisiana is closing the achievement gap between privileged and underprivileged students. Data demonstrates instead that the exact opposite is true. They are also dead wrong claiming that ACT scores are improving. LABI is now down to apparently basing its education policies on wishful thinking rather than evidence.

The same is true of teacher evaluations based on student test scores using our defective state tests. LABI has insisted that Louisiana evaluate its teachers partially on student test scores. But all the data proves that the VAM system used is unstable and inaccurate. So a couple of years ago I got thrown off of a state committee studying changes to VAM because I had the nerve to state on my blog that LABI was like the dog that caught the truck with this whole VAM fiasco. They don’t have any idea what to do with VAM but they will never admit they were wrong. Meanwhile some very competent and dedicated teachers have had their careers ruined by VAM and thousands of great teachers have left the profession.

Louisiana has been fully in the grips of the Disruption Machine. It has fallen to the bottom of NAEP, which John White hailed as “proof” that the state had enacted higher standards. More failure like that and Louisiana will fall below Alabama and New Mexico, the lowest performing states.

Louisiana has bought into all the favorite remedies of “reform” (aka disruption), and there is nothing to show for it but failure, propaganda, and lies.

Charter advocates like to caricature public schools negatively while presenting charter schools as invariably successful.

We know neither portrait is accurate.

Rhode Island’s new state commissioner has decided to close one of the state’s oldest charter schools, which has been failing for years.

The Academy for Career Exploration, which was one of Rhode Island’s first charter schools when it opened in 1997 as the Textron Chamber of Commerce Academy, informed the state Department of Education last month that it would close rather than craft a reform plan that might have kept it open.

The high school serves more than 200 students, but Education Commissioner Angélica Infante-Green had reservations about extending its charter because of low performance, including a zero percent proficiency rate in math. Nearly 38 percent of students were considered chronically absent last school year.

Anyone who claims that private management of schools is a panacea, especially for poor children, is either misguided or misleading.

I don’t know why, but I find it fascinating to read about entrepreneurial ventures in education that launch with dazzling publicity, then quietly disappear. For some reason, entrepreneurs with no education experience think it should be easy to revolutionize schooling. Bill Gates has been reinventing American education for about 20 years. Laurene Powell Jobs started the Emerson Collective and the XQ Initiative to reinvent the high school and put on a show on all three networks to launch. SamuelAbrams wrote an excellent book about the high-flying adventures of Chris Whittle and the Edison Project, called Education and the Commercial Mindset. Joel Klein persuaded Rupert Murdoch to invest hundreds of millions of dollars in his plan to revolutionize American education with a program called Amplify, which Murdoch unloaded in a fire sale to Laurene Powell Jobs (Klein now works for an online health insurance company called OSCAR, founded by Jared Kushner’s brother). Jonathan Knee wrote a book called Class Clowns: How the Smartest Investors Lost Billions in Education.

And here is a new entry about the dangers of amateurs reinventing education.

Peter Greene tells the story of the glorious rise and inglorious descent of AltSchool.

It was founded by alumni of Google. They raised large sums of money from investors. What could go wrong?

Greene begins:

You remember AltSchool, the miraculous Silicon Valley technoschool that was going to Change the Game. We’ve checked in on them from time to time, and it’s time to see what has happened since the Altschool ship ran aground on the shores of reality a while ago.

After two years of tinkering and tweaking, AltSchool burst on the scene with a flurry of PR in 2015. Founded by Max Ventilla, formerly of Google, and Bharat Mediratta, also a Googlite, it was going to bring technology and personalization to new heights. Like a wired-up free school, it would let students and teachers just sort of amble through the forest of education. Teachers would capture moments of demonstrated learning on video, students would do work on modules on computer, and it would all be crunched in a back room full of IT whizzes who would churn out personalized learning stuff for the students. The school set up some branch schools, lab schools, hither and yon. All the big names wanted to invest– Zuckerberg, Powell Jobs, etc.

They had money. They had ideas. All they were lacking was knowledge and experience.

You will want to read the rest. It’s a cautionary tale for other entrepreneurs.

Say this for Eric Hanushek: He never gives up on his obsession with paying teachers more if their students get higher test scores. Arne Duncan built this concept into the requirements of his disastrous Race to the Top” program, which caused almost every state to adopt a teacher evaluation plan in which student test scores played a significant role. Harvard economist Raj Chetty wtote a highly-publicized paper with two colleagues, claiming that one good teacher (who raised test scores in the early grades) would raise lifetime incomes (by about $5 a week), reduce pregnancies, and be a life-changer. President Obama cited Chetty in his 2012 State of the Union address, but efforts to turn the theory into reality fell flat. (Read more about this catastrophe in SLAYING GOLIATH.) In fact, every state that imposed value-added measurement learned that it discouraged teachers from teaching in high-needs schools, where their chance of getting a big test score gain was reduced. It did not produce any of the promised benefits.

But forget about reality! Let’s stand by the theory. Hanushek’s new venture at the conservative Hoover Institution is joined by Christopher Ruszkowski, who served as Commissioner of Education in New Mexico after the resignation of Hanna Skandera (who previously worked for the Hoover Institution, Jeb Bush and Arnold Schwarzenegger). After eights years of “reform” leadership, New Mexico remained mired at the bottom of NAEP. The state had a harsh, test-based teacher evaluation plan, but the union fought it in court, it was enjoined by a judge, and the New Democratic Governor scrapped it as one of her first executive actions. New Mexico has one of the highest proportions of students living in poverty, but Republican state leaders ignored that inconvenient fact. After a decade of consistent failure, we can safely put test-based teacher evaluation into the category of a Zombie idea. Dead but still stalking the land.

 

Hoover_Centennial_Logo_RGB Match PMS 202 (red)_w 600

FOR IMMEDIATE RELEASE

CONTACT:

Hoover Institution, Jeff Marschner, (202) 760-3200

NEWLY FORMED HOOVER EDUCATION SUCCESS INITIATIVE RELEASES PAPER ON TRANSFORMING TEACHER COMPENSATION

Four education policy papers to be released in 2020—addressing how states should consider transforming education in the decade ahead.

STANFORD, CA. (January 30th) – As state legislative sessions begin around the country, the Hoover Education Success Initiative (HESI), a new research program at Stanford University’s Hoover Institution, has released “The Unavoidable: Tomorrow’s Teacher Compensation”—a policy briefing on the important connections between teacher compensation systems and student achievement outcomes. The research-based policy paper includes both a summary of findings and practical recommendations for policymakers.

The paper highlights often overlooked areas for attention including shifting overall compensation from retirement into salaries, ending the practice of paying for advanced degrees that do not yield changes in student outcomes, addressing teacher shortages in a targeted fashion instead of generally, and paying teachers more when they are effective in higher-need schools.  The paper concludes that teachers’ salaries should be significantly increased, but that students will not make achievement gains unless salaries are also linked to teacher quality.

“We need to pay teachers competitively, which we are not doing now,” said Dr. Eric Hanushek, author of the policy synthesis. “But just increasing compensation without recognizing teacher effectiveness is unlikely to lead to improved student outcomes. We should bundle together better pay with a serious recognition of just how important effective teachers are when it comes to influencing student achievement.”

“While we have spent much of the last year reviewing and synthesizing the research, the next phase of our work turns to helping states implement the policy ideas,” said Christopher N. Ruszkowski, executive director of HESI. “There is overwhelming evidence that nothing matters more than teacher quality, and state legislatures and governors should take strong action. Neglecting this responsibility causes harm to our students that may not be immediately visible today but will certainly be reflected in our students’ lives and in our economy tomorrow.  It’s a tough issue and it may feel like something we can avoid, but it will catch up with us.”

Click here to read the policy analysis brief.

About the Hoover Education Success Initiative

With passage in 2015 of the Every Student Succeeds Act (ESSA), states are again in charge of American education policy. To support them in this undertaking, the Hoover Education Success Initiative (HESI), launched in 2019, seeks to provide state education leaders with policy recommendations that are based upon sound research and analysis.  HESI hosts workshops and policy symposia on high-impact areas related to the improvement and reinvention of the US education system. The findings and recommendations in each area are outlined in concise topical papers.

The leadership team at HESI engages with its Practitioner Council, formed of national policy leaders, and with interested state government leaders. HESI’s ultimate goal is to spark innovation and contribute to the ongoing transformation of the nation’s K-12 education landscape, thus improving outcomes for our nation’s children.

###

Jeff Marschner
Director of Media Relations

The charter industry is nearing a flection point. The number of schools that open each year is almost the same as the number that close. The charter industry is rushing to open new schools before the public is fully woke to the crisis of charter corruption.

The Network for Public Education started a hashtag (#) on Twitter called #AnotherDayAnotherCharterScandal. Every day a new scandal, sometimes two or three.

Mercedes Schneider describes the latest charter debacle in Texas, where Betsy DeVos has dropped many millions to open new charters.

The Texas Education Agency (TEA) will be closing the Kauffman Leadership Academy (KLA) (Cleburne) charter school with one week’s notice, as reported in WFAA.com.

In this February 13, 2020, letter to KLA leadership, TEA cites, “the [closure] order was issued as a result of the financial situation at the charter school having deteriorated significantly, including federal tax liens and levies issued by the Internal Revenue Service (IRS) that had frozen all accounts of the charter school.”

KLA filed with the Texas Secretary of State (SOS) as a business entity on August 23, 2010 (search here; KLA’s taxpayer ID# is 32042519895). According to KLA’s charter application dated 02/23/11 and on file with TEA, KLA planned “to open in August 2011 operate as a private school, pending charter approval.” These archived web pages from July 2011 and May 2015 have KLA identifying itself as an “open enrollment private school pending charter approval.”

According to the IRS, KLA received nonprofit status in August 2014, and according to KLA’s website, the school opened as a charter school in August 2016.

What took TEA so long to identify KLA’s suspicious financial situation is a looming question.

According to the IRS, KLA has only ever filed 990-N tax forms, also known as “e-postcards,” because according to KLA, for tax years 2013 to 2017 (the most recent filing,) KLA has reported “gross receipts not greater than 50,000.”

So, for five tax years, KLA told the IRS, “We have almost no money,” and the public– including TEA– had ready access to that information.

Meanwhile, on its website, KLA states, “every employee of the Academy earns the same salary, $35,000,” a statement that has remained consistent on its website since the time KLA received its charter in fall 2016, as evidenced by this October 2016 archived web page announcing KLA’s grad opening celebration.

If KLA had $50K or less per annum in 2016, that would have been enough for only a single KLA employee based upon state funding for perhaps 8 students.

Red flag, no?

Question: Why didn’t they just write to the Waltons or John Arnold or any number of other billionaires to get an infusion of cash?