Archives for category: For-Profit

We have heard a lot from Ron DeSantis and his friends about their wish to protect children from “grooming.” They say that sexual predators are trying to “sexualize” children.

Instead of attacking hardworking teachers, the governor should ban child beauty pageants.

Florida is the epicenter of these child-exploitation events.

Look at the children in the photos: they are being groomed to be sex objects! They are being groomed to satisfy the lust of pedophiles!

How can DeSantis rant about grooming and WOKEness while ignoring an industry devoted to the sexualization of little girls?

Hypocrite!

I apologize in advance. I am habitually skeptical of fads and movements. When a hot new idea sweeps through education, it’s a safe bet that it will fall flat in the fullness of time. If there is one consistent theme that runs through everything I have written for the past half century, it is this: beware of the latest thing. Be skeptical.

The latest thing is the “Science of Reading.” I have always been a proponent of phonics, so I won’t tolerate being pilloried by the phonics above all crowd. If you read my 2000 book, you will see that I was a critic of Balanced Literacy, which was then the fad du jour.

Yet it turns my stomach to see Educatuon journalist and mainstream dailies beating the drums for SOR. As you know, I reacted with nausea when New York Times’ columnist Nick Kristof said that the SOR was so powerful that it made new spending unnecessary, made desegregation unnecessary, made class size reduction unnecessary. A dream come true for those in search of a cheap miracle!

Veteran teacher Nancy Bailey, like me, is not persuaded by the hype. She wrote a column demonstrating that the corporate reform world—billionaires and politicians—are swooning for the Science of Reading.

She writes:

Many of the same individuals who favor charter schools, private schools, and online instruction, including corporate reformers, use the so-called Science of Reading (SoR) to make public school teachers look like they’ve failed at teaching reading.

Politicians and corporations have had a past and current influence on reading instruction to privatize public schools with online programs. This has been going on for years, so why aren’t reading scores soaring? The SoR involves primarily online programs, but it’s often unclear whether they work.

The Corporate Connection to the SoR

Bill and Melinda Gates Foundation

The Bill and Melinda Gates Foundation fund numerous nonprofits to end public education. The National Council of Teacher Quality (NCTQ), started by the Thomas B. Fordham Foundation backed by Gates and other corporations, an astroturf organization, promotes the SoR.

SoR promoters ignore the failure of Common Core State Standards (CCSS), embedded in most online programs, like iReady and Amplify. CCSS, influenced by the Gates Foundation, has been around for years.

Also, despite its documented failure ($335 million), the Gates Foundation Measures of Effective Teaching, a past reform initiative (See VAMboozled!), irreparably harmed the teaching profession, casting doubt on teachers’ ability.

EdReports, another Gates-funded group, promotes their favored programs, but why trust what they say about reading instruction? They’ve failed at their past education endeavors.

But the Bill and Melinda Gates Foundation continues to reinvent itself and funds many nonprofits that promote their agenda, including the SoR.

Former Governor Jeb Bush’s Organizations

Former Governor Bush of Florida (1999 to 2007) promoted SoR, but if children have reading problems, states should review past education policies, including those encouraged by former Governors, including Mr. Bush. His policymaking in public education has been around for a long time.

One should question, for example, Mr. Bush’s third-grade retention policy ignoring the abundance of anti-retention research showing its harmful effects, including its high correlation with students dropping out of school.

He rejected the class size amendment and worked to get it repealed. Yet lowering class size, especially in K-3rd grade, could benefit children learning to read.

As far back as 2011, Mr. Bush promoted online learning. He’s not talking about technology supplementing teachers’ lessons. He wants technology to replace teachers!

Here’s a 2017 post written in ExelInEd, Mr. Bush’s organization, A Vision for the Future of K-3 Reading Policy: Personalized Learning for Mastery. They’re promoting online learning to teach reading as proven, but there’s no consistent evidence this will work.

Here’s the ExcelinEd Comprehensive Early Policy Toolkit for 2021 where teachers often must be aligned to the SoR with Foundations of Reading a Pearson Assessment. If the teacher’s role loses its autonomy, technology can easily replace them. 

Laurene Powell Jobs and Rupert Murdoch’s Amplify

How did Rupert Murdoch’s old program Amplify become the Science of Reading?

Rupert Murdoch invested in Amplify, News Corp.’s $1 Billion Plan to Overhaul Education Is Riddled With Failures. Then Laurene Powell Jobs purchased it. Does a change in ownership miraculously mean program improvement?

Teachers from Oklahoma described how student expectations with Amplify were often developmentally inappropriate, so how is this good reading science?

Many SoR supporters who imply teachers fail to teach reading do podcasts for Amplify. Are they compensated for their work? Where’s the independent research to indicate that Amplify works?

Amplify, and other online reading programs, are marketed ferociously to school districts with in-house research relying on testimonials. When schools adopt these programs, teachers have a reduced role in students’ instruction.

Chan-Zuckerberg Initiative (CZI) and Their Data Collection

Priscilla Chan pushes Reach Every Reader, including prestigious universities that write SoR reports.

Why must they collect data involving children and their families?

CZI promotes the Age of Learning and ABC Mouse for young children. The reviews of this program appear primarily negative.

Historian Heather Cox Richardson brilliantly contrasts the views of Republicans and Democrats on the role of government. Republicans want it to be as minimal as possible. Democrats want it to use its powers and resources to improve people’s lives. Understanding this difference helps illuminate why Republicans want to get rid of public schools and why billionaires like Charles Koch and Betsy DeVos support vouchers and libertarianism in a society where everyone is on their own.

Yesterday, the Republican Study Committee, a 175-member group of far-right House members, released their 2024 “Blueprint to Save America” budget plan. It calls for slashing the federal budget by raising the age at which retirees can start claiming Social Security benefits from 67 to 69, privatizing Medicare, and enacting dramatic tax cuts that will starve the federal government.

I’m actually not going to rehash the 122-page plan. Let’s take a look at the larger picture.

This budget dismisses the plans of “President Joe Biden and the left” as a “march toward socialism.” It says that “[t]he left’s calls to increase taxes to close the deficit would be…catastrophic for our nation.” Asserting that “the path to prosperity does not come from the Democrats’ approach of expanding government,” it claims that “[o]ver the past year and a half, the American people have seen that experiment fail firsthand.”

Instead, it says, “the key to growth, innovation, and flourishing communities” is “[i]ndividuals, free from the burdens of a burdensome government.” 

It is?

Our history actually tells us how these two contrasting visions of the government play out.

Grover Norquist, one of the key architects of the Republican argument that the solution to societal ills is tax cuts, in 2010 described to Rebecca Elliott of the Harvard Crimson how he sees the role of government. “Government should enforce [the] rule of law,” he said. “It should enforce contracts, it should protect people bodily from being attacked by criminals. And when the government does those things, it is facilitating liberty. When it goes beyond those things, it becomes destructive to both human happiness and human liberty.”

Norquist vehemently opposed taxation, saying that “it’s not any of the government’s business who earns what, as long as they earn it legitimately,” and proposed cutting government spending down to 8% of gross national product, or GDP, the value of the final goods and services produced in the United States. 

The last time the level of government spending was at that 8% of GDP was 1933, before the New Deal. In that year, after years of extraordinary corporate profits, the banking system had collapsed, the unemployment rate was nearly 25%, prices and productivity were plummeting, wages were cratering, factories had shut down, farmers were losing their land to foreclosure. Children worked in the fields and factories, elderly and disabled people ate from garbage cans, unregulated banks gambled away people’s money, business owners treated their workers as they wished. Within a year the Great Plains would be blowing away as extensive deep plowing had damaged the land, making it vulnerable to drought. Republican leaders insisted the primary solution to the crisis was individual enterprise and private charity. 

When he accepted the Democratic nomination for president in July 1932, New York governor Franklin Delano Roosevelt vowed to steer between the radical extremes of fascism and communism to deliver a “New Deal” to the American people. 

The so-called alphabet soup of the New Deal gave us the regulation of banks and businesses, protections for workers, an end to child labor in factories, repair of the damage to the Great Plains, new municipal buildings and roads and airports, rural electrification, investment in painters and writers, and Social Security for workers who were injured or unemployed. Government outlays as a percentage of GDP began to rise. World War II shot them off the charts, to more than 40% of GDP, as the United States helped the world fight fascism. 

That number dropped again after the war, and in 1975, federal expenditures settled in at about 20% of GDP. Except for short-term spikes after financial crises (spending shot up to 24% after the 2008 crash, for example, and to 31% during the 2020 pandemic, a high from which it is still coming down), the spending-to-GDP ratio has remained at about that set point.

So why is there a growing debt?

Because tax revenues have plummeted. Tax cuts under the George W. Bush and Trump administrations are responsible for 57% of the increase in the ratio of the debt to the economy, 90% if you exclude the emergency expenditures of the pandemic. The United States is nowhere close to the average tax burden of the 38 other nations in the Organization of Economic Cooperation and Development (OECD), all of which are market-oriented democracies. And those cuts have gone primarily to the wealthy and corporations. 

Republicans who backed those tax cuts now insist that the only way to deal with the growing debt is to get rid of the government that regulated business, provided a basic social safety net, promoted infrastructure, and eventually promoted civil rights, all elements that stabilized the nation after the older system gave us the Depression. Indeed, the Republican Study Committee calls for making the Trump tax cuts, scheduled to expire in 2025, permanent. 

“There are two ways of viewing the government’s duty in matters affecting economic and social life,” FDR said in his acceptance speech. “The first sees to it that a favored few are helped and hopes that some of their prosperity will leak through, sift through, to labor, to the farmer, to the small businessman.” The other “is based upon the simple moral principle: the welfare and the soundness of a nation depend first upon what the great mass of the people wish and need; and second, whether or not they are getting it.”

When the Republican Study Committee calls Biden’s policies—which have led to record employment, a booming economy, and a narrowing gap between rich and poor— “leftist,” they have lost the thread of our history. The system that restored the nation after 1933 and held the nation stable until 1981 is not socialism or radicalism; it is one of the strongest parts of our American tradition.

Notes:

Peter Greene was a teacher in Pennsylvania for 39 years. He is now a regular writer at Forbes and a super star blogger. This column appeared on his blog. He responded to Rick Hess’s claim that school choice is not an attack on public education but part of a long history of trying to improve them. From my perspective, it’s hard to understand how public schools improve by defunding them and replacing them with religious schools, low-quality private schools, home schooling, and cyber charters.

This is what Peter Greene wrote:

Rick Hess (American Enterprise Institute) is one of those occupants of the reformy camp that I take seriously, even when I think he’s wrong. So when he raises the question of whether or not school choice is an “attack” on public education, I think it’s a question worth talking about, because I think the answer is a little bit complicated. So let me walk through his recent piece on that very question bit by bit.

After an intro suggesting that choice expansion flows directly from the pandemic while ascribing opposition to choice to a shadowy cabal that flows from teachers unions, Hess gets to his point, which is that seeing choice as an anti-public school is “misleading and misguided.”

Hess puts choice in the context of a century’s worth of public school fixer-uppers, “a barrage of reforms.” He offers a list–“compulsory attendance, district consolidation, larger schools, smaller schools, magnet schools, standards, test-based accountability, merit pay, and more.”

Some of these ideas were good. Some weren’t. But in hindsight, it’s pretty clear that they weren’t “attacks” on public education; rather, they were attempts to improve it.

I disagree. Some of these ideas were offered with sincere hope for the best. But I’m going to single out the standards movement and test-based accountability for special recognition here.

If you weren’t teaching during the rise of No Child Left Behind, Common Core, and Race To The Top, I’m not sure if I can really capture for you the dawning sense of horror, frustration and futility among teachers at the time.

Word came down that new regulations required us to get test scores up– a little bit per year for starters, then ramping up to an impossible climb, until somehow every single student would be above average. If not, there would be penalties, maybe the complete dismantling and rebuilding of the district, perhaps as a privately-run charter school. “This is not possible,” educators said. “All will learn all,” replied the Powers That Be. “Don’t you believe that students can learn? And which child do you propose to leave behind.”

Then there were the tests themselves. Not very good, and with results coming back with so little detail–and so very late in the game–that they were less than no help at all. “Well, if we just teach the standards, the tests scores will follow,” said some optimistic educators. That didn’t happen. Schools rejiggered curriculum, pulled students away from untested material like art and recess so that they could be double-whammied with test prep.

“Maybe Obama will fix it,” we hoped. He did not. He doubled down. And 2014–the year for 100%–came closer and closer, the year when anyone dealing with educational reality knew that every district in the country would be either a) failing or B) cheating.

And through those years, one at a time or in small groups, teachers arrived at an unpleasant conclusion.

They are setting us up for failure. They want us to fail.

Why would they want that? The rhetoric had already been around on the far right, back all the way to Milton Friedman and on through his intellectual spawn– public education should be dismantled. There was a new push for vouchers and especially charter schools, and that coincided with rising noise about “failing” public schools. There was very little “let’s expand the educational ecosystem” and an awful lot of “we must help students escape failing public schools.” The constant refrain of “school choice will force public schools to improve because competition” was also an omnipresent crock, a slap in the face to educators who were already working their butts off and resented the suggestion that they were either incompetent or lazy. And that thread runs all the way up guys like Christopher Rufo arguing that to get to universals school choice, you have to get to universal distrust of public schools.

Maybe school choice wasn’t in and of itself an attack on public education, but it certainly seemed as if attacking public education was a means of promoting school choice.

I have no doubt that there are people who believe that education would work better if handled by the free market (I think their belief is magical, misguided and wrong, but I do believe it’s sincere). I believe there are technocrats who believe that standards, tests and data would improve education (ditto).

But to be a public school educator on the receiving end of all this (and more) absolutely felt like an attack. The irony is that when reformsters eventually figured out that the attack-filled rhetoric wasn’t helping and they dialed it back, the attacks themselves had become more real.

But let’s get back to Hess.

Public education can encompass a lot of approaches, and it can be organized in many different ways. Rather than blindly insist that “defending public schooling” requires clinging to outdated policies from decades (or centuries) past, we would do better to clarify principles, examine particulars, and then debate proposals.

All of this language is doing a lot of work, but as far as it goes, Hess and I probably agree more than we disagree. But the disagree part comes in the very next paragraph.

Indeed, the pandemic was a stark reminder that there are lots of ways to deliver schooling, including innovations such as learning pods, microschools, virtual tutors, and education savings accounts.

Learning pods and microschools are okay if you’re wealthy. As policy ideas in the vein of the DeVosian, “Well, your voucher may not be enough to get into a good private school, but you can always start a microschool,” they suck. I don’t think there are more than a hundred people in the country who came out of the pandemic thinking virtual education is a great idea. And education savings accounts are just vouchers with extra super-powers and porcine lip gloss. And none of these are really new ideas. They also all suffer from the same issue, which is the notion that any school choice system must be done free market style. We can do a great choice system without the free market at all (but that’s a post for another day).

Hess identifies one of the issues as the fuzziness of the word “public.” On this point, I think he gets some things wrong.

Choice opponents assert that public schools are “public” because they’re funded by public tax dollars.

No, that’s choicers. It’s been part of the charter school argument that charter schools are public schools because they are funded with public dollars. This pro-public ed writer (I’m not anti-choice, but I am anti-most-of-the-versions-of-choice-with-which-we’ve-been-presented) would say that public schools are public because they the public funds them, owns them, and operates them via representatives. Furthermore, they are public schools because they have a responsibility to the public to serve all students.

You can argue, as Hess and others do, that districts regularly hire outside firms to handle certain functions and occasionally outsource the teaching of certain students with exceptional special needs. But in all those cases, the responsibility for the management of those outside contracts rests with the public school district. A charter or private voucher-fed school carries no such responsibility. A public school district cannot, as can charters and voucher schools may, simply show parents the door and say, “Good luck. Your child is not our problem.” Do all public systems meet that responsibility as well as they ought to? Absolutely not. But at least the responsibility exists. A parent who thinks the public system is short-changing their child can (and often will) sue the district. They have no such option in a choice system, as such systems are currently conceived.

Hess is correct in calling public education “a pretty expansive category.” But it hinges on far more than whose money is being used.

In fact, I’d argue that it is the responsibility portion that is the big difference in the brand of choice being pushed by many these days. Our public system is based, however imperfectly, on the notion that we bear a collective responsibility for educating the young. Modern choice, particularly the current version sold under the culture warrior parental right brand, is about saying that getting a child an education is the responsibility of the parents, and that’s it. Yes, many choicers are also trying to privatize the ownership and provision of education, but it is the privatizing of responsibility for a child’s education that is perhaps the most profound and fundamental shift.

More importantly, simply calling something “public” doesn’t make it a good thing. While the phrase “public schooling” is suffused with happy notions of inclusivity and fairness, “public” isn’t a magic word.

Ain’t it that truth. Public education has a wide variety of issues–though some of those are the direct result of reformster attempts to “fix” things (see above re: standards and testing). But I’ve never argued that I’m against modern school choice and ed reform because public schools are perfect the way they are and everything else sucks. My most fundamental issue is that public schools have some serious issues, and modern ed reform and school choice don’t solve any of them (yes, that is also another long post). They just weaken public school’s ability to work on them while blowing through a giant pile of taxpayer money.

The point isn’t to play word games but to understand that things are less clear-cut than defenders of the status quo are prone to acknowledge. There are many ways to provide and serve the aims of public education.

After all these decades in the ed biz, I’m inclined to assert, repeatedly, that everything in education is less clear-cut that the vast majority of people acknowledge. Some folks on my side of the aisle are quick to infer nefarious and/or greedy motives when, sincere ideology is sufficient explanation (much as some folks in the choice camp assume that the only reason someone would stick up for public ed is because she’s on the union payroll). Some choicers are simply ignorant of how any of this school stuff works. Some are up against a particularly dysfunctional local version of public education. Some are anti-democrats for whom this is just one issue of many, one more way in which the government steals their money to spend it on Those People. Some want to recapture education for a particularly conservative version of christianist religion. Some want to social engineer their way to a more efficient society. Some are serious people, and some are not.

In short, the choicer and reformster camp contains a great variety of individuals.

Are some of those individuals interested promoting school choice as a way of making public education better? Is it possible to make public education better by incorporating some choice ideas? I believe that latter is true, and I swear I’m going to post about it in the not too distant future, and as for the former, well… yes, but.

But for all the variety in the choicer camp, they mostly adhere to two flawed premises– that a choice landscape should rest on a bedrock of free market mechanics and that the resulting system shouldn’t cost a cent more than the current one. As long as we start with those premises, school choice must be a zero sum game, and even if all the people who have spent the past four decades trying to tear public ed down so that choice will look better–even if all those people shut up, the zero sum game feature seems guaranteed to turn school choice into an attack on public education.

Peter Greene wrote in Forbes about a new study showing the poor prospects of students who attended cybercharters. Numerous studies have shown that students who enroll in virtual charters have low test scores, low graduation rates, and high attrition. There really is nothing positive to say about these “schools,” other than the fact they they make a lot of money for their executives.

As Greene notes, the biggest financial scandals in charter world are connected to virtual charters. ECOT in Ohio collected $1 billion over 20 years before it declared bankruptcy to avoid repaying the state $80 million for phantom students. At last report, the A3 virtual chain had bilked California for a sum between $80 million and $200 million. Oklahoma lost tens of millions to EPIC’s founders. Yet the game continues because politicians are easily purchased. You can also read Greene’s analysis of virtual charters ripping off taxpayers and students in Pennsylvania here.

Greene writes:

Cyber charters’ many issues have been well-documented. Academically, they fall far short of public schools. When the General Accounting Office studied them last year, they found a system of schools that resists oversight, presents “increased financial risks” to states, and produces poor student results. Even leaders in the charter school movement have found “well-documented, disturbingly low performance by too many full-time virtual charter public schools” and called for a radical overhaul (more than once).

Virtual charters are highly profitable, and that pile of money, combined with lax oversight and accountability, has resulted in a number of high profile fraud cases sometimes to the tune of tens of millions of dollars. Notable cases include the A3 charter school network, Epic charter schools, California Virtual Academy (CAVA), and Ohio’s Electronic Classroom of Tomorrow (ECOT), which owed the state of Ohio $80 million dollars in tuition reimbursement.

But while much has been learned about what happens with students while they’re enrolled, nobody has really looked at what happens to students after their time in cyber charters. Now “Virtual Charter Students Have Worse Labor Market Outcomes as Young Adults,” a new working paper from the Anenberg Institute at Brown University, reveals that the problems of cyber charters extend beyond the school years.

Virtual charter students have substantially worse high school graduation rates, college enrollment rates, bachelor’s degree attainment, employment rates, and earnings than students in traditional public schools.

The study found that virtual charter attendance was associated with a lower likelihood of high school graduation or GED, lower likelihood of college enrollment, and a lower likelihood of employment up to six years after high school—and those employed made, on average, 17 percent less than students from public schools.

The study is looking at samples from twelve to eighteen years ago. The researchers are clear that their results are “providing descriptive evidence rather than as strictly causal estimates.” In other words, correlation is not causation.

Nevertheless, it’s clear once again that when it comes to the quality of virtual charters, the numbers do not look good.

The Network for Public Education released a new report today that should concern everyone who cares about public schools and the use of public resources. The report shows that a growing segment of the charter industry is controlled by Christian nationalists, who indoctrinate their students, using taxpayer dollars.

Contact: Carol Burris

cburris@networkforpubliceducation.org

(646) 678-4477

NEW REPORT DOCUMENTS HOW FAR-RIGHT CHARTER SCHOOLS ARE FUELING THE CULTURE WARS

Right-wing Republicans involved in the creation and governance of charter schools

American taxpayers across the country are funding the recent explosion of growth in far-right, Christian nationalist charter schools, including those affiliated with Hillsdale College, according to a new report, A Sharp Right Turn: A New Breed of Charter Schools Delivers the Conservative Agenda, released by the Network for Public Education (NPE) today.

NPE identified hundreds of charter schools, predominantly in red states, that use the classical brand or other conservative clues in marketing to attract white Christian families. From featured religious music videos to statements that claim they offer a faith-friendly environment, these charter schools are opening at an accelerated rate, with at least 66 schools in the pipeline to open by 2024. While some of these schools, such as the Roger Bacon Academies, are long-standing, nearly half of the schools we identified opened after the inauguration of Donald Trump–representing a 90% increase.

The report exposes how right-wing Republican politicians, including Congressman Byron Donalds of Florida and failed Colorado gubernatorial candidate Heidi Ganahl, have embroiled themselves in creating and governing these schools, with some benefiting financially. In fact, NPE found that right-wing charters are nearly twice as likely to be run by for-profit management companies than the entire charter sector.

According to NPE Executive Director Carol Burris, who co-authored the report with journalist Karen Francisco, “Sectarian extremists and the radical right are capitalizing on tragically loose controls and oversight in the charter school sector to create schools that seek to turn back the clock on civil rights and education progress. These schools teach their own brand of CRT–Christian Right Theory–capitalizing on and fueling the culture wars. As a taxpayer, I am appalled that my tax dollars are seeding such schools.”

Since 2006, the U.S. Department of Education’s Charter School Programs (CSP) has funneled more than one hundred million dollars to begin or expand right-wing charter schools.

NPE President and education historian Diane Ravitch commented, “Few doubt that the religious right has decided to stake its claim on the next generation of hearts and minds with its unrelenting push for vouchers and book and curricular bans. This report exposes the lesser-known third part of the strategy—the proliferation of right-wing charter schools. It should be a wake-up call to those with progressive ideals who have embraced charter schools. A movement you support is now taking a sharp turn right to destroy the values you cherish.”

To learn more about the rapid growth of right-wing charter schools and their connections with right-wing politicians and the religious right, you can read the full report here.

The Network for Public Education is a national advocacy group whose mission is to preserve, promote, improve, and strengthen public schools for current and future generations of students.

###

Edward B. Fiske was the education editor of the New York Times and editor of the Fiske Guide to Colleges. Helen F. Ladd is a nationally prominent economist of education and professor emeritus at Duke University. They are married, a power couple of American education. This article appeared on the website of WRAL in North Carolina.

Forty years ago this spring a national commission charged with evaluating the quality of American education issued a blistering report entitled “A Nation at Risk.” It cited a “rising tide of mediocrity” in the country’s schools and declared that the country’s failure to provide high quality education “threatens our very future as a Nation and a people.”

North Carolina leaders took this warning to heart. They began investing heavily in public education and even became a model for other states in areas such as early childhood education. Significantly, the state was making progress toward fulfilling its obligation under the North Carolina Constitution to provide a sound, basic education for all students.

The situation started to change, however, in 2012 when Republicans came to power and began an assault on public education that continues to this day.

When it comes to public education, North Carolina is now “A State at Risk.”

The Republican assault has taken multiple forms, starting with inadequate funding. North Carolina now ranks 50th in the country in school funding effort and 48th in overall funding. Despite widespread teacher shortages, the Republicans have kept teacher salaries low — $12,000 below the national average – and they have failed to provide adequate funding for the additional support staff that schools need.

In addition, they have permitted significant growth in the number of charter schools. Such schools divert much-needed funds from traditional public schools and make it difficult for local boards of education to operate coherent education systems.

The Republican-controlled Legislature is currently working hard to weaken public education by politicizing the process. Pending legislation would regulate how history and racism are taught, give a commission appointed mainly by lawmakers the job of recommending standards in K-12 subjects, and transfer authority to create new charter schools from the State Board of Education to a board appointed by the General Assembly.

The problem is about to get even worse. The Legislature is now poised to expand the earlier Opportunity Scholarship program, which had provided public funds for low income children to attend private schools, into a much larger universal voucher program that would make all children eligible regardless of family income – at an estimated cost of more than $2 billion over the next 10 years.

Given that private schools are operated by private entities typically with no public oversight and no obligation to serve all children, why in the world would it ever make sense to use taxpayer dollars to support private schools?

A common argument has been that voucher systems raise achievement levels of the children who used them. While some early studies of small scale means-tested voucher programs in places like Milwaukee showed small achievement gains in some cases, recent studies of larger voucher programs in places such as Ohio, Louisiana and Indiana consistently show large declines in average achievement — often because of the low quality of the private schools that accept vouchers.

Supporters also argue that vouchers provide more schooling options for children and that having more choices is a good thing. But in the context of education policy that need not be the case. Americans support public education – and make schooling mandatory – not only for the benefits it generates for individual children but also for collective benefits such as the creation of capable workers and informed citizens. What matters is the quality of education for all the state’s children.

An expanded voucher program would lead to a substantial outflow of funds from traditional public schools to privately operated schools, with the potential for a significant loss in the quality of our public schools, and subsequent vitality in the state’s economy.

A strong public education system – from elementary and secondary schools to the nation’s first public university, the University of North Carolina – has long been pivotal to our state’s cultural, political and economic success. We must stop the current assaults on public education and reaffirm our commitment to one of North Carolina’s great strengths.

Back in 1983 when the education system of the nation was “at risk,” President Ronald Reagan – who had earlier been lukewarm in his support of public education — took the warning seriously and began touring the country to talk about the problem. His successors from both parties then took up the cause and continued to make the case that a strong public education system is essential for a vibrant economy, and importantly, to make the policy changes needed to strengthen it.

Let’s hope that our current Republican leaders in this state can muster the wisdom and courage to follow the example of President Reagan and other leaders from both parties in pushing for strong public education. In the absence of such wisdom, we will indeed continue to be “A State at Risk.”

Tom Ultican worked in technology before he became a teacher of advanced mathematics and physics in a California high school. He is now retired. Like many other people, he thought that the social isolation of the pandemic and the mental health problems it generated among young people would have dimmed the allure of EdTech.

But the Educational Testing Service and the Carnegie Corporation have latched onto EdTech as the future of education. And Ultican says they are promoting a zombie idea, that is, a policy that has failed and failed yet never dies.

He writes:

Educational Testing Service (ETS) and Carnegie Foundation are partnering to create assessments for competency-based education, claiming it will revive the zombie education policy tainted by a five decade record of failure. The joint announcement was made at the April 2023 ASU+GSV conference in San Diego with Bill Gates as the keynote speaker. Ultimately, it was to make the Orwellian-named “personalized learning”viable for issuing digitally earned certifications.

ASU is Arizona State University and GSV is the private equity firm, Gold Standard Ventures. GSV advertisesThe sector’s preeminent collection of talent & experience—uniquely qualified to partner with, and to elevate, EdTech’s most important companies.” It profits from the corporate education ideology that holds job training as the purpose of public education….

The 1970’s “mastery learning” was detested and renamed “outcome based education” in the 1990s. It is now called “competency based education” (CBE). The name changes were due to a five-decade long record of failure. CBE is a move to use “mastery learning” techniques to create individualized certification paths. However it is still the same mind-numbing approach that the 1970s teachers began calling “seats and sheets….”

Unfortunately the potential for large profits is huge and serially failed education policies are zombies that will not die….

Renewed neoliberal effort to revive CBE now has new players seeking to be big contributors while old hands are filling leadership roles. For example, at the best-known new group called Mastery Transcript Consortium, board member, Tom Vander Ark, the former education director at the Gates Foundation 1999-2006 remains engaged in pushing edtech.

There is very little real change. CBE continues to put kids at computers learning scripted chunks of information and testing for mastery, promising to increase edtech profits and reduce education costs especially teacher salaries. It is awful education and the children hate it.

Just because “children hate it” is not a good reason to axe a zombie idea.

Ultican writes that machine learning can never be authentic education. Students want to interact with teachers and other students.

To me, the biggest problem is that “mastery learning” is proven lousy pedagogy that is unaligned with how learning happens.

In his book Soka Education, Daisaku Ikeda writes,

“Recognizing each student as a unique personality and transmitting something through contacts between that personality and the personality of the instructor is more than a way of implanting knowledge: it is the essence of education.”

Socrates likened this education process to being“kindled by a leaping spark” between teacher and student. CBE, “mastery learning,” “outcome based education” or whatever name is given to teaching students in isolation is bad pedagogy, bordering on child abuse.

Open the link and keep reading for the latest venture into the bold old world of EdTech.

Carolyn K. Johnson writes about science and the business of healthcare for The Washington Post. She recently learned that her child had a rare and dangerous disease, and she became a warrior in a fight to get her private insurance company to cover the high price of the drug. She knows she had advantages unavailable to most parents, given her knowledge and access. What she shows is the fundamental unfairness of the American healthcare system. Another parent, without her background, might have been resigned to watching her child be permanently damaged or die.

Johnson wrote in The Washington Post:

When a salmon-colored rash flared on my 3-year-old son’s tummy one afternoon in August, I shrugged it off. The next time I asked Evan to lift up his shirt to take a photo, it was gone. When he stopped sleeping through the night, I thought it was a dreadful new developmental phase. But then on a Saturday, he stopped walking and spiked a 104-degree fever. A nurse gave me clear directions: “Get in your car, and start driving to the ER.”


After days in the hospital, the doctors had ruled out a long list of infections, as well as scary conditions like leukemia. That left them circling around a rare type of childhood arthritis called systemic onset juvenile idiopathic arthritis, or sJIA, in which the innate immune system, the body’s first line of defense against pathogens, goes haywire. Young children are tormented by daily spiking fevers, a fleeting rash and arthritis. Some develop a life-threatening immune activation syndrome. Untreated, destructive joint damage can occur. We were in shock.

But the doctors mentioned a drug that they’d probably want to try — anakinra, a biologic drug that blocks a key prong of the immune system and quells inflammation. Like most rare disease drugs, anakinra (also known by the trade name Kineret) was obscure, but I’m a health and science reporter and I’d heard of it. In 2020, I interviewed a pediatric rheumatologist, Randy Cron at the University of Alabama at Birmingham, who wanted to test whether anakinra could help people with severe covid-19.

Now, he told me that anakinra and similar biologics had transformed treatment for kids with sJIA. “Remarkably effective and safe,” he’d replied after I emailed him about our situation. “There may be a window of opportunity early during treatment to get the best long-term benefit.”

Anakinra was clearly the favored route back to health for Evan. We were determined to take advantage of any early “window of opportunity.” Unfortunately for us, our insurance company, Aetna, disagreed. We began a health journey that many people encounter when dealing with rare diseases, health insurance and pricey drugs.


Anakinra is expensive — on average, private health plans pay about $4,000 a month for it — so we needed to get approval before it would be covered. In early September, Aetna denied the request, requiring an additional test. Our doctors ordered the test and appealed.


In October, after another emergency room visit, daily spiking fevers, $2,000 of bloodwork and a growing feeling of despair about whether our son would ever be able to walk or play normally again, I received a letter from Aetna. It was a decision to “uphold the denial” to cover the drug, and it came from a team led by a urologist, a medical specialty that would not typically treat sJIA.


Aetna required that Evan try 30 days on drugs such as naproxen or ibuprofen, or two weeks on a steroid first to see if those worked. This type of decision isn’t unusual — nearly all insurance companies use this process, called step therapy, and it’s meant to save health-care dollars.

The idea is a logical one — to “step” up from inexpensive therapies to more expensive ones. It’s a guard rail to prevent unnecessary spending on drugs that cost more but may not offer much more benefit.

The painful irony was that we already had tried those medicines. A few days on ibuprofen and we were back in the ER. It failed to control Evan’s miserable fevers or assuage his knee pain. Steroids, which Evan was still taking, were only sort of helping.


We carried him between his bed and the living room couch, the only two places he was comfortable. We hand-fed him bites of food in bed. We went back to using diapers. One day, I tried to encourage Evan to walk, but watched in horror as I saw his knees buckle underneath him in slow motion, nearly falling backward down a flight of stairs. My mom came to help out, but left our house in tears after a few minutes.

In the midst of our August to October limbo, Evan received his first doses of anakinra through a free program offered by the drugmaker — and his symptoms dissipated. One of his rheumatologists had described this almost magical effect. Before the drug was standard treatment, one of her patients suffered from fevers for a full year. They had abated within hours of the first dose.


Patients vs. insurance companies

This isn’t a unique story about American health care, a single high-priced drug or just one insurance company. It is a tale of routine aggravation, inconvenience, futility and fear, but fortunately, not tragedy. Our battle was hair-raising but typical.

What’s different is that I have more tools, more time and more knowledge about how the system works than the average health-care consumer.


Before I came to The Washington Post, I covered science in Boston — the epicenter of the biotech industry and its sometimes miraculous, almost always high-priced drugs. I had been welcomed into the homes of families on diagnostic odysseys for children with rare and sometimes life-threatening illnesses. At The Post, my first job focused on the affordability of health care to consumers, particularly the weird economics behind drug prices.

I was also knowledgeable, even sympathetic, to the rationale behind insurance company policies that cause immense frustration to people. I’ve interviewed insurance and drug company executives, but I also did billing for a pediatric neuropsychology practice part-time after college.
I felt like I had been preparing for a situation like this for years.

Trying everything

Biologic drugs such as anakinra are produced in bioreactors by living cells. They’re given by injection or IV infusion and are much more expensive to produce than the familiar yellow jar of pills that people pick up at the pharmacy. Prices vary, but the monthly costs typically have a comma in them.

Insurance companies often put obstacles in the way of access to high-priced drugs. There are sensible reasons for this. Doctors aren’t incentivized to pick the most cost-effective care. They are the targets of aggressive marketing by pharmaceutical companies pushing new, more expensive drugs. Yet older, cheaper ones may work just as well.

Like other insurers, Aetna says that its step therapy program had been “designed to ensure patient access to clinically appropriate, evidence-based care” and is updated as new evidence becomes available.
So when the company denied the drug right off the bat in September, upset and worried as we were, we were also not surprised.

The doctors appealed the decision. We crossed our fingers. Evan’s fevers came under control while he was on high doses of steroids, but he refused to walk, couldn’t sleep at night, demanded meals at 1 a.m. and never seemed comfortable. He spent most of his time in bed, moaning. And we waited.

These insurance barriers are so common that drug companies sometimes provide initial doses of a drug for free, to bridge the time before insurance begins to cover it. Which is why, as we awaited action on our appeal, we were able to get three weeks’ worth of free drugs from Sobi, the drugmaker. It was enough though to get our little boy out of bed and eating dinner at the table for the first time in weeks.

These free drug programs are not a form of selfless charity. They offer immediate access to patients but also give drug companies cover, insulating them against critiques of the prices of their medicines.
“Once they hook you, they are going to go to the insurer and get the real dollars,” Ezekiel J. Emanuel, an architect of the federal Affordable Care Act and a professor at the University of Pennsylvania, told me.

Put more simply: Health care is a battlefield. Patients often become cannon fodder.

I knew all this. I expected it. Still, when our appeal was denied in October, I felt like I had been punched.


Several specialists told me that a short trial of ibuprofen — not 30 days — could be tried, but in their experience didn’t work in most children with this disease. Steroids are not recommended as an initial solo therapy by guidelines and, if used, are cautioned to be limited “to the lowest effective dosage for the shortest duration possible.”


“Your son was sick, but some of these kids die,” said Cron, who co-wrote the 2021 American College of Rheumatology guidelines on how to treat sJIA. He has also served as a consultant to Sobi, receiving $6,400 in fees in 2021. “So if you waited to put him on anakinra, that would not go well.”


The sludge effect


After I received that denial in October, I set aside chunks of time each day to make phone calls — primarily to my insurer, but also to a care manager at Sobi’s patient support program, Evan’s rheumatologists and a specialty pharmacy in Massachusetts that had sent us the free drugs.


Why was I notified of the denial nine days after the decision? Why did a urologist, who had probably never seen a child with sJIA, have the last word on how my son should be treated? I wanted another option besides filling out a second appeal form and faxing it into the void. I was terrified about what would happen when we used up our last dose in a few days.
I kept detailed notes about the calls. Jordan, Alicia, Joseph, Alex, Alexis, Julie, April, etc., were polite but largely unhelpful. My son’s doctor suggested screaming and crying to get better results.


This tip — a serious suggestion — pushed me over the edge. I called other rheumatologists to find out if what we were going through was unusual. No. Other doctors echoed what our own had told us: requests typically got denied right off the bat, but were often approved after an appeal — or two.

Put more simply: Health care is a battlefield. Patients often become cannon fodder. I knew all this. I expected it. Still, when our appeal was denied in October, I felt like I had been punched.

The struggle varied, depending on the insurer and the specific drug that the child needed, but it seemed especially cruel in this case, because “there isn’t a clear alternative that has a reasonable chance of being effective,” said Grant Schulert, a pediatric rheumatologist at Cincinnati Children’s Hospital.


“It’s something we spend a huge amount of largely uncompensated time on, as providers. And for patients, it delays significantly the time it takes to access care,” he added.


There is a name for what I was going through, which is also an accurate description of how I felt: sludge. The administrative burden of people dealing with their insurance adds up to about $21.6 billion a year in lost productivity, half of it during work hours, according to a paper from Jeffrey Pfeffer at Stanford Graduate School of Business.


Pfeffer said that, like me, he got interested in the problem when he ran into insurance barriers and realized how many advantages it took to succeed. “I have fancy doctors who know how to play the system,” Pfeffer said. “If you don’t have those resources, if you’re a less-educated human being with a crappy job and maybe African American or Latino, your ability to access the system is much less.”


I tweeted about my frustration, without mentioning most of the details — and got an outpouring of empathy. My Twitter profile identifies me as a Washington Post reporter, but I shared the story because it felt like a universal problem with American health care. Someone offered to ship doses from their personal stockpile of a similar drug. People inside insurance companies messaged me, offering personal contact information for executives. A person with Type 1 diabetes told me that due to her activism online, she had been labeled a “media threat” and now had the phone number of a person inside her insurance company to help get prescriptions covered.

Receiving health care shouldn’t require special favors. I interacted with Aetna as an ordinary health-care consumer, and kept trying 800 numbers.


After nearly three weeks on the anakinra doses supplied by Sobi, Evan’s doctors confirmed what we knew. He was so much better. Bloodwork showed his out-of-whack immune response was headed back in the right direction. After weeks of refusing to stand or walk across a room, he ran down the hallway and smiled behind his mask. We’d gone hiking.
It was great news, but we had only one syringe of anakinra left in the fridge.
Because getting anakinra covered had proved so difficult, our medical team had decided to shift gears a week before we even knew about the final denial. They decided to try, in parallel, to see if insurance would approve a different biologic drug called canakinumab that worked in a similar way but cost about four times as much. The doctors had started with anakinra, a fast-acting, once-a-day injection, to see if Evan responded. They’d preferred, based on his case, to start with a short-term daily shot, instead of canakinumab, which is given once a month and offers less flexibility.
Shortly after we lost the battle for anakinra, we qualified for a free first dose of canakinumab from Novartis, the company that makes that drug. But with only one syringe left in the fridge, there would be a gap. These drugs can’t just be picked up at the local pharmacy. Our free dose would be shipped to us from a pharmacy in Massachusetts, then we’d need a nurse to come to our house to administer it.
Our doctors mulled various options. Could we go to the ER to get a shot? What about going back on high-dose steroids? That afternoon, I took out our last syringe, and began squirting bits of the medicine into other syringes. It was not a recommended practice, but a way to stretch the supply.
Three days later, our first free dose of the new drug arrived. A nurse came on a Sunday at 8 p.m. to give it to Evan. His illness stayed at bay.
This is, in many ways, a story of a success in saving health-care dollars. For two months, our health insurance avoided paying for expensive drugs. The canakinumab was ultimately covered.
In January, after an editor suggested I write about the experience, I asked Aetna for their perspective.
“In reviewing the situation for your son, our team could have explained all requirements for step therapy more clearly in the first letter to you. Our initial decision was upheld on appeal, based on the information we had available at the time,” Aetna spokesman Ethan Slavin said in a statement. “We are working to clarify our communications process on these types of matters.”


Aetna said the canakinumab was approved because it was subject to different rules. “Your health care provider submitted the request as a continuation of existing care,” Aetna said in a statement. Reading between the lines: Evan was doing well on another biologic drug when the doctors made the request for the new one. He now qualified for the treatment, no thanks to our health insurance.

As a journalist, I often found prior authorization a difficult story to sell to an editor. The process caused families stress and delayed needed treatment. It drove doctors and nurses absolutely crazy. But it is a clumsily applied Band-Aid on a legitimate problem: high-priced drugs.

And as with us, a Rube Goldberg-like workaround often materialized.
The people who simply give up may not have the time, resources or sense of entitlement to keep fighting — or tell their stories to reporters.
In our case, we patched together two free drug programs and split up doses. It was incredibly precarious, time-consuming and tense. Other families face longer, harder fights. We were lucky. It was still horrible.


We don’t know what the future holds. Evan might need the medication long-term. He might need to try other drugs, if it stops working. He may be able to wean off it. What we do know: We’ll need to be ready for the next battle.

My struggle to get essential health care covered taught me how isolating the experience can be. We would like to collect these stories.

Have you struggled to get insurance to pay for high-priced drugs? Tell The Post your story here: wapo.st/insurerstories.

Florida’s lakes, ponds, and rivers have been plagued by red tide and green algae, which grows faster because of fertilizer runoff from the grounds near the water. Many localities have banned the use of fertilizer near vulnerable water during the rainy season to protect water quality. The fertilizer encourages the growth of the slime in the water.

However, the legislature has passed a bill to stop these restrictions on fertilizer. The bill was based on research funded by the fertilizer industry. The legislative majority is destroying the environment, because the fertilizer industry can pay out more than environmental activists.

The Miami Herald reported:

Florida legislators are poised to block one of the most effective tools local governments say they have to protect water quality in their communities in the face of red tide and blue-green algae outbreaks by banning rainy season restrictions on fertilizer use.

A measure quietly tucked into a budget proposal over the weekend, would prohibit at least 117 local governments from “adopting or amending a fertilizer management ordinance” during the 2023-24 budget year, requiring them to rely on less restrictive regulations developed by the University of Florida, which are supported by the state’s phosphate industry, the producers of fertilizer.

Legislative leaders tentatively agreed to a $116 billion budget on Monday and, with no public debate or discussion, included the fertilizer language that emerged late Sunday.