Archives for category: For-Profit

Robert Rendo, a National Board Certified Teacher, has offered his talents as an illustrator to help all those fighting misguided reform. He writes:

Dear Diane,

I am a veteran teacher of 19 years, Nationally Board Certified, and teach a low income immigrant population. I am also an editorial illustrator with works in the New York Times, the Chicago Tribune, the Sacramento Bee, the Society of Illustrators, and the American photography/American illustration show. My work is a tool for advocacy, and I believe firmly in the power of the image to speak more than a thousand words against this horrendous reform movement in public educaiton.

I recently put out a blog, and anyone and everyone who is like minded is invited to use the images in a free license with my express permission to incorporate into their advocacy material, in any medium they wish. The blog is about the education reform and all the reasons why it’s a catastrophe.

This is a very different sort of blog; it’s almost all imagery and no words.

Illustrations from my blog have been featured on Stephen Krashen’s “Schools Matter”, “Susan Ohanian”, “Change the Stakes”, “Education Notes”, to name a few.

the blog is at:

http://thetruthoneducationreform.blogspot.com/?view=snapshot

It is my sincere hope that everyone who is pushing back against this nefarious coporate reform in educaiton use my free images as much as they’d like. This is no promotion or sales pitch. In trying to be pro-active, I want to empower my fellow colleagues in what promises to be a difficult and complicated fight to preserve education as a public trust.

This is not just a fight for the equitable educaiton of all children; it’s a fight for democracy.

Thank you for all the work you do, Diane. I hope you know how valued you and your work are by parents and educators alike throughout the country.

Sincerely,
Robert Rendo

PS from Diane: I added capital letters, since Robert expressed his wish for them.

A reader writes in response to a post last night about Diana Senechal’s article on Big Ideas in education. I added that many of the Big Ideas today are driven by the profit motive, and Diana wrote to say that she did not make that point. I did. This reader shares his or her experience with the way profit changes education:

“Yes, your article did not emphasize how the profit motive has skewed what is valued in education today. I value Liberal Arts, but I’m glad Diane mentioned this, because it really needs to be stated and underscored, over and over again, since it’s not just Liberal Arts that are under-valued by today’s profit-driven “reformers”; teachers are not valued either.

“Teachers have no idea how bad it can get for them when profit drives education. Look to higher ed to see what’s been happening to teachers there:

“After teaching for decades (5 years at my current school), this week, I was given a contract indicating that, starting next month, I will be paid $200 per 16 week course. Yes, I am to be paid $12.50 per week. My contract also indicated that I will not be receiving this insulting, unlivable pay until the semester ends, after 4 months. This is a school that just went from being a non-profit to being a for-profit. No faculty members qualify for minimum wage or unemployment compensation either, because 100% of us were hired on a semester basis, so we’re not even really considered employees and we have no benefits or protections whatsoever.

“Profiteers have all kinds of “big ideas” up their sleeves which are intended to serve only their own benefit, and as long as the government allows it, they will continue to exploit whomever they can. So don’t think that being asked to teach for 16 weeks at the pay rate of $12.50 per week could never happen to you, because it just happened to hundreds of teachers at my school.”

Dennis Sparks has written a powerful post about the narrative of failure and decline that is now being cynically employed to privatize public education. Many of those now telling this story stand to benefit by taking over schools, firing teachers, and replacing them with computers, or selling the computers and software that replace the teachers. Or selling the tests that prove that no one knows anything and then sells the test prep materials to do better next time, and then sells the test security to make sure no one is cheating on the tests.

This article, published in The Times Educational Supplement (London), is an in-depth explanation of how the Global Educational Reform Movement (GERM) took shape and became powerful. Here you will meet Sir Michael Barber, who coined the idea of “deliverology,” and learn about his rapid ascent from trade union activist to Tony Blair advisor to McKinsey guru to Pearson strategist.

You will learn about the fierce struggle among advanced nations to have the highest test scores and be #1 on PISA and TIMSS.

You will watch as an ideology of struggle and compete takes over the minds of educators responsible for the care and nurturing of children.

It is an instructive and scary article.

This article is a Christmas gift from me to you.

Leon Wieseltier of The New Republic has written one of the most eloquent explanations of why we need teachers, schools, and universities.

At a time when we hear hosannas to online learning, home-schooling, inexperienced teachers, the business model of schooling, for-profit schools, and the commodification of education, this is bracing reading.

Here is the way that Wieseltier’s wonderful article ends:

“THE PRESIDENT IS RIGHT that we should “out-educate” other countries, but he is wrong that we should do so only, or mainly, to “out-compete.” Surely the primary objectives of education are the formation of the self and the formation of the citizen. A political order based on the expression of opinion imposes an intellectual obligation upon the individual, who cannot acquit himself of his democratic duty without an ability to reason, a familiarity with argument, a historical memory. An ignorant citizen is a traitor to an open society. The demagoguery of the media, which is covertly structural when it is not overtly ideological, demands a countervailing force of knowledgeable reflection. (There are certainly too many unemployed young people in America, but not because they have read too many books.) And the schooling of inwardness matters even more in the lives of parents and children, husbands and wives, friends and lovers, where meanings are often ambiguous and interpretations determine fates. The equation of virtue with wealth, of enlightenment with success, is no less repulsive in a t-shirt than in a suit. How much about human existence can be inferred from a start-up? Shakespeare or Undrip: I should have thought that the choice was easy. Entrepreneurship is not a full human education, and living is never just succeeding, and the humanities are always pertinent. In pain or in sorrow, who needs a quant? There are enormities of experience, horrors, crimes, disasters, tragedies, which revive the appetite for wisdom, and for the old sources, however imprecise, of wisdom—a massacre of schoolchildren, for example.”

A parent in Austin sent the following account of events there, along with a link to the newspaper story.

 Dear Diane,

I thought you might be interested in the vote of Austin ISD last night – not to renew the IDEA contract.  It was standing room only – many of the students you met at Eastside Memorial made incredibly impassioned pleas for the Board to “give our school back to the community”.  Here’s a short article someone sent to me late last night.  The info is correct.

Here’s the link to the Statesman story today:  http://www.statesman.com/news/news/residents-pack-austin-school-board-meeting-for-ide/nTYtz/

Note of interest:  the new Board members were very heroic in my estimation.  They include a civil rights attorney (who has a 4 month old baby and a child in  elementary school), a Catholic priest, and a 27-year veteran retired teacher.  Interesting group. 

Patti 

 

New Austin ISD Board Turns Back Charter School Wave

 

The Austin ISD school board tonight sounded a clarion call that public school districts need not be overrun by the by attempts from large-scale funders to dictate public education policy in the United States, voting not to renew the district’s contract with IDEA charter schools. 

IDEA had opened its first school in Austin this past August, in partnership with the school district, by emptying out an elementary school that had been passing state assessments–a move that was opposed by a majority of the parents in the neighborhood the school was intended to serve. Parents responded by enrolling their children in other public schools – only 28% of enrollment was from the target area.

 

The Austin American Statesman commented on the process used to rush the IDEA proposal to the Board for a vote, “In its short history, the charter school has generated much controversy, triggered by trustees’ rush to make a deal – even voting while they amended the IDEA contract from the dais.  Let by Superintendent Maria Carstarphen, six trustees pushed through the IDEA deal a year ago over the protests of many East Austin parents, teachers, students, and community leaders, including two former mayors who also were former trustees.”

Just last week, IDEA schools were awarded $29 million in Race to the Top funds, but that didn’t have nearly the impact on board members as the fact that the Austin IDEA school opened with a curriculum that did not include art and music, which are offered in every other Austin ISD School, as well as an empty library after IDEA chose not to have books for its K-6 school (in its first year with just grades K-2 and 6 because those grades are not subject to state accountability ratings).  New Board members asked why students in this low income area shouldn’t have the same opportunities as students in every other Austin school.  Other Board member were very concerned that IDEA graduates from schools it operates in the Rio Grande Valley of Texas received the worst grades of any high school in the county during their first year at Texas public colleges and universities, according to the latest data from the Texas Higher Education Coordinating Board.

The Austin school board made the decision in the culminating meeting of the first month in office for four new members elected in November. In their campaigns, three of the four new members had focused on the fact that the superintendent did not achieve community buy-in for the IDEA charter and other changes that were generated at the top–most in compliance with school management models sponsored by the Gates, Broad, and Arne Duncan’s US Department of Education. While IDEA CEO Tom Torkelson said that “I would hate to see the board go down as the most knee-jerk reactionary board in the nation”, board members talked about the need to look to the community and award-winning Austin educators to make sure its schools work, citing a number of examples of high performing AISD schools and programs in Austin schools with similar populations.  

Ironically, the Austin Board approved creation of a new in-district charter school on the same night it voted not to renew the IDEA contract.  A group organized by Austin InterFaith and Education Austin spent over two years working with parents, students, and teachers to transform an Austin school into an in-district charter that will benefit from flexible district and state requirements.  Over 80% of parents and teachers signed on, and it was approved by the Board with no dissension from the community.

 

John Thompson wonders if I overstate my concern about the current direction of the education reform movement.

He is not convinced that the end game is privatization.

Perhaps I sat through too many closed-door meetings of conservative think tanks to think otherwise.

As I read and listen to the leading lights of the movement (Jeb Bush; Tony Bennett; ALEC; DFER; Stand for Children; Michelle Rhee), I hear no liking for the public schools. I hear promises of the golden age to come when public schools have been replaced by charters and vouchers and virtual schools, when teachers have no unions or tenure or job protections whatever, when teachers need no more than a few weeks of training to be considered “highly qualified,” when schools are regularly closed if their test scores don’t improve, and teachers fired if their students’ scores don’t improve.

I see the P-word at work (privatization); I see the education profession turned into jobs for temps and short-timers.

I think it is time to stop practices that we know are harmful to children and to their education, like high-stakes testing.

Maybe I am wrong. It wouldn’t be the first time.

I try to follow the evidence.

John, where do you think this is heading?

Our policymakers have lost sight of what schools do.

They have forgotten what teachers do.

They don’t remember what children need.

Peg Robertson does

Tell them..

Tony Bennett, the defeated state superintendent from Indiana, has landed the job as state commissioner in Florida.

Bennett is the hero to the rightwing “reform” sector, a champion of privatization, vouchers, charters, online for-profit schools, and the Common Core. His last action in Indiana was to lower standards for new trackers and principals, so that no preparation was needed to become a teacher and anyone could become a principal with only two years of experience as a teacher, even in higher education.

Jeb Bush is mad for Bennett, who serves as head of Bush’s Chiefs for Change.

Pennsylvania has 16 online charter schools for K-12. They all get terrible results. Some are for profit, some are nonprofit. The state auditor issued a scathing report earlier this year finding that they overcharge the state by many millions of dollars.

Rhonda Brownstein of the Education Law Center urges the state education board to reject all of the applications. The state has proven that it can’t monitor those it already has.

She writes:

“The Pennsylvania Department of Education is considering eight new cyber charter school applications, including four that would target Philadelphia-area students. It should not approve a single one.

“The academic performance of the more than 32,000 students in the state’s 16 existing cyber charter schools – the most in any state – raises serious questions about these primarily online schools, and it should give the Education Department great pause.

“Moreover, state laws governing cyber charters require the department to review the schools every year, and to close them if they aren’t meeting state standards. The department is in danger of violating the law if it continues to ignore the glaring problems of the existing cyber charters. Adding eight more cyber charters would further jeopardize its ability to uphold the law.”