Archives for category: Funding

Axios Dallas writes about a new phenomenon in the battle by religious extremists to take control of public schools. A conservative Christian wireless provider is funding the school board campaigns of like-minded religious zealots. It recently won control of four school boards.

It’s bizarre to think of businesses branding themselves by religion. The imagination runs wild: buy your gasoline at a Catholic service station or a Methodist one? Buy your coffee at a Baptist coffee shop or a Muslim one? Buy groceries at a fundamentalist grocery store? The possibilities are endless.

Given the reverence that the current Supreme Court has for religious expression, it would be unlikely to object to evangelical Christians imposing their views on others in public schools.

Patriot Mobile, a North Texas-based cell phone service reseller that markets itself as “America’s only Christian conservative wireless provider” was the driving financial force behind the election of 11 new school board members in four suburban North Texas districts.

Driving the news: Patriot Mobile helped elect the majority of members in Grapevine-Colleyville ISD, which recently passed a controversial new set of conservative policies dubbed “Don’t Say Trans.”

Why it matters: The policies, which include prohibitions on teachers discussing anything related to critical race theory or “gender fluidity,” are part of a major push from both Patriot Mobile’s political arm — Patriot Mobile Action — and the state GOP.

  • “Ultimately we want to expand to other counties, other states and be in every state across the nation,” Leigh Wambsganss, executive director of Patriot Mobile Action and vice president of government and media affairs at Patriot Mobile, told conservative talk show host Mark Davisearlier this summer.

The big picture: Former Trump adviser Steve Bannon has told conservatives that to “save the nation,” they need to target school boards, repeatedly spotlighting Patriot Mobile.

  • “The school boards are the key that picks the lock,” Bannon said during an interview with Patriot Mobile’s president, Glenn Story, at the Conservative Political Action Conference in Dallas earlier this month, according to NBC News.

Between the lines: School districts are the front line in the political battle for Texas. Democratic gubernatorial candidate Beto O’Rourke has rooted his campaign on school funding and safety, while Gov. Greg Abbott has made fears of conservative parents a cornerstone of his bid for re-election.

What happened: Earlier this year, Patriot Mobile Action hired two national GOP consulting firms — Vanguard Field Strategies and Axiom Strategies — to help target school board races in the suburbs of Tarrant County, the largest conservative county in the country.

  • The PAC spent more than $600,000 backing 11 school board candidates running in Southlake, Grapevine-Colleyville, Keller and Mansfield — all of whom won their races.
  • The group sent out thousands of political mailers warning that sitting school board members were endangering students with “woke” ideologies. One ad featured a photo of a child and the words, “They’re not after you, they’re after me.”

What we’re watching: Last week the Republican Party of Texas made a fundraising appeal praising GCISD’s new policies, saying the party is “working to bring this conservative policy” to every school district in the state.

Parents in Athens County, Ohio, are concerned that a planned new charter school will drain funding away from their local public schools. The proposed classical academy is relying on conservative Christian Hillsdale College to deliver its curriculum and set it up but insists it is not a Hillsdale charter, despite appearances.

A planned charter school with ties to evangelical Christian and politically conservative organizations could, if successful, divert approximately $2 million a year from area school districts starting in 2024.

Southeast Ohio Classical Academy, to be based in Athens County, has stirred controversy among local parents and educators who are concerned in part about the school’s:

  • Association with a private Christian college known for its political activism.
  • Ties to a “planted” evangelical church in Athens.
  • Curriculum based on “our Western civilization inheritance.”
  • Potential to siphon state funding away from public schools.

Those concerns have been aired on social media, including a spirited discussion in the Women of Athens Facebook group last month and the creation of an Athens Parents against SOCA Twitter page. Local law enforcement investigated one Facebook comment for “indirect threats” to SOCA board members, although the case was closed without charges.

The school’s founders say that SOCA has no religious affiliation, that its curriculum offers a “well-rounded education,” and that “school choice is a part of freedom.”

Public charter school, private Christian backing

Board member Kim Vandlen said she has long hoped to open a classical school, inspired by her own education at Hillsdale Academy in Michigan. The private, Christian K-12 school is operated by Hillsdale College, a private Christian college with longstanding ties to libertarian and conservative politics.

Tom Ultican is one of the very best chroniclers of the “Destroy Public Education” movement. He was thrilled to discover a new book that explains the origins of the attack on public schools and calls out its founding figures. Lily Geismar’s Left Behind is a book you should read and share. It helps explain how Democrats got on board with policies that conservative Republicans like Charles Koch, the Waltons, and Betsy DeVos loved. This bipartisan agreement that public schools needed to be reinvented and disrupted brought havoc to the schools, demoralized teachers, and glorified flawed standardized tests, making them the goal of schooling.

Ultican writes:

Lily Geismer has performed a great service to America. The Claremont McKenna College associate professor of history has documented the neoliberal takeover of the Democratic Party in the 1980’s and 1990’s. In her book, Left Behind: The Democrats Failed Attempt to Solve Inequalityshe demonstrates how Bill Clinton “ultimately did more to sell free-market thinking than even Friedman and his acolytes.” (Left Behind Page 13)

When in the 1970’s, Gary Hart, Bill Bradley, Michael Dukakis, Al Gore, Paul Tsongas, and Tim Wirth arrived on the scene in Washington DC they were dubbed “Watergate Babies.” By the 1980’s Tip O’Neill’s aid Chris Mathews labeled them “Atari Democrats” an illusion to the popular video game company because of their relentless hi-tech focus. Geismer reports.

“Journalist Charles Peters averred that ‘neoliberal’ was a better descriptor. Peters meant it not as a pejorative but as a positive. … Neoliberals, he observed, ‘still believe in liberty and justice and a fair chance for all, in mercy for the afflicted and help for the down and out,’ but ‘no longer automatically favor unions and big government.’” (Left Behind Pages 17-18) [Emphasis added]

Democrats in search of a “third way” formed the Democratic Leadership Council to formulate policies that moved them away from unions, “big government,” and traditional liberalism.

Historian Arthur Schlesinger labeled the DLC “a quasi-Reaganite formation” and accused them of “worshiping at the shrine of the free market.”

Union pollster Victor Fingerhut called them “crypto-Republicans.”

Douglas Wilder a black Virginia politician criticized their “demeaning appeal to Southern white males.”

Others called them the “conservative white caucus” or the “southern white boys’ caucus.”

Jesse Jackson said its members “didn’t march in the ‘60s and won’t stand up in the ‘80s.” (Left Behind Pages 46-47)

In 1989, From convinced Bill Clinton to become the chairman of the DLC. That same year the DLC founded the Progressive Policy Institute to be their think tank competing with the Heritage Foundation and the CATO Institute. Today, it still spreads the neoliberal gospel.

This is an important book that explains how the Democratic Party lost its way.

Filippa Mannerheim is a Swedish high school teacher and a critic of Sweden’s experiment in school privatization.

She writes.

Dear Sweden, let me tell you what a school is.

A school educates and dares and can demand effort. Sweden has forgotten what a school is. High school teacher Filippa Mannerheim gives a lesson to a country that has lost its grip.

Dear Sweden, since you seem to have completely lost your composure, here is a short, educational guide to help you along in your confused state.

Sweden, let me tell you what school is: A school is an academic place for knowledge and learning. A school is the nation’s most important educational institution with the aim of equipping the country’s young citizens with knowledge and abilities, so that they can develop into free and independent individuals, protect the country’s democratic foundations and with knowledge and skills contribute to the country’s continued prosperity – in times of peace as well as in troubled times .

A school is not a joint-stock company with profit as the main incentive. A school is a joint community building. A school has educated, subject-knowledgeable, qualified teachers with high status, good working conditions and great professional freedom. These teachers teach the country’s children in the country’s language.

A school has employed – not hired – resource staff: special teachers, school nurse, study and vocational guidance counselors, IT staff, janitors. A school does not have non-qualified persons behind the chair.

A school gives children who are falling behind extra support from trained special teachers. A school does not hand out digital tools or ineffective adaptations as substandard substitutes for extra support, just because it is cheaper.

A school has appropriate premises: adequately sized classrooms, an auditorium, a sports hall, a music hall, a home economics room with a kitchenette, crafts and lab rooms. A school has adequate equipment for theoretical and practical teaching, such as musical instruments, craft tools, laboratory equipment, teaching aids, working IT equipment and large amounts of fiction in class sets.

A school has a school library with trained librarians who keep an eye on the world, buy books, hold book talks and contribute with unique expertise in fiction and non-fiction, information search and source criticism. A school does not have a repository of some randomly selected books donated by parents and call this a “school library”. A school library is not “access to a public library”.

A school has a large school yard where children can jump rope, jump fence, play football, play marbles, play ghost ball, King and run around. A school yard is not a paved patch outside an apartment building.

A school is an architectural building – a proud landmark – adapted to a unique activity, namely teaching the country’s children. A school is not a bicycle cellar or an industrial premises where students get “theoretical skills” or a gym card at Sats, which is called “sports education” because it is cheaper.

A school is not a private playground for calculating corporate groups and corrupt ex-politicians who want to make a career in business. If you think so, you have seriously misunderstood what school is.

A school sells nothing because knowledge cannot be sold or bought. A school has a canteen that serves a well-planned lunch based on the Swedish Food Agency’s guidelines for a good and nutritious meal. A school does not send teenagers out to buy their daily lunch at a hamburger chain using a food stamp.

A school does not compete with other schools for school fees or easily taught students. A school has no incentive to set satisfaction ratings, as rating is a pressure-free exercise of authority – not a means of competition and a way to fish for new school customers.

A school educates and dares and can demand effort. A school is a community foundation, not a sandwich board for demanding parental customers. A school has an obvious consensus on what knowledge is and how it is taught using methods that rest on a scientific basis.

A school has teachers who conduct well-planned teaching, not teachers who send students home with work that parents are expected to help with in order for the school’s profit to be greater. A school has teachers who see themselves as academics and public servants, not marketers and influencers who hawk vacuum cleaners with the help of their students via Instagram accounts.

A school is an area where politicians strive for cooperation, long-termism, stability and the best interests of the citizens. A school is not allowed to become a bat in national political debates about cap issues or grades from year 4. The word “school” and “lobbyism” are never used in the same sense. A school system without a market is not a “communist government”.

We live in a country that has lost all understanding of what school is. We live in a country where the politicians have let go of the country’s own school system and are selling it off, piece by piece, to international companies.

We live in a country where students and parents get an image that school can be anything, however, anywhere and an image of themselves as school customers instead of parents and students. This is dangerous for the individual but even more dangerous for the nation at large.

Sweden, now you know what school is. What do you do with that knowledge?

By Filippa Mannerheim

Filippa Mannerheim is a high school teacher in Swedish and history, as well as a school debater. She attracted a lot of attention in the winter of 2020 with her open letter to Sweden’s Riksdag politicians on Expressen’s culture page, “Swedish school is a shame – you politicians have failed”.

The Brookings Institution reported on a big increase in federal funding for technical assistance for community schools along with the priorities for funding. Unlike charter schools, community schools operate under the supervision of public school boards; they are not operated or owned by private entrepreneurs; they seek to strengthen public educations, not compete with it or replace it. Unlike the federal Charter Schools Program, which provides $400 million + in start-up funds, the funding for community schools is for technical assistance, not basic costs. The CSP has been riddled by waste, fraud, and abuse, and many federally funded charters never open.

The U.S. Department of Education recently announced a notice inviting applications for the Full-Service Community Schools Program to provide high-quality academic, integrated health and social service, and engagement support for all students. The grant program continues to reflect steady increases in the federal appropriations process from an initial $5 million in fiscal year 2009, to $25 million in 2020, $30 million in 2021, $75 million in 2022, and a proposed substantial increase of $468 million in 2023. The exponential growth in investments signals a consistent interest and confidence in community school strategies as a powerful approach to whole-child educational transformation of schools and communities. Similarly, dedicated state funding opportunities in Maryland, New York, and Californiareflect a growing body of evidence from decades of implementation expertise about how community school strategies—when supported and sustained—can leverage the assets and voices of the full community to support student success.

The Community School Forward national task force welcomes this support of community schools as a strategy to increase youth and community voice, ensure rigorous community-connected instruction, extend learning opportunities and improve school climate, health, and mental health, and college and post-secondary student outcomes. The task force recognizes that while funding is necessary to continue to accelerate the growth of community schools, increasing it alone will not directly result in effective community school partnerships and strategies. High-quality technical assistance must be provided to practitioners. The task force project team developed a national needs assessment to gain a clearer picture of what type of community school technical assistance is needed across the country.

WHAT DOES COMMUNITY SCHOOL TECHNICAL ASSISTANCE ENTAIL?

The Children’s Aid National Center for Community Schools (NCCS) is a practice-based technical assistance provider that has supported the startup, scaling, and sustainability of community school initiatives across the country and internationally, NCCS has seen what happens with (and without) strong and consistent guidance and capacity building. We define technical assistance as the process of building the capacity of community school stakeholders to start, scale, and sustain transformational community schools. Informed by a comprehensive needs and assets assessment and guided by a plan jointly developed with the client, technical assistance includes organizing communities of action, facilitating connections, and providing the relevant tools and skills.

In early 2022, in anticipation of technical assistance needs of new and developing community school practitioners, NCCS—in partnership with the Brookings Institution, the Learning Policy Institute, and the Coalition for Community Schools—conducted an assessment of community school practitioners and experts to gauge emerging needs and best practices in implementing community schools and technical assistance. The findings of our inquiry provide important guidance for the Full-Service Community Schools program and other initiatives focused on expanding and deepening effective community school strategies. In our report, “Community Schools Forward: Technical assistance needs assessment,” we summarize the findings of a national study exploring community school technical assistance needs and assets and recommend that technical assistance providers prioritize:

  • Model clarity for all stakeholders – ensuring all stakeholders have the same conceptual understanding of community schools and their role within the model.
  • Structures and systems for community voices – developing mechanisms that invite democratic processes within a community school.
  • Structures and systems for collaborativeleadership – systems and processes that reinforce distributed leadership and collaborative decisionmaking.
  • Asset-based thinking – cultivating a perspective that focuses on the strengths of the students, families, and community.
  • Sustainability – navigating braided funding and “telling the story” to public and private funders in a way that accurately reflects the work; developing a model or network that is supported by the community and leadership, and not vulnerable to leadership changes.
  • Reimagining systems for equity – reviewing existing school processes and structures to determine if the current approach is meeting all student, family, and community needs. Changing those systems that are not meeting the needs of all stakeholders.
  • Data systems – developing systems for data collection and analysis that capture accurate data that is connected to identified outcomes and is aligned with a logic model.
  • Data culture and continuous improvement – creating a positive and collaborative environment where problems can be identified and solved using data and inquiry.

Additionally in our report, practitioners shared the most impactful strategies that community school decisionmakers and partners can prioritize as part of their developmental process.

Read the full report.

Michael Hiltzik is my favorite columnist in the Los Angeles Times. He recently wrote a wonderful column explaining patiently why canceling some or all college student debt would not be inflationary, as Republicans claim, but instead would be good for the economy.

He writes:

With a deadline looming in less than two weeks for President Biden to decide what to do about student debt, it shouldn’t be surprising that conservatives have been agitating with increasing intensity against relief for the borrowers.

Among their principal arguments recently is that debt relief would be inflationary.

The deficit hawks at the Committee for a Responsible Federal Budget, for example, fretted last week that forgiving even $10,000 in student debt per borrower would be so inflationary that it would destroy a decade’s worth of inflation reduction from Biden’s newly enacted Inflation Reduction Act.

Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation.

— Mike Konczal and Alí Bustamante, Roosevelt Institute

A bill filed by Republican members of Congress Elise Stefanik of New York, Patrick McHenry of North Carolina and Jason Smith of Missouri cites canceling student debt as among “harmful economic policies” by the Biden administration that have “exacerbated inflation and led to skyrocketing prices.”

I’ve written about the fatuous arguments against student debt relief before. The inflation angle is relatively new, however, presumably because inflation is top of mind for voters as we approach the midterm elections. It’s natural, in a way, for opponents of debt relief to bootstrap this kitchen table issue to their long record of opposition.

As it happens, however, they’re wrong. Canceling student debt, even at higher levels, won’t drive inflation. The critics are using faulty math to make their point.

“Student debt cancellation will increase the wealth of millions of Americans who need it the most and promote racial equity — all without increasing inflation,” according to Mike Konczal and Alí Bustamante of the Roosevelt Institute, who expertly refuted the CRFB’s analysis the day after it appeared.

Before getting into the economics of the issue, a few words of context.

Biden’s deadline actually applies to only a portion of student debt policy: the forbearance that has been granted borrowers since March 2020 in recognition of the burdens of the pandemic.

Since then, borrowers with federally backed loans (which is more than 90% of the indebtedness ) haven’t had to make payments, and interest hasn’t accrued on unpaid balances in that time.

Under current policy, the payment freeze will end on Aug. 31. Biden could extend it by executive order; the Washington consensus is that he will do so, perhaps to the end of this year so payments won’t have to resume prior to the election

The other aspect concerns cancelling student loans. For many of the 45 million borrowers currently owing a total of about $1.8 trillion today, this issue is far more consequential.

Biden pledged during his presidential campaign to forgive $10,000 per borrower. Progressives such as Sens. Elizabeth Warren (D-Mass.) and Bernie Sanders (I-Vt.) have advocated cancelling $50,000. Others support cancelling full balances for some middle- and low-income borrowers. That decision doesn’t have to be made immediately, though some Democratic advocates think the policy would be favored by Democratic voters in November.

Some traditional arguments against student debt relief can be easily dismissed. One is that forgiving debt today would be unfair to borrowers who shouldered the sacrifice of paying off their loans. As I wrote in the past, this is the argument from pure selfishness and a formula for permanent governmental paralysis.

The truth, of course, is that in a healthy society government policy moves ahead by taking note of existing inequities and striving to address them. Following the implications of the “I paid, why shouldn’t you” camp to their natural conclusion means that we wouldn’t have Social Security, Medicare or the Affordable Care Act today.

The unfairness argument also overlooks the generations of college students whose education was financed by taxpayers to a far greater extent than today. Tuition at the University of California, for example, was free to state residents from its founding in the 1860s until 1970.

UC tuition today is $13,104 per year for residents and $44,130 for nonresidents, and constitutes what the UC says is its “largest single source of core operating funds.” Should today’s tuition-burdened students demand back pay from those pre-1970 enrollees?

Another common argument is that debt cancellation would be regressive — that is, it would disproportionately benefit the rich. The heart of this argument is that wealthier households carry more debt than low-income households, so they would gain more from reducing their balances.

But that’s math-driven misconception. The truth is that the student debt burden falls much heavier on lower-income borrowers than the affluent.

Contrasting borrowers in the poorest 10% of income earners with those in the richest 10%, Laura Beamer and Eduard Nilaj of the Jain Family Institute showed that although “higher-income groups experience higher median debt burdens ($23,160 for the richest decile and $16,094 for the lowest-income decile), this difference is small compared to the difference in median incomes ($60,193 for the richest decile and $16,770 for the lowest-income decile).”

Even cancelling $10,000 in debt would be a greater boon for lower-income borrowers than the rich. Among borrowers with $20,000-$40,000 in income, 234,000 carry balances below $15,000, Beamer and Nilaj calculated. About 57% of borrowers in that income range have balances of less than $20,000, compared to 43% of those with income of $75,000 or more.

Nor is there any doubt that debt cancellation would have a strong impact on racial and ethnic economic inequality. About 75% of Black borrowers have current loan balances greater than the original loans, due mostly to difficulty in making repayments, compared to 50% of white borrowers.

Once repayments resume, the New York Federal Reserve Bank reported in April, “lower-income, less educated, non-white, female and middle-aged borrowers will struggle more in making minimum payments and in remaining current.”

That brings us back to the newest wrinkle in the anti-relief argument: That debt relief will be inflationary and add to the deficit.

The CRFB is perhaps the most ferocious deficit scold among conservative think tanks in Washington. It’s a full-spectrum fiscal critic. To its credit, it was critical of the GOP’s massive tax cut for the rich in 2017, but it has also pursued benefit cuts in Social Security and Medicare, a reflection of the long patronage of the late hedge fund billionaire Pete Peterson, who conducted a long campaign to shrink those programs.

The CRFB analysis of student debt relief asserts, “Simply extending the current repayment pause through the end of the year would cost $20 billion — equivalent to the total deficit reduction from the first six years of the IRA …. Cancelling $10,000 per person of student debt for households making below $300,000 a year would cost roughly $230 billion.”

Put these two options together, the group states, and “these policies would consume nearly 10 years of deficit reduction from the Inflation Reduction Act.” Its analysis further states that “debt cancellation would boost near-term inflation far more than the IRA will lower it. A $10,000 cancellation, according to the CRFB, could add .15 percentage points to the inflation rate “up front and create additional inflationary pressure over time.”

Konczal and Bustamante found some suspect math in this reasoning — specifically the comparison of apples to oranges by applying formal federal budget rules instead of real-world accounting.

Under the formal rules for credit programs, cancellation of debts must be treated as though the foregone interest and principal payments all occur immediately, in year one, when in fact they’re spread over the life of the loan. The Inflation Reduction Act, similarly, is treated as though all its inflation effect occurs in the first 10 years, when it’s also spread over two decades or more.

The CRFB’s analysis therefore overstates the impact of debt cancellation on the IRA’s inflation reduction. This flaw should be obvious. Spread over the decades-long terms of student loans, the foregone debt payments come to about $13 billion a year.

“It’s about allowing borrowers to keep $13 billion a year in income,” Bustamante told me. “That comes to about 0.08% of total personal consumption.” For an economy with about $16.5 trillion in annual personal spending, $13 billion is “insignificant when it comes to inflationary pressure.”

Nor is there any evidence that people would go out and spend that money, creating inflationary demand. The evidence from more than two years of debt forbearance thus far is that borrowers have used it to improve their household balance sheets, paying off high-rate credit card debt and saving the rest.

That’s not even to mention what has been driving inflation over the last year. It’s not demand-side personal consumption, but constraints such as supply-chain disruptions and restricted supplies of oil. Both factors have decreased in recent months, which is why the month-over-month inflation rate in July fell to 0.0%. (The Federal Reserve may be making the same mistake in its inflation-fighting campaign.)

The power of inflation as a scare word just now must explain the rhetoric employed by Stefanik, McHenry and Smith when they introduced their attack on debt relief in July.

Stefanik represents the sixth-poorest congressional district of New York’s 31, with a median income of $57,320. McHenry’s is the fifth-poorest in North Carolina, with a median income of $53,189. Smith’s is the poorest in Missouri and the 22nd-poorest of all the 435 districts represented by fully voting members.

That suggests that their own constituents would be in line for the most help from student loan forbearance and cancellation, including help dealing with prices at the pump and the supermarket. In this case as in many others, we must ask who these politicians are working for — certainly not the people who elected them.

Clearly, student debt relief will be a wealth-producing, economy-growing initiative. It won’t create unfairness, but redress economic injustice that has been building for decades. Biden’s proper course should be obvious.

Two prominent Pennsylvanians complain that the legislature dropped the ball again on charter reform.

Rob Gleason chaired the @PAGOP for 10 years prior to becoming Westmont Hilltop school board president. Democrat Eugene DePasquale was PA Auditor General for two terms. They get it.

They write:

As longtime public servants representing both major political parties and as concerned citizens who care about public education in the commonwealth, we are writing to express our great disappointment and frustration with the continued inaction by our state legislature despite broad-based, statewide, bipartisan support for charter school reform. The fact that more than 85% of locally elected school boards (434 of 500), in a state as diverse as ours, have passed formal resolutions calling for a substantive charter school law overhaul should send a clear message to policymakers — it is time for reform.

Nearly two dozen states have moved to restrict abortion or ban it altogether since the reversal of Roe v. Wade — meaning more people, especially those with low incomes and from marginalized communities, will be forced to carry unwanted pregnancies to term.

So are states prepared to pay for the infrastructure needed to support these parents and children? The data paints a grim picture for many families: Mothers and children in states with the toughest abortion restrictions tend to have less access to health care and financial assistance, as well as worse health outcomes.

Stuart Butler, a senior fellow in economic studies at the Brookings Institution, calls the end of Roe “a double whammy” for people who live in these states, which are mostly in the South.

“They are far less likely to have assistance for themselves and their children, and they are far less likely to have health care available to them when they are pregnant and for their children,” he tells Morning Edition. “And that means that there’s going to be not only more hardship, but greater health problems and maternal deaths and so on … unless there is a fundamental change in political behavior in those states.”

As NPR has reported, a large body of research shows that being denied an abortion limits peoples’ education, time in the workforce and wages, with the economic consequences extending well into the lives of their children. One groundbreaking project called The Turnaway Study spent a decade comparing the experiences of people who had abortions with those who wanted abortions but were denied them, and found that those who were denied treatment experienced worse economic and mental health outcomes than those who received care.

Dr. Diana Greene Foster, the demographer behind the study, told NPR in May that the findings show that pregnant people who are unable to get a safe, legal abortion and end up carrying the pregnancy to term will experience long-term physical and economic harm.

“We haven’t become a more generous country that supports low-income mothers,” she added. “And so those outcomes are still the outcomes that people will experience when they are denied a wanted abortion.”

Jennifer Hall Lee is a trustee of the public schools of the Pasadena Unified School District. She explains here why public schools are the foundation stone of democracy. All of us pay taxes for public schools even if we have no children; even if our children are no longer school-age; even if our children attend private or religious schools. Supporting public schools is a civic responsibility. Paying for other people’s private choices is not.

In the Superintendent’s Enrollment Committee for the Pasadena Unified School District, a group of us are reading and discussing a book entitled American Public Education and the Responsibility of its Citizens by Sarah Stitzlein.

The book is compelling because it explains why public schools are indispensable to our democracy and how we the people are part and parcel of its success.

I chose the book for the enrollment committee because we live in a time when the importance of public schools is being lost in the trends of privatizing education. Public schools have a dynamic history that seems to keep getting lost.

Why Public Schools

So why are public schools important? Here is my answer: Every child has a seat in a public school. It sounds simple but it is quite profound. No matter who the child is or from where they came, they belong here.

Public education has had its struggles in the United States to be sure. Now we fight the hyper capitalistic phenomenon of privatization (vouchers) in order to preserve the uniquely American institution of public education. At every turn, it seems there is a private company marketing to us to let us know that our child might be better off somewhere else besides a public school.

We live in a time when we are seeing ourselves as consumers rather than citizens.

It’s hard to wrap our heads around the complexity in the world today. The political theorist Benjamin Barber in 2017 suggested that we shift our thinking about the world from seeing nations and instead see our cities, where the majority of people live. It is in the cities, he said, “where we announce ourselves as citizens and participants as people with a right to write our own narratives.”

I understand his point as we are closest to the functions of government in our local communities. We are more apt to know who our city council members are and our librarians, our school board trustees, our mayors, and our county supervisors.

I would extend Barber’s idea to our public schools.

Personally, I think of myself as an Altadenan resident and a member of the PUSD.

For me, it’s easy to support and love my local school district. Simply standing in any one of our schools is a humbling experience because our schools have been through so much history — segregation, integration, and then, unfortunately, resegregation, and now privatization, low birth rates, and high housing costs.

Throughout it all, we succeed.

The PUSD is thought of as a leader throughout the state of California. Our ideas are followed by others in the state in terms of our graduate defense and our graduate profile. We have had many successes and here are just a few:

• We are competitive. In our community, we have the largest number of private schools per capita, yet we are competitive with private schools because of our teachers, principals, signature programs, curriculum, and our diverse student body. There are private school students who choose to come to our district.

• Our graduates attend Yale, Harvard, Vanderbilt, UCLA, Pasadena City College, Howard, Occidental, USC, UC Berkeley, Tulane, UC San Diego, Brown, UC Merced, and more.

• We have been entrusted with back-to-back federal magnet grants because we have shown success.

• We are successfully achieving socio-economic integration through open enrollment.

Public and Publics

When I say public school, I emphasize public.

Please open the link and read the rest of the article.

David Lapp, director of policy research for Research for Action in Philadelphia, recently wrote about the money wasted on Cybercharters in Pennsylvania. Apparently, the industry has a strong hold on the Pennsylvania legislature. There is no other reason that it continues to thrive.

During the worst of the pandemic, schools closed for reasons of safety and caution. Cybercharters boomed to fill the gap. But with physical schools open, the truth must be told about Cybercharters: they are a poor substitute for real schools.

Lapp writes:

When the COVID-19 pandemic forced schools into remote learning instruction many Pennsylvania policymakers expressed deep concerns. Many lamented the impact on mental health when students stopped receiving in-person learning and the important social skills that develops. Many were upset by the evidence of significant learning loss that accompanied the switch to virtual instruction.

The Pennsylvania General Assembly even enacted a new law allowing students to voluntarily repeat a grade to make up for lost educational opportunities.

This year policymakers should consider bringing that same energy to a similarly harmful and even more wasteful form of remote learning. One that’s been growing for more than two decades and reached a boiling point during the pandemic. I’m talking about the soaring enrollment growth and accompanying financial cost of Pennsylvania’s cyber-charter school expansion.

There’s solid research both nationally and in Pennsylvania that cyber-charter schools have an “overwhelmingly negative” impact on student learning. The learning loss students experience from virtual instruction in cyber-charter schools appears similar to the learning loss students experienced from virtual instruction during the pandemic.

For each year a student is enrolled in cyber-charter school they are also more likely to experience chronic absenteeism and less like to enroll in post-secondary education.

There’s also clear evidence that spending on cyber-charter school expansion comes at the expense of students receiving in-person learning in school districts and brick & mortar charter schools, where more effective instruction is provided. In fact school districts—which pay for cyber-charter tuition from their own school budgets—have indicated that charter tuition is now their top budget pressure.

It’s easy to understand why. Pennsylvania already had the highest cyber-charter school enrollment in the country and then enrollment grew by 22,618 additional students during the pandemic. Districts are now spending over $1 billion dollars a year on cyber-charter tuition, reflecting an increase of $335 million from before the pandemic. These surging expenses impacted the vast majority of school districts in the state.

Cyber-charter tuition likely represents the most inefficient spending in Pennsylvania school finance. For one, the cyber-charter system is redundant. Both before and since the pandemic, most school districts continue to offer their own virtual schools. Secondly, the tuition rates mandated under current PA law require districts to pay cyber-charters more than it actually costs to operate virtual schools. And finally, when students leave for cyber-charter schools, districts must of course still operate their own brick & mortar schools for remaining students, only now with fewer resources….

In Research for Action’s recent report, The Negative Fiscal Impact of Cyber Charter Enrollment Due to COVID-19, we estimated that the tuition increase in just one year of the pandemic, from the 2019-20 and 2020-21 school years, led to between $290 to $308 million of additional stranded costs borne by school districts. Nearly the entire amount of increases in school district total expenditures statewide in 2020-21 were accounted for by increases in school district tuition payments to charter schools, most of which were for cyber-charters specifically.

Meanwhile, this tuition spike has left cyber-charters in Pennsylvania flush with surplus resources. More than half of the additional funding cyber-charters received from districts in 2020-21 was not even used for student expenses. Rather, cyber- charters funneled over $170 million into their general fund balances that, unlike school districts, have no statutory limits.