Archives for category: Funding

David Dayen writes a daily update on the pandemic crisis for the American Prospect. It is called “Unsanitized.” I highly recommend it.

In this post, he recounts the GOP’s lack of interest in helping anyone but their funders.

How about going to the voters with a promise to help the 1%, not them? Or just distract them by prattling about law and order and Antifa?

To read the links, open the post.

First Response

The second-to-last jobs report before the election would sound really great if you were airlifted in from the International Space Station after a year of isolation. The economy added 1.37 million jobs and dropped the topline unemployment rate to 8.4 percent. This is down from 1.7 million added in July, and remains 11.5 million jobs under the number in February, a 7.5 percent loss since the beginning of the pandemic. Permanent job loss is actually falling more quickly than it did during the Great Recession, at 3.4 million. In all 19 million workers are either unemployed or have lost their jobs, based on this report. And it includes 237,000 Census hires, who will lose their jobs shortly.

The report is indicative of a country where the rich have completely cleaved themselves off from the rest of society. As Tim Noah writes, the prediction that we were living in a plutonomy, a nation of, by, and for the 1 percent, has now come to pass. You can have an economy without caring about the welfare of an exceedingly large section of the population, if you just shut your eyes. Food bank participation and the stock market are nearing record highs, simultaneously. Threat of eviction and rental debt has never been this elevated, and neither have bank profits from investments and trading. You either have it or you don’t.

So expecting a bunch of haves in the Senate Republican caucus to figure out how to prevent disaster for the have-nots might be a foolish enterprise. Senate Republicans can enable a Federal Reserve bailout (“The Fed created a bubble where life could go on—not unlike the NBA bubble,” is one great quote from that above-linked Wall Street Journal piece), but helping invisible people they never come into contact with in a typical day? Come on, they’re not miracle workers!
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So it’s not surprising, then, that Senate Republicans can’t decide on what to do, or whether to do anything, about the continuing economic crisis. Mitch McConnell first announced a $1 trillion legislative effort, mostly as a coat rack for his scheme to give a liability release to corporations, hospitals, and schools for wrongful infections or deaths from COVID-19. That split the caucus almost in half.

McConnell has come back with something about half the size. There’s a $300 a week federal unemployment enhancement, down from the $600/week that expired in July. There’s a round of small business Paycheck Protection Program funding. There’s the $105 billion for schools, and there’s the conversion of an existing $10 billion line of credit for the Postal Service into a grant. (That’s only in there to make this bill line up with the measure House Democrats passed that was only about the Postal Service. It’s an attempt to limit the negotiation.) And of course, there’s that liability release.

Of course Chuck Schumer is outraged by the Senate GOP’s offer getting smaller, not bigger, as time goes on. And the lack of funding for state and local government (Los Angeles just announced the furlough of 15,000 city jobs), stimulus checks, rental assistance, and food assistance—those things the “other” Americans need—makes this wholly inadequate.

What McConnell wants to do is find something his entire caucus can agree on, or at least the majority of the Senate (so 50 of his 53 members), to make that the right pole in the negotiation. But that has now been threatened. Some Republicans are seeing this desire to find common ground as an opportunity to layer on unrelated ideological demands.

Sen. Ted Cruz (R-TX) is pushing to add a $5 billion provision for private school vouchers to the relief bill. Few actually want this as part of the overall package, rightly reasoning that it has nothing to do with coronavirus relief. But you just need a handful of splitters—four to be exact—to derail the entire enterprise. The bill is supposed to get a vote next week, when the Senate returns to session.

One of the objections is that Cruz’ tax credit shouldn’t get in while others get out. You can imagine the mollifying of Senators playing out with the entry of other tax credits to get their grudging agreement, turning the relief bill into a tax bill with a little relief.

In the end we’re likely not to see any coronavirus bill at all. It’s already September, and at the end of the month government spending runs out. Speaker Pelosi and Treasury Secretary Mnuchin have reportedly agreed on a stopgap that avoids a government shutdown, regardless of the impasse over stimulus. That stopgap is probably the last chance before the election for any additional measures. But House Democrats want a “clean” continuing resolution, which means that it won’t be used to pursue other stimulus efforts.

Again, in a plutonomy, you can’t expect plutocrat-owned lawmakers (or plutocrats themselves) to see past their noses to the non-people in the streets. The stock market took a tumble yesterday, but it would take plenty more for official Washington to notice the pain

Secretary of Education DeVos issued a rule requiring states to share coronavirus relief funds with private schools, irrespective of need or low-income status.

News from the NAACP, the Education Law Center, and the Southern Poverty Law Center:

FOR IMMEDIATE RELEASE
September 4, 2020
Contacts: Ashley Levett, (334) 296-0084 / ashley.levett@splcenter.org
Sharon Krengel, (973) 624-1815, x24 / skrengel@edlawcenter.org

Parents, Districts, and NAACP Win Major Victory as Federal Court Blocks

Illegal DeVos Rule Nationwide

WASHINGTON D C – Late this afternoon the U S District Court for the District of Columbia
Judge Friedrich wrote: “Congress expressed a clear and unambiguous preference for apportioning funding to private schools based on the number of children from low-income families…” The court continued: “Contrary to the Department’s interim final rule, that cannot mean the opposite of what it says.”….The court ruled in favor of the plaintiffs in NAACP v. DeVos, striking down a rule that imposes unlawful conditions on federal emergency aid for public schools. Judge Dabney L. Friedrich ruled that Secretary of Education Betsy DeVos and the U.S. Department of Education violated the clear language of the Coronavirus Aid, Relief and Economic Security (CARES) Act in issuing a regulation that would illegally divert desperately needed funds away from public school students for the benefit of private schools.

“This decision sends a clear signal that Secretary DeVos cannot use illegal means to advance her agenda of funneling scarce public resources to private education, to the detriment of our highest need students in public schools across the country,” said Tamerlin Godley, a partner at Munger, Tolles & Olson LLP, who argued the plaintiffs’ motion for partial summary judgment. “We are particularly grateful that the court issued this decision quickly so that public school districts do not lose any more time in meeting the urgent needs of their students during this pandemic.”

The plaintiffs are the NAACP, public school parents and districts across the country. The plaintiff families have children enrolled in public schools in states including Maryland, North Carolina Georgia Arizona Florida Tennessee Nevada Mississippi and Alabama as well as,,,,,, , Washington, D.C. The plaintiffs also include Broward County Public Schools, FL; DeKalb County School District, GA; Denver County School District, CO; Pasadena Unified School District, CA; and Stamford Public Schools, CT.

The plaintiffs are represented by the law firm Munger Tolles & Olson LLP as well as the
Education Law Center and the Southern Poverty Law Center. These organizations collaborate on
Public Funds Public Schools (PFPS), a national campaign to ensure that public funds for education are used to maintain, support, and strengthen public schools.

The rule invalidated today required districts to either divert more funding for “equitable services” to private school students than the law allows or face onerous restrictions on the use of those funds in their public schools. It would have drastically diminished the desperately needed resources available to support public school children during the COVID-19 pandemic, with a particularly harmful effect on historically underserved student populations, including students of color and low-income students.

The court’s ruling grants a nationwide vacatur of the rule, bringing much-needed certainty to public schools across the country that they will have the full amount of CARES Act funds to which they are entitled.

More information about NAACP v. DeVos is available here. #

The state auditor in Arizona made a weird decision. She decided that the charter schools that applied for and received $100 million in federal funds from the Paycheck Protection Program didn’t really take federal funds at all.

What?

Craig Harris of the Arizona Republic writes:

Arizona charter schools that received up to $100 million in federal Paycheck Protection Program forgivable loans can keep the money and not have any of their state funding cut, the Arizona Auditor General’s Office has determined.

At issue is a rarely enforced state charter school law that prohibits taxpayers from paying “twice to educate the same pupils.”

The law requires a school that has been twice compensated to have their base-level funding reduced by an equal amount if additional federal or state monies received by the school were “intended for the basic maintenance and operations of the school.”

But Auditor General Lindsey Perry concluded the state law “does not apply to loan proceeds charter schools” obtained through the federal PPP program.

Her office ruled the loans — despite being 100% forgivable with minimal justification to show that the money was needed — were not “monies received from a federal or state agency” as described in state law.

The IDEA charter chain hopes to double its enrollment in Texas. This is the free-spending chain that planned to lease a private jet for $2 million a year but backed off after bad publicity; that flies its executives and their families in first-class; that bought premium box seats for professional basketball games; that pays its executives exorbitant salaries; that has received more than $200 million in federal funding from Betsy DeVos.

If the expansion plan goes forward, the IDEA enrollment will grow from 50,000 to nearly 100,000; its annual budget will grow from half a billion to one billion. This is larger than the budget of the University of Texas at Austin. Just in the past five years, IDEA’s budget has tripled.

One state representative called for an audit, but was careful to praise the organization that is gobbling up public dollars and sucking the life out of community public schools.

STATE REPRESENTATIVE TERRY CANALES CALLS FOR COMPREHENSIVE STATE AUDIT OF IDEA PUBLIC SCHOOLS

For Immediate Release
August 18, 2020
Contact: Curtis Smith
(512) 463-0426 office

AUSTIN, TX – In a letter addressed to Commissioner Mike Morath of the Texas Education Agency (TEA) and Texas First Assistant State Auditor Lisa Collier, State Representative Terry Canales calls for a comprehensive and multi-agency audit of the IDEA Public Schools (IDEA) after recent disclosures of lavish expenditures for its executives. These disclosures included leasing of a private jet solely for the use of top IDEA officials and their families, chauffeured limousines, advertisements during the Super Bowl and World Series, travel expenses of over $14 million, and many more similar expenditures.

IDEA receives approximately half a billion dollars a year from the State of Texas to educate students. It has plans to almost double its enrollment to 97,000 students and add 27 new campuses by the end of 2021. If approved, state funding could double to approximately $1 billion annually. Additional state oversight is needed to ensure that state dollars are spent for their intended purpose and to prevent questionable use of state funds in the future.

“As public servants, the State has an obligation to ensure that taxpayer dollars are used for their intended purposes, and the recent disclosures of the expenditures at IDEA are alarming—to say the least,” said Rep. Canales. “Texas must ensure that our tax dollars are not being used for purchases like private jets and Super Bowl advertisements. I believe IDEA’s recent actions have raised clear and pressing concerns surrounding IDEA’s financial decisions. Other contracts, state agencies, and even universities that receive far fewer state dollars than IDEA receive more state oversight. So, given IDEA’s questionable expenditures, a financial audit of IDEA only makes sense,” continued Canales. “Let me be clear, I do not believe any of our neighborhood schools are at issue here. I salute the hardworking teachers and students of IDEA, and I wholeheartedly support the work that they are doing. I believe this issue is solely at the executive level of the school district.” said Rep. Canales.

A state audit conducted jointly by the Office of the State Auditor and TEA may ensure that public funds are used efficiently for their intended purpose and may improve public trust. An audit also may reveal the need for possible legislative changes to increase oversight and reduce risk to the State of Texas. For more information, contact the Office of State Representative Terry Canales.

Rep. Terry Canales, D-Edinburg, is the Chairman of the House Committee on Transportation and a member of the Sunset Advisory Commission. Rep. Canales represents House District 40 in Hidalgo County, which includes portions or all of Edinburg, Elsa, Faysville, La Blanca, Linn, Lópezville, McAllen, Pharr and Weslaco. He may be reached at his House District Office in Edinburg at (956) 383-0860 or at the Capitol at (512) 463-0426.

Is Commissioner Mike Morath in IDEA’s pocket? Stay tuned.

In this article in the New York Daily News, constitutional lawyer Derek Black explains how Betsy DeVos used her authority as Secretary of Educatiin to send federal dollars intended for public schools to elite private schools and religious schools. Black’s new book, “School House Burning,” is an outstanding read.

He writes:

Betsy DeVos’ agenda to expand private education has floundered for three years. In 2017, public schools’ financial hole was too deep for either party in Congress to consider digging it deeper. But since March of this year, amidst a pandemic that has killed more than 170,000 Americans, cratered the economy and underlined the importance of public education, the U.S. secretary of education has made more headway than in the last three years combined.

Naively, Congress assumed that DeVos would put coronavirus response ahead of her ideological agenda. They were wrong, and now she is on the verge of turning the education policy world upside down.

In its first year, the administration proposed cutting and eliminating several public education programs and redirecting the money to school choice, including private schools. On top of that, it wanted a new tax credit program to fund private school tuition. Neither party took the proposal seriously. As Republican Sen. Roy Blunt remarked, “This is a difficult budget request to defend.” The story repeated itself each year since.

But in the rush to respond to COVID, DeVos saw an opening to exploit, and Congress gave her an unintentional assist. On its face, the CARES Act was all about the crisis. It doled out the biggest chunk of education money to public schools based on poverty. It put aside a smaller chunk for DeVos and states to spend on the evolving needs of distance learning and places hit the hardest by COVID.

Within days, DeVos was talking about spending her funds on “microgrants” that would operate like vouchers to fund private school tuition and services. Even if it flew in the face of congressional intent, the discretionary nature of the funds made it hard for anyone to stop her.

Next, DeVos threw 50 years of rules regarding how to allocate federal education dollars out the window. Normally, public schools share their federal poverty aid with private schools based on the number of low-income students that private schools enroll. The CARES Act said those same rules apply to COVID funds, but DeVos told public schools to share the money based on private schools’ total enrollment instead, which is overwhelmingly comprised of middle and upper-income students. And rather than back down in the face of overwhelming opposition, she doubled down, transforming her initial policy guidance into an actual federal rule.

For many school districts, that meant spending four, five and six times as much on private school students than ever before.

Unsurprisingly, states and individuals sued and a federal court blocked the rule last week.
As positive COVID cases continued to rise in July, DeVos then created the predicate to move even larger sums of money to private schools.

She demanded that public schools reopen fully and threatened to terminate their federal funding if they did not. While she lacked the authority to carry out the threat, she did begin shifting the narrative. The problem wasn’t COVID; the problem was public schools. And if they couldn’t do their job, private schools purportedly could.

A week after DeVos’ demand, friendly governors started following her lead. The CARES Act had given governors their own discretionary funds to respond to COVID. Like DeVos, they turned it into a slush fund to carry out the pre-existing agenda for private school vouchers. South Carolina’s governor announced that nearly three-quarters of his funds would go to vouchers.

The narrative shift was so effective that the Senate is reversing itself. The first version of its new COVID bill would condition two-thirds of public schools’ money on them physically reopening. A newer version also diverts 10% of the aid to private schools. Lamar Alexander, the chair of the Senate’s education committee, is also pushing a $5 billion tax credit bill similar to the one that DeVos proposed in her first year.

On the pretext of responding to a crisis, Betsy DeVos is trying to transform public education. If she gets what she wants, the effects will remain long after she’s gone — on American families and the nation itself.

Black is author of “Schoolhouse Burning: Public Education and the Assault on American Democracy.”

Congress passed the CARES Act and included over $13 billion to public schools. DeVos issued a rule requiring that public schools share that money with private schools. Meanwhile, another $660 BILLION in the CARES Act was allotted to the Paycheck Protection Plan to protect small businesses and nonprofit organizations from going bankrupt; public schools were not allowed to apply for PPP, but charter schools and private schools were and did.

Public schools sued to prevent DeVos from compelling them to share their money with private schools (which already enjoyed the bounty of PPP).

Her rule has now been knocked out by two different federal judges. Jan Resseger writes here about the efforts to demand fair play for public schools, which enroll 85-90% of the nation’s students.

While the Republican Party announced the themes of the Republican Convention—“Monday is ‘Land of Promise,’ Tuesday is ‘Land of Opportunity,’ Wednesday is ‘Land of Heroes’ and Thursday is ‘Land of Greatness.'”—the Convention instead dramatized a very old theme: the difference between appearance and reality. Producers, including people from The Apprentice, put together a spectacular show draped in flags. Their purpose: to distract, distort, and dissemble.

The Convention hardly touched on education policy. But last night in his acceptance speech, the President claimed he will “expand charter schools and provide school choice for every family in America.” Donald Trump Jr. and Sen. Tim Scott, (R-SC) also extolled school choice as the future of education, even as, ironically, President Trump himself and Secretary of Education Betsy DeVos are demanding that the nation’s 90,000 public schools reopen as the only path to getting America’s parents back to work. Trump and DeVos certainly haven’t been counting on their favorite patchwork of charter schools and private schools to accomplish their systemic goal. The convention’s primary education speaker, Rebecca Friedrichs, the lead plaintiff in an anti-teachers union case called Friedrichs v. California Teachers Association, not surprisingly, attacked teachers unions. Although she claimed that the unions “are subverting our republic, so they undermine educational excellence, morality, law and order,” you will remember that instead a wave of #Red4Ed strikes during 2018-2019 pushed states like West Virginia and Oklahoma to increase school funding at least a little bit and forced Los Angeles, Oakland, and Chicago to address unreasonable conditions including class sizes of 40 students and a dearth of school counselors in public schools serving concentrations of our nation’s poorest students.

While the Republicans held their convention, Betsy DeVos herself wasn’t having such a good week. She was left off the Convention agenda, and on Tuesday, the Savannah Morning News reported that she visited a reopened public school in Forsyth County, Georgia, where she made a speech: “I think it’s been good that schools are committed to reopening… I know there have been a couple of schools that have had more incidences of students with the virus. The CDC has been very helpful in providing a lot of information and recommendations for how to go about going back to school., and we highly suggest referencing them.” The newspaper countered DeVos’s comment with an analysis by Georgia State University public health professor, Dr. Harry J. Heiman: “According to the White House Coronavirus Taskforce, we are the second worst state in the country for coronavirus transmission… To suggest that not having a mask mandate is a responsible approach, especially for older students, reflects Secretary DeVos’ lack of understanding about both CDC guidelines and the measures necessary to ensure the health and safety of students, teachers, and staff.”

And on Monday, a Florida judge blocked a requirement announced on July 6 by Florida Education Commissioner Richard Corcoran that public schools reopen five days a week for any families who do not opt for virtual learning. The Washington Post’s Valerie Strauss reports that Corcoran threatened any districts refusing to reopen with a loss of state funding. Trump and DeVos’s pressure on governors like Florida’s Ron DeSantis, has in this case created confusion just as schools are trying to manage the complexities of educating children in the midst of an uncontrolled pandemic. Strauss quotes Orange County school board member Karen Castor Dentel: “We were under threat of losing our funding and forced to develop models that are illogical and not based on what’s best for kids. But we had to go forward…. I wish the ruling came sooner. Not just that our kids are back in school but in the whole planning stages. We were planning another model that was developmentally and educationally sound and we had to scrap that.” And to add more confusion: DeSantis says he intends to appeal the judge’s ruling.

But the most important public education news is that the second judge this week has now blocked Betsy DeVos’s binding guidance that drove school districts to set aside more than expected federal CARES Act dollars for private schools.

Politico’s Michael Stratford reports: “A federal judge in California on Wednesday halted Education Secretary Betsy DeVos’ effort to boost emergency coronavirus relief for private school students. The court ruling blocks DeVos from implementing or enforcing her rule in at least eight states and some of the nation’s largest public school districts. The secretary’s policy requires public school districts to send a greater share of their CARES Act… pandemic assistance funding to private school students than is typically required under federal law. U.S. District Judge James Donato’s order prevents DeVos from carrying out her policy in a large swath of the country: Michigan, California, Hawaii, Maine, Maryland, New Mexico, Pennsylvania, Wisconsin, the District of Columbia as well as for public school districts in New York City, Chicago, Cleveland and San Francisco.”

Just last Friday, another federal judge in Washington state, U.S. District Court Judge Barbara J. Rothstein, issued a similar preliminary injunction blocking Betsy DeVos’s binding guidance that federal CARES Act dollars be diverted from the public schools serving poor children to cover the educational needs of students in private schools regardless of the private school students’ family income.

In the statutory language of the CARES Act, Congress directed that CARES Act public education relief be distributed in accordance with the method of the Title I Formula, which awards federal funds to supplement educational programming in public school districts serving concentrations of low-income children. Public school districts receiving Title I dollars are also expected to provide Title I services to impoverished students attending the private schools located within their district boundaries. In the binding guidance she imposed in July, DeVos demanded that per-pupil CARES Act relief for private schools be based on each private school’s full enrollment, not merely on the number of the private school students who qualify for additional services because their families are living below 185 percent of the federal poverty line.

Education Week‘s Andrew Ujifusa elaborates on the meaning of Betsy DeVos’s binding rule, whose enforcement two federal district court judges have now blocked: “The Education Department’s interim final rule, publicized in June and formally issued in July, pushes school districts to reserve money under the CARES Act, the federal coronavirus stimulus plan, for services to all local private school students, irrespective of their backgrounds. That represents a major departure from how education law typically governs that arrangement, in which federal money for what’s known as ‘equitable services’ goes to disadvantaged, at-risk private school students.”

Stratford explores what this week’s court rulings will mean: “The pair of rulings amounts to a major setback for DeVos as she seeks to oversee the roughly $16 billion pot of emergency assistance Congress laid out for K-12 schools in the CARES Act in March… The Trump administration argues that it has the authority to create policy dictating public distribution of the funding to private school students because the CARES Act is ambiguous on that point. But the two judges disagree… Donato ruled that DeVos’ policy is likely to be struck down because she lacks the legal authority to impose her own conditions on coronavirus relief funding for K-12 schools. The judge said Congress’ intent ‘is plain as day’ for how CARES Act funding should be distributed to schools. The judge also said the coronavirus relief law ‘unambiguously’ instructs the funding to be distributed to private school students in the typical manner under federal law based on the number of low-income students.”

Leonie Haimson writes here about Bill Gates and his successful efforts to buy positive media coverage for himself and the projects he funds.

She read the excellent investigative research on Gates’ strategic funding of influential media outlets by Tim Schwab.

She writes:

Reporter Tim Schwab just had a must-read piece in the Columbia Journalism Review about how the Gates Foundation provides grants to news outlets such as NPR, BBC, NBC, Al Jazeera, ProPublica, National Journal, The Guardian, Univision, Medium, the Financial Times, The Atlantic, the Texas Tribune, Gannett, Washington Monthly, Le Monde, the Seattle Times, and many others. These outlets frequently provide favorable coverage of the Foundation and its grantees, and potential conflicts of interest are too rarely admitted by these outlets.

Haimson goes on to describe in detail her own efforts to persuade the New York Times to acknowledge that one of its regular columns, called “Fixes,” is written by two journalists who are funded by Gates. “Fixes” has repeatedly praised Gates’ programs without identifying their conflict of interest.

She writes:

One of the media organizations Schwab discusses, Solutions Journalism, has received $7.6 million from the Gates Foundation since 2014 to write articles suggesting practical solutions to social problems and train other reporters to do so as well. Since then, as Schwab points out, SJ has repeatedly produced stories praising projects and companies that are Foundation grantees and/or have received personal investments from Bill Gates himself.

Solutions Journalism was founded by David Bornstein and Tina Rosenberg in 2013 and they continue to run the organization and receive six figure salaries as CEO and VP for Innovation respectively…

Bornstein and Rosenberg also have a regular column in the NY Times called “Fixes”, which according to Schwab has run at least 15 favorable stories promoting the work of the Gates Foundation by name, without any mention that the columnists are funded by the Foundation as well.

Haimson goes on to document the praise that these columnists have lavished in Gates-funded projects, and their failure to mention criticism. In effect, they operate as a PR team for Bill Gates and his pet projects.

She cites the ethical standards of the Times as well as the organization Solutions Journalism and points out that they don’t meet their own professed standards.

What are Bill Gates’ ethical standards?

Bill Phillis, founder of the Ohio Coalition for Adequacy and Equity and a vocal supporter of public schools, writes here about an investigation of vouchers by the Cincinnati Enquirer. The report echoed the findings of academic research: students in public schools get higher test scores than those in voucher schools. Vouchers don’t “save” children. They don’t “save” black children. Ohio officials shifted hundreds of millions of dollars away from public schools to support vouchers. Even with the loss of funding, the public schools were superior to the voucher schools. Why don’t Republican politicians in Ohio care about effectiveness and prudence? Why do they continue to fund failure?

Phillis writes:

Cincinnati Enquirer investigation confirms that vouchers do not enhance academic success

The voucher campaigners will have to change their pitch to entice students to their private school classrooms. Confirming what other studies have revealed, the Enquirer research indicates there is a definite public school advantage. “Yet five of the largest districts—Cincinnati, Toledo, Cleveland, Akron and Canton—fared better academically than their local private school rivals, by margins ranging from slight to decisive, according to the Enquirer analysis”, the report states.

The Enquirer research indicates that the voucher system has been least successful in educating black students.

An excerpt from the report regarding city districts other than the urban shows a definite public school advantage that is widespread:

Other areas
Forty cities were included in this category, and a public school district in all but two of the cities outperformed its surrounding private schools.

Zanesville scored about six points higher on state tests than area private schools but had about $675,000 deducted for EdChoice.

Coshocton City Schools saw $115,000 deducted. The district had a 61% proficiency rate, more than 20 points higher than local private schools.

Portsmouth City Schools earned a proficiency rate of 51.9%, 10 points higher than the private schools in its community. Yet Portsmouth City had about $725,000 deducted since 2018.

Sandusky City Schools outperformed its neighboring private schools by 17 percentage points, achieving a proficiency rate of 49%. The district saw $660,000 deducted since 2018.

Van Wert City Schools and Wilmington City Schools were the only two districts in this category that fared worse on state testing than private schools.

In all, public school districts in this category had $3.75 million deducted for EdChoice in the past three years.

A longstanding perception in the past is that there is a private school advantage. Recent research has debunked that perception. The demographic of private schools is typically different from the public system. When the demographics of public schools and private schools are considered, there is a definite public school advantage.

The Cincinnati Enquirer is behind a paywall. The results are posted in the Akron Beacon Journal, not behind a paywall.

Nancy Bailey writes that the best way to fire Betsy DeVos is to vote for Biden and Harris.

She writes:

If you’re Democrat or Republican, and you care about public education, vote for V.P. Joe Biden to remove Education Secretary Betsy DeVos from the U.S. Department of Education! Four more years of Betsy DeVos means the end of public education.

With a President Biden, public schools have a chance of surviving. With a President Trump, they don’t. It’s as simple as that.

You may be thinking, Democratic leadership has failed public education in the past. Many were disappointed in the Obama administration’s Race to the Top.

Once there’s a President Biden, the country can remind him of this. But the odds of losing our schools with a President Biden is less of a worry now than leaving DeVos in her perch at the U.S. Department of Education.

There are dozens of reasons to check the Biden/Harris ticket. Public schools affect every other issue on the ballot, every issue we face as a nation. Democratic public schools are the backbone of the nation.

She goes on to explain why we all should be worried about the damage Trump and DeVos can do if given four more years to transfer public funds to non-public schools.

Chris Reykdal, state superintendent of public instruction in Washington State, published this excellent letter to the Democratic candidates.

It overflows with wisdom and common sense.

An Open Letter to the Biden-Harris Ticket:

Mr. Vice President and Senator Harris, there is so much at stake with this year’s presidential election, including the very foundation of our country’s democracy – the future of our public education system. Led by Betsy DeVos and fueled by years of education privateers, the U.S. Department of Education (USDOE) has been an utter failure in advancing student learning, racial equity, and gender equity over the last four years. Under DeVos, the USDOE has jeopardized the financial future of too many young adults and actively worked against civil rights protections for our most vulnerable students.

As Washington State’s elected Superintendent of Public Instruction, I have worked with leaders across the state to build bipartisan coalitions to improve student achievement, but this same bipartisanship and student-centric approach have been elusive under the DeVos regime. It will take federal leadership working alongside state education policy leaders to move us past an inefficient and deficit-based system.

What follows are ten critical steps necessary for a Biden/Harris administration to build the foundation for a truly equitable and outstanding American education system.

1)
Grant a national waiver of all federally mandated tests required under the Every Student Succeeds Act until Congress has an opportunity to amend the law. This will save billions of dollars and allow us to refocus resources on assessments that illuminate student growth and learning, are delivered locally, and are aligned to requirements that are properly situated at the state or local level, not the federal government. The USDOE should review and approve each state’s education assessment framework, but it is time to put the evaluation of learning back in the classroom with meaningful standards, trained professionals, and culturally responsive instructional practices.

2)
Deliver legislation to Congress to scale up the National Assessment of Educational Progress (NAEP) – a far more cost-effective method of actually determining the overall education progress of states with a real opportunity to finally understand performance differences between the states. This assessment is already funded and supported by the USDOE. It is inefficient and costly to have a federally funded assessment of student progress and have 50 states and territories maintaining their own costly assessments. This proposal would save billions from the current system, and with robust sample sizes, can identify critical supports needed to close opportunity gaps for students furthest from educational justice.

3)
Invest in the teaching profession by diversifying the workforce, including establishing high-quality residencies for teacher candidates and early career teachers, and providing funds for ongoing meaningful educator training. Additionally, building educator capacity should focus on integration of social-emotional learning into instruction, anti-racist and student-centered teaching practices, and authentic family engagement. It is past time to shift away from destructive federal policies that force schools and educators to dwell on student deficits, as defined by federally mandated tests, instead of lifting up the unique contribution of every learner and every educator.

4)
Immediately deliver a budget request to Congress that triples the federal budget for the Individuals with Disabilities Education Act (IDEA) from $13 billion to $40 billion. Congress and the USDOE have never fulfilled their obligation to this essential civil rights policy. One in seven students has a qualifying disability and these students deserve every accommodation necessary to fully engage in inclusive and least restrictive learning environments.

5)
By Executive Order, immediately suspend any federal dollars used to support school voucher programs. Require the USDOE to undertake a national examination of voucher systems, and require each state that uses vouchers to conduct third-party evaluation, with a USDOE review, that examines the effects of school voucher systems on school segregation, specifically the segregation of students of color and students with disabilities.

6)
Affirm that all federal funds are eligible to support DACA students and all migrant students. Make clear through executive order and USDOE rule that basic education rights for ALL students is a function of their residency, not their citizenship status. U.S. schools should focus on teaching and learning for ALL students, and the administration should ensure authorities overseeing immigration policy and citizenship status are upholding support of DACA and migrant students’ rights.

7)
Immediately reverse the USDOE’s recent rule change related to Title IX. This rule, promoted by Betsy DeVos, weakens protections for victims of sexual assault and retraumatizes them with forced cross-examinations by their perpetrators.

8)
Create a 10-year on-ramp with federal financial support to allow every school district in the United States to develop, implement, and evaluate dual-language programs for each of their students. The U.S. is linguistically diverse – this is an asset that should be celebrated, rather than viewed as a deficit! Every dollar spent on assessments for English language proficiency should be invested in high-quality dual language programs. We are losing a global battle for talent, and our students do not compete effectively in a global labor market because they lack bilingualism. Every student in the U.S. should learn two or more languages – as most of the world does – and this begins most effectively in early learning programs and early elementary school.

9)
Deliver an initial budget request to Congress of $100 billion to close the digital divide and invest in tribal lands by building out broadband connectivity in rural and remote communities. Make K-12 schools, indigenous communities, and reservation lands the highest priorities for “last mile” infrastructure. Our tribal communities are sovereign nations trapped by our failed national infrastructure. Tribal youth experience one of the largest opportunity gaps in the nation, and broadband can play a massive role in this powerful opportunity for equity.

10)
Provide every United States high school graduate two years of equivalent tuition to a public community or technical college through an education savings account. Students can use these funds for full associate degrees or industry recognized credentials, or use the funds as a universal baseline of financial assistance as they attend four-year colleges and universities.

Strengthening America’s education system should be the top priority for a Biden/Harris Administration. It does not mean expanding the control or scope of the USDOE, but rather putting the proper budget and policy levers in place that empower states and local school districts to close opportunity gaps, develop diverse pathways to graduation, and once again recognize the needs of individual students, employers, and the larger economy.

America’s future rests on its commitment to each and every learner in a high-quality accessible public education system that sees race, language, and individual student interests as strengths and assets upon which we develop the greatest and most innovative nation the world has ever known.

Chris Reykdal, Washington State Superintendent of Public Instruction