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Ed Johnson Asks Why the King Center Is Offering a Platform to 50CAN

By dianeravitch
September 5, 2023 //
7

Ed Johnson is a systems thinker and advocate for public education. He lives in Atlanta. He has studied the work of G. Edwards Deming, an international expert on systems thinking, and knows that those who promise instant success by breaking up public schools are perpetrating a hoax. He knows the history of 50CAN, funded largely by Jonathan Sackler of the notorious family that profited by selling opioids. He knows that charter schools are distractions from the hard work of systems improvement. After more than three decades of charter schools, it should be clear that they do not produce “achievement now.”

He writes:

Part 2 of the The King Center’s Strategies for Beloved Community Education is set to be presented online on Tuesday, September 5, at 6:00 PM EST. Visit https://thekingcenter.org/for details.

As with Part 1, available for viewing on YouTube here, Part 2 will feature an “expert panel” in facilitated discussion.

One member on the “expert panel” for Part 2 will be Marc Porter Magee, CEO of 50CAN.

Thus, the simple question, asked without prejudice, is, why?

This question was presented to The King Center 24 hours ago along with requesting an immediate reply, so as to avoid assuming why. A reply has yet to come. Given that, I offer the following.

50CAN, which stands for 50-State Campaign for Achievement Now, is the umbrella organization that includes GeorgiaCAN, and we know GeorgiaCAN pushes for school choice and charter schools, do we not?

50CAN evolved from ConnCAN (Connecticut CAN). ConnCAN was funded pretty much wholly by Sackler Family fortunes earned as ill-gotten profits from over-prescribed sales of Oxycontin by the family’s Purdue Pharma. Because of such greed for profits, hundreds of thousands of people worldwide have died, and continue to die, from opioid addiction.

As with similar other organizations and their local operatives—for example, The City Fund and its local operatives, Ed Chang leading reformED Atlanta—it is fairly well-known that 50CAN and its state-level operatives aim to dismantle hence destroy public education as the common good that is foundational to sustaining democracy, so as to transform destroyed public schools into privatized and commodified schools composing competitive education marketplaces. Think Milton Friedman and the “invisible hand of the market.”

It is also fairly well-known that 50CAN, like similar other organizations, has advanced its aim to destroy public education by expressly targeting and catalyzing Black communities to demand school choice and charter schools that will magically deliver “achievement now.”

In effect, 50CAN and such others “politrick” Black communities into facilitating their own destruction and that of their own children. Again, while “It takes a village to raise a child,” it also takes a village to destroy a child.

The usual assumption is that charter schools transformed from destroyed public schools are inherently better than “failing public schools.” This is a lie, plain and simple. It is impossible for charter schools to be inherently better or worse than “failing public schools.” Because entropy is a fact of life, our public schools need improvement, have always needed improvement, and always will need improvement. Reality offers charter schools no grace from the entropy fact of life.

To assert that charter schools are inherently better than “failing public schools” is like asserting members of a certain group of human beings are inherently superior to members of other groups of human beings, based solely on expressions of variation in some few arbitrarily-chosen human physical features said to signify “race,” which is another lie.

Charter schools do, however, appeal to certain retributive justice, behaviorally emulative, and selfish consumerist mindsets for which improvement-thinking has always been meaningless, at worst, and theoretical, at best. 50CAN knows this, and so uses it to catalyze Black communities to demand “achievement now.” “Instant pudding,” the late, great systems thinker W. Edwards Deming (1900-1993) might say.

Consequently, “Our children can’t wait!” has been a decades-long handy refrain that has always begged easy, quick, learningless change but never improvement with knowledge, which requires learning and unlearning.

Unfortunately, systems thinking teaches through a nonviolence lens that the more often easy, quick, learningless change happens, the less improvement becomes possible; then, the less improvement becomes possible, the less sustainable democracy becomes; then, the less sustainable democracy becomes, the more societal dysfunctions develop and emerge, after a time, in Black communities and elsewhere; then, the more societal dysfunctions show up, the more the refrain, “Our children can’t wait!”

It is all a destructively vicious, self-reinforcing feedback loop that 50CAN and similar other destroyers of public education are happy to catalyze in Black communities, in particular, and to support its playing out, if only continually, but continuously, ideally…

Although some are quite capable to look below the performative surface, or show stage, of the proverbial iceberg and down into its greater depths to see and know Dr. Martin Luther King, Jr., was also a profound systems thinker, systems thinking seems generally absent in Black culture; certainly, children labeled “Black” seem never to learn about this deeper and critically important aspect of Dr. King.

All too often the children learn to conserve racism and so-called white supremacy rather than learn to help humanity relieve itself of these scourges. The children learn and internalize racial categorization, the false narrative at the heart of racial violence. It seems the children never learn to internalize an understanding of human variation, the truth at the heart of nonracial nonviolence.

It is quite puzzling that some fight and rail against racism, all the while conserving it and the “race” lie racism needs in order to exist, in truth.

Therefore, a question for The King Center must be, why is The King Center giving a platform to 50CAN?

An organization known to be about making “Beloved Community” a virtual impossibility, in all respects?

 

Ed Johnson

Advocate for Quality in Public Education

Atlanta GA | (404) 505-8176 | edwjohnson@aol.com

Categories Accountability, Atlanta, Charter Schools, Corporate Reform, Disruption, Education Industry, Hoax

Rethinking Schools: The “Learning Loss” Hoax

By dianeravitch
August 15, 2023 //
8

The editors of Rethinking Schools wrote the following commentary on the media frenzy about the post-pandemic “learning loss.”

This school year, as teachers carefully construct unit plans, build community with students, and navigate ongoing staff shortages, they also have to contend with a barrage of media coverage catastrophizing about so-called “learning loss.” Headlines suggest the losses are “historic,” “devastating,” and that students are “critically behind.” This fearmongering comes not only from the political right; there is a dangerous liberal-conservative consensus. President Biden’s Secretary of Education, Miguel Cardona, said: “I want to be very clear: The results in today’s Nation’s Report Card [delivered by the National Assessment of Educational Progress] are appalling and unacceptable.”

The learning loss narrative shrouds itself in moment-in-time data from standardized tests, but it is not really about this moment. Rather, it is a weapon wielded against the past, to shift blame for pandemic school closures, and against the future, to narrowly frame the policy choices ahead.

The last few years have negatively impacted — sometimes terribly — young people’s lives. In what is likely an undercount, more than a million people in the United States have died of COVID-19. And the pandemic is not over; people in our students’ families continue to become debilitated or die. Each lost life is a thread in the tapestry of relationships that knit together families, communities, neighborhoods, and schools. The very groups that make up the bulk of public school families — people of color and poor folks — also disproportionately bear the burden of the pandemic, suffering the highest rates of infection, severe illness, hospitalization, and death.

Was the shuttering of schools and move to remote learning necessary? Yes. Did it exacerbate the emergency for families and young people? Of course. Schools matter. Schools are hubs of community and care, and without them we are all worse off. In a country that offers no public childcare to families, schools make it possible for parents and caregivers to work. In a country in which roughly 10 percent of the population struggles with hunger — again, disproportionately represented in public schools —schools make it possible for children to eat. And yes, schools are places where children learn: to read, multiply, and sing; to be a good friend and community member; to ask questions and seek answers — how photosynthesis works, what activists mean when they call themselves “water protectors,” and so much more.

Given the importance of schools, and the magnitude of the pandemic’s devastation, what is puzzling is not that students’ academic skills were impacted, but that anyone would imagine otherwise. We are almost three years into an ongoing health crisis that has shaved years off the average life expectancy in the United States. Of course it has left marks on us.

But the learning loss narrative does not invite reflection on the whole range of collective losses we’ve suffered, nor does it encourage asking why our government — and our political and economic system — failed so spectacularly in anticipating, planning for, and coping with the coronavirus.

Shifting blame away from the for-profit healthcare system and the government’s response to the coronavirus is part of what makes the learning loss narrative so valuable to politicians who have no interest in challenging existing patterns of wealth and power. It is a narrative meant to distract the public and discipline teachers. Here’s the recipe: 1. Establish that closing schools hurt students using a narrow measure like test scores; 2. Blame closure of schools on teacher unions rather than a deadly pandemic; 3. Demand schools and teachers help students “regain academic ground lost during the pandemic” — and fast; 4. Use post-return-to-normal test scores to argue that teachers and schools are “failing”; 5. Implement “teacher-proof” (top-down, standardized, even scripted) curriculum or, more insidiously, argue for policies that will mean an end to public schools altogether.

The path ahead looks eerily like what Naomi Klein has called the “shock doctrine,” where powerful actors, like politicians, corporate tycoons, and pundits, use people’s disorientation following a collective shock — whether a devastating earthquake or a deadly pandemic — to push pro-business, neoliberal policies. The Washington Post quoted a statement from former Secretary of Education Betsy DeVos that the pandemic test scores proved children were “hostages” in a “one-size-fits-none system that isn’t meeting their needs.” Her solution, of course, is what she has long pushed: more “school choice” and privatization.

The Biden administration has offered some respite from billionaire free market fanatics like DeVos, but its policies are woefully inadequate. (See “Activists Mobilize for Waivers and Opt Outs as Biden Mandates Tests” in the Spring 2021 issue.) The latest iteration of the Elementary and Secondary School Emergency Relief Fund allocated a relatively generous $122 billion to “help safely reopen and sustain the safe operation of schools and address the impact of the coronavirus pandemic on the nation’s students.” But the law prioritizes speed — schools must spend all of the money by 2024 or forfeit it — over investments in teachers, counselors, school librarians, and nurses. Many school districts cannot quickly fill positions or, knowing that the federal windfall is only short-term, choose not to. According to Marianna McMurdock, a staff reporter at The 74, a recent survey of 291 district leaders found that districts are expanding hiring of substitutes, paraprofessionals, and tutors while shying away from hiring full-time teachers and lowering class sizes — reforms that would have more impact on student learning and better inoculate schools from the overcrowded classrooms that made shuttering schools necessary.

We know what comes next — a round of dismal math and reading scores and the right’s favorite chestnut: “See? Just throwing money at schools doesn’t work.” Schools are racing to spend short-term government funds before they run out. But the point is that adequate funding for schools should never run out. Tripling Title I funding, a Biden campaign promise popularized by Bernie Sanders, would only cost one-fiftieth of the $1.5 trillion in wealth U.S. billionaires have added to their fortunes during the pandemic. Truly confronting the many losses students in the United States have shouldered requires connecting the dots to the gains of the wealthy.

The learning loss drumbeat reveals the mainstream media to have more contempt than curiosity about what might actually improve schools’ long-term health. Keeanga-Yamahtta Taylor, writing in The New Yorker, is an exception. Noting the recent teacher strikes in Columbus and Seattle, Taylor wrote:

A real plan for recovery from the devastation of the pandemic in public education can be found in the strikes initiated by teachers and their unions. Their demands — for smaller class sizes, better conditions within school buildings, more resources to attend to students’ mental health, and higher pay for teachers and teacher assistants — have created a map for how to boost learning achievement.

This pandemic has brought real losses, and like our friends in Seattle and Columbus, we know what schools need to help students heal from the traumas of the last several years: more teachers, counselors, and nurses; smaller class sizes; planning time for educators to develop curriculum and pedagogical strategies centering students’ lives and realities; beautiful spaces to learn, make art, garden, and play.

Let’s not fall for the learning loss trick that shifts blame from the catastrophic results of decades of disinvestment in public goods to the victims of that catastrophe and those organizing to recover from it. It is not students and teachers who are failing the test of this pandemic, but a political and economic system that puts profit over people.

Categories Accountability, Curriculum, Education Industry, Hoax, Standardized Testing

Read Special Counsel Jack Smith’s Indictment of Donald J. Trump

By dianeravitch
August 9, 2023 //
61

Inform yourself about the latest federal indictments of former President Donald J. Trump. Do not listen solely to what talking heads on the TV news say about the indictment.

Read it yourself.

When I read it, several points seemed especially noteworthy.

First, all of the incriminating evidence came from Republicans, most of whom were appointed by Trump to advise him as Justice Department officials and White House advisors.

Second, Trump was repeatedly told that he had lost the election. He was told this by a long list of high-level officials appointed by him.

Third, Trump was told repeatedly by state Republican leaders that his claims of voter fraud in specific states such as Georgia, Arizona, Pennsylvania, and Michigan were wrong.

Fourth, no matter how many times Trump was told that there was no election fraud that would change the outcome, he continued to repeat the lies about dead voters, illegal voters, and biased voting machines in speeches and on Twitter. There was never any evidence of voter fraud, but Trump would not stop lying about it.

Fifth, Rudy Giuliani and John Eastman repeatedly told state officials about the scale of voter fraud in their states despite the lack of evidence for their claims.

Sixth, Trump and his co-conspirators devised a scheme to present alternate slates of electors in seven contested states. At first, they told the alternate electors that they would serve only if the courts determined that the results of the elections were illegal.

Seventh, since there were no successful court cases, the Trump strategy changed. He would pressure Mike Pence to recognize the alternate electors or to declare that he was returning the electoral votes to the states to investigate. Trump’s goal was to delay certification of Biden’s victory and to sow doubt about the legitimacy of the election.

Eighth, in the end, Trump’s conspiracy to block the peaceful transition of power was foiled because Pence would not go along with it. I read elsewhere that Pence consulted retired Federal Judge Mike Luttig, a conservative Republican. Luttig told Pence that his role on January 6 was purely ceremonial; he did not have the authority to change the outcome. Despite four years of obsequious loyalty to Trump, Pence stood up to Trump’s relentless pressure.

Lessons:

1. Our country avoided a major Constitutional crisis. If Pence had bowed to Trump, if Biden’s election had been canceled, the nation would have suffered grievously. The consequences would have been dire.

2. Trump knew that he lost the election. Almost all of his closest advisors told him so. But Trump is a sore loser. He refused to accept his loss. He simply ignored the facts and found a pod of true believers who conspired with him to overturn the election without regard to the vote, the Constitution or the good of democracy.

3. Trump and his co-conspirators are evil people who were ready to destroy our democracy rather than ceding power to the Biden administration.

4. I hope Trump is found guilty but I don’t believe he will ever serve a day in prison. He will be pardoned to avoid the spectacle of a former president in prison. However, in my view, the other conspirators are lawyers. They should lose their law licenses and serve time in prison.

Categories Accountability, Character, Corruption, Democracy, Elections, Ethics, Evil, Failure, Hoax, Injustice, Lies, Trump

The Big Lie About America’s Public Schools and the Scheme to Privatize Them

By dianeravitch
July 30, 2023 //
49

America’s public schools were one of the glories of the nation until recently. Politicians hailed them as a symbol of democracy, a public institution open to all, supported by taxpayers, and controlled by elected local boards.

Local business leaders frequently served on local school boards. Americans broadly understood that the schools prepared the rising generation to be good citizens and to sustain our democracy. Certain principles were taken for granted: public funds were never used to fund religious schools; teachers and principals were career professionals, often the most educated members of their community, and were respected.

This is not to say that everything was rosy. I have written several books about the controversies that rocked the schools, especially over desegregation, which encountered vehement resistance in both the South and the North.

But despite the battles over race, curriculum, and other matters, the public schools garnered high praise from the public and elected officials.

However, this iconic symbol began to take a drubbing in 1983, when the Reagan-era National Commission on Excellence in Education released its harshly negative report called “A Nation at Risk.” The commission claimed that the nation’s schools were mired in a sea of mediocrity, that test scores were on a downward spiral, and that the nation’s public schools were responsible for the loss of major industries to other nations.

The reaction to the report was immediate: states set up task forces and commissions to find solutions to the schools’ crisis. Higher standards for students and teachers, more time in school, tougher curricula, etc.

The one refrain that became the legacy of “A Nation at Risk” was: Our schools are failing.

But we now know that the report was a hoax. James Harvey, who worked on the commission’s staff, explained that the books were cooked to produce a negative result. The data were cherry-picked to paint the schools in the worst possible light. The conclusions were a lie. The report ignored positive findings and chose to ignore the students living in poverty, the students with disabilities, and the other socioeconomic challenges facing the nation’s schools.

So today, relying on the Big Lie of 1983 (“our schools are failing”), ideologues, grifters, tax-cutters, religious interests, and others have joined forces to grab the money now devoted to public schools.

To the original Big Lie have been added new Big Lies to advance the cause of privatization and profits:

Big Lie number one: Test scores are reliable indicators of school and teacher quality. This simple but wrong idea was the basis for No Child Left Behind and Race to the Top. It overlooks the well-known fact that test scores are highly correlated with family income and are influenced more by home conditions than by teachers or schools. Hundreds, perhaps thousands, of public schools were closed because of their inability to meet high test score goals. All of the closed schools were in impoverished communities. Thousands of teachers were penalized or fired because they taught the children with the biggest challenges, those who didn’t speak English, those with severe disabilities, those whose lives were in turmoil due to extreme poverty.

Big Lie number two: Teachers need not be professional to get good results. Inexperienced teachers with high expectations and a few weeks of training will get better results than career professionals. This lie undercut the profession, undermined respect for teachers, and was the founding myth of Teach for America.

Big Lie number three: the private sector will run schools more effectively than local government, therefore we need more charter schools. BUT: The charter sector has spawned scandals, with private entrepreneurs embezzling millions of dollars for themselves. Some charters get high test scores by excluding weak students, some get high scores by attrition of weak students. Many charter schools close every year due to academic or financial problems. On average, charter schools do not get better results than public schools.

Big Lie number four: vouchers will produce higher test scores. BUT: Voucher schools, funded with taxpayer dollars, are usually exempt from state testing and are not accountable as public schools are. Where voucher students do take state tests, they fall farther and farther behind their peers in public schools. Now that it’s well-known that voucher schools are academically behind public schools, their proponents have moved the goalposts to say: Parents should choose, no matter what the studies show about test scores.

The Republican Party, with few exceptions, has swallowed the Big Lies and is intent on giving every student—regardless of income—a voucher to attend a religious school, private school, or home school.

For the first time in two centuries, the very concept of public schools is in jeopardy.

Ninety percent of Americans were educated in public schools. That ninety percent made America a successful nation by most measures. Public schools built bridges among diverse communities.

What will the new paradigm contribute to our nation?

Categories Accountability, Corporate Reform, Education Industry, Fake, Fraud, History, Hoax

Tom Ultican: CREDO Charter School Claims Demolished

By dianeravitch
July 26, 2023 //
9

Tom Ultican, retired teacher of physics and advanced mathematics in California, wrote a devastating critique of the latest CREDO charter school study, based on the analysis by the Network for Public Education.

He wrote:

The Center for Research on Education Outcomes (CREDO) just released another pro-charter school study, “CREDO also acknowledges the Walton Family Foundation and The City Fund for supporting this research.” It is not a study submitted for peer review and is so opaque that real scholars find the methodology and data sets difficult to understand. Carol Burris and her public school defenders at the Network for Public Education (NPE) have provided an in-depth critical review.

With the new CREDO study, Education Week’s Libby Stanford said that “charters have drastically improved, producing better reading and math scores than traditional public schools.’’ Rupert Murdoch’s Wall Street Journal declared charter schools are now “blowing away their traditional school competition.” Burris retorted with “despite the headlines, the only thing ‘blown away’ is the truth.”

Putting a CREDO Thumb on the Scale

CREDO uses massive data sets, unavailable to other researchers, getting minuscule differences which are statistically significant. No one can check their work. They employ a unique and highly discredited statistical approach called “virtual twins” to compare public school with charter school testing outcomes. Instead of reporting the statistical results in standard deviations, CREDO uses their “crazy pants” days of learning scheme.

NPE discovered that the “blowing away” public school results amounted to 0.011 standard deviations in math and 0.028 standard deviations in reading. The minuscule difference is “significant statistically but is meaningless from a practical standpoint” according to CREDO. In a 2009 report showing public schools with a small advantage, CREDO declared, “Differences of the magnitude described here could arise simply from the measurement error in the state achievement tests that make up the growth score, so considerable caution is needed in the use of these results.”To give these almost non-existent differences more relevance, CREDO reports them as “days of learning”instead of standard deviation. “Days of learning” is a method unique to CREDO and generally not accepted by scholars. They claim charter school math students get 6 more “days of learning” and English students, 16 days.

Please open Tom Ultican’s post to see why he considers the CREDO report to be “sloppy science” and “unfounded propaganda.”

Categories Accountability, Billionaires, Charter Schools, Corporate Reform, Deregulation, Disruption, Education Industry, Fake News, Hoax, Network for Public Education, Walton Foundation

Peter Greene: “No Labels” on Education Is Warmed-Over NCLB and RTTT

By dianeravitch
July 18, 2023 //
146

The enactment of No Child Left Behind in 2001 (signed into law on January 8, 2002) and the imposition of Race to the Top (a more punitive version of NCLB) created an era of bipartisanship based on testing, punishment, and privatization. The Democratic Party in DC abandoned its historic commitment to public schools.

Those closest to the classroom understand that the Bush-Obama program of 2002- ) was a disaster. After an initial increase in scores, the lines went flat about 2010; there is only so much that test prep can do to lift scores. Many schools were closed, many charters opened (and many swiftly closed), corporate charter chains thrived, teachers left in large numbers, enrollment in teacher education programs plummeted, now vouchers are subsidizing subprime religious schools.

Based on the evidence, the past two decades have been a disaster for American education.

Yet, as Peter Greene explains, a new third party, which calls itself “No Labels,” offers up an education platform that is a rehash of the Bush-Obama agenda. On education “No Labels” repackages the failed ideas of the past 20 years.

Know this about “No Labels”: it is targeting independent voters and will throw the election to Trump, if the election is close, as is likely. It is funded by rightwing billionaires. Caveat emptor.

Greene writes:

No Labels is supposed to be some sort of centrist break from the raging politics of left and right as a champion of “common sense,” and I’m not going to wander down that political rabbit hole (other than to note that saying you’re all about common sense while seriously considering Joe Manchin as a Presidential candidate plays about like a vegan eating a hamburger).

But they’ve got a platform, and it uses four points to address “America’s Youth” and so education, and that’s our beat here at the Institute, so let’s take a look, shall we?

Idea 11: As a matter of decency, dignity, and morality, no child in America should go to bed or go to school hungry.

The basic idea is solid enough– it’s a bad thing for children to go hungry. Some of the rationale is …odd? …off the point? 

Undernourished children “Make smaller gains in math and reading, repeat grades more, and are less likely to graduate from high school, which means they’re more likely to end up in prison.” That’s an interesting chain of causes and effects. Also, they disrupt classrooms more, interfering with other children’s education. 

Despite the heading, there’s not a moral argument in sight. And we still have to insert “even though Washington must reduce spending” we wave at some sort of significant expansion of funding or tax credits so children are fed. So nothing systemic about child hunger or poverty, I guess.

Idea 12: Every child in America should have the right to a high-quality education. No child should be forced to go to a failing school.

There is not a molecule of air between these “centrists” and the usual crowd of school privatizers. 

Rich kids get great schools and poor kids get terrible ones, so the solution is NOT to fix  or supplement funding, but to push down the pedal on charters and vouchers. Because, hey– America spends “more on education per school-aged child than any country in the world, with worse results.” Let’s also throw in some bogus testing results, and the usual claims about charter school waiting lists.

Because “we like competition too,” their common sense solution is to add 10,000 charter schools in the next ten years, to offer a “lifeline” to some students “trapped in failing traditional public schools.” I’m not going to take the time to argue any of this (just go looking through the posts on this blog). Let’s just note that there’s nothing here that Betsy DeVos or Jeb Bush would object to, other than they’d rather see more vouchers. This is standard rightwing fare.

Idea 13: America should make a national commitment that our students will be number one in reading and math globally within a decade.

You know-number one in the international rankings based on Big Standardized Test results, a position and ranking that the United States has never held ever. And yet somehow, leading nations like Estonia have failed to kick our butt. These guys invoke China’s test results, when even a rudimentary check would let you know that China doesn’t test all of its students. 

If America wants to maintain our lead in the technologies of tomorrow, we’d better spend less time on waging culture wars in our schools and more time focusing on promoting, rewarding, and reaching for excellence.

Remember that, so far, we have maintained that lead without improving our test score ranking.

But if excellence in education is the goal, maybe rethink voucher-based subsidies for schools that mostly are religious and teach creationism and reading only “proper” stuff and just generally waging those same culture wars. Or starting up 10,000 charter schools that don’t necessarily do anything better than a public (and who may soon also have the chance to operate in a narrow, myopic, discriminatory religious framework).

Idea 14: Financial literacy is essential for all Americans striving to get ahead

Oh, lordy. Remember all those poor kids in Idea 11? Well, No Labels has an explanation.

Almost six in 10 Americans say they are living paycheck to paycheck. Inflation is arguably the biggest driver of this insecurity, but far too many Americans also lack the knowledge and tools to become financially independent and get ahead.

Inflation and bad accounting. You know what helps people become financially independent? Money.

So let’s have financial literacy classes so people can get better credit scores.

Also, in Idea 22, they want civics education so people will be proud of America. Idea 24– “No American should face discrimination at school or at work because of their political view,” and I’m going to send them right back to their support for vouchers and charters that are working hard to be free to do exactly that.

Look, I feel the frustration over education’s status as a political orphan, an important sector that neither party stands up for. But if you’re looking for someone who understands some of the nuances of education and wants to stand up for the institution of public education, No Labels are not the party, either.

This sounds mostly like right-tilted Chamber of Commerce-style reformsterism from a decade ago. Even in a world in which both parties have lurched to the right, this is not a centrist approach to education. It’s the same privatizing reformster baloney we’ve been hearing since the Reagan administration drew a target on public education’s back. If you’re looking for the vegan candidate, this burger is not for you.

Categories Accountability, Biden, Billionaires, Charter Schools, Closing schools, Corporate Reform, Dark Money, Disruption, Education Industry, Hoax, NCLB (No Child Left Behind), Race to the Top, Trump

Florida: Veterans Drop Out of DeSantis’ State Guard After It Turns Militaristic

By dianeravitch
July 15, 2023 //
23

The Miami Herald reported that military veterans are dropping out of the Florida State Guard after learning that they were preparing for military work. Given DeSantis’ authoritarian instincts, many critics were concerned that he might use it for illegitimate purposes.

When the first recruiting class of Gov. Ron DeSantis’ new Florida State Guard showed up for training last month, they had varied experiences and expectations.

Over 30 days in June, teenagers out of high school and retired military veterans came to Camp Blanding, the National Guard base near Jacksonville.

Many were told they would volunteer for a revived State Guard with a non-military mission: help Floridians in times of need or disaster.

Instead, the state’s National Guard trained the volunteers for combat. Khakis and polos were replaced by camouflaged uniforms. Volunteers assured they could keep their facial hair were ordered to shave. And they were drilled on how to rappel with ropes, navigate through the woods and respond to incidents under military command.

When DeSantis announced in 2021 he wanted to revive the long-dormant State Guard, he vowed it would help Floridians during emergencies. But in the year since its launch, key personnel and a defined mission remain elusive. The state is looking for the program’s third leader in eight months. According to records reviewed by the Herald/Times and interviews with program volunteers, a number of recruits quit after the first training class last month because they feared it was becoming too militaristic.

Weeks into that inaugural June training, one volunteer, a disabled retired Marine Corps captain, called the local sheriff’s office to report he was battered by Florida National Guard instructors when they forcibly shoved him into a van after he questioned the program and its leadership…

In a statement, Haas said the State Guard was a “military organization” that will be used not just for emergencies but for “aiding law enforcement with riots and illegal immigration.”

“We are aware that some trainees who were removed are dissatisfied,” Haas said. “This is to be expected with any course that demands rigor and discipline.”

Three former members told the Herald/Times the program veered from its original mission.

“The program got hijacked and turned into something that we were trying to stay away from: a militia,” said Brian Newhouse, a retired 20-year Navy veteran who was chosen to lead one of the State Guard’s three divisions. The original leadership team envisioned a disaster response team of veterans and civilians with a variety of practical skills, according to Newhouse. Two other former military veterans, who asked not to be named for fear of potential consequences and later quit, expressed similar concerns over a change in the State Guard’s mission.

The Florida legislature gave DeSantis $10 million to hire and train 400 members of the state guard. Unlike the National Guard, which can be called up for federal duties, the state guard answers only to the governor.

Read more at: https://www.miamiherald.com/news/state/florida/article277245833.html#storylink=cpy

Read more at: https://www.miamiherald.com/news/state/florida/article277245833.html#storylink=cpy

Read more at: https://www.miamiherald.com/news/state/florida/article277245833.html#storylink=cpy

Categories Accountability, Democracy, DeSantis, Ethics, Evil, Florida, Hoax

Peter Greene: Oklahoma Superintendent Tries to Define “Woke,” But Can’t

By dianeravitch
July 12, 2023 //
86

Peter Greene discovered that Ryan Walters, the State Superintendent of Education in Oklahoma, attempted to define “Woke” on a far-right website. WOKE is one of those new terms of opprobrium, like “critical race theory,” that Republicans despise but can’t define. Peter eagerly read Walters’ effort to defund Woke, but came away disappointed. It seems that Woke is whatever you don’t like. You may have seen the stories recently about Walters insisting that the Tulsa race massacre of 2021 had nothing to do with skin color, although as the Daily Beast reported, “white mobs killed as many as 300 Black residents and burned some 1,600 homes and businesses in what was known as Black Wall Street.”

Peter Greene writes:

Oklahoma’s head education honcho decided to pop up in The Daily Caller (hyperpartisan and wide variation in reliability on the media bias chart) with his own take on the Big Question–what the heck does “woke” mean? (I’ll link here, because anyone who wants to should be able to check my work, but I don’t recommend clicking through).

Walters tries to lay out the premise and the problem:

Inherent to the nature of having a language is that the words within it have to mean something. If they do not, then they are just noises thrown into a conversation without any hope of leading it anywhere. And when the meaning is fuzzy, it becomes necessary to define the terms of discussion. To wit, the word “woke” has gained a lot of popularity among those of us who want to restore American education back to its foundations and reclaim it from the radical left.

I’m a retired English teacher and I generally avoid being That Guy, particularly since this blog contains roughly sixty gabillion examples of my typo issues, but if your whole premise is that you are all for precise language, maybe skip the “to wit” and remember that “restore back” is more clearly “restore.”

But he’s right. The term “woke” does often seem like mouth noises being thrown into conversations like tiny little bombs meant to scare audiences into running to the right. However, “restore American education back to its foundation” is doing a hell of empty noising as well. Which foundation is that? The foundation of Don’t Teach Black Folks How To Read? The foundation of Nobody Needs To Stay In School Past Eighth Grade? Anyone who wants to talk about a return to some Golden Age of US Education needs to get specific about A) when they think that was and B) what was so golden about it.

But since he doesn’t. Walters is also making mouth noises when he points the finger at “opponents of this movement.” If we don’t know what the movement is, we don’t know exactly what its opposition is, either. Just, you know, those wokes over there. But let’s press on:

Knowing that many such complaints are made in completely bad faith because they do not want us to succeed, it would still be beneficial to provide some clarity as to what it means and — in the process — illustrate both the current pitiful state of American education and what we as parents, educators, and citizens can do about it.

Personally, I find it beneficial to assume that people who disagree with me do so sincerely and in good faith until they convince me otherwise. And I believe that lots of folks out on the christianist nationalist right really do think they’re terribly oppressed and that they are surrounded by evil and/or stupid people Out To Get Them. It’s a stance that justifies a lot of crappy behavior (can probably make you think that it’s okay to commandeer government funds and sneakily redirect them to the Right People).

But I agree that it would be beneficial for someone in the Woke Panic crowd to explain what “woke” actually means. Will Walters be that person? Well….

In recent years, liberal elites from government officials to union bosses to big businesses have worked to co-opt concepts like justice and morality for their own agendas that are contrary to our founding principles and our way of life.

I don’t even know how one co-opts a concept like justice or morality, but maybe if he explains what agenda he’s talking about and how, exactly, they are contrary to founding principles or our way of life, whatever that is.

But he’s not going to do that. He’s going to follow that sentence with another that says the same thing with the same degree of vaguery, then point out that “naturally, this faction of individuals” is after schools to spread their “radical propaganda.” Still no definition of woke in sight. No–wait. This next start looks promising–

Put simply, “woke” education is the forced projection of inaccurately-held, anti-education values onto our students. Further, to go after wokeness in education means that we are going after the forced indoctrination of our students and our school systems as a whole.

Nope. That’s not helping, either. “Projection” is an odd choice–when I project an image onto a screen, the screen doesn’t change. There’s “projection” when I see in someone else what is really going on in me, which might have some application here (“I assume that everyone else also wants to indoctrinate students into one preferred way of seeing the world”) but that’s probably not what he has in mind. I have no idea how one “forces” projection. “Inaccurately-held” is also a puzzler. The values are accurate, but they’re being held the wrong way? What does this construction get us that a simple “inaccurate” would not? And does Walters really believe that schools are rife with people who are “anti-education,” because that makes me imagine teachers simply refusing to teach and giving nap time all day every day, except for pauses to explain to students that learning things is bad. I suspect “education” means something specific to him, and this piece (aimed at a hyperpartisan audience) does seem to assume a lot of “nudge nudge wink wink we real Americans know what this word really means” which would be fine if the whole premise was not that he was going to explain what certain words actually mean.

Categories Accountability, Bigotry, Censorship, Civil Rights, Democracy, Disruption, Education Industry, Equity, Ethics, Extremism, Fake, Fraud, Gender, History, Hoax, Hypocrisy, Oklahoma, Politics, Privatization, Propaganda, Racism

Florida: Vouchers for All, Rich and Poor, Cut Public School Funding

By dianeravitch
July 11, 2023 //
32

Remember back in the day when vouchers were sold as a way to “save poor kids from failing schools”? Those days are over. The new Republican pitch is “universal vouchers,” vouchers for all, regardless of family income, regardless of whether the students ever attended public schools.

Florida is one of several Republican-led states that have passed universal vouchers. With the new money free-for-all, public schools are hiring marketing directors and communications staff to persuade students to enroll in public schools.

Katherine Kokal of the Palm Beach Post describes how public schools in Palm Beach have responded to the introduction of universal vouchers.

For first time, the Palm Beach County School District will actually need to start convincing parents to send their kids to public school.

That’s because Florida’s expanded school voucher program, which went into effect July 1, opens the door for parents of all incomes to use taxpayer money for tuition at private schools. That money is taken away from the student’s public school district at a cost of about $8,000 per student. In March, Gov. Ron DeSantis signed legislation that removed the previous income and enrollment limits on the program.

The program has left loads of uncertainty in the school district’s budget, but one thing remains clear to school leaders: Public schools need to better “market” themselves if they’re going to compete.

Superintendent Mike Burke announced an idea in the spring to market public schools to families weighing their options. The district launched a kindergarten registration campaign to get Palm Beach County’s youngest students in public school classrooms. Their thinking was that if students start in public school, they’re more likely to stay.

Among the first orders of business for the district’s new chief communications strategist will be expanding its marketing campaign to try to prove to parents considering vouchers that public schools are their best choice.

“I think we’re going to have to dedicate real resources to this beyond our website,” Burke said. “We’ve been competing with charter schools for 20 years. We’ve never competed with private schools.”

New voucher options arrive on Florida’s education scene at a time when public school districts are fighting pressure from fringe candidates, library book bans and new limitations on what teachers can talk about in the classroom.

Coupled with new obligations to pay millions for private school vouchers, some education experts say Florida is eroding its public education system altogether.

“It’s hard not to look at all of this and grieve,” said Joshua Cowen, a professor of education policy at Michigan State University. “Every school has a pitch. What’s different now, particularly in Florida, you’re going to see schools thinking very carefully about how to market themselves vis-à-vis the culture war stuff.”

Not all private schools in Palm Beach County are religious schools, and they’re also separate from charter schools, which are public schools run by private companies.

Palm Beach County is home to 161 private schools registered with the Florida Department of Education as of July 6. Of those schools, 44% are religiously affiliated.

And most accept vouchers.

While 109 private schools accept Family Empowerment Scholarships right now, Burke anticipates that number growing over the next several months.

“I think we’re going to see proliferation of small, ‘mom-and-pop’ private schools,” he said. “Private schools in a strip mall where people think they can turn a profit.”

Please open the link to finish reading the article.

Categories Accountability, Charter Schools, Competition, DeSantis, Disruption, Education Industry, Florida, Funding, Hoax, Privatization, Religion, School Choice, Vouchers

Judd Legum: The Pernicious Elite Obsession with RFK

By dianeravitch
June 20, 2023 //
14

Judd Legum writes here on his blog about the dangerous crusade of Robert F. Kennedy Jr. against vaccines and the pernicious support of his campaign by people like Elon Musk and Jack Dorsey, the founder of Twitter. Kennedy’s claims about anti-vaccines have been debunked repeatedly by scientists, but that doesn’t faze him.

If his name were Robert F. Smith, no one would care what he says. But he’s trading on the family name to spread his crackpot views. Worse, he’s running for the Presidency, based on his famous name, and could be a spoiler. Trump loyalists like Steve Bannon are already talking up a Trump-Kennedy ticket. This would be funny, if it weren’t so dangerous, to public health and the future of our democracy.

Judd Legum wrote:

Every year, vaccines save millions of lives. Polio, which used to cripple and kill thousands of children in the United States, has been eliminated thanks to widespread vaccination. Diphtheria, which used to be the most common cause of childhood death in the United States, is exceedingly rare. Other serious illnesses, including measles, whooping cough, and tetanus, are no longer a pervasive threat. Overall there are more than 25 vaccines that can safely “prevent diseases, protect health throughout the lifespan, and help to prevent and mitigate outbreaks.”

But Robert F. Kennedy Jr. has spent the last two decades of his professional life using discredited, manipulated, and cherry-picked evidence to argue that life-saving vaccines are dangerous. Now Kennedy, part of the most famous family in American politics, is running for president.

Kennedy’s candidacy — and anti-vaccine propaganda — has attracted vocal support from a small but influential group of very wealthy people. Their support may not make Kennedy’s longshot bid for the Democratic presidential nomination viable. But it could help legitimize Kennedy’s lies about the safety and efficacy of vaccines. And the consequences could be lethal.

Last Thursday, Joe Rogan, the popular podcaster who inked an exclusive deal with Spotify for $200 million, hosted Kennedy for a three-hour conversation. Kennedy told Rogan’s more than 10 million listeners that “vaccines are unavoidably unsafe.” Rogan, a comedian and former host of Fear Factor, spent the entire episode validating Kennedy’s views. Kennedy was presented as a brave truth-teller, standing up to powerful forces. Anyone who doesn’t accept Kennedy’s conspiracy theories, according to Rogan, is unable to think for themselves.

Kennedy spent the better part of an hour rehashing an article he wrote in 2005, which falsely claimed that childhood vaccines are linked to autism. The article was so flawed it was ultimately retracted by the outlet that published it, Salon. “[C]ontinued revelations of the flaws and even fraud tainting the science behind the connection make taking down the story the right thing to do,” Salon’s editor wrote.

In the piece, Kennedy relied extensively on the work of Mark Geier, a doctor whose license to practice medicine was revoked by Maryland in 2011. Geier pushed the vaccine-autism link as a frequent expert witness. He also misrepresented his credentials and developed “a ‘protocol’ for treating autism that involved injecting children with the drug that is used to chemically castrate sex offenders at a cost of upwards of $70,000 per year.”

More broadly, Kennedy alleged a massive, multi-decade coverup by governments, non-profits, and private industry to hide the dangers of “thimerosal, a mercury-based preservative” used in some vaccines. Kennedy quotes Mark Blaxill, a vehement opponent of vaccines, who claims that the harm done by vaccines is “bigger than asbestos, bigger than tobacco, bigger than anything you’ve ever seen.”

Kennedy’s “proof” was the Simpsonwood conference, a gathering of experts to discuss the possible links between thimerosal in vaccines and autism. Kennedy “relied on the 286-page transcript of the Simpsonwood meeting to corroborate his allegations—and wherever the transcript diverged from the story he wanted to tell, he simply cut and pasted until things came out right.”

For example, Kennedy quoted developmental biologist and pediatrician Robert Brent as saying: “We are in a bad position from the standpoint of defending any lawsuits… This will be a resource to our very busy plaintiff attorneys in this country.” The implication is Brent was acknowledging the link between thimerosal and autism, and explaining why it should be covered up. But Brent actually said he was concerned that “junk scientist[s]” would misuse data to falsely claim that thimerosal in vaccines is linked to autism at the behest of “plaintiff attorneys.”

The link between thimerosal vaccines and autism has been disproven again and again by scientific studies. But even if Kennedy was right (he’s not), thimerosal has not been used in vaccines (except certain flu vaccines) since 2001. So the alleged dangers of thimerosal are not a reason to avoid vaccines today.

On the Rogan podcast, Kennedy simply waved away this inconvenient fact and continued to argue that life-saving vaccines are dangerous. Kennedy told Rogan that it could be aluminum in vaccines that is causing problems. But an adult typically ingests “7 to 9 milligrams of aluminum per day” through foods, and a typical vaccine has less than half a milligram. Infants will be exposed to far more aluminum through their diet than vaccines. And there is no scientific evidence that aluminum is linked to autism or any of the other health concerns cited by Kennedy. Perhaps that’s why Kennedy hedged. “There’s lots of other toxins in the vaccines that, you know, could be responsible,” he said.

Ivermectin inanity

Kennedy also used his appearance on Rogan’s podcast to falsely claim that COVID-19 vaccines are extremely dangerous and that people who take COVID-19 vaccines are significantly more likely to die. The data shows the opposite is true. A comprehensive study by the Commonwealth Fund “estimates that, through November 2022, COVID-19 vaccines prevented more than 18.5 million US hospitalizations and 3.2 million deaths and saved the country $1.15 trillion.”

According to Kennedy, thousands of athletes have died on the playing field as a result of taking the COVID-19 vaccines. There is no evidence to support this, and a large Australian study found “no association between out-of-hospital cardiac arrests and COVID-19 vaccinations.”

Kennedy claimed that ivermectin, which can treat river blindness in humans and is also useful as a horse dewormer, can effectively treat COVID-19. These facts, according to Kennedy, were covered up so that pharmaceutical companies could make money selling vaccines. At one point, Kennedy alleged that Bill Gates purposely funded studies in which people would be given lethal doses of ivermectin to discredit the treatment.

But ivermectin was studied repeatedly as a potential treatment for COVID-19. And it has been found repeatedly to be totally ineffective.

Joe Rogan told Kennedy that he took ivermectin when he contracted COVID-19 and credited it for his quick recovery. But Rogan also received monoclonal antibodies, an FDA-approved treatment for COVID-19 associated with a faster reduction in viral load….

Kennedy is benefiting from a steady stream of elite support to boost his profile and anti-vaccine advocacy. Jack Dorsey, the co-founder and former CEO of Twitter, has formally endorsed Kennedy. Dorsey has avoided discussing Kennedy’s views on vaccines specifically but praised Kennedy for having an “edge” and “no fear in exploring topics that are a little bit controversial.” David Sacks, an investor and close associate of Elon Musk, and Chamath Palihapitiya, a prominent venture capitalist, hosted a high-dollar fundraiser for Kennedy this month.

Do any of Kennedy’s elite backers believe he has a real chance to be the next president? It’s unclear. But supporting Kennedy has become a trendy way to signal you have a rebellious streak. It’s a very dangerous game.

Categories Elections, Evil, Extremism, Fake, Health, Hoax, Lies, Propaganda, Science
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