Archives for category: Inequity

Committees of the New York City Bar Association sent a statement to School Chancellor Richard Carranza opposing the use of competitive admissions to elementary and junior high schools.

They said:

  • Measures of young children’s ability and behavior through competitive admission screening and testing are unreliable and racially biased.
  • Competitive admissions for very young children are pedagogically unsound because research demonstrates that all children derive educational and social benefits from diverse classrooms with students of differing races, economic status, and learning ability.
  • The practice of excluding the majority of certain socioeconomic and racial groups of young children from a large percentage of public institutions is inequitable and conducive to racial hierarchy.

Such policies, they said, are incompatible with the goal of equal educational opportunity, because opportunities are denied based on flawed measures.

 

 

The privatizers got badly beaten in 2016, when they tried to lift the cap on charter schools in Massachusetts. Funded by the Waltons and the usual coven of billionaires, they asked the public to endorse a proposal to launch 12 charter schools every year, wherever they wanted to open. The referendum was overwhelmingly defeated, much to the surprise of its sponsors.

Governor Charlie Baker is a Republican who has appointed a choice-friendly State Board, so the privatizers have not given up hope for undermining democracy.

Now they are back with a proposal for “innovation zones.” 

Jonathan Rodrigues writes:

In a world where we’re more and more accustomed to jargon inherited from corporate start up world like “disruption” and “big data”, “innovation” stands out as one of the most empty vessels in which we project meaning without much thought of it.

In the education world in particular, almost anything can be “innovative”. Even bringing back purposeful segregation and differential treatment under the guise of educational opportunity. Governor Baker’s latest “Innovation Partnership Zones” may be clever, but it’s certainly not very innovative.

If only segregationist Alabama Governor George Wallace had known it would be this easy to fool people, he’d had changed his 1963 speech to “innovation today, innovation tomorrow, innovation forever!”.


So what are “Innovation Partnership Zones” (IPZs), and what would the governor’s bill do? It’s important to note here this idea has prominent Democratic support as well, it was only last year that Education Committee co-chair Alice Peisch (D-Wellesley) and Senator Eric Lesser (D-Longmeadow) sponsored very similar legislation.

The bill allows groups of 2 schools or more (or one school with more than 1,000 students) to create an IPZ which would allow an outside organization to manage these schools and give the “zone” autonomy over things like budget, hiring, curriculum, etc. Essentially third-partying away the public good, but doesn’t “partnership” sounds so much better than “takeover”?

The IPZ can be triggered in two main ways.

  1. Through local initiative of school committee members, a superintendent, a mayor, a teachers group or union, and parents. .
  2. Through the state’s Department of Elementary and Secondary Education (DESE) Commissioner’s choice from schools determined to be “underperforming” by high stakes testing metrics.

The process would then call for proposals jointly with an outside entity that may include nonprofit charter operators and higher ed institutions….

If past is prologue, the results should look familiar. Brown University Annenberg Institute’s 2016 report “Whose Schools?” analyzed the board composition of charter schools in Massachusetts. 60% of charter schools in the Commonwealth had no parent representation at all. 31% of charter board members were from the corporate sector, heavily from finance.

We should all look forward to our IPZs filled with executives from places like TD Bank, who certainly might live in the “region,”, but have no respect for Boston’s biggest neighborhood.

It is especially worrisome that IPZs will be inevitably pushed on communities of color, continuing a nationwide trend of stripping away voice from families of color from Philadelphia to Chicago, Detroit to New Orleans.

A 2015 Alliance to Reclaim Our Schools “Out Of Control” report examined the disenfranchisement of black and brown families through mechanisms such as appointed school boards, and state and district turnovers. In their 2014–15 analysis, there were 113 state takeover districts nationwide. 96 were handed to charter operators. 98% of affected students were Black and/or Latinx. In New Orleans, parents had to navigate 44 different governing authorities; in Detroit, 45.

The most important innovation of all would be the full funding of schools in poor communities.

He concludes:

In no place where black and brown families are the majority in the school district is the innovation of a fully funded quality public school with adequate staffing, special education services, mental health supports, art and music, full-time librarians, and school nurses ever even attempted.

 

 

When I first heard about a federal investigation of cheating and rigging of the college admissions process on behalf of wealthy people willing to pay, I completely misjudged the ramifications. I was not surprised.

Why was I not surprised? I was not surprised because admission to elite colleges and universities has long been rigged, though not as blatantly as the latest scheme. In the present story, ringers were paid to take the tests, and test answers were changed by proctors on behalf of students whose parents paid the price. That’s awfully blatant.

The old-time rigging was more subtle. Start with legacy admissions. If the college had eight applicants for every place, a student whose parent or sibling went to the same institution was likely to be admitted despite his or her grades or scores. That’s unfair.

Then there is the rigging that occurs when the college puts too much weight on the SAT or ACT, which favors students from wealthy homes, who have gone to the best schools and had advantageous life experiences. Numerous studies, including some released by the testing companies, acknowledge that the GPA (grade point average) is a better predictor of college success than the college admission test taken on a single day. That is why more than 1,000 colleges and universities have become “test-optional.” Go to the Fairtest website to see the list of test-optional institutions of higher education.

The scores on the SAT/ACT are also affected by tutoring, which is a function of parental income. So, not only do wealthy families begin with a big advantage, they can multiply their advantage by paying for tutors who are skilled in training students to raise their scores. Tutors can be very expensive. They may costs hundreds of dollars an hour. This skews the admissions process yet again towards those with money.

It would have been far simpler for the families involved in the present scam to pay a tutor $5,000-10,000, and they would have not been investigated by the FBI.

But there is one more way to get preferential treatment. Give a large gift to the college or university shortly before your child applies for admission. Daniel Golden, a journalist then at the Wall Street Journal, now at ProPublica, wrote a book in 2006 called The Price of Admission, about how wealthy people gave money to get their children into elite colleges. He referred to a little-known family named Kushner in New Jersey. A real-estate developer named Charles Kushner, who had graduated from New York University, made a gift of $2.5 million to Harvard in 1998. Not long after, his son Jared was admitted to Harvard.

Golden wrote:

I also quoted administrators at Jared’s high school, who described him as a less than stellar student and expressed dismay at Harvard’s decision.

 

From this morning’s Washington Post:

 

— A string of defense attorneys, especially public defenders, pointed to much harsher sentences doled out to people for non-white-collar crimes than what Manafort got from Ellis. Mueller’s team laid out evidence during the Virginia trial that Manafort, by concealing $16 million in income, didn’t pay $6 million he would have owed in federal taxes, among other crimes.

“Scott Hechinger, a senior staff attorney at Brooklyn Defender Services, an organization that provides legal representation to defendants who cannot afford it, used one of his recent clients, who was just offered a 36-to-72-month sentence, as an example. The crime? Stealing $100-worth of quarters from a residential laundry room. Hechinger’s client may wind up doing more time than Manafort, a man who defrauded the Internal Revenue Service out of $6 million,” Reis Thebault and Michael Brice-Saddler report. “Hechinger listed a half dozen more examples. Among them were a Brooklyn teenager who got a 19-years-to-life sentence for burning a mattress in the hallway of his apartment building, resulting in the smoke-inhalation death of an officer who responded to the scene. He also cited the case of Cyrstal Mason, an ex-felon who was sent back to prison for five years after voting in the 2016 presidential election while on probation — an act she says she didn’t know was illegal.”

A defense lawyer tweeted that she had a client serving 3 1/2-7 years in prison for stealing laundry detergent from a drugstore (@DrRJKavanagh)

Two systems of justice. One for rich. The other for poor.

Two trustees of the Houston Independent School District strenuously object to the state’s plan to disrupt and takeover the district. It is no accident, they say, that such takeovers target predominantly black-and-brown districts. The state’s goal is to resegregate the district, while enriching charter chains that will swoop in to grab public schools.

The article was written by Board President Rhonda Skillern-Jones and Elizabeth Santos.


“Last month the Houston Independent School District Board of Trustees made a difficult decision. At risk of losing the elected positions for which we all campaigned passionately, we rejected an ultimatum created by state law: Privatize four historically black and brown schools or face a hostile state takeover of the entire district. We were elected to see to it that our public schools thrive, not facilitate their transfer to charter managers who can make money off our students.

Now the state is in a position to remove us from office because four schools have been on the “improvement required” list for at least five years.

Some of us reasonably felt that turning these four schools — Wheatley High School, Kashmere High School, Henry Middle School and Highland Heights Elementary — into charter schools would prevent even worse sanctions from the state. While that may have been true for this year, there was no guarantee that we would not face the same dilemma next year and each year after that for different campuses until our district became segregated into two different communities — those that have direct electoral control over their school leaders and those that do not. Such a system of haves and have-nots is simply unacceptable.

The charter vultures are circling.

After Nancy Pelosi was re-elected Speaker of the House, she gave a gracious speech in which she quoted Justice Louis Brandeis. She said, quoting him:

“‘As Justice Brandeis said, ‘We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both’”

This article was written by an economist at George Mason University (whose Economics Department was heavily influenced by gifts from the Koch brothers, who are low-tax libertarians). I suspect the Koch brothers would hate the views expressed here. Economist Steven Pearlstein addresses the issue raised by Pelosi:

The $786 million question: Does Steve Schwarzman — or anyone — deserve to make that much?

Last year, Stephen Schwarzman took home $786.5 million from the Blackstone Group, a leading private-equity firm that he co-founded and has run for more than 30 years. That sum included his salary, bonus and incentive fees totaling $125 million, plus more than $650 million Blackstone paid out as dividends associated with the sizable holding of Blackstone stock he retains as a founder and longtime executive. It was a big payday, to be sure, but not out of line with previous years, when Schwarzman’s Blackstone income ranged from $425 million to $734 million. Nor is it out of line with increases in wealth earned by a number of other billionaire financiers and company founders.

The question is: Do they deserve such extraordinary sums?

Schwarzman declined an invitation to talk through that question. But it’s a fair guess that as a staunch defender of free markets, he considers his take a proper reward for his talent, hard work, ingenuity and willingness to take risk over many years. In the past, he has criticized those who blame the wealthy for stagnant middle-class incomes and rising inequality. And when the Obama administration proposed a change in tax law that would have reduced his income, an outraged (and later apologetic) Schwarzman likened it to Adolf Hitler’s invasion of Poland.

In the theoretical models favored by economists, what Schwarzman or anyone else earns in the marketplace is thought to reflect how much we add to economic output — in the language of economics, our “marginal productivity.”

“My own reading of the evidence is that most of the very wealthy get that way by making substantial economic contribution,” Harvard economist Greg Mankiw wrote in a much remarked-upon essay a few years back that was titled “Defending the One Percent.”

Indeed, if we still had an economy of independent, self-sufficient farmers and artisans, Mankiw’s mental model might be the correct one. Someone could point to a bushel of tomatoes or a hand-knit sweater and credibly make the claim, “I produced that. It is the fruit of my labor, so what I earn from it in the competitive marketplace is my property, my just desert.”

But in a modern economy, creating products and services is a team sport, with individuals constantly interacting with other individuals and firms in complex arrangements that make it much more difficult to determine each person’s contribution to overall economic output. There are differences in market power between firms, and differences of individual power within firms, both of which have a significant effect on exactly who earns what.

One of the reasons Blackstone is so successful, for example, is that as one of the biggest private-equity firms, it gets a first look at most of the best investment opportunities. Everyone who works at, or invests with, Blackstone benefits from that kind of market power. And within Blackstone, Schwarzman has the “sole discretion” in setting the bonuses for top executives, according to its annual proxy filings.

More significantly, the amount anyone earns at Blackstone, or any other firm, is influenced by the rules, laws and norms that govern business behavior and market competition.
As someone who buys and sells companies, for example, Schwarzman has benefited handsomely from a uniquely American business environment in which companies are run with the single-minded focus of maximizing returns to shareholders and investors, rather than balancing the interests of all stakeholders.

The hotel companies and amusement parks that Blackstone has owned (Hilton, La Quinta, Motel 6, Six Flags, Busch Gardens) have benefited from a federal minimum wage that hasn’t budged in more than a decade, and labor laws that now make it almost impossible for workers to vote in a union at any company that is determined to stop them.

Over the past 30 years, the weakening of antitrust enforcement and regulations meant to protect consumers and investors have boosted the profits and increased the value of Blackstone-owned companies in the waste management, cable television, telephone, funeral and nursing home industries.

As a big investor in corporate debt, Blackstone also has benefited from bankruptcy rules that favor bondholders over workers, as it did in the restructuring of telecom firm Avaya in which $360 million in unfunded pension liabilities was effectively shifted to the government’s pension guarantee agency.
The extraordinarily low interest rates engineered by the Federal Reserve in recent years have boosted valuations for the many real estate investments that Blackstone has made, including its $37.7 billion purchase of Equity Office Properties at the top of the last real estate bubble. Low interest rates also have provided Blackstone with the financial headroom to shower its investors and executives with huge one-time dividends financed with debt.

Liberalized trade treaties have made it possible for Blackstone-owned firms such as Freescale Semiconductor and TRW Auto Parts to lower costs by moving work to low-wage countries overseas. The same treaties have also made it possible for Blackstone to attract more foreign investors, like the sovereign wealth funds of China and Saudi Arabia, while opening new investment opportunities for Blackstone abroad, such as Legoland and Versace.

Scharzman and his partners have benefited handsomely from the favorable tax treatment for “carried interest,” and the ability to defer taxes on profitable investments that are exchanged for new ones. And under the new law, their taxes will be lower, and returns higher, as a result of the new lower rates for corporations and partnerships. The repeal of the estate tax will also leave wealthy families with more money to invest in Blackstone funds.

The point here is not to quarrel with these policy choices (although there is much to quarrel with) or to suggest that Blackstone has benefited more than other firms (although that is probably the case). Rather, it is to illustrate that the amount that Schwarzman or anyone else earns in any year in the marketplace is determined in no small part by rules and norms that govern market competition.

Those rules and norms were not set in place by some all-knowing “invisible hand” — they were politically and socially determined. That is why wars have been fought over them, legislative battles have been waged over them and elections have been won and lost because of them. And it is why Blackstone and other companies spend lavishly on lobbying and electing friendly politicians who are in a position to shape them.

Under different sets of rules and norms, the market might have valued Schwarzman’s economic contribution last year at a measly $393 million — half of what he did receive, but surely still enough to persuade him to contribute his excellence.
Markets, in other words, are social constructs, and the idea that they generate a distribution of income based on a purely objective measure of individual economic contribution is a fiction, nothing more than free-market ideology. When it comes to the distribution of income, there is no “pure” market. Any distribution is, by its nature, “political,” reflecting changing social norms and the distribution of political power.

To point this out is not to suggest that I know of a more objective system for determining how income should distributed. Rather, it is to suggest that if we, as a society, decide that we find the current distribution of income unacceptable — if it offends our moral intuitions that a single financier earns as much in a year as 15,000 elementary school teachers — then it violates no great moral or economic principle to alter that distribution.

One way to make the distribution of income more equal would be to change some of the rules and norms that govern market competition.

Another would be to leave the rules and norms in place and alter the distribution after the market has delivered its judgment, through more progressive taxation and government spending.

The first has been called “predistribution,” the second redistribution, and there may be good economic and political reasons for favoring one or the other. But from a moral viewpoint, there is no meaningful distinction between the two. Both reflect the ways that societies determine the distribution of income based on subjective judgments of what is fair.
Defenders of free markets have long argued that shifting income away from those whom the market judges more talented and more productive would be to deny them their “just deserts.” But as a moral concept, just deserts is inadequate and incomplete.

For in determining whether any distribution of income is just, it is not enough to inquire whether someone has earned his income by playing by the rules. We must also look at the distribution of income and ask whether the rules themselves are fair and just.

Pearlstein is a business and economics columnist for The Washington Post and the Robison Professor of Public Affairs at George Mason University. He is also the author of “Can American Capitalism Survive? Why Greed is Not Good, Opportunity is Not Equal and Fairness Won’t Make Us Poor.”

Steven Pearlstein, a Washington Post economics columnist and the Robinson professor of public affairs at George Mason University, is the author of “Can American Capitalism Survive?”
Democracy Dies in Darkness
© 1996-2019 The Washington Post

Is your school district losing funds to charter schools that it did not authorize? If so, you might find this information useful.

A few months ago, the Southern Poverty Law Center filed a lawsuit in Mississippi to block the state from removing tax revenues from local school districts to pay for charter schools. The district in question is Jackson, Mississippi. SPLC argued that the state constitution requires that the funds of each district are to be spent solely for its own public schools, under local control.

The SPLC brief is linked in the original post.

SPLC shared with me the amicus briefs, which are excellent. If your state or district is being drained by charters, you may find these legal briefs to be useful.

The three briefs can be found here, here, and here.

This is a heartening article posted by BardMAT program in Los Angeles.

Those of us who feared that the younger generation would become indoctrinated into reform ideology can take heart. They have maintained their sense of balance and their ethics.

Read this article.

Let’s consider why so many young educators today are in open rebellion.

How did we lose patience with politicians and policymakers who dominated the education reform debate for more than a generation? ……

Recall first that both political parties called us “a nation at risk,” fretted endlessly that we “leave no child behind,” and required us to compete in their “race to the top.”

They told us our problems could be solved if we “teach for America,” introduce “disruptive technology,” and ditch the textbook to become “real world,” 21st century, “college and career ready.”

They condemned community public schools for not letting parents “choose,” but promptly mandated a top-down “common core” curriculum. They flooded us with standardized tests guaranteeing “accountability.” They fetishized choice, chopped up high schools, and re-stigmatized racial integration.

They blamed students who lacked “grit,” teachers who sought tenure, and parents who knew too much. They declared school funding wasn’t the problem, elected school boards are obstacles, and philanthropists know best.

They told us the same public schools that once inspired great poetry, art, and music, put us on the moon, and initiated several civil rights movements needed to be split, gutted, or shuttered.

They invented new school names like “Green Renaissance College-Prep Academy for Character, the Arts, and Scientific Careers” and “Hope-Horizon Enterprise Charter Preparatory School for New STEM Futures.” They replaced the district superintendent with the “Chief Educational Officer.”

They published self-fulfilling prophecies connecting zip-coded school ratings, teacher performance scores, and real estate values. They accepted Brown v. Board as skin-deep, not as an essential mandate for democracy.

They implied “critical thinking” was possible without the Humanities, that STEM alone makes us vocationally relevant, and that “coding” should replace recess time.They cut teacher pay, lowered employment qualifications, and peddled the myth anyone can teach.

They celebrated school recycling programs that left consumption unquestioned, gave lip-service to “student-centered civic engagement” while stifling protest, and talked up “multiple intelligences” while defunding the arts.

They expected their critics to look beyond poverty, inequality, residential segregation, mass incarceration, homelessness, and college debt to focus instead on a few heartwarming (and yes, legitimate) stories of student resilience and pluck.

They expected us to believe that a lazy public-school teacher whose students fail to make “adequate yearly progress” on tests was endemic but that an administrator bilking an online academy or for-profit charter school was “one bad apple.”

They designed education conferences on “data-driven instruction,” “rigorous assessment,” and “differentiated learning” but showed little patience for studies that correlate student performance with poverty, trauma, the school-to-prison pipeline, and the decimation of community schools.

They promised new classroom technology to bridge the “digital divide” between rich, poor, urban, and rural, as they consolidated corporate headquarters in a few elite cities. They advertised now-debunked “value-added” standardized testing for stockholder gain as teacher salaries stagnated.

They preached “cooperative learning” while sending their own kids to private schools. They saw alma mater endowments balloon while donating little to the places where most Americans earn degrees. They published op-eds to end affirmative action but still checked the legacy box on college applications.

They were legitimately surprised when thousands of teachers in the reddest, least unionized states walked out of class last year.

Meanwhile……

The No Child Left Behind generation continues to bear the full weight of this malpractice, paying a step price for today’s parallel rise in ignorance and intolerance.

We are the children of the education reformer’s empty promises. We watched the few decide for the many how schools should operate. We saw celebrated new technologies outpace civic capacity and moral imagination. We have reason to doubt.

We are are the inheritors of “alternative facts” and “fake news.” We have watched democratic institutions crumble, conspiracy thinking mainstreamed, and authoritarianism normalized. We have seen climate change denied at the highest level of government.

We still see too many of our black brothers and sisters targeted by law enforcement. We have seen our neighbor’s promised DACA protections rescinded and watched deporters break down their doors. We see basic human rights for our LGBTQ peers refused in the name of “science.”

We have seen the “Southern strategy” deprive rural red state voters of educational opportunity before dividing, exploiting, and dog whistling. We hear climate science mocked and watched women’s freedom marched backwards. We hear mental health discussed only after school shootings.

We’ve watched two endless wars and saw deployed family members and friends miss out on college. Even the battles we don’t see remind us that that bombs inevitably fall on schools. We know know war imposes a deadly opportunity tax on the youngest of civilians and female teachers.

Against this backdrop we recall how reformers caricatured our teachers as overpaid, summer-loving, and entitled. We resent how our hard-working mentors were demoralized and forced into resignation or early retirement.

Our collective experience is precisely why we aren’t ideologues. We know the issues are complex. And unlike the reformers, we don’t claim to have the answers. We simply believe that education can and must be more humane than this. We plan to make it so.

We learned most from the warrior educators who saw through the reform facade. These heroes breathed life into institutions, energized our classrooms, reminded us what we are worth, and pointed us in new directions. We plan to become these educators too.

Bravo! Brava!

Linda McNeill is a professor at Rice University who writes about funding, testing, and other education policy issues.

In this post, she describes her reaction when she received a beautiful invitation to a dinner to raise money for charter schools in Houston. The invitation came from one of Houston’s existing very well-funded charter chains. (Coincidentally, IDEA just announced plans to expand in Houston, as well as a plan to saturate El Paso with 20 IDEA charters).

She writes, in part:

The thick envelope gave a hint of elegance inside. An invitation. Colorful graphics, fine card stock, strategically placed photographs, “bold face” names inside the folds of this multi-layered, professionally crafted solicitation. A separate card, two-sided on high quality card stock, lists in bold contrasting colors the details of the events. Also inside, a return envelope for the enclosed commitment card suggesting “underwriting opportunities” from a mere $500 to levels of $50,000 and $100,000.

An invitation to a museum gala or symphony fund-raiser? A call to join the restoration of our Harvey-flooded opera house? The funding categories would seem to so suggest.

No, this was an invitation to a fund-raiser for a corporate charter school chain. A private company that has added “public” to its name because it is one of the corporate entities that takes taxpayer dollars (the “public” part) to fund its schools.

My first inclination was curiosity: who are these people? I looked over the names of the funders already listed on the invitation: the usual anti-public school billionaires, some names of really good people who should know better, and some people I didn’t recognize who probably have been sold on the idea that only by contributing to these charter chains can they save the city’s poor, minority children.

My next reaction was anger. This invitation – fancy graphics, elegant card stock, thick white envelopes – was expensive! Each one must have cost several dollars, even accounting for a bulk order discount. I turned each piece over to try to find the printing company that produced it. No designer or graphics company attributed, but a line that caught my eye: contact the charter chain’s “manager of special events” for more information. Really??

Manager of Special Events! I know of no public school, no neighborhood school, that has a manager of special events – much less the budget to hire one. But they all could use that $100,000 for a long list of needs after years of underfunding.

Then I immediately knew the source of my anger: the inequity of it all. These charter chains are privately incorporated, but they not only take our tax dollars out of our public schools – the public’s schools, but they may be using our tax dollars to pay their special events managers and printers to advertise against our public schools! Our tax dollars enable their “marketing” in competition with the public’s own schools. I took the invitation to a high-quality stationery store to ask if they had produced it and what it might have cost. The woman said they hadn’t produced it but confirmed it was definitely expensive and each would have cost “several dollars” even if, as I had suspected, several hundred or thousand had been printed and mailed out (yes, add the mailing costs). And even if the printing had been donated by an individual or corporation, those dollars would still have been taken from our public schools as a tax-deductible, “charitable” contribution.

So the first inequity is that all of these “contributions,” from the modest $500 (mere seat at luncheon) to the ‘naming rights’ (I’m not making this up!) for donors giving $100,000, all of these dollars end up subtracted from the public treasury.

The second inequity: the costs of those invitations. I suddenly realized each one must cost more than many of our teachers have for school supplies and instructional materials on any given day. So I asked some teachers. A 7th-grade biology teacher new to her current school was hopeful: “They say I’ll have the supplies I need for labs and we’ve ready sent in the order for frogs for the kids to dissect, so we’ll see. So far, so good.”

The next answer was less optimistic: “I’m told I have to require every student to bring a ream of copier paper; when that runs out we won’t get any more, so I’m trying to be careful to plan ahead.” From a high school teacher: “No, we don’t get to buy paperbacks for our classrooms. We have some on hand but if we want to assign other titles, the kids have to buy their own. If they can’t afford it, I see if I have an extra copy at home or maybe I just buy it for them.”

Angie Sullivan teaches first grade in a Title 1 school in Clark County (Las Vegas) with large numbers of English learners.

She sends her missives to legislators and journalists in Nevada.

ASD is the all-charter district modeled on Tennessee’s failed Achievement School District. A complete and total failure that Nevada copies.

Angie writes:


We want MAGNETS – not disfunctional white flight charters.

Get away ASD.

__________________

ASD Rebecca holds her annual school grab.

She does not know what she is doing. Do not allow her or Jana to take your school.

Parents may have say in future of Clark County’s failing schools

Parents in Vegas can convert their neighborhood public school into a charter? And that has worked where?

Every successful white person Vegas charter – is sitting next to a successful white person public school. All in white neighborhoods full of five star “choices”. Successful Nevada charters are white. They support segregation and white flight.

The place folks need a real choice – charters do not work.

Get ready Vegas Parents to fight for your school. Our community will not be served by white folks in a white charters. Nor they will be served by young white folks imported into Nevada to do the takeover job.

For profit charters and corporate takeover is a scam.

Non-profit ASD is defunct. Futuro stinks. Agassi stinks. Do not go into that crap. ASD is now the worst district in Nevada. It used to be Nevada Charters were the lowest performers but now it is this new piece of garbage with 100% failure.

Where is the ASD data?

Is the ASD built to hide data?

Everyone involved needs to demand accountability for this new disfunction NVDOE is using to grab schools.

_______________________________

We want MAGNETS – not disfunctional white flight charters.

Get away ASD.

_______________________________

Look at the list closely attached to the bottom of this file.

Keep in mind that Vegas has 349 schools. 39 are struggling – they seem to all be in minority impoverished areas of town. Most serve language learners who research has shown need several years to learn academic English. Not difficult to figure out how to fix a money and support problem. Those schools need money and support. Lower class sizes and supplies.

NVDOE and the ASD will try to grab CCSD schools.

They do not know our students.

They do not love our students.

They will not serve our students.

They will grab schools listed because parents will not be informed.

Spread the word – no to ASD charters.

If they want to give a school money to improve – with research based best practice – great.

Turning any Vegas school into a charter is a scam.

If ASD Rebecca wants to come into your school and show a crappy charter video – tell her to hit the road.

We already know how to read a science book to kids or plug students into the computer. That is not teaching or effective.

Privatization is not education.

___________

We want MAGNETS – not disfunctional white flight charters.

Get away ASD.

__________________

Every year I get angry that our community is targeted while the rest of the state flounders. NVDOE – do your job. You have plenty to grab. Go to these white areas and get it done.

Look at Elko. 100% of its schools are in severe failure. What is happening there? Those schools are along the Carlin Trend and heavily susidized by mining proceeds in a primarily white English speaking area. What is going on?

Look at Washoe which has pages on that list. A heavy heavy percentage of those schools are struggling – with more per pupil than Vegas. And again largely English speaking and middle class areas. What is going on?

Rural Nevada is sinking. When a school fails in a small town – it may be the only school in town. Better address those first. Charter “competition” kills the public schools and does not help small towns. It leaves expensive and hard to educate special education students in public schools and allows “choice” to everyone else.

Again the NV Charter schools are sinking. These schools serve white flight families. They are failing. Severely. That data which at least includes more of their 80+ campuses – is bad – extremely bad considering there are 24 charters and a large chunk are the lowest performers – again. Every year. Again.

It is not Vegas that is the high priority problem.

Folks who are brown do not want to be a target.

This has to stop.

Did not work in New Orleans.

Did not work in Tennessee.

Is not working in Nevada.

How many students have to be hurt to stop this ASD madness?

________________

We want MAGNETS – not disfunctional white flight charters.

Get away ASD.

The Teacher,