Archives for category: Privatization

Mike Petrilli is concerned that Republican support for charter schools has declined sharply. He suspects it is because charter advocates have tried too hard to pretend that charters are all about being progressive.

He thinks it is time to remind Republicans that charters are a conservative idea.

“We found a 12-percentage-point drop in public support for charter schools from the spring of 2016 to the spring of 2017. What’s most surprising is that Republican and Republican-leaning respondents helped to drive this trend, with GOP support down 13 percentage points. Nor is this a one-year blip; roll back the tape to 2012 and Republican support for charter schools is down a whopping 22 points.

“The puzzle is why. This is no idle question, as Republican support has been crucial to the growth and success of the charter movement over the past twenty-five years.

“While the charter movement has historically received proud bipartisan backing in Washington—Presidents Clinton and Obama both strongly supported charter schools, as have Presidents Bush II and Trump—charters are almost entirely a GOP accomplishment at the state level, where charter policy is made. To be sure, some blue and purple states can count a handful of Democratic legislators and the occasional Democratic governor as proponents, but the charter movement has relied on strong Republican support to sustain it. If that support evaporates, the movement could hit a brick wall.

“One would imagine then, that advocates of charter schools would be exquisitely attentive to the political math at the heart of their coalition: They typically need virtually every Republican vote, plus a handful of Democrats. Such attention would inexorably lead to an obsession with shoring up support on the right side of the aisle, correct?

“Well, no. Instead, many leaders of the charter movement have spent the past decade displaying their progressive credentials and chasing after Democratic votes that almost never materialize. Thus, the case for charter schools today is almost always made in social-justice terms—promoting charters’ success in closing achievement gaps, boosting poor kids’ chances of upward mobility, and alleviating systemic inequities. That was certainly the approach taken by President Obama and his social-justice-warrior secretary of education, Arne Duncan….

“A simpler, more direct way to boost conservative support is to remind people what made charter schools conservative in the first place. This means emphasizing personal freedom and parental choice—how charters liberate families from a system in which the government assigns you a public school, take it or leave it. Choice brings free-market dynamics into public education, using the magic of competition to lift all boats. And while some conservatives understandably would prefer private school choice, which allows a family to select a religious school, for example, instead of an independently run public school, charters are much more than a way station to vouchers. They have proven to be scalable and powerful, especially in cities.

“But there’s another aspect of charter schools that gets very little attention these days, especially from the social-justice types: Most are non-union. In fact, in most districts, union representation is the most significant difference between charter schools and traditional public schools. It’s hugely important. It’s why charter schools can and do fire ineffective teachers, why they can turn on a dime when an instructional approach isn’t working, why they can spend their money on the classroom instead of the bureaucracy, and why they can put the needs of students first, every day, all day. Yet most charter supporters almost never talk about any of this.”

Yes, It is time to remind Republicans—and Democrats—that charters are a conservative strategy. They sacrifice community to competition. They get rid of unions. They make teachers at-will employees.

But I disagree with Mike about the reasons for declining support for charters among Republicans and Democrats alike. I think that the public—that is, members of both parties—are hearing quite a lot these days about charter scandals and swindles in their own states. They don’t want to waste their tax dollars on exorbitant charter salaries coupled with frequent reports of graft, misappropriation of funds, and indictments of charter operators. How do people react when they hear about the millions paid to virtual charter operators? What about the convictions of swindlers in Pennsylvania and Michigan? Most Republicans went to public schools, send their own children to public schools and are happy with them. They cheer for the local teams and show up when their neighbors’ kids are in a school play. They don’t want charters in their neighborhood. Many serve on school boards. They are not antagonistic to public schools, not like  DeVos or the people who work at conservative advocacy shops inside the Beltway. In New York, for example, Republicans in the legislature vote for charters but don’t want them in their own backyard. They think charters are fine for black and brown kids, but not their own.

Charters could never have gotten this far without bipartisan support so it was useful for their advocates to play the “social justice” card. Now that Republicans control so many states and DeVos is Secretary of Education, why not tell the truth? Charters are a way to break up public schools and replace them with competition and choice, while getting rid of unions. They are and always have been a conservative ploy to launch school choice. Obama and Duncan fell for it. So have Corey Booker and Andrew Cuomo. They got fooled into attacking their political base. Will Democrats continue to support charters now that they are clearly part of the Trump-DeVos agenda?

Republicans support charters for “those kids,” not for their own kids. If they are losing faith in the charter idea, it is probably because they don’t want them for their suburban and rural communities.

Since 2001, Philadelphia’s public schools have been controlled by a “School Reform Commission” that has failed again and again to improve public education.

In this article, parent leaders call for a new vision for public schools.

They write:

“Over a year ago, we launched the Our City Our Schools campaign to end the 16-year-long failed experiment of the state-controlled School Reform Commission (SRC). The SRC was set up in 2001 in a supposed attempt to bring in more state funding, but instead led to dozens of school closures in black and brown neighborhoods, increased school privatization, failed for-profit consultants like Edison, and an austerity budget that has hurt students, parents, school staff, educators, and the city at large..

“Regaining local control is a huge step forward on the path toward true, democratically based community control of our schools.

“While we celebrate the mayor’s leadership, the question of how our schools will be governed is critical. For the last six months, Our City Our Schools and supporters have pushed for a transitional task force that could study successful school governance models and gather broad public input on what comes next — from an elected school board like those in the other 499 districts in Pennsylvania to the mayoral-controlled board of Philadelphia’s past…

“We can return a voice to the people who know our schools best. In ending the 16-year state takeover, we can define who are the true stakeholders of the Philadelphia schools. For too long, our schools have been treated like a business where decisions are made by people seeking to profit off of our children’s education. In this new era, we need to return power to the people who work, teach, and learn in neighborhood and charter schools every day, the parents who volunteer to fill budget gaps, and the community members who have supported their neighborhood schools for decades.

“We can end the era of conflicts of interests. The most important focus for any school board should be the thriving health of students, teachers, staff, and their schools. With local control and accountability, we can vet new board members for conflicts of interest and end backroom deals.

“Our next school board must push forward a progressive agenda for our schools. Our next school board must see quality education from locally based schools as a key racial and economic justice issue of our time. The SRC failed to stand up against a state legislature that continues to use our schools for its racist and privatizing agenda. Is the next school board ready to lead the fight for more equitable school funding across the state, for Philadelphia-based corporations and developers to pay their fair share toward our schools, and for an end to massive giveaways to private school managers?”

Jim Hall of Arizonans for Charter School Accountability has a mission. He insists that charter schools should be accountable to taxpayers for the public money they receive. In Arizona, the charter laws are written to ensure that charter schools seldom are accountable.

He produced this example as the poster charter for total non-transparency and non-accountability.

A member of the legislature, Representative Eddie Farnsworth, owns a chain of charter schools. It has a budget of $18 Million. He is the only member of the board. State law says that “all legal actions of a public body must be made in a meeting open to the public.” State law says that such meetings must be open to the public. “All meetings of any public body shall be public meetings and all persons so desiring shall be permitted to attend and listen to the deliberations and proceedings. All legal action of public bodies shall occur during a public meeting.”

Every school district, charter school, public agency, and commission must abide by these laws.

But not Rep. Farnsworth’s Benjamin Franklin Charter Schools.

The state Attorney General confirms that charter schools owned by Representative Eddie Farnsworth are exempt from all Arizona Open Meeting Laws.

Hall writes:

“The four Benjamin Franklin Charter Schools in the East Valley are owned solely by Republican Representative Eddie Farnsworth as a for-profit company. Rep. Farnsworth has appointed himself the only board member of the school’s governing board and, as the result of a technicality in Arizona law, does not have to follow Arizona’s Open Meeting Laws. Rep. Farnsworth has free rein to conduct all matters pertaining to the expenditure of over $18 million in public money every year in complete secrecy – there are no public meetings at Benjamin Franklin and there can be no Open Meeting Law requests for information.”

Jim Hall’s ACSA filed a complaint in March 2017 against the four Benjamin Franklin Charter Schools for failing to provide information about the location and notice of board meetings on their website as required by law. As of October 25, 2017, the school websites are still out of compliance with Open Meeting Laws.

Rep. Farnsworth says that he is exempt from the laws because he is the sole member of the governing board. He alone controls $18 Million and is not obliged to hold public meetings.

Jim Hall, founder of Arizonans for Charter School Accountability, noted: “As a member of the Arizona Legislature, you would hope Rep. Farnsworth would set an example for assuring charter schools are spending tax dollars in a transparent manner. Instead, Rep. Farnsworth participates in the worst of practices of deception and secrecy that undermine the credibility of “public” charter schools. There is nothing “public” about Rep. Farnsworth’s charter schools.”

Contact Jim Hall

Arizonans for Charter School Accountability

arizcsa1000@gmail.com

azcsa.org

Lily Eskelsen Garcia forced herself to sit down and listen to Betsy DeVos’ speech at Harvard, where she thought she would be in a choice-friendly environment, surrounded by allies at the Program on Educational Policy and Governance, led by choice advocate Paul Peterson. As we now know, students in the audience rejected her message and unfurled banners expressing their opposition to her policies.

Lily has refused to meet with DeVos because of her well-known contempt for public schools and the teaching profession.

This is her reaction to DeVos’ remarks.

“At times, I felt like I was getting a root canal without novocaine from the dentist in “The Little Shop of Horrors.” When the pain subsided, I was more convinced than ever that DeVos knows little about public schools and even less about their mission.

“Here’s a summary:

“1. DeVos talked about her Rethink School tour, applauding the schools she visited for openly stating: “’We’re not for everybody and we don’t expect everybody to want to come here.’ I think all schools should have that attitude.”

“She doesn’t understand the concept of “public” schools—schools that are open to all students, no matter what language is spoken at home, what the family income is, what their religion or race is, what abilities or disabilities they have, whether they are gay, straight, or transgender. The mission of public schools is to provide opportunities for each and every student who walks through the door, not to roll up the welcome mat, bar the door, and declare: “Sorry, but we’re not for everybody.”

“I think we already went through that time in history. There was even a name for it: Segregation.

“2. When she mentioned the places she visited during her tour, there was one noticeable omission: Michigan, her home state. Who can blame her? She funded efforts in Michigan to siphon funds from students in public schools, allowing for-profit companies to operate schools with taxpayer money and no accountability. The result? Schools with shoddy academic records continued operating for years; no state standards focus on who operates or oversees charters; and schools routinely close without giving families or educators adequate notice.

“This, apparently, is her goal from coast to coast.”

Read on to understand Lily’s reaction.

Carol Burris and Darcie Cimarusti of the Network for Public Education spent months assembling a portrait of the Dark Money that is now pouring in to local school board races, not to save schools or improve them, but to privatize them.

Valerie astrauss posted their shocking expose here.

Strauss begins:

“The Denver Post’s editorial board recently published a piece endorsing four candidates running for the Denver school board, all of them in support of reforms that employ some basic principles of for-profit businesses to the running of nonprofit public education. The editorial calls their opponents “anti-reformers” (as if they oppose making things better for students) and says they “enjoy plenty of money and energy.” (That, apparently, includes a 19-year-old “anti-reformer” candidate who just graduated from high school.)

“Here’s what it doesn’t mention: the big out-of-state money behind the editorial board’s chosen candidates. This is a phenomenon that we’ve seen for years now, one in which some of America’s wealthiest citizens back school board candidates — even in states in which they don’t reside — to push their view of how public schools should operate. It has happened in Louisiana, California, Minnesota, Arkansas, Washington, etc.

“This is a detailed post explaining the flow of dark money — funds donated to nonprofit organizations that spend the money to influence elections but do not have to disclose where they got it — by looking at the Denver school board race. There are four open seats on the seven-seat board and a total of 10 candidates.”

Who are these billionaires and millionaires who are spending huge sums to buy acquiescence to privatization, whether in Denver or Massachusetts or elsewhere?

Read on.

The rightwing-funded Black Alliance for Educational Options is closing its doors. It was launched by Howard Fuller, who was superintendent of Milwaukee public schools in 2000. Fuller was radicalized by his inability to change the system and formed an alliance with the far-right Bradley Foundation, which funded vouchers and wanted to privatize public education. Over the years, BAEO has been funded by white conservative foundations including the Walton Foundation.

BAEO Sought to persuade African Americans that school choice, charters, and vouchers, and privatization were in their interest.

Southern legislatures, controlled by conservative white men, liked BAEO’s ideas.

Education Week credits BAEO with getting Alabama and Mississippi to pass charter laws, and Louisiana and D.C. to pass voucher legislation.

White segregationists embrace school choice readily, as they have wanted it since 1954. Fuller pushed on an open door. Now southern states can fund segregated schools and do it with a clear conscience. Sort of.

Fuller no doubt was following his conscience, but it would be better if he had done it without all that rightwing money.

In the era of Trump and DeVos, it is difficult to play the role of a progressive when their agenda and yours are the same. Especially when the NAACP is speaking out against charters and privatization.

In a related story, the former chairman of the BAEO board Kevin Chavous has been named president of K12 Inc.s Academics, Policy, and Schools. K12 Inc. was founded by junk bond king Michael Milken and his brother Lowell and is the nation’s largest virtual online charter corporation. It is listed on the New York Stock Exchange. Its schools have been notable for high attrition rates, low test scores, and low graduation rates. The NCAA withdrew accreditation from two dozen K12 schools a few years ago because of their poor quality. This is a choice strongly supported by DeVos. K12 Inc. is also known for paying lavish compensation, desite its poor academic results.

John Thompson is a teacher and historian in Oklahoma who writes frequently here, at Huffington Post, and on other blogs.

Ironically, the Center for Education Policy Research (CEPR) revisionist studies, “Evaluating Newark’s Education Reforms” by Tom Kane et. al, were released as Bill Gates announced his latest, new approach to school reform. This is important because think tank papers consistently perform two basic functions. They first provide pro-reform spin for the mainstream media. Secondly, they reassure the “Billionaires Boys Club” by presenting the case that their critics are wrong. These studies typically imply that if educators and journalists had bought into the Gates’, Mark Zuckerberg’s, and other venture philanthropists’ theories, their policies (such as closing schools and expanding charters) would have worked.

Zuckerberg and the CEPR weren’t likely to be happy with the first headlines prompted by their new research on test score gains produced by the infamous $200 million Newark experiment. USA Today announced that the research found “a bit of progress.” Veteran journalist Greg Toppo also noted:

The study was funded by the Chan-Zuckerberg Initiative and conducted by a number of Harvard researchers, including Tom Kane, who said that the study’s results were independent of its funding source.

Toppo reported that the Zuckerberg-led grant “made a difference — in a limited way.” He summarized CEPR’s claims, “Newark students improved sharply in English. In math? Not so much.”

https://cepr.harvard.edu/evaluating-newark-school-reform

https://www.washingtonpost.com/news/answer-sheet/wp/2017/10/19/bill-gates-has-another-plan-for-k-12-public-education-the-others-didnt-go-so-well/?utm_term=.25af39b803d2

https://www.usatoday.com/story/news/2017/10/16/what-did-zuckerbergs-100-million-buy-newark-bit-progress/769536001/

Toppo recalled Dale Russakoff’s “widely admired book” which found that “the effort produced ‘at least as much rancor as reform.’” He also cited Kane on the disappointing math results which the corporate-funded researcher said may look different when data from the spring 2017 tests become available,” and scores “could” rise in the future.

I stress Kane’s use of the word “could” because he has a long history of using that sort of word when spinning the modest results he documents in research studies that put Gates Foundation experiments in the best light. For instance, Kane’s study of the Gates’ value-added teacher evaluations concluded that teachers’ effectiveness “can” be estimated, although he reported little or no evidence that they would be estimated accurately enough to make those evaluations valid and reliable. After driving for the change in the laws of more that forty states, the Gates Foundation merely concluded, “It is possible to develop reliable measures” such as those that the law required, while not offering a plausible scenario for doing so.

https://www.gatesfoundation.org/media-center/press-releases/2013/01/measures-of-effective-teaching-project-releases-final-research-report

And that leads to the one quarrel I have with Toppo’s wording. What does he mean when he says that test score growth in English improved “sharply?” And what do Kane et. al mean when reporting that those test scores improved “significantly?”

English growth scores only improved “sharply” in one year, 2015. After five years, the $200 million investment’s one success resulted in less than .08 standard deviation Newark’s test score growth in English relative to similar NJ students.

It’s beyond my expertise to explain how such a meager gain, measured by comparing such small numbers of test results from Newark on a new test, could be seen as significant according to the dictionary definition of the term, as opposed to just being statistically significant. But reading the CEPR evidence, it seems that asking questions that are relevant for real world policy decisions is beyond Kane et. al. They acknowledge one major problem with the new scores; schools that began early in teaching to the new PARCC tests would be more likely to have higher scores. On the other hand, their discussion of an even more important point, missing student scores, completely misses the point.

Kane et. al present two charts that reveal patterns that are virtually identical. As with ELA results, before 2014 the Newark math value-added scores dropped in comparison to that of similar New Jersey students. In 2015, math scores soared by nearly .1 std. But during that year, the percentage of students with missing scores increased dramatically, by almost .2 std! The next year, as the percentage of students missing scores dropped just as dramatically, math scores declined so much that all of the five year gains were wiped out.

Rather than print a similar for graph ELA, the authors merely said, “The plot for ELA was similar.”

Why didn’t Kane et. al see the need to address the most logical correlation? When the percentage of missing scores goes up, Newark test score growth goes up. When the percentage of students with missing test scores goes down, test score growth goes down.

And this leads to the implicit recommendations by Kane et. al, as well as the questions they should have asked before making them. They attribute the gains to closing schools and expanding charters. They indicate that such an approach (which, of course, is dear to the hearts of “the Billionaires Boys Club”) could institutionalize better results for students who attend high-poverty neighborhood schools. The few relevant numbers they reported argue against such a theory.

In the first place, Newark charters had previously served higher-performing students, with the non-representative KIPP and North Star Academy being the charters that expanded the most. So the first question is whether those charters could change their model so that the higher-challenge students in neighborhood schools could be retained. Newark’s free and reduced lunch student population averaged 88% over the five-year study; charters were six points lower. However, KIPP and North Star tend to serve a relatively larger percentage of low income and a smaller percentage of poor students than traditional public schools in the inner city. For instance, Newark’s North Star has served far fewer poor children (14.6% fewer free lunch) while serving relatively more students whose higher family incomes qualify for reduced lunch.

Similarly, Newark’s charters served about 60% fewer students with disabilities, but that is just part of the story. For example, North Star has a record of “serving hardly any children with disabilities and few or none with more severe disabilities.”

http://jerseyjazzman.blogspot.com/2014/04/uncommon-comes-to-camden-let.html

These charters also have a long record of benefitting from greater rates of attrition when raising test scores. North Star has a history of suspending students “at an alarming rate,” and that is a reason why “only about half (of 5th graders) ever made it to senior year.” Similarly, as Richard Kahlenberg shows:

The big difference between KIPP and regular public schools…is that whereas struggling students come and go at regular schools, at KIPP, students leave but very few new students enter. Having few new entering students is an enormous advantage not only because low-scoring transfer students are kept out but also because in later grades, KIPP students are surrounded only by successful peers….

Click to access kippstudy.pdf

http://educationnext.org/student-attrition-explain-kipps-success/

In other words, Kane et. al should have asked questions relevant to policy-making. For instance, how different were the tested charter students’ poverty and disability rates in comparison to their classmates who were enrolled in the first quarter? Why was it that the missing test score patterns seemed to have a far bigger effect on “within-school” outcomes? Why did they assume that Newark’s charters can be scaled up?

Did Gates-affiliated researchers overlook these obvious questions because they still are oblivious to realities within school systems? Or did they only ask the questions that they knew would produce answers that would please their bosses?

The dean of students at a Mastery Charter School in Philadelphia has been arrested and charged with statutory rape. He has been fired.

Omar Harrison, 42, of Cheltenham, Pa. was arrested on Wednesday. He was a dean of students at Mastery Charter’s Harrity Elementary School in the 5600 block of Christian Street in West Philadelphia.

Police say the victim was a 14-year-old 8th grade student.

The victim allegedly told investigators the incident happened at the end of the past school year after Harrison gave her a ride to a hotel in Tinicum Township near Philadelphia International Airport.

Officials from Master Charter Schools say the incident came to light on Friday after the victim’s mother came to the school to confront Harrison. The school was placed on lockdown for student safety, officials said, and no one was hurt.

Harrison has been fired from his position.

Did the charter give him a background check before hiring him? Did he have a previous criminal record? The answers to these questions are unknown. These are procedures that are customary in public schools.

Education Post announced a competition for videos celebrating the glories of school choice. There will be prizes of $15,000 each to the lucky winners.

Education Post is funded by Eli Broad, the Walton Family, Michael Bloomberg, and sundry other billionaires.

It is led by Peter Cunningham, who served in the first term of the Obama administration as Arne Duncan’s Assistant Secretary for Communication, P.R., etc.

On the presumption that it was part of the Democratic center, it supposedly supports charters (partial privatization), not vouchers. That was then. This is now.

Read Peter Greene about the contest.

But a closer look makes this contest even more interesting. First of all, instead of focusing only on charter schools, this contest is to promote a broader agenda:

There is no “one size fits all” school or educational model that works for everyone. That is why it is important for students and families to have the freedom to choose the pathway that best meets their needs, whether that is a different public school, charter, magnet, private school, virtual/blended, or homeschool.

That moves us away from the strictly-charter advocacy and into something more closely aligned with, well, the agenda of Betsy DeVos. Plenty of charter advocates have cast a leery eye on voucher systems– but this contest loves it all. And EdPost is promoting it.

Whose contest is this, exactly?

Well, the main address on the site is that of the Foundation for Excellence in Education, the Florida-based group that, a long time ago in a galaxy far, far away, was going to provide a platform to help launch Jeb Bush to the White House. FEE has actually changed its name, at least in some places, to ExcelInEd, a group that includes all the same players and still calls itself the Foundation for Excellence in Education in the fine print on its site. I bring ExcelInEd up only because they are nominally the launchers of this contest. Mostly I am just dying for them to open an Ohio branch so that we can call them EiEiO. FEE/EiE is one of the older, more well-entrenched reformy groups with a Who’s Who of deep-pocketed donaters including Gates, Walton, Broad, Kellogg, Bloomberg, Schwab, News Corporation and Dick and Besy DeVos.

Also sponsoring the contest? American Federation for Children, Betsy DeVos’s advocacy group. AFC is a dark money group that has been working hard to push privatization of education in this country (for the children).

Also? EdChoice, the advocacy group previously known as the Friedman Foundation for Educational Choice, the group launched by Milton Friedman.

The M.E.T.S. Charter school in Newark opened in late August, with Governor zchrus Christie present to cut the ceremonial ribbon and slam Newark’s public school (which have been controlled by the state for 22 years and are only now regaining local control). Two months later, the school abboinced it would get rid of two grades (9 and 10) and close down completely at the end of the school year.

Forget about it.

The school announced it has decided to remain open after all. At least for now.

Hey, that’s business. Shoe stores open and close. Restaurants open and close. Charter schools open and close, then change course and don’t close.