Archives for category: Privatization

Two dedicated pro-public education advocates, Chuck Pascal and Troy LaRaviere, wrote important amendments that were adopted and incorporated into the Democratic platform.

Because of them, with important support by Randi Weingarten, the platform now takes a stand against the high-stakes testing regime, opposes school closing shift based on test scores, opposes evaluating teachers by test scores, and emphasizes the importance of democratically-controlled public schools. The platform continues to support “high quality charter schools,” without defining what that means: high test scores? Or something else?

Ironically, the transcripts cited here were made by Education Reform Now, an affiliate of Democrats for Education Now, the organization created by hedge fund managers to promote charter schools.

The updated text can be found here.

An unofficial transcript of the session can be found here.

Politico reports that Democrats for Education Reform, the hedge funders’ charter advocacy group, is not happy with the amendments to the platform proposed by supporters of public schools Troy LaRaviere of Chicago and Chuck Pascal of Pennsylvania:

NO CANDIDATE LEFT BEHIND: While Democrats have yet to publish their most recent platform language, education-focused groups are already sniping about it. American Federation of Teachers President Randi Weingarten said the new language “represents a refreshing sea change in its approach to public education” and “makes it clear that Democrats are committed to ending the failed era of test-and-sanction.” AFT is pointing to amendments to the draft language it says were adopted in Orlando during the weekend platform meeting – amendments that voice support for parents who want to opt their children out of standardized tests, demand more accountability for charter schools, and oppose using student test scores in teacher evaluations. All of those stances are favored by teachers unions.

– But Shavar Jeffries, the president of Democrats for Education Reform, called the amendments an “unfortunate departure from President Obama’s historic education legacy” and said that these changes came about because the platform drafting committee “inexplicably” allowed the process to be “hijacked.” Your dutiful Morning Education scribes will post the final platform draft as soon as it’s available.

Wendy Lecker warns the people of Connecticut that the New Haven public schools have made a deal with the Relay “Graduate School of Education,” which trains robot teachers who value compliance and arrive with scripted lessons. Why contract with Relay, she asks, when there are highly reputable teacher education programs in the neighborhood?

When you consider that Connecticut is one of the highest achieving states in the nation on NAEP, you have to wonder how the charter industry captured the state’s political leadership.

A comment by a reader responds to the question of whether charters schools are public schools:

The use of the terms “government schools” and “public charter schools” are equally egregious. On June 14th the LA Times informed the public: “Charters are independently operated, free public schools.” The term”public charter school is becoming common usage. There Is No Such Thing as a “Public Charter School.”

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Charters are not public schools. The term “public charter school” was developed by a PR firm to reframe the way we understand schooling in relationship to “public” and to democracy. Any public institution—school, library, zoo—is, at least in theory, funded by 
taxes from all the people in its jurisdiction—local, state and national—and is accountable to those who pay the taxes.

Most public schools are accountable to an elected school board made up of community 
members. Residents of that community have the right to be present at Board meetings, weigh in 
on votes and debates, and access public financial documents.


Charter schools are run by executive boards, committees or corporations whose members often 
live outside the community in which they are located and are not accountable to parents or 
the taxpayers/community members who fund them. 


If you don’t like what your traditional public school is doing, you can make your voice heard by 
addressing administrators, voting for new leadership or taking a leadership role yourself. If 
you don’t like what your child’s charter school is doing and you express yourself, you may be 
asked to leave. There is no democratic mechanism for spearheading policy change.



Public institutions are the motors of democracy. Their purpose is to 
promote and preserve the fundamental values of a democratic society: liberty, equality and 
the public welfare or common good. 


Public schools recognize that the welfare of everyone’s children and grandchildren is 
intimately linked to the welfare of all. Through support and oversight by the communigy, 
public schooling is intended to serve the common good and preserve fundamental qualities that sustain 
democracy beyond getting students “college and career ready.” If public schools have not always lived up to their promise then it is necessary to redouble our efforts to have them do so, not to abandon them.



When students leave public schools for charter schools they take their per pupil expenditures –which in California averaged $9, 794 last year–with them, leaving public schools with less revenue but the same overhead. The federal government also spends millions on charters at the expense of public schools. Taxpayers paid one consulting firm nearly $10 million to the U.S. Department of Education Charter Schools. That’s $10 million fewer federal dollars for public schools. The law forbids local districts, which in California are the main authorizers for new charters, from taking into account the potentially crippling impact of new charters on district financing when considering approving new schools. So even if you find an excellent charter to send your own child to, you are reducing the chances of every student remaining in the public school having their own excellent education.

Charter schools’ claim they enhance democracy is disingenuous. The highly touted freedom of individual parents to choose their child’s school comes at the heavy price of reducing two other essential functions of democracy: providing for the general welfare of a society that requires well funded public schools and insuring equal opportunity for all children. Competing with traditional public schools for space and funding reduces the quality of the remaining public schools, and ignores patterns of clear advantage for the children of savvy parents, thus assuring that some children will be better schooled than others.

Being publicly funded, charters cannot be considered private. However, their private governance and their marginalization of fundamental democratic values disqualifies them as public.

The most accurate label for charters is “Publicly–funded private schools.” Don’t let them abscond with our language. There is no such thing as a public charter school.

Nashville has a school board election coming up in August. It will determine whether the charter industry is permitted to invade the city with a free hand (the existing charters are already skimming the kids they want).

T.C. Weber, a Nashville parent, sums up here the current landscape of candidates.

Three current school board members are fighters for public education: Amy Frogge, Will Pinkston, and Jill Pinkston.

They are standing for re-election. Help them stave off privatization of the public schools.

Several candidates are endorsed by the nefarious and devious “Stand for Children.” Stand is popularly known as “Stand on Children.” Don’t vote for anyone they endorse, because they will fight for privatization and for anti-teacher policies. Stand for Children is supported by the billionaires. They do not stand for your children.

Politico reports on a panel discussion that takes place today. As you will see from the line-up, there are no high-level representatives of public schools. Only charter schools count, and public schools are supposed to learn from them.

NO CANDIDATE LEFT BEHIND: Last week, Hillary Clinton earned boos from some NEA delegates when she suggested that traditional schools and charter schools should share ideas to figure out what works. [http://politico.pro/29w3C8C ] Today, on Capitol Hill, a panel will be addressing this very issue during a discussion on “efforts to foster collaboration,” which was announced by the National Alliance for Public Charter Schools. Panelists include Naomi Rubin DeVeaux, the deputy director of the D.C. Public Charter School Board, Chris Pencikowski, head of Lee Montessori, Cassandra Pinkney, founder of Eagle Academy, and Kaila Ramsey, a teacher at H.D. Cooke Elementary. The moderator is Nancy Waymack of the Bill & Melinda Gates Foundation. The event starts at 2 p.m. in Cannon House Office Building, room 121.

Remember that old Frank Sinatra, “Love and Marriage…go together like a horse and carriage.”

Mercedes Schneider discovered a web site whose purpose is to help charter schools manage their credit cards, which have been the cause of so many charter school scandals.

The New York Times published an article about how critics of public schools now call them “government schools.” This is supposed to conjure up an image of a faceless, unaccountable bureaucracy, like the IRS, not your neighborhood public school whose teachers you know well.

I first heard this term used at the Hoover Institution. At first I didn’t know what they were talking about, then I realized that the public schools were, in their minds, “government schools,” a heinous institution that should be replaced by private schools, vouchers, religious schools, charters, home schooling, anything but those hated “government schools.” I began to wonder if they referred to highways as “government highways” and found a way to avoid them; if they referred to public parks as “government parks,” to be avoided or privatized; if they referred to public beaches as “government beaches.”

Privatization always has a bottom line: profit. And as Peter Greene recently pointed out, the difference between for-profit charter schools and non-profit charter schools is an illusion. The nonprofits like to grow, increasing their revenues and salaries for top administrators. They too exclude the hardest-to-educate children (they cost too much, which affects the bottom line).

One area where privatization has been a major failure is privatized prisons, publicly funded but privately managed. They produce profit. They do not reduce recidivism because they want more prisoners, not fewer.

Our faithful reader John Ogozalek, who teaches high school in upstate New York, sent a letter this morning on the same subject. I decided to let him tell the story:

Diane,

You probably saw this New York Times article about the efforts to redefine public schools in Kansas. http://www.nytimes.com/2016/07/10/us/schools-kansas-conservatives.html

It’s another fascinating example of how linguistics is being used to twist the argument over school reform.

Once again, the public good is demonized and complicated challenges are reduced to a simplistic need to “rebrand”.

I’m also in the middle of reading a very lengthy piece in Mother Jones (August 2016) about the for-profit prison industry. http://www.motherjones.com/politics/2016/06/cca-private-prisons-corrections-corporation-inmates-investigation-bauer

The parallels to the for-profit school industry are scary: lack of adequate training for staff, the obsession with profits over people and outright cheating to get around government safeguards…gag rules to keep employees from speaking out. And, of course, ALEC rears its ugly head once again.

I taught many years ago in the New York State prison system. It was for about as long as the reporter for Mother Jones worked at the for-profit prison in Louisiana. Of course, there are very significant differences between the New York State Department of Corrections and the Corrections Corporation of America -not the least of which is the low pay, non-union labor force that the CCA relies on to make money for its shareholders.

And, interestingly enough, the shareholders of for-profit prisons includes the Bill and Melinda Gates Foundation. (Are their tentacles missing from any corner of the U.S.A.?) https://www.prisonlegalnews.org/news/2016/jul/6/demonstrators-protest-gates-foundations-22-million-investment-geo-group/

My time teaching at the prison was invaluable -not only for helping me understand the huge role that this industry plays in our democracy but also for giving me a way to connect to former students who end up incarcerated. (I recently went to see one young man I taught years ago. The prison he’s in looks like a child’s drawing of a medieval fortress. Visitors walk up to the massive, rusticated castle and enter a thick, steel door that opens right out of the prison wall. If it wasn’t so frightening you might feel like you’re part of a cartoon. To see someone you knew as a child emerge from deep within that stone labyrinth is heartbreaking.

All Americans should visit a prison, I think -especially if you know someone who works as a corrections officer. It is a tough job and I respect the people I worked alongside. Shane Bauer makes it clear in his Mother Jones investigation that the COs at the for-profit prison are sort of prisoners in a manner, too. They’re treated as cogs in a brutal human assembly line.

I remember quitting my job at the correctional facility 30 years ago. It was a very happy moment as I walked up to the razor wire fence on my way out. The Superintendent (i.e. warden) had tried to convince me to stay. “It’s a growth industry,” he said, citing the career I was giving up. Hell no!

I could afford to leave. I didn’t have a mortgage, no kids going to college. I’m not the quitting sort but it was clear I had to go.

It’s very unsettling to now see public schools nationwide being turned upside down by some of the same forces that have made some prisons so incredibly inhumane now. Frightening is a better word. I sit at my desk some days and imagine how it will feel when I walk out of school for the very last time.

-John O.

Jack Hassard, emeritus professor of science education at Georgia State University, warns his fellow Georgians about a constitutional amendment on the November ballot that will allow the state to cancel local control.

This is Governor Nathan Deal’s so-called “Opportunity School District,” modeled on Tennessee’s failed “Achievement School District.”

Read the language of the proposed amendment:


Shall the Constitution of Georgia be amended to allow the state to intervene in chronically failing public schools in order to improve student performance?

( ) Yes

( ) No

If we posit that the state of Georgia does not know how to improve student achievement in “chronically failing public schools,” then what is the amendment really proposing? Let the state take control of schools away from their local school district and give them to out-of-state corporate charter chains. Even though this was tried and failed in Tennessee, let’s do it in Georgia too.

Dan Mihalopoulos of the Chicago Sun-Times followed up on an important story: Two years ago, the FBI raided the offices of Concept Schools, which runs charter schools in Illinois. They also raided one of its charters.

Chicago Public Schools’ officials were aware of the raid, and they exchanged emails about what to do. They decided to do nothing.

More than two years since the FBI raids brought the still-ongoing federal investigation involving Concept to light, the charter operator has continued to do business with contractors identified in court documents as allegedly having been involved in defrauding a U.S. Department of Education grant program, records obtained by the Chicago Sun-Times show.

The charter-management organization — which runs four taxpayer-funded charter schools in Chicago and dozens more across the Midwest — has paid more than $519,000 since the raids to companies federal authorities said were involved in the corruption probe and their subsidiaries, according to documents the newspaper obtained from individual Concept schools.

There has been no correspondence between CPS and Concept Schools — which gets millions of taxpayer dollars a year to operate its Chicago schools — regarding the federal probe, according to CPS and the charter operator.

A CPS spokeswoman declined to comment Friday, citing the ongoing investigation.

Three years ago, Mihalopolous investigated the number of trips to Turkey that Illinois legislators have taken, paid for by the Gulen organization. Michael Madigan, Speaker of the House. is the Gulenists’ best friend in Illinois.