Archives for category: Privatization

The Fort Wayne Journal Gazette published a powerful editorial endorsing educator Glenda Ritz for State Superintendent of Public Instruction in Indiana.

Tony Bennett, the current superintendent, is a foe of public education. He removed the word “public” from his title. He has done whatever he could to promote privatization of the state’s public schools. He opened the state to for-profit corporations to make money while supplying mediocre education.

Bennett is a willing hand-maiden of ALEC and the far-right. He is a member of Jeb Bush’s Chiefs for Change.

Not surprisingly, Bennett has a huge campaign chest. Let’s get the word out to parents and citizens who don’t want to privatize their public schools.

In case you don’t have time to open the link, here is the editorial:

Indiana public schools are struggling under the leadership of Tony Bennett, superintendent of public instruction. His unproven experiment in school choice and privatization has strained local districts at the very time they’ve needed the support and resources of a strong Indiana Department of Education.

Fortunately, his challenger, Glenda Ritz, demonstrates the skill and passion to help all students and recognizes the state’s civic health and economy depend on strong public schools. Her experience in communicating a classroom perspective to legislators is sorely needed as educators grapple with a host of new laws and regulations.

Indiana enjoyed almost 24 years of steady, collaborative effort to improve public education under Republicans H. Dean Evans and Suellen Reed, but Bennett’s election four years ago marked an end to the partnership among policymakers, educators, parents and the business community. The noteworthy improvement Indiana schools have made in recent years, including higher graduation rates, is the result of the foundation Evans and Reed set.

Rather than follow their example, Bennett cleaned house, replacing experienced educators with a DOE staff whose frequent turnover has left school districts struggling to interpret rules and requirements. He took advantage of GOP majorities to push an expansive legislative agenda, including the nation’s most expansive voucher program. Before its effects are even known, he is looking to extend it, eliminating the restriction that vouchers go only to students who first attend public school.

While enthusiastically promoting vouchers and charter schools, Bennett has expanded state control of local schools and exercised authority to hand them over to for-profit operators. Through the rule-making process, he has weakened the licensing requirements for teachers and administrators and now champions the national Common Core academic standards – less rigorous than Indiana’s highly acclaimed standards – and a new test to replace ISTEP+.

Also troubling are his ties with out-of-state donors and corporate interests. He spent much of 2011 traveling the country, often at the expense of groups looking to privatize schools. His campaign donors include wealthy school-choice proponents. Wal-Mart heir Alice Walton gave him $200,000, and New York City Mayor Michael Bloomberg contributed $40,000. Some of the largest have come from groups backed by hedge-fund managers. Bennett’s campaign chest is nearing $1.5 million. Compare that to the $39,000 Reed had raised at the end of her 2004 re-election contest. Ritz has raised about $100,000 to compete against Bennett.

What she lacks in fundraising prowess, Ritz makes up for in experience. A library media specialist for Washington Township schools in Marion County, she is one of just 155 Indiana educators certified by the National Board for Professional Teaching Standards, considered the gold standard in teacher certification.

Ritz proposes more local input in policy promulgated by the state. She said she would begin with a comprehensive assessment of school needs, including curriculum and technology.

“DOE is going to be bottom up instead of top down,” Ritz said.

She also pledges to support early learning and to stop increased reliance on standardized testing, now misappropriated to paint public schools, districts, students and teachers as failures. The inaccurate depiction doesn’t serve the state in attracting jobs or retaining young families.

Voters should compare the leadership styles and results of a politically ambitious superintendent versus his two widely respected predecessors. Ritz promises to serve more in the mold of Evans and Reed; she’s the easy choice for Indiana’s top education post.

A reader points out that the U.S. Department of Education has the following program information on its website:

“The U.S. Department of Education’s Charter Schools Program (CSP) has invested more than $255 million in charter schools this year. The purpose of the program is to increase financial support for the startup and expansion of these public schools, build a better national understanding of the public charter school model, and increase the number of high-quality public charter schools across the nation. More information about the Charter Schools Program is available from the U.S. Department of Education’s Office of Innovation and Improvement here.”

Why is the DOE spending $255 million on privately managed charters that are free to exclude low-performing students or students with high needs? Why does it support a sector that is more racially segregated than community schools in the same district?

Charter schools are not public schools. Charter schools are run by private management. Most charter schools do not have a parent association. Charter schools do not get better test scores than public schools, on average.

People often ask me, “Why don’t the public schools learn from the charter schools?”

Good question.

The top-rated charter school in Minneapolis has lessons to teach the public schools. But I doubt that the public schools should copy those lessons or even if the lessons are legal.

First, the charter school takes half as many students with disabilities. Then, it has double the suspension rate of the public schools. That raises the charter’s test scores. Then the media and legislators say we need more schools like that.

That is the lesson.

Very clever but not very original.

Carolyn Hill ran for a seat on the Louisiana state education board as a reformer. But after she assumed office, she realized that “reform” was intended to privatize the public schools, not improve them.

For having the wisdom and courage to see beyond the rhetoric; for speaking out and acting on behalf of children and educators, Carolyn Hill joins our honor roll as a hero of public education.

Commentary: In Louisiana, trickery is disguised as school reform

As a member of the Louisiana Board of Elementary and Secondary Education, I am writing to express my disappointment in the deceptive practices that are being used to disparage our traditional schools and educators.

I ran for the BESE position because I wanted to be an integral part of reforming schools in Louisiana. My campaign was based on reform. Shortly after being elected to the state board, I realized what is being offered up as reform is nothing more than trickery.

I am reminded of the biblical story relating to Adam and Eve. God warned Adam not to eat of the forbidden fruit; yet, Eve manipulated Adam and evil arose from the eating of this fruit. I use this example to inform my constituents and the public that everything that glistens isn’t gold. Many so-called reformers are trashing traditional public schools while many parents are facing real discrimination.

Choice is being sold to many parents as the silver bullet. However, many parents have reported their concerns and confusion regarding the responses they have received. Some students are being denied access to schools of their choice. I want to appeal to parents to exercise caution with their choice options. The virtual learning opportunities, if not monitored, may have far reaching implications regarding student success. Be wise and proactive in your choice decisions and don’t accept less than was promised.

I recall growing up and revering the legacy of Dr. Martin Luther King. However, as an African-American, I am concerned that there is silence regarding the future of our children. Where are our leaders? Why do we want out-of-state vendors to come to Louisiana to educate our children? Where are the standards? Why do we promote certification in traditional schools and don’t require the same standards for charter schools? Why are we operating under different standards? Why does a state Board of Education and Legislature make a distinction between education providers? Why would any board of education not require certification and testing when education is all about the attainment of standards?

I did campaign on education reform — responsible reform — where there is an equitable playing field. The education reform that exists in Louisiana today consists of irresponsible education policies and laws. Again, I am saddened that many have forgotten the struggles of King and others who have taken a stand for all people.

Are we going to abandon this legacy?

I am also reminded of all the elected officials who were in opposition to the education reform legislation during this past legislative session. I want to say thank you. I also say we must not abandon our responsibilities. We must rise to be the voices for our children, parents, and educators. If we don’t stand openly and vocally for our children, then it may be said we are as guilty as if we had eaten of the forbidden fruit.

—Carolyn Hill is the District 8 member of the Louisiana Board of Elementary and Secondary Education.

Ken Derstine, a retired teacher and now an advocate for public education, wrote up a commentary on a recent debate in Philadelphia.

Helen Gym, a leading parent activist in Philadelphia, debated Matthew Brouillette of the Commonwealth Foundation about the “parent trigger” on WHYY.

It is funny that a parent has to explain why the “parent trigger” is a bad idea that will diminish the role of parents and hand public schools over to un-accountable charter schools.

Please listen to the debate. Helen Gym is amazing.

She should be invited to appear on Education Nation next year and to speak the next time PBS or CNN or Fox News brings on a privatizer. She has real credibility. She is a public school parent.

A reader asked the other day if there was anything he could do for me.

The answer is yes.

Please send a contribution to Karran Harper Royal of New Orleans, a parent leader who is running for school board. I met Karran in New York City a year ago, and she explained what a farce “choice” is in Nola. “There’s one choice they deny every parent,” she said, “and that’s the choice to send your child to a neighborhood public school.”

Karran is running against a heavily funded “reformer,” Sarah Usdin and incumbent Brett Bonin.

Joel Klein, Reed Hastings (of Netflix) & Walter Isaacson of Aspen Institute have donated big money to corpreform challenger Sarah Usdin.

Parent activist Karran Harper Royal is a great voice for public education. http://www.tribunetalk.com/?p=3887

She recently returned from a tour of New Zealand, where she warned about the dangers of privatization.

Usdin reported $110,468 in donations in the period running from Jan. 1 to Sept. 27, compared with Bonin’s $24,990 and Royal’s $5,569

Usdin has raised three times as much as ANY candidate running for school board; she is the founder of the pro-charter organization New Schools for New Orleans. If memory serves, that organization received about $30 million in federal funds to replace public schools with non-union charters staffed mainly by TFA.

Karran Harper Royal is a parent of children in the New Orleans schools. She needs our help.

If she pulled an upset, that would make me very happy.

We previously read an article claiming that for-profit entrepreneurs are necessary to reform American schools. The article began, in its original version, with a vulgar and gratuitous insult directed at Anthony Cody.

Here are two great responses. The first is by Anthony Cody.

The other is by Audrey Watters.

Jersey Jazzman has developed an equation: reform=disrespect.

Another way to put it: these so-called reformers don’t like democracy.

He detects a growing opposition to the top-down methods of the privatizers.

Something is happening in Jersey, and the rest of the country: slowly, a groundswell of opposition is building against the corporate reform agenda. People are starting to resent the idea that a California billionaire like Eli Broad has more influence over the directions of their children’s schools than they do. Paterson and Jersey City are also straining under their state-imposed yoke. Camden is pushing back against plans imposed from outside its borders. Even the ‘burbs have had enough.

A reader shared his response to the article praising the profit motive in education.

Hi Diane. I wrote the following reply to Tom Segal on their web page.

Eight years ago, I would have agreed with you on your perspective, Mr. Segal. Unfortunately, your efforts to paint the public education community as in dire need of the profit motive are profoundly misguided. I have spent the last 8 years teaching in public charters, which are nothing more than privatized public schools. My experience, and the data, show that they rarely perform any better and in 1/3 of the cases, perform worse than traditional public schools.

Your error lies in in your belief that the dynamics of a capitalistic market apply within the mandate of the public education sector. They simply do not. By law, schools must accept all students that walk through their doors. Name me one company that has that mandate. There simply isn’t one. A competitive market is based on choice. Choice by the vendor to offer the product and choice by the consumer to reject the product. At the end of the day, the vendor doesn’t have to sell to everyone and the consumer doesn’t have to buy anything (whether because they don’t want it or can’t afford it). In education, this is unacceptable. The entire basis of public education is anti-competitive by design, and with good reason. In competition, someone always loses out. When you are dealing with children, this is unacceptable. If education becomes for profit, we will end up with the same thing we have in health care–40 million people who are left with nothing while for profit care providers make enormous profits. For our country, this would be incredibly destructive.

There is also a huge difference between schools working with for profit vendors and schools themselves becoming for profit vendors. For profit vendors will do whatever it takes to maintain the highest profitability. Cut wages, eliminate less profitable products, close down entire production facilities, etc. This type of instability may work in a world where companies are dealing with widgets. However, introducing this type of volatility into the education world is extremely destructive. I have seen students suffer through the poor performance of their school, the subsequent closing, and their shuffling to yet another poorly performing school. This is not “market efficiency” that is necessary in education. It is instability introduced at the most vulnerable time in an adolescent’s life.

Lest you think that I’m simply ignorant of business, I should say that I earned an undergraduate integrative Business/Econ major and am currently earning my MBA. Over seven years ago, I charged into battle with the same cry of privatization and “for profit” motive you are espousing here. My direct experience showed me the folly of this type of thinking.

If you haven’t already, I would encourage you to earn your credential and go and teach in the public education classroom for at least five years. I don’t believe anyone who has not actually taught in the public school has any right to authoritatively criticize it, especially from a perspective as potentially detrimental as introducing for profit motives into public education. I find it remarkable that people who have no education experience act as though they know what’s best for the education profession itself. No other profession would tolerate this type of behavior. Imagine if I would presume to criticize the methods general practitioners use to treat their patients. Imagine if I presumed to suggest sweeping changes to the investment banking world, having no experience at all as an IB. Even worse, imagine if I not only criticized it, but had billions of dollars to begin altering those professions and their economic structures. Yes, the “Market” might push me out after I had failed, but at what cost was I proven a failure? How many lives did I affect negatively? What types of damage may have been irrevocably done?

Children are not test subjects for the mega wealthy and for venture capitalists. If someone wants to bring change and “reform” to public education, they should start by getting deep experience in the classroom to learn first hand what the real challenges are. No one who hasn’t paid their dues in the “trenches” as a Private has any right to presume to take the title of General and to lead an army.

This is the most revolting article I have ever provided a link to. It is written by some money-grubbing entrepreneur who boasts that for-profit businesses are necessary to provide the innovation that education needs.

His insult to my friend Anthony Cody sets the tone (the article originally had the subtitle “How I Kicked Anthony Cody’s Ass,” but it was changed by the editors as “playful” but “out of bounds”</).

Apparently this guy was annoyed when Cody had the nerve to challenge the Gates Foundation for facilitating the privatization of public education.

I say we need more teachers like Anthony Cody and fewer profit-seekers.

For-profit businesses are valuable for supplying goods and services but I have not seen any evidence that for-profits should run schools. Their bottom line is making a profit, not making good education. The way they make a profit is by cutting costs, and they do this by replacing experienced teachers with low-cost, inexperienced teachers, or replacing teachers with technology. They don’t ask whether it’s good for children or whether it improves education, but whether it increases the ROI (return on investment).

The entrepreneurs create these sham schools for other people’s children, not their own.