Archives for category: Privatization

FOR IMMEDIATE RELEASE

CONTACT: Jeremy Mohler, In the Public Interest Communications Director, 301-752-8413, jmohler@inthepublicinterest.org

Donald Cohen, executive director of In the Public Interest, a national nonprofit that studies public goods and services, said:

“The Trump administration refusing to use the World Health Organization’s (WHO) test and instead outsourcing to two corporations amounts to privatization that is costing the country precious time.”

“We need to take the word ‘public’ in ‘public health crisis’ seriously. The private market can’t create and protect the public goods we all rely on—individually and as a nation. It isn’t providing adequate health care and testing. It isn’t providing paid sick leave to many workers.”

“If coronavirus is exposing anything, it’s that we’re all in this together. Protecting the public health of all us requires protecting the health of each of us, without exception.”

If you have an hour to spare, you might enjoy this no-holds-barred interview by Leonard Lopate, asking questions of me about SLAYING GOLIATH.

When I was in San Francisco, I talked about SLAYING GOLIATH with Susan Solomon, president of United Educators of San Francisco. It was videotaped by CSPAN Book TV and has been broadcast.

Here is the full interview:

https://www.c-span.org/video/?468918-1/slaying-goliath

Now that most public gatherings have been canceled, I am happy to share this conversation with you.

Please let me know what you think about the discussion. I appreciate your feedback.

If you read the book and like it, please do me the great favor of giving a copy to a local school board member and/or your state legislator.

The way to improve public education is to educate the public.

Two important chapters in SLAYING GOLIATH that you should pay attention to: Why standardized testing preserves the achievement gap (it is built into the design); and what cognitive scientists in the 21st century have learned about the sources of motivation.

Standardized tests are normed on a bell curve. The bell curve never closes. Advantaged kids dominate the top half. That’s true of every standardized test.

Jeanne Kaplan served two terms on the elected board of education in Denver. She has been an outspoken critic of the Disruption policies of the Michael Bennet-Tom Boasberg era, and she worked with other parents and activists in Denver against the monied interests that promoted Disruption, high-stakes testing, and charters in that city.

Miraculously, a new board was elected last fall which had a majority of advocates for public education. But they have implemented none of the changes they promised.

In this post, she wonders why the new, supposedly pro-public education board has been so passive.

Her post begins:

On November 5, 2019 Denver voters gave education reform an “F” which was reflected by the election of three new board members, none of whom was supported by the usual suspects in Denver’s education reform landscape: DFER (Democrats for Education Reform), SFER (Students for Education Reform), Stand for Children or as I recently heard referred to as STOMP ON CHILDREN. The three winners – Tay Anderson, Scott Baldermann, and Brad Laurvick, joined two other non-reform members to make what should have been an easy 5-2 majority. Taking action to undo the District’s business model of education reform should have been a gimme. It is now four months later, and while there are members who want to see the District go in a new direction, the sense of urgency is definitely not there. The new majority appears to be unwilling or stymied as how best to make essential change and how best to honor the voters’ desires. I have attended various DPS events these past few weeks, and I was struck by how easily it could have been 2009 or 2013 or 2017. Many of the same people are in charge, most of the same policies are being pursued, the same policy governance baloney is being pushed. Education reform continues to dominate the conversation and decision making. The window of opportunity for this board to act is closing rapidly and before we know it, a new election cycle will be upon us. Denver Board of Education – it is incumbent upon you to act now. If you continue to drag your feet, we will lose another generation to education reform and its portfolio model. Some possibilities as how to proceed and achieve change quickly follow:

The Board must begin a search for a new superintendent. Superintendent Susana Cordova and all of her senior team must be replaced. For a short while I believed Ms. Cordova could stay without her current senior staff, but it has become apparent that that would be an unworkable situation. All who are so deeply vested in the education reform direction the District has followed need to be replaced by qualified leaders who are not afraid to admit the failures of the last 15 years and who are willing to develop a bold, new direction for the District. The current leadership in DPS is wedded too heavily to the past (some might call it the status quo). Denverites want change and have said so clearly in the past two elections. The only way for that to happen is for a complete change in top leadership. In a recent post written specifically for Loving Community Schools Newsletter, The CURE, education historian and hero of the transformers’ movement Diane Ravitch said this:

“The new Denver school board should use this unique opportunity to repudiate the failed “reforms” of the past decade. They have not closed achievement gaps; they have not improved the opportunities of all children. They have failed.

“It is time for the school board to find new leadership willing to strike out in a new direction. That means leaders who do not define schooling by deeply flawed standardized tests and who understand that a great public education system benefits all children, not just a few.”

The Board must take back power it has ceded to the superintendent.

It must:

*decide what board meeting agendas should look like.
*direct the superintendent to direct the staff to follow up on Board Directors’ subjects of interest.
*consider returning to two public board meetings per month. That used to be the norm until the Bennet/Boasberg regimes. The reduction in meetings has resulted in less transparency and fewer meaningful public discussions.
*revise policies DJA and DJA-R so the threshold for Board approved purchases is lowered from the current $1 million.
*reduce the number and length of PowerPoint presentations. One thing DPS has improved over the past 15 years is its PowerPoint presentations. They are now very colorful, very long, and very, very obtuse. No more “Death by PowerPoint.”

The Board must change the budget and educational priorities from one based on reform-oriented tenets and expenditures to one that reflects priorities voted for in the elections of 2017 and 2019.
SPF – Accountability based on data, data, data which is based on testing, testing, testing. Why is the District continuing to pursue and spend taxpayer money on a flawed, racist, punitive, inequitable accountability system upon which most of its other educational decisions are based? While the SPF is being “re-imagined” and the possibility of using the state system is being considered, few board members seem willing to tackle real change which could result in a wholly different accountability system. Why is the Board not directing the staff to develop an entirely new accountability system focused on “school stories,” for example, based on things other than test scores? Why is the Board unwilling to make real change but instead seems satisfied to just nibble at the edges?

Choice – A complicated, expensive to operate, stressful system where the number of “choices” has increased from five schools to twelve schools per student. Who could really be satisfied with a number past even five? Is this just another way for DPS to pretend a reform is working by saying “XX% got one of their top choices. Look. It’s working!” And why is the Board majority allowing the District to continue to ignore focusing on most family’s first Choice, their neighborhood schools? What are the costs of Choice from implementation to transportation and everything in between? And how could that money not be better spent in the classroom?
Charter Schools – these “publicly funded, privately managed ‘public’ schools” seem to have it both ways; they are funded with taxpayer dollars, yet they are not overseen by our duly elected officials. The Board must work with the legislature to bring more transparency, oversight and accountability to charter schools in general. (See next section). Just last week in a 2 hour, 27 page PowerPoint presentation, DPS had a Focus on Achievement study session devoted to “Positive Culture Change for Educators of Color.” None of the data reflected Charter School recruitment, hiring, demographics, retention, turnover. Nothing. The head of Human Resources actually said, “We do not include charters in this data. Charters are not required to provide their employee data or demographic data to the District.” (minute 39) WHAAAT?? Sixty out of 200 schools are charters. 20%. No accountability to the Board. As for bond and mill levy monies? Same thing. DPS is touted for sharing these funds with its charters, yet once again there is no oversight and accountability for the charters.

Bonuses – Awarding bonuses is one of those business practices that works better in the private sector than the public sector. As DPS has plowed forward with all things reform, bonuses have become a huge part of its model. Teachers earn bonuses based on criteria established in the 2019 strike settlement. The dollar amount per year starts at $750 and can go as high $6000 a year. Administrators earn bonuses based on criteria established by, one assumes, by the superintendent. Denver’s Inter-Neighborhood Cooperation (INC) has engaged a financial analytics consultant to analyze salary and expenditure trends within the DPS budget. Detailed compensation data for the fiscal years ending 2014 – 2019 was provided by DPS to INC through a Colorado Open Records Act request.

From this data, DPS is showing that the largest beneficiaries of Bonus Compensation were those in the “Administrator” job classification. For the six-year period, Administrators received 82% ($3.8 million) of the total bonuses paid ($4.6 million). What’s more, the 20 highest bonused Administrators received 33%, or $1.4 million of the overall $4.6 million. Let that sink in – $1.4 million paid from 2014-2019 went to 20 Administrators. In a District strapped for cash. In a District that is asking teachers to make up a budgetary shortfall by increasing their pension contributions.

Please read the rest of the post. It is all sensible and reasonable. It is time for the board to represent the constituents who asked for a change in the status quo.

I confess that I was very disappointed by the review of my new book in the New York Times. The reviewer thought that I should have presented “both sides,” not argued on behalf of public schools, which enroll 85-90% of American children. If we starve the public schools that enroll most children, we harm them and the future of our society. I debated whether to respond on this blog but then decided against it. Sometimes it is best to remain silent.

Happily, Neil Kulick, a teacher, critiqued the review. He posted his comment here.

Thank you, Neil!

He writes:

Your new book gives public school teachers (like me) hope. You are truly our champion. Thank you.

A while back, I read the review of “Slaying Goliath” in the NY Times. I did not quite like the review. Here is my reply to it:

Readers of Annie Murphy Paul’s review of Diane Ravitch’s “Slaying Goliath” (in the February 2 NYT Book Review) can be forgiven for thinking that Professor Ravitch has lost her way and written a book in which she exults in the failures of all who are interested in strengthening our public schools.

In fact, “Slaying Goliath” is a work of meticulous scholarship that chronicles the failure of every single “reform” in recent decades, most of them market-based (as if children or their teachers were commodities, or schools factories) and virtually all funded by billionaires who know little about teaching and learning but are glad to call the shots when it comes to our schools. Professor Ravitch is not against reform but rather the particular set of “reforms” that have been foisted on our public schools and our teachers and students, including so-called merit pay and the oddity of evaluating teachers based on their students’ test scores. Her book ends with a call for genuine reform, which would require adequately funding our public schools so that they have a fair chance of educating a population that includes so many children born into poverty and who come to school already behind and lacking the supports at home of their more affluent peers. It would also require funding programs to support impoverished families. Our public schools are not broken; our society is.

Professor Ravitch accurately terms those who push (and, astonishingly, continue to push) for these failed reforms “disrupters,” because the purpose or effect of their actions is to undermine the very institution of the public school. And yes, Professor Ravitch does name names. Secretary of Education Betsy DeVos, for one, is not an advocate of public schools. Rather she favors “choice,” as if that were an end in itself. But that choice does not include a well-funded public school for every child, though if Secretary DeVos had her way it would include a charter school. Charter schools, unfortunately, are generally no better than public schools, and some are militaristic, so that students learn not to question but to obey. Nor are charters known for serving the needs of children with learning disabilities or who have emotional or behavioral problems or for whom English is not their first language. They do, however, succeed in draining money from public schools.

Ultimately, Professor Ravitch is optimistic, believing that today’s “reformers” will inevitably lose, despite their vast wealth, because the “resisters” — parents and grandparents, schoolchildren, and their teachers — are multitudinous and motivated by passion. And they cannot be bought. As a public school teacher, I hope Professor Ravitch is right.

Some might wonder why public schools matter. Apart from the fact that the vast majority of American schoolchildren attend them, public schools are our best hope for a flourishing democracy. In public schools, children from diverse backgrounds come together as one community. They learn together, and they learn from each other. John Dewey understood how essential public schools are to our way of life: “A democracy,” he wrote, “is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.”* It is just this “conjoint communicated experience” that public schools afford.

This decision was announced on March 11:

Metropolitan News-Enterprise

Wednesday, March 11, 2020

Court of Appeal:
Nonprofit Chartered Schools Are Not Exempt From County Property Taxes, Assessments

By a MetNews Staff Writer

The Court of Appeal for this district yesterday affirmed Los Angeles Superior Court Judge Monica Bachner’s determination that a nonprofit charter school is not impliedly exempt, under the California Constitution, from payment of property taxes and special assessments.

The plaintiffs—Los Angeles Leadership Academy, Inc., which operates schools in Lincoln Heights, and two nonprofit public benefit corporations that own the land—brought suit for refunds and declaratory relief, contending that their schools, like public schools, should not be taxed.

Justice Elizabeth Grimes of Div. Eight wrote the opinion affirming Bachner’s judgment in favor Los Angeles County Assessor Jeffrey Prang and others.

Public Schools’ Exemption

Public schools are expressly exempt, under the state Constitution, from paying taxes and, it has been held, are impliedly exempt from paying special assessments, Grimes recited.

She wrote:

“We find no support in statutory or case law for plaintiffs’ implied exemption claim. Plaintiffs cannot establish that charter schools are public entities for purposes of exemption from taxation. Plaintiffs’ policy arguments to the contrary—that charter schools should be treated like public entities because monies taken for taxes and special assessments reduce monies available for educating students, and put charter schools at a competitive disadvantage with other public schools—are properly addressed to the Legislature, not to this court.”

Grimes noted that in the 2006 case of Wells v. One2One Learning Foundation, the California Supreme Court held, in an opinion by then-Justice Marvin Baxter, that while charter schools are “part of the public school system” for some purposes, they are not entitled to governmental tort immunity.

Legislative Specification

The Legislature has specified the circumstances under which chartered schools are a part of the public school system, Grimes said, pointing out:

“Notably absent is any suggestion that charters schools are to be treated like school districts for taxation purposes.”

The case is Los Angeles Leadership Academy v. Prang, B292613.

Thomas R. Freeman, A. Howard Matz, Hernan D. Vera and Fanxi Wang Bird of Marella, Boxer, Wolpert, Nessim, Drooks, Lincenberg & Rhow, represented the plaintiffs. Joel N. Klevens of Glaser Weil Fink Howard Avchen & Shapiro joined with Los Angeles Deputy County Counsels Nicole Davis Tinkham and Justin Y. Kim in arguing for the assessor.

Copyright 2020, Metropolitan News Company

Now here is a refreshing story from Florida.

Republican State Senator Tom Lee says he is fed up with the legislature’s micromanagement of education policy. Moreover, he actually noticed that the Legislature spends most of its time on 20% of the state’s students while ignoring the other 80% who attend public schools.

“As I talk to members, I don’t think there’s anyone quite where I am yet, but I’m fed up,” said the former Senate President. “With a Legislature that spends 80% of its time focusing on 20% of the students, we might as well name our education committee the committee on charter schools and vouchers. And if we get into this budget, I got plenty to say about our education budget as well.”

Lee complains there’s not a lot of flexible spending money for school districts, especially because of HB 5007, which the Legislature passed earlier this year. It changes how much state employees must contribute to the pension system. And it could end up costing school districts nearly $233 million statewide.

“I just think that until we get our foot off the neck of local school districts,” he said. “Let these school boards’ constitutionally elected officers manage the school districts. Get rid of some of these categoricals and stop micromanaging.”

Lee says that he’s just not interested in micromanaging and implementing punitive measures to create unequal competition between choice, charter and public schools. He says sometimes he feels like Republicans have run out of good ideas.

“Until you get a chance to go ‘mano a mano‘ with people on this floor and tell the truth and play a little game of show and tell here about what’s really going on, you’re not going to move public policy in this state because the fix is in.”

EPIC virtual charter school is locked in a battle with state auditors over the question of whether public money belongs to the public or to the owners of the school.

Face-Off Between Epic, State Centers on Controversial ‘Learning Fund’

EPIC is a charter school but it’s defense is that it is a private business, not a public agency. How refreshing!

The story:

The state is drawing a hard line: Public education funds that flow to a private company are public.

Founders of the state’s largest online charter school are fighting to shield those funds. Their company has refused to comply with subpoenas from the State Auditor and Inspector.

The showdown is headed to court and could have major ramifications for Epic Charter Schools and its for-profit management company, Epic Youth Services, both of which have drawn controversy since inception a decade ago.

At the heart of the issue is something Epic calls the “learning fund.” It’s a major draw for students and families and has helped propel Epic’s stunning enrollment growth.

Here’s how it works: Epic makes at least $1,000 available to each student annually in the student’s learning fund. Dollars are deducted for their choice of curriculum and for a plethora of other items of their choice, such as laptops and iPads, science kits and craft supplies, soccer club fees, horseback riding lessons, gymnastics and summer camps.

Parents don’t receive the money directly but instead request a purchase from Epic. Epic transfers the money to Epic Youth Services, according to the court filing, which then pays the vendors directly. There are more than 1,400 private learning-fund vendors.

The school makes periodic transfers of state funding into a checking account specifically for learning fund purchases. The school transfers into a separate checking account 10% of its total revenue to Epic Youth Services for a management fee.

Epic Charter School co-founder Ben Harris is seen at a board meeting in Oklahoma City on Oct. 16, 2019. (Whitney Bryen/Oklahoma Watch)
Epic was founded by David Chaney and Ben Harris; the two men also own Epic Youth Services LLC. Chaney and Harris have split at least $10 million in profits from Epic Youth Services between 2013 and 2018, according to the OSBI, which is investigating Chaney and Harris on allegations of embezzlement and racketeering.

Chaney and Harris have denied wrongdoing, and no charges have been filed. Through an attorney, they responded to the auditor’s court motion with a written statement.

“The state Auditor’s legal position – that private businesses are subject to state audit – should concern every business owner in Oklahoma. Epic Youth Services has offered to voluntarily allow the auditor to review records appropriate to their request, but we have received no response prior to this court filing. We will vigorously fight for the protection that has historically been provided to private businesses like Epic Youth Services.”

The IDEA charter chain has received hundreds of millions in federal funding to expand. It has garnered a lot of attention, however, for its caviar tastes. The IDEA board approved a management proposal to lease a private jet for nearly $2 million a year, for the convenience of its executives. Not like your average school board or superintendent!

But their luxury tastes have not been curbed by the negative reaction private jet problem.

Among other big-ticket items noted in this story, here is a notable one. IDEA CEO Tom Torkelson flew to a private meeting with Betsy DeVos in Florida, in a nine-passenger jet in which he was the only passenger. DeVos has given IDEA more than $200 million from the federal Charter Schools Program. She loves IDEA.

The Texas Monitor reports:

Last October, the CEO and president of the largest charter school company in Texas took a trip to Houston. They didn’t travel the way most public-school employees would have. Instead, they traveled by private jet, their spouses and five children came along for the trip, and they got around Houston not by Uber or rent car, but in a chauffeured SUV.

That trip was just one item in an $800,000 bill that IDEA Public Schools racked up between 2017 and 2019 on private jets and other luxe travel spending. Although IDEA received $319 million from the State of Texas and $71 million in federal money in 2018, this kind of travel would be illegal for public school district and state employees in Texas. Traditional public-school supporters and charter school advocates alike say it’s the kind of spending that gives a black eye to the charter school concept.

Charter schools receive no property tax revenue, as traditional public schools do, but are funded through state and federal grants. Like other public schools, they can also raise money from private donors. IDEA says it uses some of that private money for its luxury travel.

Records show that company CEO Tom Torkelson, his wife and three children, along with IDEA President JoAnn Gama, her husband and two children, stepped off a private jet at Sugar Land Regional Airport and jumped into the chauffeured SUV. The reason for the trip, records show, was to “visit Houston school sites.”

The flight cost is not noted in the records, nor is the reason for the spouses and children coming along on the trip. The vehicle, rented from Casablanca Limousines in Houston, cost $1,800.

At about the time of the Houston trip, IDEA was preparing to lease a private jet – the same plane that the district had used on an individual trip basis since at least 2014. But board members nixed the lease after the deal became public.

In December 2019, IDEA announced the plane lease had been put aside.

In March, Torkelson proclaimed that “IDEA will not pay for private air travel” any longer.

Four days later, IDEA released the district’s transportation records to Peyton Wolcott, a Texas-based education advocate who had submitted a request for the documents in January.

She questioned the timing and the sincerity of Torkelson’s vow to end the subsidized travel.

“Why shouldn’t IDEA’s board and executives, who enjoyed Texas taxpayers’ largesse, dig deep into their pockets and pay it back? “she said. Records show IDEA has spent hundreds of thousands of dollars on private-plane travel in the past five years.

Flights by Torkelson and IDEA staffers inside Texas between 2017 and 2019 cost, on average, about $1,300 per one-way trip, with a discount for round-trip fares. For example, a private, round-trip flight taken by Torkelson in fall 2018 from McAllen to San Antonio ran $2,340. A commercial flight on United Airlines today would cost $377 for the same route. Bills for private flights can also include lodging and meals for pilots as well as other costs. See a sample invoice here.

Torkelson took a private jet to Tampa in November to meet with U.S. Education Secretary Betsy DeVos to discuss “education philanthropy,” records show. He was the only passenger on the jet, which holds nine people.

I mean, really, do you expect such powerful people to fly economy like a public school employee?

IDEA promises that 100% of its students who graduate will enroll in a four-year college. What they don’t point out is that students are not allowed to graduate unless they have been accepted by a four-year college. And, yes, there are colleges that accept every applicant.

Nonetheless, Craig Harris of the Arizona Republic hopes that IDEA and KIPP will open in Arizona. Arizona has the most lax charter oversight in the nation. It’s the only state that allows for-profit operators of charters (many other states ban for-profit charters, but allow for-profit management, as in Michigan, where 80% of all charters are run by for-profit EMOs). It’s hard to judge whether Arizona or California has had the most charter scandals, but Arizona has had some big ones, where charter operators have made off with millions of dollars, and it was all legal.

There is the grand success of former legislator Eddie Farnsworth, who pocketed up to $30 million by turning his for-profit chain into a nonprofit chain.

Then there was Glen Way, who made millions building his charter schools.

Michael and Olga Block founded the BASIS charter chain in Arizona, whose demographics are skewed white and Asian, get very high test scores, but take home enough to buy a NYC condo for $8.4 million.

No one has accused KIPP or IDEA of fraud, so maybe Arizona needs them, that is, if you think itis a good idea to continue stripping students and resources from public schools.

Mike Deshotels reviews the past several years of “reform,” funded by the Walton Family and Michael Bloomberg, and declares that every part of it has failed.

Deshotels writes that the suspension of recess so that students could have more time for test prep led to lower test scores!

He writes:

Why isn’t constant drilling on test taking skills at the expense of recess, PE, art, music, vocational education, and other “less important” instruction producing higher test scores? Maybe because the current trend to ignore fundamental child development principle’s is harmful in every way, including killing the joy of schooling for both children and teachers! Teachers in Finland, whose students perform at the top of the rankings on international achievement tests, routinely take young children outdoors where they can play, investigate nature and develop normally as they are programmed by their genes to do. Why do American reformers insist on counteracting nature and instead have transformed our education system to motivation killing test drudgery?

It was equally stupid to remove teachers from the decision-making process and leave it to legislators and the state education department. What a bad idea!

This outrageous trampling on the rights and critical input of the teaching profession in education decisions has actually resulted in the opposite of what our non-educator reformers said they wanted to do. Do you think our government can stop the Corona virus by ignoring the recommendations of the highly trained experts in disease prevention? The same is true of refusing to listen to real teachers about education reform. Do you believe, as the reformers would have you believe, that education reform in Louisiana is really working in preparing students for college and careers? Are you willing to ignore the most recent devastating revelation by our own Board of Regents that after all the reforms imposed on K-12 education in Louisiana, only 18 out of one hundred of our students will attain a college degree of any kind. Not even a two year associate’s degree! These are the worst results I have ever seen! Don’t blame the teachers. Teacher attended the legislative committee proposing these changes by the thousands to protest these untested ideas, only to be scolded for having the nerve to come to Baton Rouge on a school day (but that was the only time the Education committee was meeting!). Now the chickens are coming home to roost and thousands of our most dedicated teachers have left the profession.

Who has been making decisions? The Louisiana Association of Business and Industry, exactly the worst people to decide how to educate the state’s children.

The stranglehold over control of public education by the Louisiana Association of Business and Industry promises even more failure with the upcoming appointment of John White’s replacement.
Make no mistake about it, LABI has had almost total control over K-12 education for over 4 years since they used Michael Bloomburg’s and Walton family contributions to totally purchase all the BESE elected positions. They have made nothing but bad decisions with all this power. The school privatization they pushed has been almost a total failure with data showing that students who stay in their public schools do significantly better than they do when they move to a voucher or charter school.

Now LABI is preparing to pick the state’s next superintendent to succeed the failed John White, who mastered the art of spinning data to make it look good when it wasn’t. Of course, they are pushing White’s loyal assistant.

Let’s look at some of the real results of LABI supported reforms. On their web site, LABI claims that Louisiana is closing the achievement gap between privileged and underprivileged students. Data demonstrates instead that the exact opposite is true. They are also dead wrong claiming that ACT scores are improving. LABI is now down to apparently basing its education policies on wishful thinking rather than evidence.

The same is true of teacher evaluations based on student test scores using our defective state tests. LABI has insisted that Louisiana evaluate its teachers partially on student test scores. But all the data proves that the VAM system used is unstable and inaccurate. So a couple of years ago I got thrown off of a state committee studying changes to VAM because I had the nerve to state on my blog that LABI was like the dog that caught the truck with this whole VAM fiasco. They don’t have any idea what to do with VAM but they will never admit they were wrong. Meanwhile some very competent and dedicated teachers have had their careers ruined by VAM and thousands of great teachers have left the profession.

Louisiana has been fully in the grips of the Disruption Machine. It has fallen to the bottom of NAEP, which John White hailed as “proof” that the state had enacted higher standards. More failure like that and Louisiana will fall below Alabama and New Mexico, the lowest performing states.

Louisiana has bought into all the favorite remedies of “reform” (aka disruption), and there is nothing to show for it but failure, propaganda, and lies.