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Trump Tax Bill Harms Public Schools by Funding Private Choices

By dianeravitch
June 23, 2025 //
9

Matt Barnum and Richard Rubin of The Wall Street Journal describe the harm that Trump’s One Big Ugly Budget Bill will do to public schools.

They wrote:

Republicans’ tax-and-spending megabill would give the school-choice movement a major, long-sought victory—and deliver an unusually generous tax break to wealthy taxpayers.

The bill includes a new way for taxpayers—whether they are parents or not—to direct tax dollars to private-school scholarships instead of the Treasury. There is an extra twist: It could deliver virtually risk-free profits to some savvy investors.

The proposal has excited school-choice advocates, infuriated public school leaders and stunned tax experts.

“Overnight, this would give millions of students access to the school of their choice,” said Tommy Schultz, CEO of the American Federation for Children, an advocacy group pushing the provision. “This is a revolution within the tax code.”

The American Federation for Children is the far-right wing group created by Betsy DeVos to promote charter schools and vouchers.

The incentive is structured as a dollar-for-dollar federal tax credit. Give to a charity known as a scholarship-granting organization and you would get the same amount subtracted from your federal tax bill. 

It is equivalent to redirecting your taxes to a scholarship-granting organization (SGO), with the benefit capped at 10% of adjusted gross income or $5,000, whichever is greater. That is a far better deal than what is offered by normal charitable donations, which generally just reduce your taxable income and only if you itemize deductions….

For people with appreciated stock, the proposal could be even more attractive than a dollar-for-dollar credit, potentially creating net profits. 

Consider someone who bought a stock for $100 that is now worth $1,100. Selling that stock would trigger capital-gains taxes of up to $238. But under the bill, he could donate the $1,100 stock to an SGO. The government would give $1,100 back and he wouldn’t pay capital-gains taxes. 

He could then buy the same $1,100 stock on the open market. The result? He’s better off than when he started, spending nothing to erase a potential capital-gains tax liability. 

“In terms of something that is deeply offensive to basic tax logic, it’s hard to beat this,” said Lawrence Zelenak, a law professor at Duke University who expects donors to line up every Jan. 1 to take advantage. “Unless you actively hate the charity, you would want to do it…”

A federal program would expand private-school tuition subsidies into states such as New York and California that have resisted school choice programs….

The House bill caps credits at $5 billion annually, which would climb by 5% in subsequent years if the program is heavily used. That bill would run from 2026 through 2029. The Senate version released Monday includes $4 billion annually, starting in 2027 but without an expiration date. 

The credit would mark a significant injection of resources to private education as the Trump administration separately seeks to cut federal grants for public schools. Still, it would pale in comparison to funding for public schools, which receive several hundred billion dollars annually, mostly from state and local governments. 

Democrats hope the breadth of the policy changes will prompt the Senate parliamentarian to determine that it’s out of bounds for the budgetary fast-track process Republicans are using.

Public school advocates say the program would benefit better-off families at religious private schools. “The federal government needs to fund the neighborhood school that serves children from every walk of life,” said Sasha Pudelski, a lobbyist with the school superintendents’ association.

Opponents also say the idea has been rejected by voters. In November, three states voted down school-choice ballot measures.

Note: not only were vouchers defeated in three states last November, voters have rejected vouchers in every state referendum since 1967.

The new tax credit could become a model for Congress to direct money to other causes through the tax code, said Carl Davis, research director at the Institute on Taxation and Economic Policy, a progressive group that criticizes the plan.

Civil rights laws prohibit certain forms of discrimination in schools that receive federal funding, but it isn’t likely this would apply to private schools that benefit from the proposed tax credit, said Kevin Welner, a research professor at the University of Colorado Boulder. The House bill includes a provision barring discrimination against students with disabilities in school admissions; the Senate version doesn’t. 

State voucher plans do not bar discrimination in voucher-receiving schools. They can and do discriminate at will. Some require that families are members of their faith. Some bar LGBT students and families. Some bar students with disabilities. Some bar students with low test scores.

Trump’s funding of school choice is the fever dream of Christian nationalists. With one blow, they eliminate the separation of church and state, they get funding for religious schools, and they gut civil rights laws that barred discrimination.

It also permits the revival of school segregation, under the once-discredited banner of school choice. White Southerners who don’t like “race mixing” have dreamed of this day since May 17, 1954.

Categories Budget Cuts, Charter Schools, Disruption, Education Industry, Ethics, Extremism, Funding, Privatization, Trump, US Education, Vouchers

Jill Lepore: The War Against Public Schools

By dianeravitch
March 20, 2022 //
20

Jill Lepore is a historian at Harvard University and a writer for The New Yorker. In this recent article, she reviews a history of attacks on one of our nation’s most important democratic institutions: our public schools. To read the complete article, subscribe to The New Yorker. It is a wonderful magazine.

She begins:

In 1925, Lela V. Scopes, twenty-eight, was turned down for a job teaching mathematics at a high school in Paducah, Kentucky, her home town. She had taught in the Paducah schools before going to Lexington to finish college at the University of Kentucky. But that summer her younger brother, John T. Scopes, was set to be tried for the crime of teaching evolution in a high-school biology class in Dayton, Tennessee, in violation of state law, and Lela Scopes had refused to denounce either her kin or Charles Darwin. It didn’t matter that evolution doesn’t ordinarily come up in an algebra class. And it didn’t matter that Kentucky’s own anti-evolution law had been defeated. “Miss Scopes loses her post because she is in sympathy with her brother’s stand,” the Times reported.

In the nineteen-twenties, legislatures in twenty states, most of them in the South, considered thirty-seven anti-evolution measures. Kentucky’s bill, proposed in 1922, had been the first. It banned teaching, or countenancing the teaching of, “Darwinism, atheism, agnosticism, or the theory of evolution in so far as it pertains to the origin of man.” The bill failed to pass the House by a single vote. Tennessee’s law, passed in 1925, made it a crime for teachers in publicly funded schools “to teach any theory that denies the story of the Divine Creation of man as taught in the Bible, and to teach instead that man has descended from a lower order of animals.” Scopes challenged the law deliberately, as part of an effort by the A.C.L.U. to bring a test case to court. His trial, billed as the trial of the century, was the first to be broadcast live on the radio. It went out across the country, to a nation, rapt.

A century later, the battle over public education that afflicted the nineteen-twenties has started up again, this time over the teaching of American history. Since 2020, with the murder of George Floyd and the advance of the Black Lives Matter movement, seventeen states have made efforts to expand the teaching of one sort of history, sometimes called anti-racist history, while thirty-six states have made efforts to restrict that very same kind of instruction. In 2020, Connecticut became the first state to require African American and Latino American history. Last year, Maine passed “An Act to Integrate African American Studies into American History Education,” and Illinois added a requirement mandating a unit on Asian American history.

On the blackboard on the other side of the classroom are scrawled what might be called anti-anti-racism measures. Some ban the Times’ 1619 Project, or ethnic studies, or training in diversity, inclusion, and belonging, or the bugbear known as critical race theory. Most, like a bill recently introduced in West Virginia, prohibit “race or sex stereotyping,” “race or sex scapegoating,” and the teaching of “divisive concepts”—for instance, the idea that “the United States is fundamentally racist or sexist,” or that “an individual, by virtue of his or her race or sex, is inherently racist, sexist or oppressive, whether consciously or unconsciously.”

While all this has been happening, I’ve been working on a U.S.-history textbook, so it’s been weird to watch lawmakers try their hands at writing American history, and horrible to see what the ferment is doing to public-school teachers. In Virginia, Governor Glenn Youngkin set up an e-mail tip line “for parents to send us any instances where they feel that their fundamental rights are being violated . . . or where there are inherently divisive practices in their schools.” There and elsewhere, parents are harassing school boards and reporting on teachers, at a time when teachers, who earn too little and are asked to do too much, are already exhausted by battles over remote instruction and mask and vaccine mandates and, not least, by witnessing, without being able to repair, the damage the pandemic has inflicted on their students. Kids carry the burdens of loss, uncertainty, and shaken faith on their narrow shoulders, tucked inside their backpacks. Now, with schools open and masks coming off, teachers are left trying to figure out not only how to care for them but also what to teach, and how to teach it, without losing their jobs owing to complaints filed by parents.

There’s a rock, and a hard place, and then there’s a classroom. Consider the dilemma of teachers in New Mexico. In January, the month before the state’s Public Education Department finalized a new social-studies curriculum that includes a unit on inequality and justice in which students are asked to “explore inequity throughout the history of the United States and its connection to conflict that arises today,” Republican lawmakers proposed a ban on teaching “the idea that social problems are created by racist or patriarchal societal structures and systems.” The law, if passed, would make the state’s own curriculum a crime.

Evolution is a theory of change. But in February—a hundred years, nearly to the day, after the Kentucky legislature debated the nation’s first anti-evolution bill—Republicans in Kentucky introduced a bill that mandates the teaching of twenty-four historical documents, beginning with the 1620 Mayflower Compact and ending with Ronald Reagan’s 1964 speech “A Time for Choosing.” My own account of American history ends with the 2020 insurrection at the Capitol, and “The Hill We Climb,” the poem that Amanda Gorman recited at the 2021 Inauguration. “Let the globe, if nothing else, say this is true: / That even as we grieved, we grew.”

Did we, though? In the nineteen-twenties, the curriculum in question was biology; in the twenty-twenties, it’s history. Both conflicts followed a global pandemic and fights over public education that pitted the rights of parents against the power of the state. It’s not clear who’ll win this time. It’s not even clear who won last time. But the distinction between these two moments is less than it seems: what was once contested as a matter of biology—can people change?—has come to be contested as a matter of history. Still, this fight isn’t really about history. It’s about political power. Conservatives believe they can win midterm elections, and maybe even the Presidency, by whipping up a frenzy about “parents’ rights,” and many are also in it for another long game, a hundred years’ war: the campaign against public education.

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Categories Censorship, Democracy, Education Industry, Education Reform, History, Privatization, Race, Racism, Tennessee, US Education, Vouchers

Steven Singer: Hey, Unions, Watch, Wait, and Listen Before You Endorse a Candidate

By dianeravitch
February 21, 2019 //
20

 

Steven Singer urges the two big teachers’ unions to watch and wait before they make an endorsement in the Presidential race, and be sure to listen to their members.

The good news is that the Network for Public Education Action is creating a report card for all of the candidates and will regularly update the report card. We want education to be an important issue in the 2020 race, as it was not in 2016.

 

Singer begins:

Let’s not mince words.

 

The last Presidential election was a cluster.

 

And we were at least partially to blame for it.

 

The Democratic primary process was a mess, the media gave free airtime to the most regressive candidate, and our national teachers unions – the National 
Education Association (NEA) and American Federation of Teachers (AFT) – endorsed a Democratic challenger too early and without getting membership support first.

 

This time we have a chance to get it right.

 

Edu-blogger Peter Greene spoke my feelings when he took to Twitter:

 

“Just so we’re clear, and so we don’t screw it up again—- NEA and AFT, please wait at least a couple more weeks before endorsing a Democratic Presidential candidate for 2020.”

 

He’s being snarky.

 
No one would endorse two years before people actually enter a voting booth.

 

Singer thinks it was a huge mistake to endorse Hillary Clinton long before the primaries. The result might have been the same, but the membership should have had a chance to weigh in before the decision was made. At the very least, Clinton should have been asked to state in public that she would support public funding for public schools only, with no federal funding for privately owned and privately managed charter schools, even those that call themselves “public charter schools” because they get public money. She should have also been asked to speak out on the subject of testing, its misuse and abuse. She should have been asked if she would change federal law to stop closing schools based on their test scores.

Right now, Congress gives more than $400 million every year to charter schools, even though they don’t need the money. They are flush with money from billionaires, millionaires, Wall Street, Silicon Valley, and tech titans. When you are funded by Betsy DeVos, the Koch brothers, the Walton family, John Arnold, Eli Broad, and Reed Hastings, just to name a few, why does the federal government lavish more funding on charters.

Candidates should be required to seek the support of teachers, not to take it for granted.

 

Categories Accountability, Charter Schools, Education Industry, Education Reform, Privatization, Teachers, Testing, Unions, US Education

Marc Tucker, Checker Finn, and the Future of American Education

By dianeravitch
January 11, 2017 //
20

This is an interesting discussion about the future of American education, written by Marc Tucker.

 

Check out the October 12 edition of Flypaper, The Fordham Institute’s newsletter, and you will find a very thoughtful commentary from Checker Finn on the proposal from Theresa May, Britain’s new Prime Minister, to resurrect that country’s grammar schools. These are the selective high schools in the government-funded system that used to provide the gateway to university for most students on the basis of exams given at the end of what we call elementary school. There are a few of these schools left, but most were abolished by the Labor government nearly half a century ago on the grounds that they were a vestige of the British class system that denied access to higher education to students from the lower classes. While the grammar school system appeared to operate on merit, Labor argued that the system actually heavily favored students who entered school with much bigger vocabularies, a much wider exposure to books and high culture and much more support for education. So the system operated to enable the upper classes to reproduce themselves; their kids would continue to have the advantages they had always had, and the lower classes would continue to be denied an opportunity for social mobility, the very opposite of what government-funded schools are supposed to do.

 

Checker Finn muses on whether we made a mistake by expanding access to high schools to all. Was universal public education a mistake? Should we pay more attention to our smartest students?

 

Tucker writes:

 

Finn is right to draw the parallels between the United States and Britain on these issues. James B. Conant’s call for comprehensive high schools came at much the same time and with the same rationale as Labor’s call for comprehensive high schools in Britain. We both largely abolished selective admission to high schools at about the same time and for the same reasons. We both moved toward school choice with much the same rationale and both moved toward having the state rather than the locality take responsibility for the new schools. And both systems are performing more or less miserably now, relative to the other countries to which we usually compare ourselves. But that does not leave the United States—or Britain—with a choice between continuing on the road we are now on or returning to the old system. Neither will work. We know that from bitter experience.

 

Where do we go next?

 

You may notice if you scan the comments that I wrote the third one. I see this discussion as disconnected with reality. We stand at the cusp of an era in which the federal government is determined to make war on public schools and to promote religious schools and charter schools. We will have neither universal access, nor equity, nor excellence.

 

 

Categories US Education

Hillary Clinton Will Be the Nominee of the Democratic Party. I Will Support Her. I Hope You Will Too.

By dianeravitch
June 8, 2016 //
321

I wrote before that I would support the nominee of the Democratic Party. Hillary Clinton won a decisive victory in California last night, and she will be the nominee, opposing the execrable Donald Trump.

I will vote for her.

Readers will say that she is too close to the people who are promoting charters, high-stakes testing, and the destructive policies of the Bush-Obama administrations. That is true. I have fought with all my strength against these terrible policies. I will continue to do so, with redoubled effort. I will do my best to get a one-on-one meeting with Hillary Clinton and to convey what we are fighting for: the improvement of public schools, not their privatization or monetization. The strengthening of the teaching profession, not its elimination. We want for all children what we want for our own.

Which is another way of saying what John Dewey said: “What the best and wisest parent wants for his child, that must we want for all the children of the community. Anything less is unlovely, and left unchecked, destroys our democracy.”

Hillary Clinton wants the best for her grandchildren: a well-equipped school in a beautiful building; experienced and caring teachers and principals (not amateurs who took a course in leadership); arts classes; daily physical education; the possibility of a life where there is food security, health security, home security, and physical security. That is what we want for our children. That is what we want for everyone’s children. I think she will understand that. Not schools run by for-profit corporations; not schools where children are not allowed to laugh or play; not schools where testing steals time from instruction; not inexperienced teachers who are padding their resumes. That is what I want to tell her. I think she will understand. If she does, she will change the current federal education policies, which are mean-spirited, demoralizing to teachers, and contemptuous of the needs of children.

Now we must turn our energies to fighting together to make clear that we are united, we are strong, and we are not going away. We will stand together, raise our voices, and fight for public education, for our educators, and for the millions of children that they serve. And we will never, never, never give up.

I am grateful to Bernie Sanders for pushing the Clinton campaign to endorse the issues of income inequality and economic fairness. I am glad that he made the privilege of the 1% a national issue. I am glad that he will continue the struggle to really make this country just and fair for all. Bernie has made a historic contribution. He has organized millions of people, enabling them to express their hopes and fears for our nation and our future.

We must work together to harness that energy to save our schools. We must remind the Clinton campaign that every one of the policies promoted by the privatization movement, ALEC, and the whole panoply of right-wingers and misguided Democrats have been a massive failure. They have destroyed communities, especially black and Hispanic communities. They have hurt children, especially children of color. They are destroying public education itself, which is a bedrock of our democracy. We can’t let this happen.

Our task is clear. We must organize as never before. We must push back as never before.

Start by joining the SOS March on July 8 at the Lincoln Memorial.

I will be on a <a href="http://“>webinar tonight at 8 pm to discuss the SOS March and the issues we now face. The timing is perfect to plan for the future.

Please join us at 8 pm EST. We need you. We need your energy and your voice.

“https://attendee.gotowebinar.com/register/8824328855840974852&#8221;

Categories Accountability, Arts Education, Charter Schools, Common Core, Corporate Reformers, Education Industry, Education Reform, Every Student Succeeds Act, Privatization, Resistance, School Choice, Segregation, Standardized Testing, Supporting public schools, U.S. Department of Education, US Education

Bertis Downs: This is the Speech That Will Elect Bernie or Hillary

By dianeravitch
February 5, 2016 //
23

Bertis Downs is a parent and public education activist who lives in Athens, Georgia. His daughters attended the public schools in Athens. Bertis is a board member of the Network for Public Education and of People for the American Way.

 

He posted a speech in Salon that he says will bring about sure victory for the candidate who delivers it.

 

He begins like this:

 

 

Both Hillary Clinton and Bernie Sanders have decided to start talking about the state of K-12 public education in recent weeks. This is a very positive, if overdue, development, with both of them questioning the efficacy and priority of charter schools in the national dialogue on educating our children; and Sanders recently proposing a new, equity-focused approach to funding education in the United States.

 

Still, the candidates’ words don’t seem to resonate with many of the largely untapped public education parents and teachers who are in search of a candidate. Neither candidate really has a grasp on the varied and complex issues that have to be addressed when considering the changes and reforms our schools and children truly need. Let’s help their campaigns by outlining the speech that at least one of them ought to give — and soon.

 

Which campaign wants to lay claim to public schools supporters? Easy. Whoever embraces these ideas first. Just imagine:

 

 

Somewhere in New Hampshire:

 

A SPECIAL ANNOUNCEMENT ON A TRULY CHILD-CENTERED AND EFFECTIVE PUBLIC EDUCATION POLICY

 

Good morning. I want to spend a few minutes today considering the past, present and future of public education in our country— a topic too long ignored in this election year.

 

We know several things about public education. We know it is the road out of poverty for many children. We know many or most of our public schools are doing a fine job of educating our children. But we also know our nation still suffers from generations of neglect, discrimination and underfunding that drive unconscionable disparities in how we educate our privileged and our less affluent children. Clearly, education does not exist in a vacuum. We cannot expect schools or teachers alone to solve the immense problems many of our youngest children face in their home lives. Schools are expected to do more and more in an age when we are making it harder for them to do the basic job of educating their students. It seems that teachers have less control over what and how they teach, yet teachers are blamed more than ever for how their students perform on standardized tests. Is it any wonder we have an impending shortage of teachers? Even those who have long dreamed of being teachers may be hesitant to enter the profession as it is currently defined. Is that really what we want? Is that really what our children deserve?…..

 

We say we want good schools for each child. But the policies we have pursued at the federal and most state levels have not produced that result— not even close. Mine will be the first administration in a long time that not only makes speeches about strengthening and improving our public schools, but actually adopts policies that will strengthen and improve our public schools. To those of you who have said my campaign hasn’t emphasized public education enough: you are right. Admittedly, I am looking at this with new eyes as I consider the education of my own grandchildren. How we educate them, and the millions of peers coming up alongside them, is one of the nation’s greatest responsibilities. I, for one, am ready to do my part.

 

Read the rest of the speech that is guaranteed to elect the next President of these United States.

Categories Education Reform, US Education

Senate Committee Reaches Agreement on Néw ESEA

By dianeravitch
April 7, 2015 //
64

Senator Lamar Alexander (R-Tenn.) and Senator Patti Murray (D-Wa.) announced agreement on reauthorization of the Elementary and Secondary Education Act (currently called No Child Left Behind).

The new legislation is called “The Every Child Achieves Act of 2015.” This nomenclature continues the custom of naming the federal aid law with its aspirational goal.

The act maintains annual testing but leaves to states the authority to decide how to use the scores. AYP is gone. The act prohibits the federal government from dictating to states and districts how to “reform” or “turnaround” or “fix” low-performing schools. It allows, but does not require, states to create teacher evaluation systems. “The federal government may not mandate or incentivize states to adopt or maintain any particular set of standards, including Common Core. States will be free to decide what academic standards they will maintain in their states.”

Secretary Duncan will not be pleased. The act specifically prohibits him from meddling in the states’ choice of standards and tests. He also can’t rewrite the law with his own waivers, because the states are given wide latitude, not subject to his control. Basically, the bipartisan bill repudiates almost all of his initiatives; notably, it does not authorize Race to the Top.

If states choose to enact punitive accountability programs, they can, but the federal government won’t force them to.

What do I think? I would have been thrilled to see annual testing banished, but President Obama made clear he would veto any bill that did not include annual testing. The cascading sanctions of NCLB and Race to the Top are gone. There is no mention of portability of funds to nonpublic schools.

One may quibble with details, but the bottom line is that this bill defangs the U.S. Department of Education; it no longer will exert control over every school with mandates. This bill strips the status quo of federal power to ruin schools and the lives of children and educators.

Now the battle shifts to state legislatures, where parents can make their voices heard. This is a far better bill than I had hoped or feared.

***************************************

Alexander, Murray Announce Bipartisan Agreement on Fixing “No Child Left Behind”

Schedule Committee Action for 10 a.m. Tuesday, April 14

WASHINGTON, D.C., April 7 – Senate education committee Chairman Lamar Alexander (R-Tenn.) and Ranking Member Patty Murray (D-Wash.) today announced a bipartisan agreement on fixing “No Child Left Behind.” They scheduled committee action on their agreement and any amendments to begin at 10 a.m. Tuesday, April 14.

Alexander said: “Senator Murray and I have worked together to produce bipartisan legislation to fix ‘No Child Left Behind.’ Basically, our agreement continues important measurements of the academic progress of students but restores to states, local school districts, teachers, and parents the responsibility for deciding what to do about improving student achievement. This should produce fewer and more appropriate tests. It is the most effective way to advance higher standards and better teaching in our 100,000 public schools. We have found remarkable consensus about the urgent need to fix this broken law, and also on how to fix it. We look forward to a thorough discussion and debate in the Senate education committee next week.”

Murray said:“This bipartisan compromise is an important step toward fixing the broken No Child Left Behind law. While there is still work to be done, this agreement is a strong step in the right direction that helps students, educators, and schools, gives states and districts more flexibility while maintaining strong federal guardrails, and helps make sure all students get the opportunity to learn, no matter where they live, how they learn, or how much money their parents make. I was proud to be a voice for Washington state students and priorities as we negotiated this agreement, and I look forward to continuing to work with my colleagues to build on this bipartisan compromise and move legislation through the Senate, the House, and get it signed into law.”

The senators’ legislative agreement would reauthorize the Elementary and Secondary Education Act (ESEA), the chief law governing the federal role in K-12 education. The most recent reauthorization of ESEA was the “No Child Left Behind Act,” which was enacted in 2001 and expired in 2007. Since then, nearly all states have been forced to ask the U.S. Department of Education for waivers from some of the law’s most unworkable requirements.

The senators’ bill would fix the problems with “No Child Left Behind,” while keeping successful provisions, such as the reporting requirement of disaggregated data on student achievement. The bill would end states’ need for waivers from the law.

What the Every Child Achieves Act does:

· Strengthens state and local control: The bill recognizes that states, working with school districts, teachers, and others, have the responsibility for creating accountability systems to ensure all students are learning and prepared for success. These accountability systems will be state-designed but must meet minimum federal parameters, including ensuring all students and subgroups of students are included in the accountability system, disaggregating student achievement data, and establishing challenging academic standards for all students. The federal government is prohibited from determining or approving state standards.

· Maintains important information for parents, teachers, and communities: The bill maintains the federally required two tests in reading and math per child per year in grades 3 through 8 and once in high school, as well as science tests given three times between grades 3 and 12. These important measures of student achievement ensure that parents know how their children are performing and help teachers support students who are struggling to meet state standards. A pilot program will allow states additional flexibility to experiment with innovative assessment systems within states. The bill also maintains annual reporting of disaggregated data of groups of children, which provides valuable information about whether all students are achieving, including low-income students, students of color, students with disabilities, and English learners.

· Ends federal test-based accountability: The bill ends the federal test-based accountability system of No Child Left Behind, restoring to states the responsibility for determining how to use federally required tests for accountability purposes. States must include these tests in their accountability systems, but will be able to determine the weight of those tests in their systems. States will also be required to include graduation rates, a measure of postsecondary and workforce readiness, English proficiency for English learners. States will also be permitted to include other measures of student and school performance in their accountability systems in order to provide teachers, parents, and other stakeholders with a more accurate determination of school performance.

· Maintains important protections for federal taxpayer dollars: The bill maintains important fiscal protections of federal dollars, including maintenance of effort requirements, which help ensure that federal dollars supplement state and local education dollars, with additional flexibility for school districts in meeting those requirements.

· Helps states fix the lowest-performing schools: The bill includes federal grants to states and school districts to help improve low performing schools that are identified by the state accountability systems. School districts will be responsible for designing evidence-based interventions for low performing schools, with technical assistance from the states, and the federal government is prohibited from mandating, prescribing, or defining the specific steps school districts and states must take to improve those schools.

· Helps states support teachers: The bill provides resources to states and school districts to implement activities to support teachers, principals, and other educators, including allowable uses of funds for high quality induction programs for new teachers, ongoing rigorous professional development opportunities for teachers, and programs to recruit new educators to the profession. The bill allows, but does not require, states to develop and implement teacher evaluation systems.

· Reaffirms the states’ role in determining education standards: The bill affirms that states decide what academic standards they will adopt, without interference from Washington, D.C. The federal government may not mandate or incentivize states to adopt or maintain any particular set of standards, including Common Core. States will be free to decide what academic standards they will maintain in their states.

For more details on the bill:

Click here for the legislation.

Click here for a summary of the bill.

# # #

Categories Duncan, Arne, Federal Waiver, NCLB (No Child Left Behind), U.S. Department of Education, US Education

Leon Botstein: Are We Still Educating Citizens?

By dianeravitch
April 7, 2015 //
12

This article is a brilliant essay by Bard College President Leon Botstein about the democratic and civic purposes of education.

 

It begins thus:

 

The initial motivations for the movement challenging the monopoly of public schools were ultimately ones of prejudice: White parents did not want their children to attend schools that were attended by blacks. This logic was then sanitized by appeals to religious liberty, insofar as parents fleeing integration attached themselves to religious movements. Evangelicals and observant Jews did not want their children to go to schools that idealized acculturation and assimilation into a secular society whose character promoted “godlessness.” The constituencies that wanted to circumvent integration allied themselves with those who resisted the separation of church and state. And no doubt, since school quality is dependent on local property taxes, the poorer the neighborhood, the worse the schools, making a mockery of the idea that public education was an instrument of social mobility for the disadvantaged. As the quality and extent of a person’s education increasingly determined his or her employment and income, the failures of public education became increasingly glaring, making the defense of public schools implausible.

 

The end result of these forces has been the elevation of privatization and the abandonment of the ideal of the common public school. Privatization and diversification have become the dominant objectives of school reform.

 

This is a bizarre turn of events. The nice way of looking at this development is to concede, “Well, privatization is a way we can actually confront the failings of the public schools.” I agree that American schools are not what they might be. But they never were. The reconciliation of excellence and equity was never achieved in the United States, and certainly not after the Second World War, when the rate of high school attendance climbed to 75 percent. But high academic standards had not been their primary purpose. Their purpose was basic literacy (essential for a now-extinct manufacturing economy) and the creation of a common national identity out of diverse groups. Following the glass-half-empty, half-full image, one could argue that the achievements of post-World War II public education were remarkable.

 

The standards of American schools haven’t fallen if one considers that only after the end of the Second World War did the rate of high school completion surpass 50 percent. Before that, only a minority earned a high school diploma. So the project of attempting to educate 70 percent, 80 percent, perhaps 100 percent of Americans in a single system was never really tried until the 1960s. And even then, when it was about to be actually tried, the public system came under attack, thereby proving that if one wished to make public schools really democratic and excellent, it was going to be very hard indeed.

 

No other large, heterogeneous industrial nation has ever attempted the American ideal of a unitary democratic school system for all. And now, as the demand for unskilled labor decreases, the minimum standards of education have become higher and more rigorous. But privatization is now popular because many are saying that we ought not attempt to create such a universal democratic system, and that it is a poorly conceived and implausible ideal. Not only that, but the argument goes that since government is widely believed to be notoriously terrible when it comes to providing public goods, it may be better to deliver education through the private sector in a context similar to market competition in commerce.

 

I happen to think that the privatization of American education and the abandonment of public education is a strike against the very idea of democracy. It favors the rich even more than the recalcitrant inequities created by neighborhoods. And the fact that there is so little opposition to it, particularly among the privileged, is frightening to me. Not surprisingly, if one surveys the philanthropy of hedge-fund owners and Internet millionaires, the favorite charity of the fabled 1 percent is the funding of alternatives to ordinary public schools. That’s the idea every newly minted possessor of great wealth loves: the reduction of taxes—particularly taxes for public education—and the privatization of the American school. It has therefore become fashionable to attack teachers in the public system. Union-bashing is popular. And the unions, in turn, have not distinguished themselves as advocates of educational excellence. But have we ever addressed the question, as a matter of public policy, of who in fact our teachers are? Who now goes into teaching? Who has actually tried to do something to improve the quality of those who take on teaching in public schools as a career? Have we as a nation ever sought to recruit, train, and retain gifted teachers properly?”

 

Please read it all.

Categories Democracy, Privatization, Segregation , Racial Isolation and Integration, US Education

Wendy Lecker: Our Real National Standards

By dianeravitch
September 11, 2014 //
10

Wendy Lecker, senior attorney for the Education Law Center, writes here that our most important national standards are found in our obligation to provide a high-quality education, adequately funded, to all children.

She was reminded of this by the recent court decision in Texas, where Judge John Dietz ruled that the schools were inadequately funded.

“Dietz found that to prepare children for citizenship, every school must have a basic set of essential resources: pre-K, small class size, enough teachers, libraries, books, technology, support staff — including counselors, social workers and paraprofessionals — and extra services for children with extraordinary needs, adequate facilities and a suitable curriculum. After a lengthy trial, the judge ruled that Texas’ school-finance system failed to ensure schools had these basic resources and that, as a result, children in these schools were being denied their constitutional right to an education.”

“Across this nation, courts in school funding cases have found that these same resources are essential to a constitutionally adequate education in their states. Like Dietz, they heard evidence from national educational experts and local educational experts — superintendents and teachers who work with public school children every day. These judges heard what children need and what works best to help children learn. From Kansas, to Washington, to New Jersey and beyond, these far-flung courts ruled that their states are responsible for providing schools with this nearly identical basket of educational goods.

“So-called education “reformers” push a different and lesser vision of education — perhaps most honestly expressed by the Dayton, Ohio, Chamber of Commerce:

[whose spokesman said] “The business community is the consumer of the educational product. Students are the educational product. They are going through the educational system so they can be an attractive product for business to consume.”

“This diminishment of children as being in service to business is echoed by U.S. Education Secretary Arne Duncan, who lamented that because of our public education system, “we are falling further behind our international competitors.”

“Not only is this vision offensive, it is wrongheaded. It has been proven over and over that U.S. students’ scores on national or international tests bear no relation to America’s economy or worker productivity.”

Our national standard ought to be, and until recently was: equality of educational opportunity. That standard cannot be met until all children have access to a good public school with experienced teachers and adequate resources. We must hold state governments accountable for supplying the schools that children need.

Categories Common Core, Education Reform, US Education

Labor Day, 2014

By dianeravitch
September 1, 2014 //
164

I recently saw photographs of John F. Kennedy giving a Labor Day speech in New York City during his Presidential campaign in 1960. He spoke in the center of the Garment District, on the west side of Manhattan. He spoke to tens of thousands of garment workers. Today, the Garment District has been replaced by luxury high-rise residences. Following NAFTA (the North American Free Trade Agreement), the garment industry went to low-wage, non-union countries. The garment industry has few workers and no political power. The number of union members across the nation has dropped precipitously. The largest unions are public sector workers–especially, teachers–and they are under attack, as rightwing foundations, billionaires, and their favorite think tanks hammer away at their very existence.

What hope is there? Anthony Cody says there is plenty. He foresees the rise of “the teacher class.”

Here are a few quotes from a powerful statement. Read it all.

“The teaching class consists of educators from pre-school through college. This group is facing the brute force of a class-based assault on their professional and economic status. The assault is being led by the wealthiest people in the world – Bill and Melinda Gates, via their vast foundation, the Walton family, and their foundation, and Eli Broad, and his foundation. And a host of second tier billionaires and entrepreneurs have joined in the drive. These individuals have poured billions of dollars into advancing a “reform” movement that is resulting in the rapid expansion of semi-private and private alternatives to public education, and the destruction of unions and due process rights for educators.”

“As the latest report from Yong Zhao and ASCD illustrates, there is absolutely zero connection between the productivity of our economy and test scores. There may be some minimum level of academic achievement below which our nation’s economy might suffer, but our students are far, far above that threshold. So the entire economic rationale for our obsession with test scores and “higher standards” has been obliterated…”

Even liberal rationales for education reform are falling away. We have heard for the past decade that employers need students who can think critically and creatively, that everyone must be prepared for college. These arguments have been used to promote progressive models of education, along with the Common Core. The economic assumption here is that the middle class will grow as more students are prepared for middle class jobs. But the number of such jobs are shrinking, not growing. The supposed shortage of people prepared for STEM careers is a hoax, as we see with the layoff of 18,000 such workers by Microsoft. In fact, one economic projection suggests that in the next 20 years, 47% of the jobs of today will be gone as a result of technological advances and what Bill Gates terms “software substitution.” (see the full report here.)….”

“Teachers are paying attention. Study after study provides evidence that the central planks of corporate education reform not only fail to work, but are undermining the education of our students. This project that was supposed to be driven by data is collapsing, and would be long gone if our politicians were not being legally bribed to look the other way. Corporate education reform is a fraud, a hoax perpetrated on the public, with the active complicity of media outlets like NBC, which allows the Gates Foundation to dictate the very “facts” that guide their coverage of education issues….”

“Corporate reformers have diabolically targeted teachers where we were most vulnerable, by accusing us of placing our own interests above those of our students. Every element of corporate reform has been leveraged on this point. No Child Left Behind accused teachers of holding students back through our “soft bigotry of low expectations.” Due process has been undermined or destroyed because it supposedly provides shelter for the “bad teachers” responsible for low test scores.

“But this point of vulnerability is also our greatest latent strength going forward. Because teachers are deeply motivated by concern for their students, they are attuned to the devastating effects reform is having on them. Teachers are seeing what happens in communities when schools are closed – usually in poor African American and Latino neighborhoods. Teachers are seeing how technologically based “innovations” funnel both scarce funds along with student data to profit-seeking corporations. We have had more than a decade of test-driven reform, and teachers know better than anyone what a sham approach this has been. Teachers have seen and responded to the Michael Brown shooting, and though there are still difficult conversations ahead about race, teachers have a head start, because of our work with young people who are, like Michael Brown, vulnerable to racial profiling and the school to prison pipeline.

“Teachers have some important pieces of the puzzle, but we have not built the whole picture yet. There is a growing awareness of the discriminatory way laws are enforced, leading to huge numbers of African Americans and Latinos behind bars. But there is still a weak understanding of how this fits into a system that keeps communities of color economically and politically disempowered. School closures are a part of this disenfranchisement, as they rob communities of stable centers of learning. The disproportionate layoffs and terminations of African American teachers are a part of this pattern as well. We need a new civil rights coalition that brings these interests into sharp focus, and establishes alliances between teachers, students, parents and community members.

“When teachers bring a deep understanding of how our work has been hijacked and disrupted to bear on broader social issues, we find similar patterns elsewhere. We can see how profiteers are trying to sideline the US Postal Service, even though the level of service for the public will suffer. We see how the prison industry has turned into an enormous machine that sustains itself through vigorous lobbying, to the great disservice of many Americans. We see how laws governing debt are written to give tremendous advantage to financiers, while binding our students into a new form of indentured servitude. We see how leading Democratic Party politicians have taken campaign contributions in the millions from the sworn enemies of public education, and have become their servants….”

“The term “teacher leadership” has been used to describe a narrow range of activities often related to “getting a seat at the table,” or taking charge of professional development or Common Core implementation. But the real potential for teacher leadership arises when we take the lessons we have learned from a decade of being the targets of phony corporate reforms, and recognize our kinship with others who have been disenfranchised. The number of wealthy individuals who have sponsored this decade of fraudulent reform could fit in a small movie theater. Teachers number in the millions — our students and allies are in the hundreds of millions. The only thing that can beat the power of money is the power of people. But the people must be informed and organized. That sounds like work teachers ought to be able to handle.”

Categories Broad Foundation, Corporate Reformers, Gates Foundation, Bill Gates, Resistance, Supporting public schools, Teachers, US Education, Walton Foundation
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