Being an eduEntreneur does not always pay off. Chris Whittle founded the Edison Project, which was supposed to be for profit, but after much turmoil, its stock price plummeted, and he moved on. (Read Samuel Abrams’ fascinating history of the Edison Project in Education and the Commercial Mindset).

Most recently, Whittle founded Avenues, which was planned to be a global chain of boutique for-profit, private schools. Tuition at the state-of-the-art Avenues in NYC is $59,800. It’s opening was announced Ina full-page ad in the New York Times.

A few years ago, Whittle and Avenues parted company. In 2014, Whittle listed his 11-acre home in the jet-set Hamptons for $140 million, but it didn’t sell.

The Wall Street Journal recently reported that Whittle’s property in the Hamptons was purchased by the Avenues Global Holdings for $700,000 and will be sold to pay off the $6 million debt that Whtitle owes the school.

In an auction that took place Tuesday morning, Avenues was awarded right and title to the property, subject to other liens, for a credit bid of just $700,000, the spokeswoman said. The auction was a forced sale to satisfy more than $6 million in debts owed to Avenues by Mr. Whittle. Avenues expects to officially take title to the property next week and will make plans for the property soon after, the spokeswoman said.

“We hope that this facilitates the recovery of the more than $6 million that remains owed and unpaid to Avenues,” the spokeswoman said.

The property had been on the market most recently for $95 million, down from the $140 million Mr. Whittle first listed it for in 2014, The Wall Street Journal reported.

Reached by phone, Mr. Whittle said he has “had better days.” He said he had taken out a very large mortgage on the property in order to fund his latest venture, Whittle School & Studios, another for-profit school network, but the Covid-19 crisis derailed his plans.

Bruce D. Baker is a school finance expert at Rutgers University. He writes here that the changing legal status of religious schools opens the door to taxing churches.

He begins:

On June 30th 2020, the U.S. Supreme Court determined that if a state has a program of providing public financing for private entities to provide educational services, that program cannot exclude from participation any institution simply because that institution is religious (see Espinoza v. Montana Department of Revenue). The decision involved a taxpayer financed tuition tax credit program providing vouchers for children to attend private schools, which under the state’s constitution (Blaine amendment), prohibited use of those vouchers at religious schools. This decision followed an earlier SCOTUS decision that prohibited Missouri from excluding religious institutions from access to a publicly financed program for playground refurbishing. These cases combined reverse a long history of state enforced Blaine Amendments which excluded the use of taxpayer dollars for religious institutions, even where taxpayer dollars were available to other private providers.

Of course, one difficulty with such provisions is having the government play any role in defining what is, or isn’t religion, when determining whether a tax benefit or public financing should be bestowed on an institution. Jedi? Religion! Church of the Flying Spaghetti Monster? Religion!…

If a state cannot exclude from access to taxpayer resources institutions simply because they are religious, a state also cannot exclude from taxation, institutions simply because they are religious. Indeed, to the extent that properties on which private schools operate are exempt, then this exemption would also apply to properties on which private religious schools operate. But the exemption would not extend to the church itself, or for example, rectories, religious retreats or other lands and buildings used solely for “religious” activities, including worship. The state cannot define religious activity in-and-of-itself to qualify as public service because the state should not be in the business of defining “religion,” and bestowing differential benefits on that basis alone.

The voucher movement should be dead, in light of the numerous evaluations showing that voucher schools do not get better results than public schoools, and in many evaluations, voucher students lose ground compared to their peers in public schools.

The GOP is determined to siphon public dollars away from public schools and send them to religious schools.

Missouri Governor Parson just signed a voucher bill that will allow students to attend low-cost private and religious school while reducing the state’s revenues and reducing funding for public schools.

This is choice for the sake of choice, not for the benefit of students. This is the Betsy DeVos model.

The Associated Press reports:

Missouri students as soon as next year could have access to scholarships for private school through a new tax credit program signed Wednesday by Gov. Mike Parson.

Under the voucher-style program, private donors would give money to nonprofits that in turn would dole out the scholarships. The money could be used for private school tuition, transportation to school, extra tutoring and other education-related expenses.

Donors to the program would get state tax credits equal to the amount they give, an indirect way to divert state tax dollars to private education.

Parson’s signature represents a long-sought victory for primarily GOP advocates of so-called school choice legislation, which has struggled to gain traction with Missouri Republicans in rural areas where public schools likely would be students’ only option regardless of changes in state law.

“This legislation will empower students and parents with access to resources and educational opportunities that best meet the individual needs of their child,” Sen. Andrew Koenig, a suburban St. Louis Republican, said in a statement.

Critics of school voucher programs have said they funnel money away from public schools by drawing students out of those districts, leading to a drop in attendance and a subsequent drop in funding.

“Missouri is 49th in the country in average starting teachers’ salaries,” Melissa Randol, who heads the Missouri School Boards’ Association, said in a statement. “We need to invest in Missouri’s high quality teachers, rather than funnel money to institutions that have no accountability to taxpayers for how they spend taxpayers’ dollars or how they educate our children.”

Only K-12 students in the state’s largest cities — those with at least 30,000 residents — would be able to get the scholarships. That includes St. Louis, Kansas City and many of their suburbs. It also covers Springfield, Columbia, Cape Girardeau, Jefferson City, Joplin and St. Joseph.

https://www.newstribune.com/news/news/story/2021/jul/15/missouri-governor-signs-school-voucher-bill-into-law/879201/

Jay Mathews writes about education for the Washington Post. Although he and I don’t always agree (he is a huge admirer of KIPP and wrote a book about it), I have always found him to be extremely congenial. He recently sent me the following note, asking for a correction, and I asked and received his permission to post it in full. I don’t recall whether Tom or I wrote the sentence he quotes, but I want to set the record straight no matter who wrote it.

He wrote:

Hi Diane—-I was having fun reading Tom Ultican’s blog, then found something you wrote last year that needs a slight correction. You said:


Mathew’s methodology has now become the US News and World report ranking of “the best high schools” in the nation.

Many people have the same impression. It is hard to keep this stuff straight. My methodology has NOT become the US News high school list. I started mine in 1998. It ran in Newsweek for many years. US News started theirs in 2007. Their method is quite complex, with an emphasis on average test scores and extra points for low income schools that show test score gains. They also include something similar to my counting participation in AP and IB tests, but it is a small part of their method. I like the US News guys but complain that any method that includes test scores becomes misleading. I have noted frequently that their number one school, Thomas Jefferson, in a system that is supposed to detect the best low income schools, has only 2 percent of its students from low income families.

My Challenge Index list is now on my website, jaymathewschallengeindex.com. I exclude TJ and all other public schools that have average SAT or ACT scores above the highest average for any neighborhood high school in the country.

I hope you are having a splendid summer. —jay

Fred Klonsky writes here about Rep. Marjorie Taylor Greene’s recent visit to Illinois. She came to support a member of Congress who is running for re-election and shares Greene’s extremist views.

She campaigned in the most conservative part of the state, where the Ku Klux Klan was popular in the 1920s. Note the sponsors of one of their rallies, whose rally brochure is portrayed on Fred’s blog. Ford Motor Company was one prominent sponsor. There was no shame attached to being an outright racist and anti-Semite and all-around bigot at that time.

Fred described the setting as follows:

It turns out that Effingham and nearby Sangamon County – home of our state capital in Springfield – once held giant Ku Klux Klan rallies, including at Illinois the state fair grounds.

It was common for Klan rallies in the area to draw tens of thousands of locals.

I’m not picking on downstate Illinois. In the 1920s Chicago had the largest KKK membership of any metropolitan region in the United States.

According to WBEZ journalist Dan Mihalopoulos, Greene spoke for nearly an hour, and true to form, she spent most of her time mocking other members of Congress. She ridiculed another Illinois Congresswoman because she has a transgender daughter.

Greene peppered her speech with other bigoted comments about “the great Chinese pandemic” and Muslim members of Congress and their allies, who she called “the jihad squad.”

The Midwest director of the Anti-Defamation League said it’s time to end the politics of hate, but it’s unlikely that Greene has any other mode of expressing her views. That’s who she is.

Dennis Shirley is the Duganne faculty fellow and professor at Boston College’s Lynch School of Education and Human Development. His new book with Andy Hargreaves is entitled Five Paths of Student Engagement: Blazing the Trail to Learning and Success.

Shirley contends in this article in Commonwealth Magazine that standardized testing no longer fits the needs of students, if it ever did.

He writes:


AS WE EMERGED
from the pandemic’s constraints, we finally had the freedom to book dinner reservations and plan a summer vacation, but in the midst of that liberation, our students were obligated to the policy of standardized academic testing.

Despite opposition by every Massachusetts professional educational association, the political appointees in the State Board of Elementary and Secondary Education and the commissioner and secretary of education responded to COVID-19 by administering the Massachusetts Comprehensive Assessment System (MCAS) to third to eighth grade students to conclude the school year, even though Superintendent Jeff Riley previously said, “We’ve spent a lot of time on systems and structures, on accountability and test scores. We need to get back to instruction, and deep teaching and learning.”

What’s going on? For years, standardized testing advocates have been on the defensive because the tests failed to improve student achievement as promised by reformers. Second, the rise of the testing industry was correlated with growing rates of anxiety and depression among young people. Third, tests aggravated rather than ameliorated differences in achievement among racial and ethnic groups, and between social classes.

Enter climate change strikes that peaked in 2019, the pandemic, and the surge of racial struggles during the past year. The triple whammy of environmental, health, and societal challenges was surprising and emboldened critics who want a different kind of education that speaks to their concerns and aspirations rather than the clamoring for accountability of distant government bureaucrats.nullThe critics are no fringe group. For years, public opinion surveys have revealed that a majority of Americans agreed that there was too much testing in schools. Defenders fought back by arguing that the tests are objective, that they inflict little or no damage on students, and that they emphasize that what is taught in schools must be taken seriously. If there are problems with testing, they say, the tests can be revised–but not suspended.

Is there an escape from the impasse?

Shirley believes there is.

We have a once-in-a-lifetime opportunity to get our schools focused on teaching and learning rather than testing and accountability. We must not squander it. It’s going to be arduous, but the trendlines are clear: COVID-19 is winding down in the US, so let’s make dinner reservations and summer vacation plans, and when it comes to schools, let’s make sure our students are free to learn—and that our teachers are free to teach, too.

In this post, Jan Resseger reviews Joanne W. Golann’s Scripting the Moves: Culture & Control in a No-Excuses Charter School. What she describes is a culture of behaviorism and strict control.

Resseger writes:

Joanne W. Golann’s new book is all about schools that insist their teachers follow the guidance of Doug Lemov’s Teach Like a Champion instead of Paulo Freire’s Pedagogy of the Oppressed, but whose principals and teachers have convinced themselves they are liberating students from oppression.

Lured by the promise that their middle school will put them on the path to college, many of the students in Scripting the Moves: Culture & Control in a “No-Excuses” Charter School quickly become angry and disgruntled as teachers assign them demerits for failing to sit at attention or whispering or speaking as they walk in straight lines marked by squares on the hallway floors. At Dream Academy, teachers are driven obsessively to “sweat the small stuff.” School leaders warn teachers that the whole system might collapse if anyone loses control.

Golann explains that, Dream Academy, the pseudonymous name of the school where she conducted her ethnographic study, typifies to one degree or another no-excuses charter schools managed by many of the huge charter management organizations, beginning with KIPP, but also including Achievement First, Aspire, Democracy Prep, Green Dot, IDEA, Mastery, Match, Noble Network, Promise Academies, Rocketship, Success Academies, Uncommon Schools, and YES Prep.

Anyone with the most rudimentary, university-based, public school teacher certification training—including philosophy of education, educational psychology and learning theory—will likely find it shocking to read what Golann describes observing in her year-and-a-half ethnographic study. Yet Dream Academy exemplifies the kind of schooling so many families are choosing—based on a promise that college admission will follow…

Golann explores Dream Academy’s failure to work with students to develop critical thinking and the kinds of study and interactive skills they will need if they do go on to college: “Dream Academy was successful in getting its middle school students to think about college and in getting its high school graduates to apply to, and be admitted to, college. But… Dream Academy’s rigid behavioral scripts did not encourage students to develop the types of cultural capital that higher-income students use to gain advantages in college. Cultural capital, which I have defined as tools of interaction, comprises the attitudes, skills, and styles that allow individuals to navigate complex institutions and shifting expectations. These tools include skills like how to express an opinion, be flexible, display leadership, advocate a position, and make independent decisions.” (p. 58)

Finally Dream Academy teachers’ obsession with minute behavioral infractions undermines trust and generates anger and antagonism: “No-excuses schools ‘sweat the small stuff.’ Under a sweating-the-small-stuff approach, authority is exercised over ‘a multitude of items of conduct—dress, deportment, manners—that constantly occur and constantly come up for judgment.’… (A)s teachers took on the role of disciplinarians, they became enmeshed in a racist system that perpetuated stereotypes of Black and Brown bodies as needing to be controlled rather than one that humanized students as individuals to be understood, cared for, and respected. It is unlikely that belittling and shouting at students, for example, would be acceptable at an affluent White school, yet these practices are common at no-excuses schools, which serve almost exclusively Black and Latino students.” (pp. 86-99)

The term “sweating the small stuff” is the title of a book written by David Whitman and published by the Thomas B. Fordham Institute in 2008. It praises several no-excuses charter schools for their strict discipline and paternalistic control of students. The next year, Whitman became Arne Duncan’s chief speech writer.

Heather Cox Richardson is an American historian who teaches at Boston College. She writes an informative blog called “Letters from an American.” This one appeared recently.

She writes:

On July 9, 1868, Americans changed the U.S. Constitution for the fourteenth time, adapting our foundational document to construct a new nation without systematic Black enslavement.

In 1865, the Thirteenth Amendment to the Constitution had prohibited slavery on the basis of race, but it did not prevent the establishment of a system in which Black Americans continued to be unequal. Backed by President Andrew Johnson, who had taken over the presidency after an actor had murdered President Abraham Lincoln, white southern Democrats had done their best to push their Black neighbors back into subservience. So long as southern states had abolished enslavement, repudiated Confederate debts, and nullified the ordinances of secession, Johnson was happy to readmit them to full standing in the Union, still led by the very men who had organized the Confederacy and made war on the United States.

Northern Republican lawmakers refused. There was no way they were going to rebuild southern society on the same blueprint as existed before the Civil War, especially since the upcoming 1870 census would count Black Americans as whole persons for the first time in the nation’s history, giving southern states more power in Congress and the Electoral College after the war than they had had before it. Having just fought a war to destroy the South’s ideology, they were not going to let it regrow in peacetime.

Congress rejected Johnson’s plan for Reconstruction.

But then congressmen had to come up with their own plan. After months of hearings and debate, they proposed amending the Constitution to settle the outstanding questions of the war. Chief among these was how to protect the rights of Black Americans in states where they could neither vote nor testify in court or sit on a jury to protect their own interests.

Congress’s solution was the Fourteenth Amendment.

It took on the infamous 1857 Dred Scott decision declaring that Black men “are not included, and were not intended to be included, under the word ‘citizens’ in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens.”

The Fourteenth Amendment provides that “All persons born or naturalized in the United States and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.”

The amendment also addressed the Dred Scott decision in another profound way. In 1857, southerners and Democrats who were adamantly opposed to federal power controlled the Supreme Court. They backed states’ rights. So the Dred Scott decision did more than read Black Americans out of our history; it dramatically circumscribed Congress’s power.

The Dred Scott decision declared that democracy was created at the state level, by those people in a state who were allowed to vote. In 1857, this meant white men, almost exclusively. If those people voted to do something widely unpopular—like adopting human enslavement, for example—they had the right to do so and Congress could not stop them. People like Abraham Lincoln pointed out that such domination by states would eventually mean that an unpopular minority could take over the national government, forcing their ideas on everyone else, but defenders of states’ rights stood firm.

And so, the Fourteenth Amendment gave the federal government the power to protect individuals even if their state legislatures had passed discriminatory laws. “No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws,” it said. And then it went on to say that “Congress shall have power to enforce, by appropriate legislation, the provisions of this article.”

The principles behind the Fourteenth Amendment were behind the 1870 creation of the Department of Justice, whose first job was to bring down the Ku Klux Klan terrorists in the South.

Those same principles took on profound national significance in the post–World War II era, when the Supreme Court began to use the equal protection clause and the due process clause of the Fourteenth Amendment aggressively to apply the protections in the Bill of Rights to the states. The civil rights decisions of the 1950s, 1960s, and 1970s, including the Brown v. Board of Education decision outlawing segregation in public schools, and the Loving v Virginia decision permitting interracial marriage, come from this doctrine. Under it, the federal government took up the mantle of protecting the rights of individual Americans in the states from the whims of state legislatures.

Opponents of these new civil rights protections quickly began to object that such decisions were “legislating from the bench,” rather than permitting state legislatures to make their own laws. These opponents began to call for “originalism,” the idea that the Constitution should be interpreted only as the Framers had intended when they wrote it, an argument that focused on the creation of law at the state level. Famously, in 1987, President Ronald Reagan nominated Robert Bork, an originalist who had called for the rollback of the Supreme Court’s civil rights decisions, for a seat on that court.

Reacting to that nomination, Senator Ted Kennedy (D-MA) recognized the importance of the Fourteenth Amendment to equality: “Robert Bork’s America is a land in which women would be forced into back-alley abortions, Blacks would sit at segregated lunch counters, rogue police could break down citizens’ doors in midnight raids, schoolchildren could not be taught about evolution, writers and artists could be censored at the whim of the Government, and the doors of the Federal courts would be shut on the fingers of millions of citizens for whom the judiciary is—and is often the only—protector of the individual rights that are the heart of our democracy….”

It’s a funny thing to write about the Fourteenth Amendment in the twenty-first century. I am a scholar of Reconstruction, and for me the Fourteenth Amendment conjures up images of late-1860s Washington, D.C., a place still plagued by malaria carried on mosquitoes from the Washington City Canal, where generals and congressmen worried about how to protect the Black men who had died in extraordinary numbers to defend the government while an accidental president pardoned Confederate generals and plotted to destroy the national system Abraham Lincoln had created.

It should feel very distant. And yet, while a bipartisan group of senators rejected Bork’s nomination in 1987, in 2021 the Supreme Court is dominated by originalists, and the principles of the Fourteenth Amendment seem terribly current.

Of course, if today’s U.S. Supreme Court were truly originalist, Justice Amy Coney Barrett would not be eligible to serve on the Court, women would not have the right to vote, blacks would not be considered citizens, and so on.

Leonie Haimson, executive director of Class Size Matters, interviewed scholar Tom Loveless about the failure of the Common Core on her weekly radio show called “Talk Out of School.” Loveless is a former teacher, professor, and researcher at the Brookings Institution.

Loveless recently published a book titled Tom Loveless’ book, Between the State and the Schoolhouse, Understanding the Failure of Common Core. [Use code BSSS21 to get 20% off when ordering from Harvard Education Press; offer expires 8/13/2021.]

It was one of the best discussions of Common Core I have heard. I thoroughly enjoyed it. I wrote both Leonie and Tom to commend them. I added a footnote to their conversation. At one point, Leonie asked Tom why the CCSS sets out percentages of literary and informational text that should be taught in elementary school, middle school, and high school. Neither knew the answer.

Here it is: the authors of the CCSS copied the percentages from the NAEP guidelines for test developers. in grade 4, instruction should be divided 50%-50% between literary sources and informational text. In grade 8, the CCSS recommended division is 45%/55%. In grade 12, it should be 30%-70%.

NAEP does not offer these percentages as guidelines for teachers, but as guidance for test developers. There is no evidence that students learn more from fiction or nonfiction. But as Loveless has already demonstrated in an earlier study, the teaching of literature in the nation (based on NAEP surveys) declined after the adoption of Common Core by more than 40 states.

So, Common Core failed to improve achievement as measured by test scores and it failed to reduce achievement gaps among racial and SES groups. Unfortunately its only “success” was reducing the time devoted to teaching literature.

Readers of this blog are accustomed to the rule “follow the money.” Thus, you should not be surprised that the national campaign to discredit teaching about racism (aka critical race theory) is an obscure rightwing foundation.

Judd Legum and Tesmin Zekeria wrote on a site called “Popular Information” about the activity of the Thomas W. Smith Foundation. In 2020, the authors correctly write, few people outside of law schools had ever heard about CRT. In 2021, CRT has suddenly become “an existential threat” to our nation, a subject of constant discussion at FOX News and other media outlets.

The Thomas W. Smith Foundation has no website and its namesake founder keeps a low public profile. Thomas W. Smith is based in Boca Raton, Florida, and founded a hedge fund called Prescott Investors in 1973. In 2008, the New York Times reported that The Thomas W. Smith Foundation was “dedicated to supporting free markets.”

More information about the foundation can be gleaned from its public tax filings, which are called 990-PFs. The Thomas W. Smith Foundation has more than $24 million in assets. The person who spends the most time working for the group is not Smith but James Piereson, a senior fellow at the Manhattan Institute. According to the foundation’s 2019 990-PF, Piereson was paid $283,333 to work for The Thomas W. Smith Foundation for 25 hours per week.

The article continues:

Piereson has made clear that he opposes efforts to increase racial or economic equality, even if these efforts are financed by private charities…

In a 2017 column, Piereson criticized liberal philanthropists for focusing on “climate change, income inequality, [and] immigrant rights,” describing these as “radical causes.” He stressed the need for “a counterbalance provided by right-leaning philanthropies.”

Piereson also opposes classes dedicated to the study of women, Black people, or the LGBTQ community in universities, saying these topics lack “academic rigor.”

In the 1960s, universities caved to the demands of radicals on campus by expanding academic departments to include women’s studies, black studies, and, more recently, “queer studies.” These programs are college mainstays, making up in ideological vigor what they lack in academic rigor.

How did CRT, a complex theory that explains how structural racism is embedded in the law, get redefined to represent corporate diversity trainings and high school classes on the history of slavery? The foundation funding much of the anti-CRT effort is run by a person who opposes all efforts to increase diversity at powerful institutions and laments the introduction of curriculum about the historical treatment of Black people.

It’s hard to generate excitement around tired arguments opposing diversity and racial equality. It’s easier to advocate against CRT, a term that sounds scary but no one really understands.

The article goes on to describe the 21 organizations that have been funded by the Thomas W. Smith Foundation to attack CRT. They include the Manhattan Institute, ALEC, the Heritage Foundation, Judicial Watch, and the American Enterprise Institute.