What do you think the Walton Family Foundation has in mind when they seek out “innovative” approaches to schooling? We know that they speak their mind when they hand out millions every year to charter schools, school choice organizations, privatization advocacy groups, and Teach for America. They usually drop a few dollars in the bucket of their Bentonville, Arkansas, public schools, peanuts compared to the money for privatization.

Media Contact: Vanessa Steinhoff, 240-432-1428, vsteinhoff@wffmail.com                  

Walton Family Foundation Announces 

#SchoolsIN Campaign to Inspire, Spotlight 

Innovative Educational Approaches During COVID-19


Families, Students and Educators Invited to Share Their Creative, Surprising 

and All-Too-Real Moments This School Year on Social Media

BENTONVILLE, Ark. – Today the Walton Family Foundation launched #SchoolsIN, a national campaign to provide inspiration, spotlight innovation and build an inclusive community in support of student learning. With COVID-19 shifting how learning happens across the country, the campaign is an opportunity to build awareness about creative approaches and emphasize the importance of continuing learning amid adversity. 

“At this pivotal moment, America’s students, families and educators are reinventing when, where and how learning happens,” said Marc Sternberg, K-12 Education Program Director at the Walton Family Foundation. “As challenging as this school year is and will be, I’m inspired and energized by families and educators channeling frustration into inspiration in all settings. From parents to policymakers, we all must do whatever it takes to ensure learning continues and #SchoolsIN for students.”

The four-week campaign encourages families, students and educators to share on social media the ups and downs of keeping school in session – with a focus on student success during a difficult school year. From brilliant ideas to flashes of inspiration, and occasional moments of chaos, the campaign will chronicle and celebrate the wide range of experiences people across the country are having in all different types of educational settings, linked by the hashtag #SchoolsIN.  

The Walton Family Foundation has been supporting innovative approaches to teaching and learning for over 30 years, guided by the belief that a great education can put opportunity and a self-determined life in reach for every child, regardless of background. The foundation works alongside and sources ideas from families, educators, innovators and community leaders who have a bold vision for student success. This surfaces new ideas and practices that challenge traditional assumptions about where and how learning happens and what’s possible for children.

To learn more, visit www.schoolsin.org. 

# # #

About the Walton Family Foundation
The Walton Family Foundation is, at its core, a family-led foundation. Three generations of the descendants of our founders, Sam and Helen Walton, and their spouses, work together to lead the foundation and create access to opportunity for people and communities. We work in three areas: improving K-12 education, protecting rivers and oceans and the communities they support, and investing in our home region of Northwest Arkansas and the Arkansas-Mississippi Delta. In 2019, the foundation awarded more than $525 million in grants in support of these initiatives. To learn more, visit waltonfamilyfoundation.org and follow us on Facebook, Twitter and Instagram….

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Ben Felder wrote a comprehensive review of the State Auditor’s report about EPIC charter schools. EPIC has previously been fined more than half a million dollars for overspending on administration. The audit proposes that for-profit management of charter schools should be ended. The following is an excerpt. Online charter schools are immensely profitable regardless of the quality of services they provide. Governor Stitt of Oklahoma is a Trump-DeVos ally. The state is fortunate to have a state superintendent, Joy Hofmeister, who is doing her best to improve public schools, which are underfunded. In a state that does not pay for its public schools, it makes no sense to fund an alternative system of charter schools using dollars subtracted from public schools.

Felder writes:

In presenting the findings of her investigation into Epic Charter School’s financial management, State Auditor Cindy Byrd opened her remarks at a Thursday news conference with a clarification that her audit was “not an indictment of charter schools or the charter school model.” 

But in her report, Byrd highlighted the ways in which current state laws, regulations and practices have failed to prevent the type of abuse she was accusing Epic of committing. 

She also recommended a significant change to how charter schools operate, including the end of for-profit organizations managing charter schools.

“The Charter School Act has freed charter schools from some of the regulations created for traditional public schools and has provided a statutory shield that allows for some reduced financial accountability and less than full transparency,” the audit stated. 

“The generous privileges granted to charter schools by the legislature are ripe for potential abuse.”

There are around 20 charter school systems in Oklahoma, most located in Oklahoma City or Tulsa, and many with a focus on serving low-income students. 

“Brick and mortar” charter schools, which are managed much like a traditional school with a building and classroom teachers, operate with some anonymity, including the ability to set their own schedules and curriculum. 

Virtual charter schools operate with significantly more flexibility, including with attendance, staffing and disbursement of funding. 

Epic operates separate virtual and “blended” schools.

The state Department of Education oversees many aspects of a charter school’s finances, including compliance with federal programs, expenditure and revenue coding, and accreditation. 

However, the state’s audit of Epic said the school’s financial reports are “accepted at face value by (the state Department of Education) without on-site followup,” even when the reports appeared questionable, such as when hundreds of teachers were listed with the same 60/40 percentage split between Epic’s virtual and blended schools. 

“Again, oversight exists, but true accountability is lacking,” the audit stated.

The state Department of Education has penalized Epic in the past when it has spotted violations of state statute, including this year when the virtual school was penalized more than $530,000 for exceeding the state limit on administrative spending, a limit meant to keep the bulk of state education funding in the classroom. 

But Byrd’s audit claimed state education officials failed to enforce other financial reporting violations, even when they were known. 

In Fiscal Year 2016, the state auditor claims Epic officials intentionally misreported administrative costs in an apparent effort to avoid a possible $2.6 million penalty. State education officials questioned the practice but ultimately accepted Epic’s reporting. 

The audit said the state Department of Education and Epic “share the responsibility for the breakdown of the process, which resulted in no penalty to (Epic) and no accountability for the reclassified administrative costs.”

State Superintendent Joy Hofmeister toured the Central Oklahoma PPE distribution warehouse for schools in Oklahoma City on Aug. 18, 2020. BEN FELDER/The Frontier

State Superintendent Joy Hofmeister said a rule change passed by the state Board of Education earlier this year has remedied some of the problems with the administrative cost reports that the department was forced to accept in 2016.

But she said the department is still limited in many ways when it comes to holding charter schools accountable. 

“The audit findings also point to clear limitations the Oklahoma State Department of Education has had for decades in terms of ensuring the full veracity of millions of data points and school-certified information submitted to the agency,” Hofmeister said in a statement to The Frontier. 

“This is unacceptable and investments in modernization efforts must be a collective priority. We must do better, and we will do better.”

Gov. Kevin Stitt, who ordered the audit of Epic last year, said the “initial findings are concerning,” but also said he did not see it as an indictment on charter schools as a whole. 

Gov. Kevin Stitt speaks during a media conference at the state Capitol on June 30, 2020. BEN FELDER/The Frontier

“I am grateful for Auditor Byrd’s extensive work on this report and agree that her findings are not representative of all public charter schools or alternative forms of education,” Stitt said in a Thursday statement.

Like the traditional school system, Oklahoma’s charter schools are diverse and operate under various agreements and procedures. Many are referred to as “mom and pop charters,” meaning they are locally controlled, rather than operated by a national organization. 

Oklahoma’s charter schools also vary in academic performance with some ranking high on state assessments, while others struggle with low test scores.

Charter schools have been a topic of political debate for decades and Epic has consistently responded to allegations of financial mismanagement with claims they are under political attack. 

In its initial response to the audit, Epic officials did not address its findings but instead accused Byrd of “attacking parents’ rights to choose” the school that is best for them. 

“Once you cut through the theatrics of today’s announcement, the conclusion of the report calls for changes to the law; it does not assert that laws have been broken,” Epic said in a statement. 

Byrd’s audit does call for law changes, including a reference to a California law that prohibits charter schools from being operated by a for-profit organization or entering into a subcontract for management services with a for-profit organization, which is how Epic operates. 

At least one other Oklahoma virtual charter school, E-School Virtual Charter Academy, uses a private company to manage many of its expenses, including paying its superintendent and assistant superintendent. 

“Other states have already determined for-profit charter management organizations do not benefit taxpayers,” Byrd’s audit said. “Oklahoma should consider the same.”

Maureen Reedy is an experienced teacher and advocate for Ohio’s public schools. She wrote a letter to the editor which all public school supporters should read:

https://www.dispatch.com/story/opinion/letters/2020/10/05/dispatch-letter-writers-take-issue-1-dewines-tweet-and-election/5884874002/

To the Editor:

Let me get this straight: James Ragland, a first-term Columbus school board member, is also a paid advocate for private and for-profit charter schools in Ohio? (Dispatch article, Sept. 23)

In the business world, Ragland’s roles would be a blatant conflict of interest — the fox guarding the henhouse in violation of his fiduciary obligation as a publicly elected board member.

Which hat was Ragland wearing when he joined Betsy DeVos at the School Choice Roundtable in July? Was he participating as the director of provider outreach for School Choice Ohio or as a Columbus City Schools board member?

Clearly, Ragland, while working for School Choice Ohio, has been a player in moving almost $1 billion from Columbus City Schools to fund lower-performing charter and private voucher schools from 2017 to 2021. During this same period, Ohio’s higher performing public schools have lost close to $5 billion to charter and private voucher schools.

Ohio’s public schools are the schools of choice for over 90% of Ohio’s schoolchildren who attend their neighborhood public schools.

Ohio’s public school four-year graduation rate is 85%, about double the graduation rate for charter schools in Ohio.

Caught in this COVID pandemic, we are in the grip of an unprecedented public health and economic crisis where it is clearly unsustainable to drain billions of dollars from Ohio’s public schools.

Ragland cannot have it both ways. Supporting the mission of Columbus City Schools as a board member while being paid to advocate for taking almost a billion dollars a year from Ohio’s public schools to fund lower-performing private and charter schools is wrong.

This conflict of interest in “robbing Peter to pay Paul” must end.

Maureen Reedy, Columbus


https://www.dispatch.com/story/opinion/letters/2020/10/05/dispatch-letter-writers-take-issue-1-dewines-tweet-and-election/5884874002/

A regular reader who uses the name “Retired Teacher” posted this wise comment. I couldn’t agree more.


So-called choice is mostly a marketing scheme designed to make parents believe they are getting a better school for their children. Research has shown that choice generally does not improve education, and in many cases the quality of education is worse. Choice is a way for corporations to gain access to public dollars at the expense of public schools. It makes the wants of a few take priority over the needs of many. It is impossible to fund parallel systems and a public system for the same dollar. More underfunded schools are not a way to improve education.

The privatization of education has failed. It is time to consolidate resources and invest in quality education with supports and services designed to address the needs of poor students. A well resourced public school can offer wrap around services including medical, dental, mental health and social services that provide resources and guidance for struggling poor students and their families. With greater efficiency built in, community schools can do a much more effective addressing the needs of students that live in poverty. It is only when primary needs are met can we begin to address students’ academic needs.

Public schools bring people together. Our society is more fragmented than ever, and privatization further erodes the bonds of community. Well funded public schools that professionally serve all students help to build unity and connection within the school community and the community at large. We need to learn to appreciate each other and work together for the betterment of all our people. We do not need “islands of opportunity” for a few. We need investment in all our young people.

South Carolina Governor Henry McMaster thought he could use some of the state’s CARES Act money to create a voucher program.

The Supreme Court of South Carolina just struck down his illegal scheme to divert money from public schools to private and religious schools.

From TheState.com:

Public money cannot be spent on South Carolina’s private schools, the S.C. Supreme Court ruled late Wednesday afternoon.

The unanimous 5-0 decision was a high-profile defeat for Gov. Henry McMaster, who earlier this year announced he was designating $32 million in federal COVID-19 relief funds to go to pay one-time tuition grants of up to $6,500 per student for about 5,000 private school K-12 students across the state.

“We hold the Governor’s decision constitutes the use of public funds for the direct benefit of private educational institutions within the meaning of, and prohibited by, Article XI, Section 4 of the South Carolina Constitution,” said the 15-page opinion, written by Chief Justice Donald Beatty.https://cdm.connatix.com/amp-embed/index.html?playerId=ps_d3df954e-5147-4e95-9376-97fe56fa327e

Beatty said the state Constitution is clear on the matter of public money going to private schools. 

“Even in the midst of a pandemic, our State Constitution remains a constant, and the current circumstances cannot dictate our decision. Rather, no matter the circumstances, the Court has a responsibility to uphold the Constitution, Beatty wrote toward the end of the decision.

McMaster’s announcement that he wanted to give $32 million of pandemic COVID-19 relief funds earmarked for education to private schools was challenged in July by an Orangeburg educator, Thomasena Adams, who alleged McMaster’s proposal is unlawful under the state Constitution, which says that public money can’t be spent on private schools. Joining her in the lawsuit were the Orangeburg County School District and the S.C. Education Association, a teachers’ group.https://590bff9d76b5c78e3c1bda441bbdc287.safeframe.googlesyndication.com/safeframe/1-0-37/html/container.html?n=0

Underscoring the high public interest component of the issue, the Supreme Court heard oral arguments in the case on Sept. 18 in what is called original jurisdiction, meaning the case didn’t have to go through months or years of appeals in lower courts. The case was originally filed in Orangeburg County several months ago. 

In that hearing, justices repeatedly grilled McMaster’s top lawyer, Thomas Limehouse, about whether the governor had unlawfully devised a plan to give $32 million in coronavirus public federal emergency funds to private school students. Limehouse repeatedly claimed the plan was lawful and the governor had discretion to use federal funds that way. 

During the months-long legal battle between the plaintiffs and defendants including the governor, the governor’s legal team argued that the plaintiffs lacked “standing,” or the ability to sue, because they hadn’t suffered a specific injury.

But in its decision, the high court specifically rebutted that reasoning, saying the plaintiffs had established that the issue was a matter of “public importance,” which gives them the right to sue.https://590bff9d76b5c78e3c1bda441bbdc287.safeframe.googlesyndication.com/safeframe/1-0-37/html/container.html?n=0

“The COVID-19 pandemic that has plagued our State in recent months has posed unprecedented challenges in every area of life and severely disrupted essential governmental operations,” Beatty wrote.

“The virus’s impact on education in this State has been … great. Indeed, it is for this reason that Congress endeavored to appropriate emergency funds through the CARES Act to protect our nation’s students and teachers and to supply states with additional resources to continue providing educational services during this difficult time.”

Therefore, a court decision is necessary in this case to provide “future guidance … (because) it is likely the situation will occur in the future if and when Congress approves additional education funding in response to the continued COVID-19 pandemic.”

Sherry East, head of the S.C. Education Association, a plaintiff in the case, said: “I am excited, elated, overjoyed … There’s been a movement for years to put public finances into private schools, and we were worried this would give them (supporters of public money going to support private schools) a precedent for more voucher programs that are in the works in South Carolina.”

“I can’t say what (the money) will be used for, but I would hope it would be put to good use in some school districts that really need it right now.” She said she understands private schools face similar challenges, but those schools have access to other funding options such as PPP loans.

Winning attorney Skyler Hutto said, “I don’t think that it could have gone much better for us. We’re very happy of course to have been able to bring this to the attention of the court. We’re very happy to have had a ruling in our favor. Al Nickles (Hutto’s co counsel) and I were extremely proud to be representing South Carolina schools, South Carolina parents and South Carolina children in our Supreme Court, and we couldn’t be happier that it turned out this way.” It was Hutto’s first case before the Supreme Court.…

The ruling was a bitter pill for conservatives in state government, who have over the years repeatedly tried to get public money allocated in various ways, including vouchers, to private schools...

The Constitution says, “No money shall be paid from public funds nor shall the credit of the State or any of its political subdivisions be used for the direct benefit of any religious or other private educational institution.”

In South Carolina, the state Constitution means what it says.


Search underway for truck driver involved in deadly hit-and-run on Midlands-area road



The dissident Republicans who created The Lincoln Project are fast and funny.

Here is “Covita.” It shows Trump returning to the White House after his hospitalization for COVID.

This one is called “Adultery.” It shows a sharp contrast between Pence’s Biblical view of marriage and Trump’s life. #hypocrisy


Dana Milbank of the Washington Post writes here about Trump’s “heroism.”

https://www.washingtonpost.com/opinions/2020/10/06/invincible-trump-tells-us-live-with-covid-19-these-people-died-trying/

After Donald Trump got out of Vietnam with student deferments and a spurious claim of bone spurs, he proposed that those who did serve in Vietnam were “stupid” and “losers,” according to various accounts. He mocked their sacrifice by saying he was a “brave soldier” in his “personal Vietnam” — avoiding sexually transmitted diseases.

We’re seeing the same thinking now with covid-19. After getting treated for his infection by a team of top-notch doctors using antidotes that are rationed or entirely unavailable to other Americans, President Trump shared a description of himself as “an invincible hero” — in contrast to all those wusses who are taking precautions against the virus. 

“Don’t be afraid of it. You’re going to beat it,” Trump proclaimed in a video message Monday night after returning from the hospital. “Don’t let it take over your lives. … I’m better and maybe I’m immune. I don’t know. But don’t let it dominate your lives.” Tuesday morning, he exulted anew on Twitter that “we are learning to live with Covid,” which he falsely claimed is “in most populations far less lethal” than the flu.

“FEELING GREAT!” he added.

It was an implicit rebuke of those 210,000 Americans who already let the beatable and less-lethal virus “dominate” them and “take over” — by dying. On the four days in which Trump spent time in the hospital, 2,264 Americans died of covid-19 without access to the care and treatments he got — the modern equivalent of those stupid losers who died in Vietnam while Trump bravely dodged the clap.

On Sunday, as Trump was joyriding around Walter Reed with his captive Secret Service detail, a group memorialized the pandemic dead by setting up 20,000 empty chairs, symbolizing 200,000 lives, on the Ellipse, facing the White House. As Trump staged photos at Walter Reed, the Twitter account @FacesOfCovid continued its grim work of collating obituaries of the deceased:

On Monday night, as Trump was filming his video (without a mask) telling Americans not to let the virus dominate their lives, the West Des Moines (Iowa) Community School District announced that Jennifer Crawford, a junior high school special-education assistant, had died of covid-19 complications.

On Sunday, Julie Davis, a beloved third-grade teacher at Norwood Elementary School in North Carolina, succumbed to the virus. Davis, 49, died two months after the district resumed some in-person classes. She decided to devote her life to helping children after the Columbine shooting.

On Friday, as Trump checked in to Walter Reed, John Stephen Forester, 72, of McKenzie, Tenn., died of the virus. He had helped adults with developmental disabilities and was a longtime volunteer driver for Meals on Wheels. The death notice said his family is “heartbroken at his sudden and preventable loss.” 

Also Friday, Susanne Michael, a teacher at Harrisburg Elementary in Arkansas, died of covid-19. Her husband, whom she met at Williams Baptist College, was allowed to hold her hand for her final 10 minutes. She had recently adopted one of her students, who was bound for foster care, and the student’s two siblings. She leaves behind five children.

The same day, in Highland Village, Tex., Sgt. Dennis Oliver died of covid-19 after some 11 days in the hospital. The 17-year veteran of the Highland Village Police Department leaves behind a wife and two sons.

On Thursday, when Trump was keeping his positive coronavirus test secret, Olga Quiroga, a bilingual first-grade teacher in Chicago Public Schools, died of the virus, a day short of her 58th birthday. The symptoms started “after a series of trips” to her elementary school, including a back-to-school event.

Earlier last week, as the virus spread around the White House, WOOD-TV in Michigan reported the covid-19 death of Michelle McCrackin, 53, a Title I teacher in Carson City and mother of five. Meanwhile, in Oklahoma, Rebecca A. Cryer, a 73-year-old judge on the Choctaw Nation District Court, also died of covid-19. She had survived serious injuries in the Oklahoma City bombing 25 years ago.

And on. And on. Young and old, hearty and frail. So many people who, unlike our “invincible hero” president, inexplicably let the virus “dominate” their lives.

Now the White House Gift Shop is taking preorders for $100 commemorative coins announcing “PRESIDENT DONALD J. TRUMP DEFEATS COVID.” The company, which calls itself the “original official” White House gift shop, was privatized long ago. But it has pro-Trump sentiments, saying the coin design conveys “a hint of superhero qualities.”

If we’re really going to commemorate this moment, other slogans come to mind. Perhaps: PRESIDENT DONALD J. TRUMP DEFEATS EMPATHY.

Or, if we’re trying to lend a “hint of superhero qualities” to a president who tells us to live with the virus while he receives care unavailable to ordinary losers, I’d go with this:

PRESIDENT DONALD J. TRUMP, SUPERSPREADER.

If you need a break from the daily news, I have a suggestion. Watch the telenovela “Jane the Virgin.” I’m sorry to say that it’s on Netflix. Despite that, it’s wonderfully entertaining.

I won’t explain the plot—too complicated—but I urge you to watch the first few episodes.

Congress again gave $440 million to the wasteful and unnecessary federal Charter Schools Program, enabling Secretary DeVos sole discretion over where she wants to plant new charter schools, whether or not the community wants them.

DeVos just handed out $131 million to start new charters. The largest amount went to Texas, which is under heavy siege by national charter chains.

As studies by the Network for Public Education revealed, nearly 40% of the charter schools subsidized by the CSP either never opened or closed soon after opening, a waste of $1 billion in taxpayer money.

The federal Charter Schools Program is a massive boondoggle for the charter industry and a personal slush fund for DeVos. She has given many millions to corporate charter chains so that they can compete with and undermine public schools that are democratically controlled.

In a time of fiscal crisis, why is the federal government paying for a separate system of privately managed schools instead of helping public schools?

Laura Chapman, intrepid researcher, writes here about the billionaire and corporate money supporting the rating system for schools called GreatSchools. It clearly exists to promote school choice, not community cohesion or civic responsibility. GreatSchools recently announced that it would use “growth scores” to measure school quality, not just test scores, but the difference is miniscule, and the outcome is the same: to promote segregation and school choice by linking “school quality” and test scores.

Laura Chapman writes:

Great Schools is supported by income from Scholastic, Zillow and other advertisers, who pay for packages that can push up their page views or allow them to license the school ratings. The whole website functions as a tool to perpetuate redlining, charter schools, and advocates forf school choice.

Here are the largest financial pushers of the dubious ratings:

Walton Family Foundation, Laura and John Arnold Foundation, Bloomberg Philanthropies, Carnegie Corporation of New York, Einhorn Family Charitable Trust, Leona M. and Harry B. Helmsley Trust, and Bill and Melinda Gates Foundation.

These big funders are offered a display of their logos. Other supporters are: America Achieves, The Charles Hayden Foundation, Charles and Helen Schwab Foundation, Charles and Lynn Schusterman Family Foundation, David and Lucile Packard Foundation, EdChoice, Heising-Simons Foundation, Innovate Public Schools, The Joyce Foundation, Excellent Schools Detroit, The Kern Family Foundation, The Lynde and Harry Bradley Foundation, The Ralph M. Parsons Foundation, and Startup: Education. These are not supporters of public schools.

This website is designed to market an ideology and a rating scheme. The Terms of use policy says: “Some information contained on the website may represent opinion or judgment… GreatSchools does not guarantee the accuracy or completeness of any information on the website. As such, GreatSchools will not be responsible for any errors, inaccuracies, omissions or deficiencies in the information provided on the website. This information is provided “as is,” with no guarantees of completeness, non-infringement, accuracy or timeliness, and without warranties of any kind, express or implied.”

Great Schools also lists “Partners.” Sad to say, the Great Schools website, designed to steer parents away from most public schools has a partnership with the US Department of Education and the US Department of Housing and Urban Development.

“Community Action Partners” are: Choice Matters Oklahoma, Colorado Succeeds, Community Foundation of Atlanta, Delaware Department of Education, Families Empowered, Innovate Public Schools, The Indianapolis Mayor’s Office, and United Way of Central Indiana.

“Partners for Content” include the Yale Center for Emotional Intelligence featuring Yale’s RULER program, a system of direct instruction in: (a) managing emotions by naming them and (b) thinking out loud about degrees of emotional intensity (energy) and pleasantness. Students learn to Recognize, Understand, Label, and Regulate their emotions at about $7,500 per school team.

The second “Content Partner” (believe it or not) is PARCC Partnership for Assessment of Readiness for College and Career. As of the 2019-2020 school year, these tests were only used in Washington DC, Louisiana, Massachusetts, and New Jersey. New Jersey will stop using these tests in 2020-2021.

“Other Partners” are:
–Be a Learning Hero, offers parents a “roadmap” for school readiness and test prep. Key leaders worked for the Bill and Melinda Gates Foundation.

–Common Sense Media is a marketing website offering parents reviews and lists of kid-suitable videos, books, other media.

–Education Cities is a network promoting school choice in 24 cities in cooperation with 31 city based organizations. The network is funded by the Broad Foundation, Michael and Susan Dell Foundation, Bill and Melinda Gates Foundation, and Walton Family foundation.

–National PTA which claims not “to endorse any commercial product or service.” But also says “Companies making a financial contribution to PTA may be entitled to promotional consideration and, in some cases, may have limited use of PTA’s marks and assets.” Deals for members are offered by PTA’s 18 Corporate Alliances.” The National PTA also markets Common Core resources with outdated claims about these “being fully implemented.”

–Understood is devoted to serving families and children with disabilities. It is funded by15 non-profits, not counting these recent supporters: The New Teacher Center, Relay Graduate School of Education, the Achievement Network, and New Visions for Public schools,.

Great Schools also lists Bellwether Education Partners, the Center for Reinventing Public Education, Thomas B Fordham Institute, and Public Impact as “Partners. All promote charter schools as if these are “public.”

Great Schools generates and leases data to “leading real estate, technology and media websites.” Great Schools claims to be “the nation’s leading source of school performance information…. with “more than 55 million unique visitors” last year and “over half of American families with school-age children.”

Great Schools is designed to forward three real estate practices associated with parents seeking a school. The first is block busting—a process designed to promote fear among white home owners or prospective buyers that a neighborhood school brings too many low income racial minorities to the community and devalues its real estate. The second is redlining, illegal, but the practice of denying loans or property insurance to applicants based on the racial makeup of a neighborhood, including school demographics. The third and most common is steering, the real estate practice of directing homebuyers to or away from specific neighborhoods and schools based on the prospective homebuyer’s race color, religion, gender (sex), sexual orientation, disability (handicap), familial status, or national origin.

Great Schools rating schemes for “school quality” are a case study in what Cathy O’Neal has called mathematical intimidation. If you are mathematically inclined, see if you can make sense of the rating schemes available here. https://www.greatschools.org/gk/ratings-methodology/