Three whistleblowers in the U.S. Department of Education filed complaints that Betsy DeVos overruled internal reviews to award $72 million to the IDEA charter chain.

This is not the way federal grants are supposed to work. Funds are supposed to be awarded based on peer reviews and staff reviews, not awarded as plums by political appointees. This is political interference at the highest level. This award should be revoked.

I have often referred to the $440 million federal Charter Schools Program as DeVos’s private slush fund, and this grant proves that my hunch was right.

Valerie Strauss writes in the Washington Post:

A U.S. congressman is demanding answers from the U.S. Education Department, alleging department employees complained to his office about political interference in the awarding of a multimillion-dollar federal grant to the controversial IDEA charter school network.


Rep. Mark Pocan (D-Wis.) sent a letter to the department Monday asking for details and records related to the awarding of the grant.

In an interview, Pocan said “three whistleblowers” told his office that professional staff evaluating applications for 2020 grants from the federal Charter School Program had rejected IDEA for new funding, deeming the network “high risk” because of how IDEA leaders previously spent federal funds.


But according to these whistleblowers, Pocan said, professional staff was overruled by political appointees who ordered the funding be awarded to IDEA. The identities of the whistleblowers were not revealed to The Post, nor were the names of the political appointees.


The Education Department did not respond to a request for comment.


IDEA, a Texas-based charter school network with nearly 100 campuses in Texas and Louisiana serving nearly 53,000 students, said in a statement:
”Peer reviewers from education and other fields evaluate grant applications independently from Department of Education staff. In three of the last four Charter Schools Program competitions, spanning two administrations and including the most recent round of grants, the independent reviewers who evaluated applications gave IDEA Public Schools the highest scores of any applicant in the country. (In 2017, IDEA received the second-highest score.) All of the outside reviewers’ scores and comments are public on the Department’s website, and we encourage anyone doubting the strength of IDEA’s applications and our 20-year track record with students to read those reviews.”


Earlier this month, the Education Department announced it was awarding millions of dollars in new grants to charter schools, which are publicly funded but privately operated. IDEA was the top recipient, receiving $72 million over five years.

IDEA had previously received more than $200 million in funding over the past decade through the program.



But the network has been dogged by controversy. This month, IDEA chief executive Tom Torkelson resigned after publicly apologizing for “really dumb and unhelpful” plans that included leasing a private jet for millions of dollars and spending hundreds of thousands of dollars on San Antonio Spurs tickets.

The Texas Monitor reported last month that Torkelson had flown on a private jet to Tampa to meet with DeVos to discuss “education philanthropy,” records show. The Monitor reported he was the only passenger on a jet that can hold nine people.


Last November, the Education Department’s inspector general criticized IDEA in an audit of data IDEA included in annual performance reviews it submitted to the federal government, required as part of the grants received from the federal Charter Schools Program.
The inspector general concluded that IDEA Public Schools “did not provide complete and accurate information” for all performance measures on annual performance reports over three years and did not report any information for 84 percent of the performance measures on which it was required to report over two years.

Still, IDEA had certified its annual performance reports were “true, complete and accurate.”
The audit also found IDEA “did not always spend grant funds in accordance with federal cost principles and its approved grant applications.”
IDEA acknowledged some of the findings, took issue with others, and agreed with all the recommendations from the inspector general to improve internal procedures.


That inspector general report, together with the suggestion that political appointees pushed through more grant money, should spark an even deeper inspection of IDEA, Pocan said in an interview.
“There needs to be an investigation,” Pocan said. “This would be completely improper to take a program that has to have inspector general reports and a lot of media attention about bad decisions they’ve made, and then to get a grant that wasn’t approved by the professional staff and instead given for political reasons.”

Governor Gavin Newsom laid out his thoughts about a phased reopening of the state, including the possibility of opening schools as early as late a July or early August.

The United Teachers of Los Angeles responded with their thoughts.

The union said:

An early start to the school year in LA would have to be bargained between UTLA and the LA Unified School District, and there has been no discussion about doing so.

California has led the way on flattening the curve of this deadly pandemic by prioritizing people’s health and safety. As the fifth-largest economy in the world, our leaders understand that the economy should serve the people, and not the other way around. We urge our leaders to stay the course, and caution against prematurely lifting social distancing protections by opening schools in a way that would put students, teachers, and families at risk.

Governor Newsom outlined six very sensible metrics — such as the availability of therapeutics to deal with COVID-19 and drastically increased testing and contact tracing capacity — that would determine when it would be appropriate to lift the pandemic protections. We should meet those metrics before setting unrealistic timelines.

There is much that remains unknown about what will happen in the next few weeks or months. It’s wise to wait and see and make sure everyone is safe.

Governor Gavin Newsom has addressed the coronavirus pandemic with admirable calm.

Today, he announced his views about a gradual reopening of the state, depending on the state’s progress in combatting the virus.

Part of his plan–or at least speculation–was the possibility that schools might reopen in late July or early August.

Is this a wise move? I don’t know, neither does anyone else?

Will the disease be under control by then?

There will not be a vaccine. Will the adults who teach and lead and staff the schools feel that the time is right?

Governor Newsom needs to hear from their leaders and work with them to be sure that the schools are safe for both children and adults.

The one overriding lesson of this tragedy is that health matters more than test scores. The grown-ups should stop worrying about children “falling behind,” because everyone is in the same boat. Make sure that everyone is safe.

The Washington Post reports that the Federal Reserve is handing out $500 billion (that’s BILLIONS, not millions) to large corporations, without requiring them to save jobs or limit executive compensation.

Under the program, the central bank will buy up to $500 billion in bonds issued by large companies. The companies will use the influx of cash as a financial lifeline but are required to pay it back with interest.


Unlike other portions of the relief for American businesses, however, this aid will be exempt from rules passed by Congress requiring recipients to limit dividends, executive compensation and stock buybacks and does not direct the companies to maintain certain employment levels.


Critics say the program could allow large companies that take the federal help to reward shareholders and executives without saving any jobs. The program was set up jointly by the Federal Reserve and the Treasury Department.
“

I am struck that the administration is relying on the good will of the companies receiving this assistance,” said Eswar Prasad, a former official at the International Monetary Fund and economist at Cornell University. “A few months down the road, after the government purchases its debt, the company can turn around and issue a bunch of dividends to shareholders or fire its workers, and there’s no clear path to get it back.”


Treasury Secretary Steven Mnuchin defended the corporate aid program, saying that the lack of restrictions on recipients had been discussed and agreed to by Congress. “This was highly discussed on a bipartisan basis. This was thought through carefully,” he said in an interview with The Washington Post. “What we agreed upon was direct loans would carry the restrictions, and the capital markets transactions would not carry the restrictions.”


Democrats asked for restrictions on how companies can use the money from the central bank’s bond purchases but were rebuffed by the administration during negotiations about the Cares Act, said a spokesman for Senate Minority Leader Charles E. Schumer (D-N.Y.). The spokesman said Democrats won meaningful concessions from the administration on reporting transparency in the final agreement. (Transparency requirements do not apply to the small-business loans, the biggest business aid program rolled out to date.)

As usual, the big corporations are protected. Small businesses, not so much.

On a personal note: my brother runs a small business in Florida, booking cruises for customers around the world. His business is closed down since no one is booking cruises. He has eight employees. He applied for a loan as soon as the small business program was authorized. He was approved by the bank but the program ran out of money. He is paying his employees out of his own savings but can’t do so for months on end.

Too bad he is not running a major corporation! He could double his salary and fire his employees.

CNN reports that Trump urged the nation’s governors to give serious consideration to reopening schools.

“Some of you might start thinking about school openings, because a lot of people are wanting to have school openings. It’s not a big subject, young children have done very well in this disaster that we’ve all gone through,” Trump told the governors on a teleconference call, according to audio of the call obtained by CNN.

He also asked the Governor of Nevada when he plans to reopen Las Vegas.

Trump owns a hotel in Las Vegas.

The Bald Piano Guy is a very clever public school teacher in Great Neck, New York, who posts musical videos on YouTube expressing his views about education and politics, always with a smile. I erred in thinking he was a NYC teacher.

In this video, he has advice for Betsy DeVos:

“Go back to selling Amway/
Teaching really isn’t your thing.”

Angela Merkel’s political star appeared to be on the decline until the pandemic erupted across the world.

Suddenly Germany had exactly the leader it needed. An experienced public figure with a scientific background and a calm demeanor.

The Atlantic has the story here.

BERLIN—Today, we face the global outbreak of a disease that has the potential to catalyze what the historian Eva Schlotheuber terms a “pandemic of the mind.” As misinformation proliferates and lines between fact and fiction are routinely and nonchalantly crossed, world leaders must, now more than ever, illuminate a thoughtful path forward, one reliant on science and evidence-based reasoning. Indeed, many have. One leader goes further still. Trusted by her people to navigate this outbreak’s murky waters, without inciting or succumbing to a pandemic of the mind, one politician is less a commander in chief and more a scientist in chief: Angela Merkel.

For weeks now, Germany’s leader has deployed her characteristic rationality, coupled with an uncharacteristic sentimentality, to guide the country through what has thus far been a relatively successful battle against COVID-19. The pandemic is proving to be the crowning challenge for a politician whose leadership style has consistently been described as analytical, unemotional, and cautious. In her quest for social and economic stability during this outbreak, Merkel enjoys several advantages: a well-respected, coordinated system of scientific and medical expertise distributed across Germany; the hard-earned trust of the public; and the undeniable fact that steady and sensible leadership is suddenly back in style. With 30 years of political experience, and facing an enormous challenge that begs calm, reasoned thinking, Merkel is at peak performance modeling the humble credibility of a scientist at work. And it seems to be paying off, both politically and scientifically…

On March 18, after the country had closed its schools, its economy, its way of life, she gave a rare televised speech that solidified her leadership.

Facing the camera from behind a desk, with both the German and European Union flags to her side, she began on an emotional note, by conceding that “our idea of normality, of public life, social togetherness—all of this is being put to the test as never before.” She emphasized the importance of democracy and of making transparent political decisions and she insisted that any information she shared about the pandemic was based on thorough research. Then, in an astonishing statement for a German leader, one she “must have considered endlessly,” Kornelius told me, she made reference to her country’s darkest hour. “Since the Second World War,” Merkel said, “there has not been a challenge for our country in which action in a spirit of solidarity on our part was so important.”

What stood out from the address was not so much Merkel’s medical advice, but her unusually direct appeal to the notion of social togetherness and to her own limitations as an individual and as a leader (“I firmly believe that we will pass this test if all citizens genuinely see this as their task”). Her rational assurances and her emotional appeal were crucial at a time of rising panic. While the mood isn’t quite so dark here anymore—thanks to a variety of factors, Germany appears to have dealt with the outbreak better than many other countries—Germans largely continue to heed the chancellor’s detailed directives. The number of people infected by the coronavirus has increased, as it has throughout the world. But unlike in Italy, where more than 22,000 have lost their life to COVID-19, or in the United States, where the death toll has surpassed that figure and continues to rise rapidly, total deaths in Germany have been inching up from 4,000. To put this in perspective, more than twice as many New Yorkers have lost their life to the coronavirus as have individuals in all of Germany to date.

While country-level comparative data may be somewhat unreliable, and the numbers can certainly take a turn for the worse in Germany as anywhere else, experts cite a number of possible factors for the country’s relatively low number of deaths: The average age of coronavirus patients has been lower here than elsewhere, which limits the risk; the number of people tested for the virus is higher than in other countries, and cases are for the most part carefully tracked; and the public health-care system has been efficient enough to ramp up the number of available intensive-care units to meet potential demand.

Imagine that: a leader who is rational and calm. A leader who believes in science and evidence. A leader who appeals to social solidarity in the face of a national crisis. A nation prepared to act on behalf of the public interest. No grandstanding. No vainglorious or egotistical rants.

Gary Rubinstein started his teaching career in Teach for America, and he knows many of its successful alums.

Unlike many of them, he became a career teacher in New York City, and he began to see the world differently. About a decade ago, he became a critic of TFA, though always a civil critic.

In this post, he calls out certain TFA leaders because of their contempt for public school teachers.

Some TFA folk can’t get over the idea that they are superior to people who have chosen a career in teaching. Maybe it’s because TFA has $300 million in the bank and pays six-figure salaries that are far more than public school teachers will ever earn.

I posted yesterday that Betsy DeVos set aside more than $300 million of the billions in coronavirus aid to advance her personal agenda of undermining public schools. Rep. Rosa DeLauro, who is chair of the House subcommittee that oversees education appropriations, criticized her misuse of the funds.

Chalkbeat has the story.

Betsy thinks the days of learning in physical buildings are obsolete.

I have often posted the research on virtual charter schools. The 2015 CREDO study showed the abject failure of online charter schools. Their results are abysmal. The most EPIC charter scandals are associated with virtual charters like ECOT in Ohio, now bankrupt, and the A1 chain in California, where 11 people were indicted for the disappearance of more than $50 million in state funds.

Betsy’s ideas are a proven failure.

“In The Public Interest,” a nonpartisan organization that supports a healthy public sector, has identified eleven warning signs that privatizers are targeting your school district.

Read them and be prepared to defend your public schools from privatizers and profiteers!

Here are the first six. Open the link and learn about the other five:

As students, parents, educators, and school districts struggle to adjust to the Covid-19 pandemic, others see the crisis as an opportunity to escalate their efforts to further privatize public education. For years, “education reformers,” private companies that want to profit from public education dollars, and others have worked to undermine public education by privatizing all aspects of it—from charter schools, to contracted out bus services and cafeterias, to private testing companies, to software and hardware providers touting the benefits of virtual/online education.

With the current need for districts to rapidly switch to distance learning, many of these same privatization advocates and corporations are using the crisis and the resulting confusion as an opportunity to greatly expand their privatization agenda by offering to help solve some of the problems that the crisis is creating.

The pandemic is creating a fiscal crisis for state, local, and school district budgets and these same forces are also offering up privatization as the solution to these longer-term economic problems. Consequently, we are seeing a major push now by online (virtual) charter schools to greatly increase their number of enrolled students. We are also seeing a major push by “EdTech” companies (education software providers, online pre-packaged classes and tests, computer hardware, cloud computing companies, and others) to peddle their goods and services. These companies seek to offer their services as a way to radically reshape education and education budgets for the long term by dramatically cutting back on qualified classroom teachers and overhead expenses of brick-and-mortar schools.

What to watch for:

Public education advocates need to be vigilant to ensure that during this crisis no long-term commitments are made that increase the privatization of public education.

Below are eleven warning signs and some follow-up questions to help advocates determine whether and how privateers may be trying to make inroads in your school district.

1. Emergency powers have been requested, given, or exercised by superintendents that circumvent normal oversight rules.

• Have emergency powers been granted to district or state superintendents of education? What, if any, are the limits to those powers? When will the emergency powers end?
• How are school boards informed of decisions being made, contracts being entered into, etc., under those powers? Does the board have the authority to review or overturn those decisions?
• Are other emergency orders being put in place? What do they waive or change?
• Are there efforts to suspend open meetings and public records laws?

2. Procurement rules and processes are being suspended, overruled, or ignored.

• In response to the crisis, has your district, locality, or state suspended normal procurement rules?
• Are procurements being made outside the normal process?
• Are there guarantees ensuring that the district isn’t entering into long-term contracts?
• What, if any, transparency is there in the procurement and contracting process?
• Who is responsible for the contracting process and what monitoring and oversight is
there?

3. Virtual/online charter companies are expanding their outreach and recruitment of students.

• Have online charters increased their advertising and recruitment activity in your area?

4. Charter schools and their advocates are pushing to change or ignore authorization and oversight rules.

• Are charter schools attempting to change or relax authorization, oversight, and renewal guidelines?
• Are charter schools requesting or being granted increased funding or extensions on funding or renewal periods?
• Are existing charter schools seeking to expand enrollment caps?
• Are districts providing additional services or technology to charter schools?
• Are there efforts to suspend or disregard open meetings and public records laws for
charter schools?
• Are there efforts to create long-term distance learning contracts with charters?
• Who is monitoring charter schools for compliance with all legal requirements? Are all
the services being delivered?
• Are charter schools ignoring requests for information?

5. Existing charter schools and new charter schools are pushing for immediate charter expansion.

• Are charter school chains or management organizations seeking expansive contracts to provide larger scale education services or replace schools struggling before the crisis?
• Are charter schools advocating for new or additional facilities, or changes in rules regarding facilities?
• Are homeschool charters aggressively marketing payments to families to be used to pay for educational and enrichment programs or services?

6. Education technology companies (hardware and software companies, online testing and lesson planning companies, etc.) are aggressively soliciting the district offering immediate solutions.

• Are education technology companies approaching the district to provide services during the crisis? Which companies? What services? Will those services be needed after the crisis has passed?
• Are companies that already have contracts with the district being allowed to expand those contracts?
• Are companies offering free introductory contracts that are tied to long term obligations?
inthepublicinterest.org
• Are educational technology companies offering free hardware that requires the district to purchase or lease software or other services?
• All students do not have equal access to the Internet. What—if anything—is being done to ensure equal access?
• Who evaluates education technology software for cost and effectiveness? Are new contracts for education technology being executed? What are the durations and terms, and who is providing oversight?
• Is there a protocol for ensuring that student and educator data is secure? What is the policy for responding in the event of a data breach?