In this must-read article, Tim Schwab reports his investigative journalism into the charities favored by the Bill & Melinda Gates Foundation. He asks, who benefits?

He begins by discussing a three-part Netflix documentary called Inside Bill’s Brain. The film was directed by Davis Guggenheim, who also directed Waiting for “Superman,” the anti-public school, pro-charter school documentary.

Schwab writes:

In the first episode, director Davis Guggenheim underlines Gates’s expansive intellect by interviewing Bernie Noe, described as a friend of Gates.

“That’s a gift, to read 150 pages an hour,” says Noe. “I’m going to say it’s 90 percent retention. Kind of extraordinary.”

Guggenheim doesn’t tell audiences that Noe is the principal of Lakeside School, a private institution to which the Bill & Melinda Gates Foundation has given $80 million. The filmmaker also doesn’t mention the extraordinary conflict of interest this presents: The Gateses used their charitable foundation to enrich the private school their children attend, which charges students $35,000 a year.

The documentary’s blind spots are all the more striking in light of the timing of its release, just as news was trickling out that Bill Gates met multiple times with convicted sex offender Jeffrey Epstein to discuss collaborating on charitable activities, from which Epstein stood to generate millions of dollars in management fees. Though the collaboration never materialized, it nonetheless illustrates the moral hazards surrounding the Gates Foundation’s $50 billion charitable enterprise, whose sprawling activities over the last two decades have been subject to remarkably little government oversight or public scrutiny.

While the efforts of fellow billionaire philanthropist Michael Bloomberg to use his wealth to win the presidency foundered amid intense media criticism, Gates has proved there is a far easier path to political power, one that allows unelected billionaires to shape public policy in ways that almost always generate favorable headlines: charity….

Describing his approach by turns as “creative capitalism” and “catalytic philanthropy,” Gates oversaw a shift at his foundation to leverage “all the tools of capitalism” to “connect the promise of philanthropy with the power of private enterprise.”

The result has been a new model of charity in which the most direct beneficiaries are sometimes not the world’s poor but the world’s wealthiest, in which the goal is not to help the needy but to help the rich help the needy.

Through an investigation of more than 19,000 charitable grants the Gates Foundation has made over the last two decades, The Nation has uncovered close to $2 billion in tax-deductible charitable donations to private companies—including some of the largest businesses in the world, such as GlaxoSmithKline, Unilever, IBM, and NBC Universal Media—which are tasked with developing new drugs, improving sanitation in the developing world, developing financial products for Muslim consumers, and spreading the good news about this work.

The Gates Foundation even gave $2 million to Participant Media to promote Davis Guggenheim’s previous documentary film Waiting for Superman, which pushes one of the foundation’s signature charity efforts, charter schools—privately managed public schools. This charitable donation is a small part of the $250 million the foundation has given to media companies and other groups to influence the news.

“It’s been a quite unprecedented development, the amount that the Gates Foundation is gifting to corporations…. I find that flabbergasting, frankly,” says Linsey McGoey, a professor of sociology at the University of Essex and author of the book No Such Thing as a Free Gift. “They’ve created one of the most problematic precedents in the history of foundation giving by essentially opening the door for corporations to see themselves as deserving charity claimants at a time when corporate profits are at an all-time high.”

McGoey’s research has anecdotally highlighted charitable grants the Gates Foundation has made to private companies, such as a $19 million donation to a Mastercard affiliate in 2014 to “increase usage of digital financial products by poor adults” in Kenya. The credit card giant had already articulated its keen business interest in cultivating new clients from the developing world’s 2.5 billion unbanked people, McGoey says, so why did it need a wealthy philanthropist to subsidize its work? And why are Bill and Melinda Gates getting a tax break for this donation?

As I wrote, this article is a must-read.

Politico has done some great reporting about the global pandemic that’s changed our lives. I recommend you read that summary of what we know, what we don’t know.

https://www.politico.com/newsletters/politico-nightly-coronavirus-special-edition/2020/03/19/into-the-great-unknown-488634

“We’re not close to the peak. The rate of new cases continues to rise steeply and will explode next week as new testing capacity comes online. On March 12, the U.S. had 1,315 confirmed cases, today 11,723 – that’s a ninefold increase, according to the Covid tracking project.

“— We’re lagging on testing. After the Trump administration promised that 1 million tests would be available, just 103,945 people have been tested so far, up from 9,967 on March 12.
— It’s very contagious. Every person who gets the virus infects about two people, and that’s largely been the case in the U.S., though testing screw-ups are making it hard to track.

“— This is bad and will only get worse. New York’s hospitals said they’d run out of medical supplies in two to three weeks and California’s governor thinks half his population will be infected within eight weeks. That’s a preview of where much of the rest of the country, now in a quiet before the storm period, could be headed.

“— Testing, tracking and social distancing work. South Korea and Singapore have had great success in slowing the spread of the virus by rolling out mass testing, tracking the virus spread and keeping people apart. New cases in South Korea have leveled off. China, which shut down an entire province after the outbreak began there, reported no new cases Wednesday.”

The Network for Public Education urged Secretary of Education Betsy DeVos to waive all state testing for 2020.

Chalkbeat reports that many states have requested waivers, and two—Colorado and Texas—have canceled testing without waiting for waivers. Recently the Council of Chief School Officers urged a cancellation of mandated state testing.

To see the status of state testing, see this update.

From the update, it appears that New York is the only state still planning to give the tests even though its schools are closed.

It seems likely—although no one knows for sure—that all states will cancel state testing.

No one knows when it will be safe to resume schooling.

Stuart Egan, an NBCT high school teacher in North Carolina, reminds us of why teachers protested last year and how the elected officials responded (mostly with silence).

Fortunately, the people of North Carolina have a chance to change the state’s direction by electing a genuine and experience advocate for public education as state superintendent: Jen Mangrum won the Democratic nomination and she will campaign vigorously to restore the state’s once-esteemed public schools as great places for students and teachers and communities.

If you live in North Carolina and you are tired of politicians tearing down the public schools and shifting public money to entrepreneurs and religious schools, vote for Jen Mangrum in November.

This post is a public apology to Erica Green of the New York Times. She wrote on March 13 that the Centers for Disease Control recommended that schools should close for at least eight weeks. A trusted reader of this blog said that the CDC guidance offered several options, depending on local circumstances. I read the CDC guidance and posted a correction implying that Green had offered the worst case scenario.

Erica Green wrote me directly to complain about my “correction.”

Let me state here publicly and without equivocation that Erica Green was right.

I apologize.

Schools should close for at least eight weeks.

It appears likely, with the virus continuing to spread, that many, most, or all schools will not reopen until September.

No one knows when the disease will subside or be under control.

In the meanwhile, we must all take care of ourselves and our loved ones. Stay home to the extent possible. Wash your hands frequently. Practice social distancing. Be glad we have the telephone, the television, and the Internet to stay in touch with the world and with friends. Send love and gratitude to the healthcare workers and first responders who protect us. This is a time for kindness.

Now that many thousands of schools have closed, millions of parents have suddenly become responsible for home schooling their child or children.

Sam Chaltain offers some sound suggestions.

He calls it “A Parent Guide to Home-Schooling During the Apocalypse.”

The National Education Policy Center issued a statement today about teaching reading.

The bottom line: There is no “science of reading.”

It’s time for the media and political distortions to end, and for the literacy community and policymakers to fully support the literacy needs of all children.

Thursday, March 19, 2020

Joint Statement Regarding
“Science of Reading” Advocacy

KEY TAKEAWAY:

It’s time for the media and political distortions to end, and for the literacy community and policymakers to fully support the literacy needs of all children.

CONTACT:
William J. Mathis:
(802) 383-0058
wmathis@sover.net

Kevin Kumashiro
kevin@kevinkumashiro.com

BOULDER, CO (March 19, 2020) – The National Education Policy Center and the Education Deans for Justice and Equity (EDJE) today jointly released a Policy Statement on the “Science of Reading.”

For the past few years, a wave of media has reignited the unproductive Reading Wars, which frame early-literacy teaching as a battle between opposing camps. This coverage speaks of an established “science of reading” as the appropriate focus of teacher education programs and as the necessary approach for early-reading instruction. Unfortunately, this media coverage has distorted the research evidence on the teaching of reading, with the result that policymakers are now promoting and implementing policy based on misinformation.

The truth is that there is no settled science of reading. The research on reading and teaching reading is abundant, but it is diverse and always in a state of change. Accordingly, the joint statement highlights the importance of “professionally prepared teachers with expertise in supporting all students with the most beneficial reading instruction, balancing systematic skills instruction with authentic texts and activities.”

This key idea of a “balanced literacy” approach stresses the importance of phonics, authentic reading, and teachers who can teach reading using a full toolbox of instructional approaches and understandings. It is strongly supported in the scholarly community and is grounded in a large research base.

The statement includes guiding principles for what any federal or state legislation should and should not do. At the very least, federal and state legislation should not continue to do the same things over and over while expecting different outcomes. The disheartening era of NCLB provides an important lesson and overarching guiding principle: Education legislation should address guiding concepts while avoiding prescriptions that will tie the hands of professional educators.

All students deserve equitable access to high-quality literacy and reading instruction and opportunities in their schools. This will only be accomplished when policymakers pay heed to an overall body of high-quality research evidence and then make available the resources as well as the teaching/learning conditions necessary for schools to provide our children with the needed supports and opportunities to learn.

The Policy Statement on the “Science of Reading” can be found on the NEPC website at:
http://nepc.colorado.edu/publication/fyi-reading-wars

The National Education Policy Center (NEPC), a university research center housed at the University of Colorado Boulder School of Education, produces and disseminates high-quality, peer-reviewed research to inform education policy discussions. Visit us at: http://nepc.colorado.edu

Copyright 2018 National Education Policy Center. All rights reserved.

The National Education Policy Center
School of Education, University of Colorado
Boulder, CO 80309

– – – – – – – – – – – – – – – – – – –

The National Center for Research on Education Access and Choice (REACH), formerly known as the Education Research Alliance, released its first report after having been funded by Betsy DeVos with $10 million to study the effects of choice in schools. REACH used value-added methodology (judging teachers by the test score gains of their students to determine that those who got the highest VAM scores were likeliest to stay. It is safe to assume that these teachers were in the highest-scoring charter schools. On the other hand, the teachers with the lowest scores (no doubt, in the lowest-performing schools) were turning over at a high rate. The study’s conclusion is that (some) charters are keeping their best teachers (those with the highest VAM ratings) but (some) charters are not, which since they don’t get high VAM scores, is not a big deal.

We are excited to announce the release of the first study from the National Center for Research on Education Access and Choice (REACH). Naturally, the subject of this study is one that’s considered the most important factor in school success: teachers.

New Orleans is the first all-charter school district in the country. This makes the city the first where schools are held strictly accountable for performance, where many employers in close proximity compete for teachers, and where schools have the ability to respond to these pressures with almost complete autonomy over school personnel. If school reform advocates are right, we would expect these policy changes to produce major change in the teacher labor market. Did this happen?

To answer this question, researchers Nathan Barrett, Deven Carlson, Douglas N. Harris, and Jane Arnold Lincove compared New Orleans to similar neighboring districts from 2010 to 2015, using student test score growth to measure teacher performance. They drew the following conclusions:

Teacher retention is more closely related to teacher performance in New Orleans than in traditional public school districts. Lower performing teachers in New Orleans are 2.5 times more likely to leave their school than high-performing teachers, compared with only 1.9 times in similar neighboring districts.
The stronger link between retention and performance might imply that teacher quality would improve faster in New Orleans than in similar districts. However, this is not the case. The difference in average teacher performance between New Orleans and comparison districts remained essentially unchanged between 2010 and 2015. This is apparently because of the larger share of new teachers in New Orleans, whose lower quality roughly offsets the city’s advantages in retaining higher performing teachers.
The stronger retention-performance link in New Orleans is somewhat related to financial rewards, though not in a way that is likely to increase the overall quality of teaching. We find that higher performing teachers only receive pay increases when they switch schools, which may increase teacher turnover. High-performing teachers do not receive raises for performance when they stay in the same school.
These findings highlight the complexities of policies intended to increase the quality of teaching. Future studies will build on this work by examining how performance-based school closures affect the teacher labor market.

Read the policy brief here or the full technical report here.

NEWS RELEASE

California Teachers Association
1705 Murchison Drive
Burlingame, CA 94010
http://www.cta.org

Contact: Claudia Briggs at 916-296-4087

FOR IMMEDIATE RELEASE

March 18, 2020

California Educators Appreciate Gov. Newsom for Ongoing Leadership in Executive Order to Suspend State Testing

SACRAMENTO — The California Teachers Association applauds Gov. Gavin Newsom’s ongoing leadership and commitment, and hearing educators’ call to suspend statewide standardized testing this year for California’s students. CTA President E. Toby Boyd issued this statement on behalf of 310,000 teachers and the students they teach:

“We appreciate Gov. Newsom’s leadership and quick action in suspending all statewide mandated testing for this school year. On any given day, and under the best circumstances, test scores alone fail to tell us how a child is doing and where they need improvement. That would be even more certain for students in the wake of the COVID-19 pandemic aftermath. Test scores would mean nothing but a source of stress for our kids. Anxiety and emotions are rampant among us and we need to take this time to focus on the needs of our students, their health and safety, and ensuring they have nutritious meals.”

CTA is providing multiple resources for educators, students and families at http://www.cta.org/covid-19. CTA urges educators, students and their families to follow the guidance provided by the California Department of Public Health and believes state and local officials should coordinate with school districts and county offices of education to ensure uniform messages are provided to students, families, and staff.

###

The 310,000-member California Teachers Association is affiliated with the 3 million-member National Education Association.

Claudia Briggs, Communications Assistant Manager, California Teachers Association (EST).

The California Teachers Association exists to protect and promote the well-being of its members; to improve the conditions of teaching and learning; to advance the cause of free, universal, and quality public education; to ensure that the human dignity and civil rights of all children and youth are protected; and to secure a more just, equitable, and democratic society.

I reported yesterday that ELA tests are suspended. In this time of rumors, fake news, and disinformation,let me clarify.

The distribution of the ELA tests has been suspended. The tests have not been suspended.

The schools will be closed. The students and teachers will be home. But the tests will be given.

By whom, it’s not clear.

To whom, no one knows.

The sovereign state of New York is waiting for permission from Betsy DeVos to cancel the Sacred Tests.

Please, New York, gets spine.

You can’t give tests when the schools are closed!