Rachel M. Cohen has the scoop on the Elizabeth Warren K-12 education plan, just released. 

Warren would quadruple federal funding for Title 1 schools.

She would eliminate the federal Charter Schools Program, which has been a colossal failure and which Betsy DeVos has turned into a slush fund for corporate charter chains.

Cohen writes:

ELIZABETH WARREN RELEASED a wide-ranging education plan Monday, pledging to invest hundreds of billions of dollars into public schools if she wins the presidency, paid in part through her proposed two-cent tax on wealth over $50 million. Sen. Warren’s plan is infused with her broader campaign themes of reducing corruption and fraud; she backs measures like new taxes on education lobbying, limiting the profiteering of tech companies that sell digital products to schools, and curbing self-dealing within charter schools.

And it builds on some of her earlier campaign proposals, like pledging to appoint aformer public school teacher as Education Secretary, supporting schools in teaching Native American history and culture, and expanding early learning opportunities for infants and toddlers.

In May, fellow Democratic hopeful Sen. Bernie Sanders’s own education plan sent shockwaves when he endorsed the NAACP’s call for banning for-profit charter schools and holding nonprofit charters to the same transparency and accountability standards as traditional public schools. In her new plan, Warren joins Sanders in embracing these positions.

Warren goes further than Sanders in calling not only for a for-profit charter school ban, but also extending the ban to any non-profit charter that “actually serve[s] for-profit interests.” Warren said she would even direct the IRS to investigate non-profit charters for potential tax status abuse and recommends referring “cases to the Tax Fraud Division of the Department of Justice when appropriate.”

This is great news for all of us awaiting the K-12 plan of the candidate who has a plan for every other issue. This is a strong plan.

Supporting privatization lite (charter schools) is no longer a bipartisan issue. Republicans support charter schools.

I am especially pleased to see that her plan proposes elimination of federal support for charters, which now stands at $440 million a year and is used to grow KIPP, IDEA, Success Academy, and other big chains as they replace democratically controlled public schools.

NPE’s Report “Asleep at the Wheel” demonstrates that 1/3 of federally funded charters either never open or close soon after opening. Carol Burris has updated that report and is in Washington, D.C. today reporting to members of Congress on the waste of at least $1 billion on failed charters.

Bill Phillis reposts here an article by Denis Smith, who offers sound advice about the questions you should ask if you visit a charter school.

Denis Smith on Ron Rice of the National Alliance for Public Charter Schools
In a recent column in the Columbus Dispatch, Ron Rice of the National Alliance for Public Charter Schools opened his piece with this statement. “The early stage of the 2020 presidential campaign has featured a lot of rhetoric about charter schools. Too much of it has been divorced from the reality of what charter schools are. So I have a special request of all the candidates: Go visit a charter school.”
Denis Smith, who used to work in the Ohio Department of Education’s charter school office, thinks that Ohio citizens should take Rice up on his offer to visit and learn more about schools that call themselves public entities but hide their private dimension. He offers suggestions when visiting a charter.
__________
 The recent Op-Ed by Ron Rice Jr. of the National Alliance for Public Charter Schools about the need for candidates to pay attention to charter schools contains an interesting – and inviting – sub-headline:
Cut through the rhetoric and go visit charter schools.
What a wonderful idea! I certainly hope that my fellow citizens will take Mr. Rice up on his request to see what they can find out about these peculiar institutions which are privately managed but publicly funded. If anyone should visit one of these schools, here are some questions visitors should ask to better understand the DNA of charters.
How is the school governed? How are the board members chosen? Since they are not democratically elected by registered voters, like public school board members, whom do they represent? Are the board members American citizens? Do the board members live in the school attendance area? How many other charter school boards might the board members be serving on at the same time?
What about the company that manages the school? Do they own the building in which the school is housed and use operating profits diverted from classroom costs to buy real estate? How much of the school budget is applied to rental costs? Does the management company also own the property where the school is housed? Has the company or school leader populated the board with individuals who may be conflicted with regard to whose interests, rather than the students, come first? 
While we’re at it, folks who might visit charters need to find out about the school leader. A lot of charters use imposing titles such as CEO and Superintendent in their listings. But does the school leader have a professional educator license and graduate training in teaching and school administration? A previous background in the classroom? What percentage of the total school budget goes to administration?
There aren’t as many questions to ask about the teachers inasmuch as state law requires the classroom-level staff to be licensed. However, how many of the teaching staff are completing their first year at the school? How many have worked at the school more than two years? 
These are but a few of a list of sample questions that should be posed to any charter school advocate. The reason for the choice of these particular questions is simple. Ohio law exempts charters from about 150 sections of the state code that apply to public schools. There is no requirement for a charter school board member to be a qualified voter, viz., citizen, nor is there any minimum educational requirement or professional license required to administer a charter school. In spite of Mr. Rice’s advocacy of charters, these are two of many fatal design flaws for these under-regulated schools that have been the subject of so many scandals over the years.
Ohio residents should visit some area charter schools and ask these and other questions. It’s time for voters to inform themselves about charter schools, critically examine their nature and purpose, and cut through the rhetoric offered by Mr. Rice and those who wish to privatize one of key elements of every community. Public education is about democracy and the investment citizens make in their schools, not about enabling private companies to convert public assets into profit and acquire private property that otherwise should belong to the taxpayers.
For these reasons, the term “public charter school” is in fact an oxymoron. The very use of that term is a fitting example of the kind of rhetoric Mr. Rice has encouraged us to avoid. Let us help him to cut through the rhetoric in this election season and take him up on the suggestion of visiting these privately operated schools which convert public funds for their own purposes. 
William L. Phillis | Ohio Coalition for Equity & Adequacy of School Funding | 614.228.6540 | ohioeanda@sbcglobal.net| www.ohiocoalition.org

Back in the early days of school choice advocacy, it was often claimed that school choice would “force” the public schools to compete and they would get better because of the magic of the market.

Now we know that was a selling point, and it was not true.

Deborah Gordon Klehr, executive director of the civil rights group Education Law Center-PA, writes about the negative effects of “school choice” on the public schools of Philadelphia. 

The publics schools in that city have long been severely underfunded, and school choice has stripped them of both students and funding, leaving them even worse off.

Klehr writes:

A study of charter schools in Philadelphia published by the Education Law Center earlier this year is a stark reminder that many parents don’t get to choose and that ultimately it may be the school and not the parent doing the choosing. More charters and more slots haven’t cured an ailing school system.

This is not to discount the successes we know exist for students in many city charters. But Philadelphia’s 22-year history of rapid charter expansion coupled with inadequate oversight is entrenching new inequities in an already unequal landscape.

Sometimes the problem is blatant discrimination: For instance, a recurring pattern we see among families who contact us is charters telling students with disabilities, after they have been accepted, “We cannot serve you.” As public schools, charters are prohibited from discriminating against students with disabilities. And yet, we see this pattern persist.

Sometimes the obstacles to enrollment are more subtle; for example, enrollment documents may only be available in English. The results, however, are clear. The population of economically disadvantaged students is 14 percentage points lower in the traditional charter sector (56%) vs. the district sector (70%). And, the percentage of English learners in district schools (11%) is nearly three times higher than in traditional charters (4%), with nearly a third of traditional charters serving no English learners.

Few of the special education students in traditional charters are from the disability categories that typically are most expensive to serve. And, the vast majority of traditional charter schools serve student populations that are two-thirds or more of one racial group – a significantly higher degree of segregation than in district schools.

In short, the city’s traditional charter schools (excluding “Renaissance” charters charged with serving all students from a catchment area) disproportionately enroll a student population that is more advantaged than the students in district-run schools; as a sector, charters are shirking their responsibility of educating all students.

No independent observer could look at the Philadelphia schools—public, charters, and vouchers—and say that any problems have been solved by privatization.

 

From the Chicago Teachers Union:

 

For ten months we had absolutely no progress on key proposals. After only two strike days, we have seen considerable movement and crucial openings on issues such as homeless students, class sizes, staffing and other key issues that the mayor told us would not be open for bargaining. Today, we got a tentative agreement for specific staff positions to support Students in Temporary Living Situations (students who qualify as homeless). For Pre-Kindergarten classes, we won contractual guarantees that CPS will follow Illinois law in maintaining a ratio of 1 adult for every 10 students in a Pre-K classroom. We also won guaranteed naps for preschoolers in all-day pre-K programs. We won language that counselors will not be pulled from counseling to do other duties such as substitute teaching in a classroom. This will lead to greater counselor access for our students.

We also brought CPS a new counter-offer on class size, today. We need guaranteed caps on class sizes and we continue to fight for them. There are still many open issues, including prep time and steps for veteran teachers, as well as a raise capable of moving our lowest-paid paraprofessionals above poverty wages.

Our gains have only been possible thanks to the strength of our picket lines, the turnout at our afternoon protests and the support we’ve gotten from students, parents and community members. Keep it up!

Pickets Monday at 6:30am

Although we made progress over the weekend on important issues, this strike will need to continue Monday. Like Thursday and Friday, all CTU members are directed to picket at their schools, starting at 6:30 a.m. Although different schools have different start times, it’s important that our union operate as one. Keep talking to parents, students and community members about what we’re fighting for. Despite the expected rain, we need to keep up our strength to win what’s best for our schools and our students. Dress for rain, bring umbrellas and boots. Take turns coming inside. But keep those picket lines strong from 6:30 to 10:30!

Regional unity marches

In a number of neighborhoods, educators at schools near one another are coming together for particular actions tomorrow.

Southwest Side

CTU strikers will line Pulaski from Archer to 111th from 8:00am to 9:00am. Contact Organizing@ctulocal1.org for more information.

Hyde Park

Hyde Park “Nurse in Every School” Solidarity March for Justice

CTU, SEIU, National Nurses United and Graduate Students United at University of Chicago are combining forces to put muscle behind our call for adequate and equitable nurse staffing. Marches will start at area schools between 8:45 and 9:00 am and converge on Kenwood Academy at 9:45am.

You can email Michael Shea of Kenwood Academy for more information and coordination.

North Side

Striking CTU and SEIU members on the north side will be enacting a solidarity action down Addison Street from Broadway to the expressway Monday at 8:00 am. Participating schools currently include Disney 1, Greeley, InterAmerican, Nettlehorst, Hawthorne, Blaine, Lakeview, Hamilton, Jahn, Burley, Audubon, Coonley, Bell, Lane Tech, Linne, Cleveland, Henry, Disney II, Murphy, and Belden.

March at 2:00pm at Union Park

Our afternoon rallies have been incredibly effective in demonstrating our unity and the sheer scale of what we are fighting for. Keep coming!

Monday, we will march from Union Park, at the corner of Washington and Ogden. The location is accessible from the Green Line Ashland stop and by bus (Ashland, Ogden, etc.).

Afternoon Allied Actions

Raise Chicago Coalition

Youth will hold an action at City Hall at 1:00 p.m. to highlight the need for $15 per hour minimum wage AND the need for a fair contract that enshrines the resources schools need to combat things like overcrowded classrooms and housing issues.

Resist, Reimagine, Rebuild Coalition

The R3 coalition will host a Teach-In for Strikers so that they may learn about community based struggles that support and intersect with teachers demands for education justice. It will be held at Experimental Station (6100 S Blackstone) from 12:00 to 3:00 pm.

Art Build

The Grassroots Collaborative will be setting up an art build at the CTU Center Monday night from 5:00 to 8:00 pm to create signs and props for colorful and impactful actions later this week.

Image adapted by Jesus Sanchez of Social Justice HS from Are You Ready to Play Outside? by Mo Willems.

Here is the obituary of former Michigan Governor William Milliken, a man who reminds us of what the Republican Party was like before it was captured by a ragtag coalition of religious extremists and bigots. It appeared in the New York Times. Donald Trump had worked to destroy this wing of his party and transform it into the party of selfishness, greed, and racism.

William G. Milliken, a moderate Republican who as governor led Michigan through a period of profound transformation in the 1970s, as it went from being an economically scarred industrial state to one that embraced technology, business diversity and environmental quality, died on Friday at his home in Traverse City, Mich. He was 97.

His son and only immediate survivor, Bill Jr., confirmed the death.

Mr. Milliken was the longest-serving governor in Michigan’s history, a 14-year tenure that began in January 1969, when, as the state’s lieutenant governor, he succeeded George Romney, who had left office in the middle of his term to join President Richard M. Nixon’s cabinet. Mr. Milliken went on to be elected to three full four-year terms.

Days before he became governor in 1969, he told a joint legislative session, “It is my greatest hope that this administration will be known for its compassion, its idealism, its candor, and its toughness in the pursuit of public ends.”

That vision was largely borne out. His administration invested in urban housing and education, defended auto industry jobs and profits in the wake of the 1974 Arab oil embargo, strengthened higher education and put innovative environmental protections in place.

 

Randy Rainbow explains why people vote for a crazy racist who takes away their healthcare and destroys the environment,

 

When a new Secretary of State (aDemocrat in a Koch-owned State) was elected in November 2018 in Arizona, she discovered that her predecessor had signed a long-term contract with a private company to store public records.

The state’s storage facility sat empty while the private company collects millions.

One former state official described the warehouses as something out of “Indiana Jones,” with stack after stack of boxes.

A few years ago, the hulking facility just down the street from the Arizona Capitol was filled with government records, from the files of prison inmates to old meeting minutes.

Today, its three warehouses sit mostly empty.

Instead of storing records here, the state agreed in 2017 to ship each box to the warehouses of a storage and information management company, Iron Mountain.

Then-Secretary of State Michele Reagan, a Republican, touted the deal in a news release as saving money.

But her Democratic successor, Katie Hobbs, says the financial implications of the decision have been staggering. And the state appears stuck with the deal for years under a contract awarded without competition.

Hobbs published a proposed budget Thursday that calls for an infusion of funds into her office for 2020, the coming election year. She pointed to the Iron Mountain contract as a major drain on the office’s finances, describing the deal as part of what she called “severe mismanagement and irresponsible oversight of public resources” under Reagan’s administration.

Under the contract with Boston-based Iron Mountain, the price for each box is only going up. The Secretary of State’s Office says the costs of storing government records has nearly doubled from the year before the contract took effect.

At the same time, the state is paying to maintain its mostly vacant complex of warehouses, which remain government property.

The contract runs for 10 years.

In all, the records management program will cost the Secretary of State’s Office about $1.6 million this fiscal year, even considering that the state slashed the number of staff positions in records management from 11 to three after initially implementing the contract.

Meanwhile, the fees from other government agencies are expected to total $900,000.

In addition, the state pays $400,000 a year for its own empty storage facilities.

Under the contract, the price for storing each carton of documents will increase annually starting next year.

Not only do the fee schedules in the contract call for higher prices year after year, Iron Mountain could add a surcharge on the cost of each trip it makes to pick up government records if fuel prices rise over a certain level. And if the state wants to transfer the records to another company or to its own warehouses for storage, the government will have to pay for the move, too.

Do the math. The state is paying about $3 million a year to store its records. That cost is expected to rise in each year of a ten-year contract. The state saves by cutting the jobs of eight employees, who were probably making less than $100,000 a year, probably $60,000 a year, filing records.

In Arizona, this is a public-private partnership.

Guess who benefits?

Jeffrey Toobin wrote a scathing analysis of a recent speech by Attorney General Bill Barr in The New Yorker magazine. Like Betsy DeVos, his colleague in Trump’s Cabinet, Barr believes that religious schools should be supported with public funds and that the failure to do so is religious discrimination.

He writes:

William P. Barr just gave the worst speech by an Attorney General of the United States in modern history. Speaking at the University of Notre Dame last Friday, Barr took “religious liberty” as his subject, and he portrayed his fellow-believers as a beleaguered and oppressed minority. He was addressing, he said, “the force, fervor, and comprehensiveness of the assault on religion we are experiencing today. This is not decay; this is organized destruction.”

Historically illiterate, morally obtuse, and willfully misleading, the speech portrays religious people in the United States as beset by a hostile band of “secularists.” Actually, religion is thriving here (as it should be in a free society), but Barr claims the mantle of victimhood in order to press for a right-wing political agenda. In a potted history of the founding of the Republic, Barr said, “In the Framers’ view, free government was only suitable and sustainable for a religious people—a people who recognized that there was a transcendent moral order.” Not so. The Framers believed that free government was suitable for believers and nonbelievers alike. As Justice Hugo Black put it in 1961, “Neither a State nor the Federal Government can constitutionally force a person to profess a belief or disbelief in any religion. Neither can constitutionally pass laws or impose requirements which aid all religions as against nonbelievers, and neither can aid those religions based on a belief in the existence of God as against those religions founded on different beliefs.” But the real harm of Barr’s speech is not what it means for historical debates but what it portends for contemporary government policy.

The real giveaway of Barr’s agenda came near the end of his speech when he said, with curious vagueness, “Militant secularists today do not have a live-and-let-live spirit—they are not content to leave religious people alone to practice their faith. Instead, they seem to take a delight in compelling people to violate their conscience.” What’s he really talking about here? Barr and the Trump Administration want religious people who operate businesses to be allowed to discriminate against L.G.B.T.Q. people. The Trump Justice Department supported the Colorado bakers who refused to make a wedding cake for a gay couple (in a case that the Supreme Courtbasically ducked last year), but more such lawsuits are in the pipeline. Innkeepers, restaurant owners, and photographers are all using the free-exercise clause of the First Amendment to justify their refusal to serve gay customers. This is Barr’s idea of leaving “religious people alone to practice their faith.” The real beleaguered minorities here are gay people who are simply trying to be treated like everyone else, but Barr twists this story into one about oppression of believers.

The heart of Barr’s speech is devoted to a supposed war on religion in education. “Ground zero for these attacks on religion are the schools. To me, this is the most serious challenge to religious liberty,” he said. He asserted that the problem is “state policies designed to starve religious schools of generally available funds and encouraging students to choose secular options.” Again, Barr engages in a measure of vagueness to obscure his real subject. Historically, parochial schools have flourished largely outside of government supervision and, just as important, without government funding. This reflects the core meaning of the establishment clause, which enshrines the separation of church and state.

But, in recent years, a key tenet of the evangelical movement (and its supporters, like Barr) is an effort to get access to taxpayer dollars. In a major case before the Supreme Court this year, the Trump Administration is supporting religious parents who want to use a Montana state-tax-credit program to pay for their children’s religious schools. This effort is also a major priority of Betsy DeVos, the Secretary of Education, who is pushing for the increased availability of taxpayer vouchers to pay for religious schools. Barr portrays these efforts as the free exercise of religion when, in fact, they are the establishment of religion; partisanship in the war between the religion clauses is one of the signatures of Trump’s tenure in office. Of course, the necessary corollary to providing government subsidies to religious schools is starving the public schools, which are open to all children, of funds. 

Perhaps the most galling part of Barr’s speech, under current circumstances, is its hymn to the pious life. He denounces “moral chaos” and “irresponsible personal conduct” as well as “licentiousness—the unbridled pursuit of personal appetites at the expense of the common good.” By contrast, “religion helps teach, train, and habituate people to want what is good.” Throughout this lecture, one can only wonder if William Barr has ever actually met Donald Trump.

 

Valerie Strauss writes here about an important new book about the Koch Empire and its desire to eliminate and privatize public schools. The book is “Kochland: The Secret History of Koch Industries and Corporate Power in America,” by Christopher Leonard.

Strauss writes:

Early this year, the Koch network committed to starting an effort to transform public education. What would that look like?

The author of a new book on the billionaire Charles Koch and his late brother, David, says it would amount to the destruction of public education as we know it.

The Koch network is the influential assemblage of groups funded by billionaire industrialist Charles Koch and more than 600 wealthy individuals who share his pro-business, anti-regulation view of economics and positions on social policy, such as climate change denial.

The focus on K-12 education follows long involvement by the Koch brothers in higher education. As leaders of a conservative movement that believes U.S. higher education is controlled by liberals who indoctrinate young people, they spent as much as an estimated $100 million on programs at hundreds of colleges and universities that support their views…

In June, two Koch-related education initiatives were announced. One is a group called “Yes Every Kid,” which, its creators say, will bring together partisans in the education labor and funding debates to try to find solutions. The other is a project called 4.0 that commits the Charles Koch Foundation and the Walton Family Foundation to pledge $5 million each — along with $5 million from other donors — to support, according to a statement, “600 education entrepreneurs in incubating, testing and launching innovative approaches to education.” (The Walton foundation has long supported charter schools and other parts of the school choice movement.)

one thing is certain: the efforts of the Koch Foundation and the Walton Family Foundation are not doing it “for the kids.” By now, it a fact that kids in charters do not outperform their peers in public schools, and kidsin voucher schools get worse scores than their peers in public schools.

What do the billionaires want? Lower taxes. No unions. Powerless teachers. A free market where government has no role, and families compete for resources. The rich get richer, the poor get poorer, just like the economy. What we know about the market is that it produces a few winners and many losers. It does not produce equal educational opportunity.

For the past decade, the number of people majoring in English has declined, while STEM fields are booming.

Yet economists say that English majors are needed to tell the stories, shape narratives that make sense to people.

A great migration is happening on U.S. college campuses. Ever since the fall of 2008, a lot of students have walked out of English and humanities lectures and into STEM classes, especially computer science and engineering.

English majors are down more than a quarter (25.5 percent) since the Great Recession, according to data compiled by the National Center for Education Statistics. It’s the biggest drop for any major tracked by the center in its annual data and is quite startling, given that college enrollment has jumped in the past decade…

Nobel Prize winner Robert Shiller’s new book “Narrative Economics” opens with him reminiscing about an enlightening history class he took as an undergraduate at the University of Michigan. He wrote that what he learned about the Great Depression was far more useful in understanding the period of economic and financial turmoil than anything he learned in his economic courses.

The whole premise of Shiller’s book is that stories matter. What people tell each other can have profound implications on markets — and the overall economy. Examples include the “get rich quick” stories about bitcoin or the “anyone can be a homeowner” stories that helped drive the housing bubble…

In many ways, President Trump’s constant attempts to call this the greatest economy of all time are an effort to tell a positive story to encourage Americans to keep spending, Shiller said, even if his claim is not based in fact.…

What matters most is the ability to communicate clearly, a skill that English majors are likely to acquire.

Perhaps the most powerful argument for why students (and their parents) might want to think twice about abandoning humanities is the data. The National Center for Education Statistics also keeps track of pay and unemployment rates by major.

There’s no denying that the typical computer science major makes more money shortly after graduation than the typical English major.

Contrary to popular belief, English majors ages 25 to 29 had a lower unemployment rate in 2017 than math and computer science majors.

That early STEM pay premium also fades quickly, according to research by David J. Deming and Kadeem L. Noray from Harvard. After about a decade, STEM majors start exiting their job fields as their skills are no longer the latest and greatest. In contrast, many humanities majors work their way to high-earning management positions. By middle age, average pay looks very similar across many majors.