Posted in Charters, Privatization, Public Ed, vouchers

Privatization – Still Failing After All These Years

Alas, there’s nothing new in this post, because, privatization still does not help America’s student achievement improve. It does, however, transfer public funds to private and corporate “schools.”

VOUCHERS FAIL AGAIN…

According to its proponents, the voucher program in Indiana began (by legislative fiat, not by popular demand) as a way to provide poor children in “failing” schools the chance to go to “good private schools.”

Back in 2011, former Republican Gov. Mitch Daniels saw the passage of the voucher program as a huge victory.

“Social justice has come to Indiana education,” Daniels said at the closing of the 2011 session.

Once reformers realized (but would never admit) that private schools are no better than public schools, the argument changed to “choice” for “choice’s” sake.

Once Gov. Mike Pence took office in 2013, the program experienced a dramatic change, putting enrollment in the tens of thousands. In his first State of the State address after being elected, Pence praised the program and encouraged the legislature to expand it.

“Indiana has given parents who previously had few choices the ability to choose the public or private school that best meets the needs of their family,” Pence said.

Yet, other “choices” don’t receive public tax support. We don’t get vouchers for the “choice” of shopping at Barnes and Noble instead of using the public library. We don’t get vouchers for the “choice” of joining a country club instead of visiting public parks. We don’t get vouchers to hire our own fire departments and police departments. What is it about school “choice” that makes it different?

“CHOICE” IS AN EXCUSE

➤ School “choice” is an excuse to subsidize religion and give their schools (99% of the vouchers in Indiana go to religious schools) public money. Is it the public’s job to support religion? Ben Franklin implied that it is not. The Civil Power should not be responsible to fund a religious school.

When a Religion is good, I conceive that it will support itself; and, when it cannot support itself, and God does not take care to support, so that its Professors are oblig’d to call for the help of the Civil Power, it is a sign, I apprehend, of its being a bad one.

➤ School “choice” is an excuse to preserve both economic and racial segregation. That was the excuse for “choice” after the 1954 Brown v. Board of Education decision.

After Brown v. Board of Education and the court-ordered segregation of public schools, many Southern states established voucher schemes to allow white students to leave the education system and take taxpayer dollars with them, decimating the budgets of the public school districts. Today’s voucher schemes can be just as harmful to public school district budgets, because they often leave school districts with less funding to teach the most disadvantaged students, while funneling private dollars to unaccountable private schools that are not held to the same academic or civil rights standards as public schools.

Privatization increases segregation. See also

➤ School “choice” is an excuse to line private pockets with taxpayer money. For examples (these are a few of the most recent, published from May 21 to June 1)…

Vouchers for private religious schools do not improve student learning. It’s the public’s responsibility to provide schools for all children using public tax dollars. Public money should be reserved for public schools.

…AND AGAIN

Yet Another Study Shows Federally Funded D.C. Voucher Program Is Failing Students

The current administration loves vouchers despite the evidence.

…At an event last year hosted by the White House, Vice President Mike Pence called the D.C. voucher program “a case study in school choice success.” But how can the administration deem the program successful when it has been shown time and again to fail students?

Earlier this week, the U.S. Department of Education released a study on the effects of the D.C. voucher program. The study looked at the voucher program’s impact on students and parents two years after students applied to the program. The department found that, once again, students in the D.C. voucher program are performing worse academically than their peers not in the program. And what’s more, students’ negative scores were worse this year than they were last year.

CHARTERS – PUBLIC, YET PRIVATE

Listen, not all charters are bad. Some charters are not-for-profit. Charters are ostensibly public schools. But for-profit or not-for-profit…good or bad…all charters have one thing in common; they drain resources from real public schools.

➤ Some charters have perfected the skill of student skimming. They have learned to manipulate their clientele so that they get more high achievers, fewer students with special needs or behavior issues, and more students with supportive parents.

Reuters has found that across the United States, charters aggressively screen student applicants, assessing their academic records, parental support, disciplinary history, motivation, special needs and even their citizenship, sometimes in violation of state and federal law.

➤ For some charters, the main goal is the profit.

As a result of this change to the tax code, banks and equity funds that invest in charter schools in underserved areas can take advantage of a very generous tax credit. They are permitted to combine this tax credit with other tax breaks while they also collect interest on any money they lend out. According to one analyst, the credit allows them to double the money they invested in seven years.

➤ Charters claim to be public schools when it comes to taking public funds, but whine that they are private institutions when they’re confronted with the threat of teacher organizing.

…in 2013 the National Labor Relations Board ruled in favor of a Chicago charter school and deemed it a private institution. Therefore, teachers at the school must organize under laws governing private-sector rather than public-sector employees.

➤ Charter schools often choose the students they want.

Charter schools take resources away from the public schools, harming public schools and their students. All charter schools do this – whether they’re opportunistic and for-profit or presenting themselves as public, progressive and enlightened.

Charter schools are free to pick and choose and exclude or kick out any student they want. They’re not supposed to, but in real life there’s no enforcement. Many impose demanding application processes, or use mandatory “intake counseling,” or require work hours or financial donations from families – so that only the children of motivated, supportive, compliant families get in. Charter schools publicly deny this, but within many charter schools, the selectivity is well known and viewed as a benefit. Admittedly, families in those schools like that feature – with the more challenging students kept out of the charter – but it’s not fair or honest, and it harms public schools and their students.

END THE PRIVATIZATION OF PUBLIC EDUCATION

We cannot afford to fund three educational systems with public tax dollars. We need to return to one, publicly funded, public school system.

What about “failing” public schools?

What “privatizers” call a “failing” public school is, in fact, a “failing” municipality or state government. The answer to low achieving schools is not to take money and resources away in order to fund a second or third school system. The answer is to improve schools so that all students are well served.

Even so, America’s public schools perform well. We don’t have a “failing” school problem. We have a child poverty problem.

Public funds should be reserved for public schools.

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Posted in Article Medleys, Charters, Jim Trelease, Privatization, Public Ed, read-alouds, SchoolShootings, Testing, vouchers

2018 Medley #7

Public Education, Testing, 
Arming Teachers, Privatization, Jim Trelease

SUPPORT PUBLIC SCHOOLS

Our Public Schools Are Better Than the NCGA Would Want You to Believe

Here’s a good summary of the reasons we shouldn’t rely on test scores to compare education in the United States with other countries. Simply put, if the U.S. didn’t have one of the highest rates of child poverty among advanced countries, our test scores would be higher because test scores reflect family income.

This isn’t news…(see here and here).

  • “The U.S. average performance appears to be relatively low partly because we have so many more test takers from the bottom of the social class distribution.”
  • “A sampling error in the U.S. administration of the most recent international (PISA) test resulted in students from the most disadvantaged schools being over-represented in the overall U.S. test-taker sample.”
  • “Conventional ranking reports based on PISA make no adjustments for social class composition or for sampling errors.”
  • “If U.S. adolescents had a social class distribution that was similar to the distribution in countries to which the United States is frequently compared, average reading scores in the United States would be higher than average reading scores in the similar post-industrial countries we examined (France, Germany, and the United Kingdom), and average math scores in the United States would be about the same as average math scores in similar post-industrial countries.”
  • “On average, and for almost every social class group, U.S. students do relatively better in reading than in math, compared to students in both the top-scoring and the similar post-industrial countries.”

10 Reasons To Support Public School

Peter Greene reminds us that public schools are expected to be everything for everyone. We aren’t always successful, but there are very few places where public schools try to help every child achieve to his or her highest potential.

10) The promise of public education

…Our dream is to provide every single child with the support and knowledge and skills and education that will allow each to pursue the life they dream of, to become more fully themselves, to understand what it means to be human in the world. We do not always live up to that dream, but US public schools have lifted up millions upon millions of students, elevated communities, raised up a country.

TESTING

The Lone Voice of Dissent Against Standardized Testing

For years I felt like the lone voice against the overuse and misuse of standardized testing in my school, and school district…in fact, I started this blog in 2006 because I wanted a place to vent about that very topic. Perhaps other teachers in our district felt the same way, but were afraid to speak out. Most of the teachers in my building just sat quietly while I ranted about wasting all the time with tests that didn’t help anyone. No one ever thanked me, but no one ever objected. Our principal would sometimes say, “Now is not the time,” or “Just do it.” I understand that he was under pressure from the central office, who, in turn were under pressure from the state, to administer tests. Still, it would have been nice to have some support from other educators (perhaps there was, and I just didn’t see it). It would have been nice to hear from an administrator, “I agree, but we have no choice.” Something would have been better than nothing.

And it’s still going on. American teachers and students are being forced to administer and take tests which are being misused…to rank schools, to determine teacher pay, to rank students. It’s unprofessional, educational malpractice, and child abuse.

I’ve seen some of these people reduced to tears by administrators unfairly manipulating them based on their students’ test scores.

Yet none of them have the guts to stand up and be counted when the moment comes.

I say again – everyone wants to fight. But no one wants to do the fighting.

They want someone else to do it for them.

Does that make you angry?

It makes me furious.

But if you feel that way, you’ve got to do something about it.

You think teachers are too cowardly? What have YOU done to fight corporate education reform today?

Do Impacts on Test Scores Even Matter? Lessons from Long-Run Outcomes in School Choice Research

Almost every major education reform of the past 20 years at both the state and national level has rested on a common assumption: Standardized test scores are an accurate and appropriate measure of success and failure. It has followed that programs or policies that increase student scores on standardized tests are “good” and programs that fail to do so are “bad.”

TEACHERS DON’T WANT TO CARRY GUNS

Poll: Most U.S. Teachers Want Gun Control, Not Guns To Carry

The last thing on my mind when I was a pre-service teacher was where I would keep my gun to protect my students from killers shooting up schools with assault-style rifles. My goal as a classroom teacher was to help children achieve as much as they could, academically and personally, while they were in my class. My goal as a reading specialist was to help children who were struggling to overcome the obstacles standing in their way.

It’s time to change our rules about guns. There’s no need for us to be the one country in the world where mass murders are frequent events. We need to require universal background checks, close gun acquisition loop-holes, and remove assault weapons from the catalog of civilian weapons. If trained soldiers at a military base could not prevent a soldier armed with two handguns from killing a dozen people how do we expect a teacher with a handgun to survive against a shooter with an assault rifle?

There are reasonable restrictions to the First Amendment. It’s time to adopt reasonable restrictions to the Second Amendment.

As I put the finishing touches on this post, I read the following two articles on the Guardian. Must Reads:

The Parkland teachers provide graphic and convincing reasons for keeping guns out of classrooms. The students provide the reasonable restrictions to the Second Amendment.

Nearly three-fourths of U.S. teachers do not want to carry guns in school, and they overwhelmingly favor gun control measures over security steps meant to “harden” schools, according to a new Gallup poll.

PRIVATIZATION: CHOICE AND COMPETITION DON’T WORK

Venture capitalist visits 200 schools in 50 states and says DeVos is wrong: ‘If choice and competition improve schools, I found no sign of it.’

Charter schools and parochial/private schools that accept vouchers do not provide a better education than public schools.

…I didn’t find charter schools to be, on balance, more innovative than public schools. Some of the most remarkable innovations I observed were in the very public schools that choice advocates dismiss — in places such as Charlotte, Newark, Coachella and Waipahu. And while some charter schools are deeply innovative, many grind away on test scores, with innovation limited to cute test-prep jingles. Free of regulation, you might think private schools would lead the way in innovation, but most are focused on the college application process, a serious impediment to innovation.

Still Waiting for Convincing Evidence

People don’t want vouchers because private schools are better than public schools. People want vouchers because they want to use tax money to pay for religious education. They want to use tax money to shelter their children from those who are “different.”

The voucher debate, therefore, is a question not just of values but also of effectiveness, and research should play a significant role. So how should we interpret the available evidence? At most, only one of the more than two dozen states that have tried statewide vouchers and tuition tax credits has yet to demonstrate convincing, measurable success with them, Given this reality, it is hard to make a case for substantially replacing our system of public schooling on a national scale. The American workforce continues to be the most productive and creative in the world. This does not mean we cannot do better, but it does indicate that we should proceed with caution and care.

The Truth About Charter Schools

Not all charter schools are as bad as the one described in this post, but before we continue the charter school experiment we need to put in place safeguards to insure that charter schools are held to the same accountability standards (including financial) under which public schools are required to operate.

…I soon realized there was a gulf between charter school hype and reality. Every day brought shocking and disturbing revelations: high attrition rates of students and teachers, dangerous working conditions, widespread suspensions, harassment of teachers, violations against students with disabilities, nepotism, and fraud. By the end of the school year, I vowed never to step foot in a charter school again, and to fight for the protection of public schools like never before.

HAPPY BIRTHDAY JIM

Chapter One: Why read aloud?

Today, March 23 (actually, yesterday, by the time I get this finished and posted) is Jim Trelease’s birthday. My last post, Carved in Stone, was about reading aloud to children…Jim Trelease’s life work.

In 1979 I ordered a pamphlet from the Weekly Reader Book Club titled The Read-Aloud Handbook. Three decades later, the 30-page pamphlet had grown, in the seventh edition, to a 350 page book complete with a bibliography of several hundred read aloud book suggestions spanning a third of the book.

I read to all my classes…kindergarten through 6th grade…Where the Wild Things Are and Junie B. Jones through The Island of the Blue Dolphins. I can’t remember ever missing a day. It was my belief — and it still is — that reading aloud to children is the most important thing that a teacher (or parent) can do to help their child(ren) succeed in reading.

The Read Aloud Handbook, Weekly Reader edition, was my first introduction to Jim Trelease and from that point on, reading aloud, which was already an important part of my reading instruction time, became even more important.

If there is one person who influenced my teaching more than any others, it’s Jim Trelease.

And how exactly does a person become proficient at reading? It’s a simple, two- part formula:

The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it.
The more you read, the more you know; and the more you know, the smarter you grow.

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Posted in Arizona, Article Medleys, California, Charters, Iowa, New York, Pennsylvania, Privatization, Purdue, Texas, Utah, vouchers

2018 Medley #4: Privatization and Push-Back

Pastors in Texas; Privatization at Purdue; Charters in Pennsylvania, Arizona, New York, California, and Utah; Push-Back in Iowa

PRIVATIZATION: PUSH-BACK IN TEXAS

Voucher opposition article of faith for pastor

A small group of Texas pastors has come to the aid of public school students focusing on fighting vouchers, and the separation of church and state. The Pastors for Texas Children (PTC) have grown to become a force in the Lone Star State and lead a coalition of public education advocates to push back against the forces of privatization.

Other states have copied the PTC model, In Oklahoma, the Pastors for Oklahoma Kids has started advocating for public education.

Numbers of pastors and educators have started similar groups in other states, including Indiana.

We can’t afford multiple, parallel, state funded, systems of education in Indiana. The state should fund the public schools. Period.

“I am a Baptist Christian. I have certain convictions that have shaped my experience of God, faith, church and – frankly – I don’t want my tax dollars supporting religious programs that I don’t agree with, any more than my friends of other faith traditions don’t want their tax dollars supporting religious programs that might adhere to my own beliefs,” he said.

…The powerful case offered by Johnson and Pastors for Texas Children, however, could have many rethinking the blurring line between government and Indiana’s church-based schools.

PRIVATIZATION: PURDUE

Keep Purdue Public: Tell the HLC to Vote NO on Purdue-Kaplan Deal

The American Association of University Professors (AAUP) has organized a petition campaign in opposition to Purdue’s acquisition of Kaplan University, a for-profit company. This new aspect of Purdue’s university system will be named Purdue University Global.

The problem according to the AAUP is that, under a move by Governor Holcomb, all this would be exempt from public open records laws. This, says AAUP, does what most privatization schemes does…it favors shareholders over students.

Senators Sherrod Brown and Dick Durbin are concerned about the predatory history of for-profit colleges and urge transparency.

According to AAUP,

The Purdue-Kaplan deal puts Kaplan shareholders over Purdue students.

  • Pays 12.5% of revenue to Kaplan after operating costs are met
  • Pays Kaplan an “efficiency payment” of 20% of any cuts in operating cost

The Purdue-Kaplan deal takes resources from a public university and gives them to a private corporation.

  • Gives tax revenues and Indiana’s scholarship money, like the 21st Century Scholars Program, to a private corporation
  • Establishes a “public-benefit corporation” operated by and for the profit of Kaplan

PRIVATIZATION: CHARTERS

#Anotherdayanothercharterscandal

…IN PENNSYLVANIA

How a loophole let charter schools ‘buy’ buildings and still collect rent from state

A charter school buys its building, then rents it to itself. The rent, of course, is reimbursed by the state. The school’s CEO calls it “a great perk.”

Like many charter schools, Executive Education Academy spends a good chunk of its budget on rent, some of which is later reimbursed by the state. That’s allowed, as long as the school doesn’t own its building, which Executive Academy doesn’t — technically.

The school at 555 Union Blvd., Allentown, is owned by the Executive Education Academy Charter School Foundation, a nonprofit set up solely to support the school. The school used to pay about $2.2 million a year in rent to a private landlord and get $100,000 back from the state.

Now the school will pay $2.3 million a year in rent to its foundation, which bought the building last summer, and still be able to apply for reimbursements from the state.

“That’s not the reason why we would do this, but that’s a great perk for a charter school,” said Robert Lysek, the school’s CEO. “I hate to say ‘it is what it is,’ but it kind of is.”

…IN ARIZONA

Sudden closure of charter school renews calls for stricter oversight

Read this story about how charter schools enrich their executives and end up closing in the middle of the school year, leaving parents and students scrambling for a new school (Note: Naturally, they often end up back at the stable, traditional, and open to all, public schools).

The lack of public oversight often leaves parents and children with few options. Whose choice?

The issue of charter schools funneling payments through entities owned by executives is not unique to Discovery Creemos.

A study by GCI last year found 77 percent of charter schools engage in business transactions involving their owners, board members or their families, a practice known as “self-dealing” or “related-party transactions.”

…IN NEW YORK

New York education officials move to block rules allowing some charter schools to certify their own teachers

The bottom line for corporate owned, privatized schools, is profit, not children. In-house training would allow those schools to hire cheaper, and therefore, more profitable, teachers…oh, and they wouldn’t have to worry about that pesky teachers union, either.

The regulations allow SUNY-authorized charter schools to certify teachers who complete the equivalent of a month of classroom instruction and practice teaching for 40 hours — compared to at least 100 hours under the state’s certification route, according to the lawsuit. And unlike teachers on a traditional certification route, they are not required to earn a master’s degree or take all of the state’s certification exams.

…IN CALIFORNIA

Teachers Say They had No Idea Sacramento Charter School was Shutting Down

When my local school district decided to close four elementary schools (three of which I had worked in!) due to funding shortfalls and declining enrollment, local members of the school board held town meetings all across the district to hear from citizens and explain why they wanted to do what they were going to do. The process took an entire year…and many voters were against the plan. If they chose to, those voters were able to exercise their displeasure with the plan during the following school board election.

Unfortunately, parents who patronize charter schools, and teachers who work in such schools, have no such electoral protection. Parents, students, and teachers, have no “choice” when a charter school closes. The money is gone. The students’ educational year is disrupted. Teachers are out of a job.

Parents began looking for transcripts and were trying to get their kids transferred to new schools. Teachers were waiting for stipends and belongings from their classrooms.

While reading a prepared statement, Contreras-Douglas got emotional. She insisted staff was aware of the school’s low enrollment and financial troubles before shutting down Wednesday.

“Several meetings with teaching staff were conducted to specifically address this issue throughout the school year,” Contreras-Douglas said.

But teachers say they didn’t have any idea the school was closing until it happened.

…IN UTAH

Tribune Editorial: Charter schools need state board’s oversight

Public schools have locally elected and locally based school boards. The schools are subject to the financial oversight of both the local school board and the state department of education.

Charter schools ought to have the same public oversight.

This legislation speaks to the bigger issue of what we want charters to be. When they first came into being, the intent of charters was to be laboratories where alternative approaches could be tested without the interference of public-school bureaucracies. Many have succeeded doing exactly that.

But some ideologues are trying to use charters as the leading edge of an educational disruption movement with the intent of dismantling the public school system and the teachers union, replacing it with a marketplace where every parent goes shopping for schools. In that view, the state school board represents market suppression.

PRIVATIZATION: PUSH-BACK AGAINST “CHOICE” IN IOWA

Iowa public school advocates fight for funding amid cries for ‘choice’

Thousands of Iowans are pushing back against “school-choice” in Iowa.

A grassroots group made up of Iowa public school parents and activists is fighting what organizers say is an onslaught from lawmakers intent on eroding the state’s public education system.

Iowans for Public Education was formed online in November 2016 after Republicans won majorities in both the Iowa House and Senate. It has since grown to more than 12,500 followers.

The group organized a Teachers Rally last February that brought thousands to the Iowa Capitol grounds to oppose changes to Iowa’s collective bargaining law. It has launched petitions and letter-writing campaigns.

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Posted in Charters, Children'sLiterature, Choice, Finland, Privatization, Quotes, Segregation, Shock Doctrine, TeacherShortage, vouchers

Listen to This #1: Don’t be a Malfoy!

Random quotes…

DON’T BE A MALFOY

From a sign at the Women’s March, January 20, 2018, in Oklahoma City. Published in The Oklahoma Observer, February 2018.

In a world full of Malfoys, be a Hermoine.

PRIVATIZATION: PUERTO RICO

Crippled Puerto Rico Offered School Privatization as Quick Fix for Woes

America’s inadequate response to the hurricane damage done to Puerto Rico has opened the door to the vulture capitalists who have decided that the solution should include school privatization – because it worked so well in Chile and New Orleans.

It’s time to reread The Shock Doctrine by Naomi Klein.

Whose interest is being served by privatizing the schools of Puerto Rico? I guarantee, it’s not the students.

From Steven Singer

Corporate school reform is not about making better schools. If it was, you would see plans like this being proposed in Beverly Hills and rich white neighborhoods across the country.

But somehow that never happens.

These schemes only show up in poor communities populated predominantly by people of color.

How the Shock Doctrine works.

PRIVATIZATION: CHOICES

Oklahoma pastor: Standing in the gap for our school children

“reformers” don’t mention that the “choice” of attending a school on a voucher belongs to the school, not the student; the “choice” in the management of a charter school belongs to the corporate board of directors, not the voters through an elected school board.

From Rev. Clark Frailey

…children in public schools deserve the choice not to be marketed and sold as investments in profiteering schemes.

PRIVATIZATION: SEGREGATION

Charter Schools Are Driving Segregation in Charlotte-Mecklenburg Schools

The nation has reneged on the promise of Brown vs. Board of Education, and has stopped trying to integrate public schools. Corporate school “reform” has brought on more segregation. I’d say it was an unintended consequence, but…

From Roslyn Arlin Mickelson, UNC Charlotte’s Chancellor’s Professor and professor of Sociology, Public Policy and Women’s and Gender Studies at UNC Charlotte, quoted by The Civil Rights Project at UCLA

…Charlotte-Mecklenburg Schools were once the nation’s bellwether for successful desegregation. Today, the district exemplifies how charter schools can impede districts’ efforts to resist re-segregation…This research has important implications not only for schools and communities in the Charlotte Mecklenburg region, but for the national debate over the growth and role of charter schools in our nation’s education system.

PRIVATIZATION: VOUCHERS

ALEC and Indiana’s Voucher Program

Millions of Indiana’s tax dollars are going to subsidize parents who wish to send their children to a religious school. Vouchers are no longer directed towards the poor. Voucher recipients no longer have to “try” the public schools or have come from a “failing” public school. And voucher schools can choose their students. These tax dollars are spent with no public oversight.

From Sheila Kennedy

Indiana’s voucher program has “become increasingly affluent and white,” which shouldn’t surprise us, since these schools “set their own admission standards and can reject students for any reason.”

FOCUS ON LEARNING, NOT TESTING

No school until age seven: Finland’s education lessons for the future

We can’t duplicate Finland’s educational system in the U.S. for a variety of reasons, but we can learn from them…

From Kristiina Volmari from the Finnish National Agency for Education

We want our teachers to focus on learning, not testing. We do not, at all, believe in ranking students and ranking schools…

DEMORALIZATION, NOT BURNOUT

Teacher Burnout or Demoralization? What’s the Difference and Why it Matters

The teacher shortage; this is why.

From Doris Santoro in NEA Today

This teacher was not burned out. This woman was saying ‘I can’t teach the way I know I’m supposed to be teaching.’ The profession had changed. This isn’t burnout. This is demoralization.

NO QUICK FIX

New Jersey Orders Closure of Trenton Charter School

This!

Instead of trying to “fix” education by privatizing public schools and throwing money to private and privately run schools that don’t do any better than neighborhood public schools, we should be doing a better job of supporting local public schools.

Privatization of public education is an example of policy makers refusing to accept their share of  responsibility for supporting the children of our nation. Improving the lives of our young people is not the sole responsibility of public schools…nor should it be.

From Russ Walsh

…Learning happens best in consistent, predictable environments. The disruption that often accompanies the charter sector is antithetical to learning. Adults in charge need to stop looking for quick fixes like charter schools and vouchers and get down to the serious work of addressing income inequity, segregation, and the wise investment of funds and educational expertise in the public schools.

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Posted in Article Medleys, Charters, Privatization, reform, Religion, SchoolShootings, TeacherShortage, vouchers

2018 Medley #3

School Shootings, Religion in School, Teacher Shortage, Reform, Charters, Vouchers

GUN VIOLENCE

Wake Up, America! You Have a School Shooting Problem!

Since this blog post of Steven Singer’s was posted less than a week ago, we’ve had yet another school shooting…this one in Los Angeles. And we have heard talk of a Trump/Russia/NRA connection

What has been done to curb gun violence in the US since Newtown (2012)? Columbine (1999)?

“Thoughts and prayers…” Absolutely nothing.

According to an FBI study that looked at incidents from 2000-2013, nearly one quarter of all U.S. shootings took place at schools. And they’re on the rise.

Yet this latest incident barely raised an eyebrow in the collective consciousness.

Hardly anyone even attempted to offer a solution.

The reason?

Since Sandy Hook, we’ve effectively given up.

In December of 2012 a gunman walked in to Sandy Hook Elementary School in Newtown, Connecticut, and killed 20 children and six adults, and we did nothing.

We stood by after the murder of elementary kids and couldn’t get up the collective energy to do one damn thing to stop things like this from happening again.

No new regulations.

No assault weapons ban.

No gun buyback programs.

NOTHING.

CHURCH AND STATE

Local School to Train Teachers After Church/State Violations

Last Monday (1/29/2018), I posted Public School Prayer and the Constitution – Conflict in Louisiana which dealt with a lawsuit against a school for violating the Establishment Clause of the First Amendment.

This case from Michigan, deals with the same sort of thing. Here, however, school authorities have made a commitment to teach their teachers about the law.

Here are three more publications, each endorsed by a variety of religious and civic groups, which will give you a good background on how to handle religion in public schools.

Once teachers, administrators, and other school employees know what the law requires, there should be no excuse for mixing education and proselytization in public schools. This information ought to be mandatory at the beginning of every school year.

A suit may still be filed over the Bible study before school starts, but this is a good development overall. And it needs to be replicated nationwide. These problems are so pervasive all over the country that the Department of Education should force all public schools to have a mandatory in-service day to train teachers and administrators on what the law says they can and cannot do within the parameters of the First Amendment.

REFORM/TEACHER SHORTAGE

Cycle of frustration

The constant drumbeat of so-called “education reform” has been that public schools are “failing.” “School failure” really means societal failure. It’s odd, isn’t it, that America’s “failing” public schools are located in high poverty areas…and all the “bad teachers” are teaching at those schools while America’s schools for the middle class and wealthy are excelling. It’s odd because out of school factors contribute to school achievement much more than teachers do…yet policy makers don’t accept responsibility for societal failure which leads to “school failure.”

The national attack on public education which began in earnest in 2001 with the passage of No Child Left Behind (though school privatization has long been a right-wing/libertarian dream) has done nothing but disrupt and damage public schools around the country. Part of the attack, especially here in Indiana, has been against public school teachers and their unions.

The current attempt to improve educational achievement by lowering standards for becoming a teacher, is a direct result of the attacks on teachers.

[Note: the amendment discussed in this editorial has not yet been passed into law (as of Feb 2, 2018).]

The pattern in Indiana education policy has become all too familiar:

1. Pass a law to disrupt public education in the pursuit of “reform.”

2. Express dismay over the repercussions of the new law without acknowledging what caused them.

3. Pass another law to “fix” the problems created, doing additional harm to public schools.

The most recent example surfaced Wednesday when a last-minute amendment was added to a bill to allow public schools to fill up to 10 percent of staff with unlicensed teachers. Why is this necessary? Because some school districts are struggling to hire faculty in the face of teacher shortages. Why are there shortages? Because laws regarding teacher evaluations, tenure and collective bargaining have made the field less attractive.

REFORM

The Sad Impact of Corporate School Reform on Students with Emotional/Behavioral Disabilities

Thanks to Nancy Bailey for her continuing attention to the damage that so-called education “reform” causes students with disabilities.

School choice is not going to do anything to fix these problems.

  • Charters and most private schools have a record of pushing kids with emotional/behavioral difficulties out.
  • As taxpayers we don’t know what takes place with children who are home schooled.
  • How does one address the mental health needs of students who sit in front of screens for school? Too much tech exacerbates mental health problems!

We need strong public schools, schools with resources that will address the needs of children and teens.

PRIVATIZATION: CHARTERS

Nationwide Charter School Expansion Slowing Down

Some reasons for the slow-down of charter school expansion…

1. Charter teachers have begun to unionize. One reason for developing charter schools was to “bust the teachers unions.”

2. “Failing” charter schools are simply converting to voucher accepting private schools to continue to receive public tax dollars.

3. Charter schools have suffered from an excessive number of scandals resulting in bad publicity.

Diverting public tax dollars to charters (and vouchers) has been a waste of money. Instead we should be working to increase resources and achievement at real public schools.

Put simply, charters are not subject to the same instructional, operational, fiscal, accounting or conflict of interest rules as traditional public schools. Therefore, in most states it’s perfectly legal for a charter school operator to give his brother the instructional contract, his sister the maintenance contract and his uncle the textbook contract. He can replace the teachers with computer programs and apps, while his own privately held company rents and leases the school building at a hefty markup – all with public money.

And somehow that’s still called a “public” school.

We have to face this simple fact: Charters took off not because they were a good idea to help kids learn, but because they were an excellent way to make a lot of money off of the government. It was a way to steal money meant to help children.

Largest Charter School Fail Ever Doesn’t Faze ‘School Choice’ Fans

The failure of this “school choice” was mostly ignored during “school choice” week.

In the run up to what was billed as “record breaking celebrations” of charter schools and other forms of “school choice,” there was a serious bump in the road when news outlets in Ohio reported the largest charter school closure ever in that state, and perhaps the nation, had suddenly sent over 12,000 students and their families scrambling to find new schools midyear.

…“My kids went to bed last night crying,” said a Cincinnati mom whose children attended the school.

“To just rip them out of the environment they are most used to,” complained another mom whose children had attended the school for eight years. “They have relationships with their teachers,” she said in a news video posted on the ECOT Facebook page.

PRIVATIZATION: VOUCHERS

How Mike Pence expanded Indiana’s controversial voucher program when he was governor

More and more money for private schools coming out of public tax dollars…which eats into money for the public schools.

Where does the money go? To whom are the private schools accountable? Where is the public oversight? Answers – No one knows…no one…and there is none.

Pence, who describes his religious beliefs as evangelical, removed the cap on the number of students who could qualify for a voucher to a private school, increased the limits on qualifying family income, and removed Daniel’s stipulation that the student had to try the public school first.

No longer was money being saved as a small number of students transferred from public to private schools. Now middle-income families already using private schools were having their tuition paid for, at least partially, by the state.

A QUICK PEEK

There are always many more articles I’d like to post than I have room for (I try to keep the Medleys to between 4 and 8 articles). Here, then, are some that I recommend…without comments.

Study Finds Recession-Era Education Cuts Significantly Impacted Student Outcomes: How Many Constitutional Rights Were Violated?

…a 20 percent increase in per-pupil spending each year for all 12 years of public school for children from poor families leads to about 0.9 more completed years of education, 25 percent higher earnings, and a 20 percentage-point reduction in the annual incidence of adult poverty; we find no effects for children from non-poor families. The magnitudes of these effects are sufficiently large to eliminate between two-thirds and all of the gaps in these adult outcomes between those raised in poor families and those raised in non-poor families.

‘Distressed’ schools lost funding

No wonder Gary and Muncie community schools are distressed. Both Indiana school districts have had their budgets cut dramatically over the past decade. It’s not surprising they’ve struggled to pay the bills.

Trump’s Judges: The GOP’s Slow Poison for Democracy, and the Planet

Lawyer Richard Ayres has been fighting for the environment in federal courts for nearly five decades, but he says he’s never seen an onslaught on basic environmental protections like the one coming out of the Trump White House. Still, something scares Ayres even more than the determination of the Trump team to dismantle President Barack Obama’s climate change initiatives, shrink federally protected lands, weaken smog standards, scale back habitat for rare species, and expand drilling into the Atlantic and Arctic oceans.

What most unnerves Ayres and other veteran environmental lawyers and legal experts is the unprecedented opportunity President Trump has to fill the federal judiciary with anti-regulatory, pro-business appointees.

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Posted in Article Medleys, Charters, Indiana, Mitch Daniels, Pence, Politics, Privatization, reading, Uncategorized

2017 Medley #34

 

Reading Crisis in California, Ed-Reform in Indiana,
Civics Education, Charters, Politics, 

READING CRISIS: IT’S POVERTY, STUPID

California’s Reading Crisis: Why Aren’t U.S. Kids Reading Well?

Why are so many kids struggling with reading? The vast majority of students’ reading difficulties are due to lack of opportunities…before they even get to school. Students who grow up in poverty deal with out-of-school factors which contribute to lowered achievement. David C. Berliner lists seven such factors which get in the way of achievement.

(1) low birth-weight and non-genetic prenatal influences on children;
(2) inadequate medical, dental, and vision care, often a result of inadequate or no medical insurance;
(3) food insecurity;
(4) environmental pollutants;
(5) family relations and family stress;
(6) neighborhood characteristics;
(7) extended learning opportunities, such as preschool, after school, and summer school programs that can help to mitigate some of the harm caused by the first six factors.

Until we can successfully eliminate or reduce the shameful rate of childhood poverty in the United States we’ll continue to have an economic/racial achievement gap. No amount of charter schools, testing, school closings, vouchers, or other ed “reform” will change that.

But in order to learn how to read it’s important to look at other areas in a child’s life.

If a child doesn’t have access to good health care and they are sick and hungry, they probably aren’t going to learn to read well.

THE DANIELS-PENCE ED-REFORM IN INDIANA

A telling story of school ‘reform’ in Mike Pence’s home state, Indiana

Carol Burris, the Executive Director of the Network for Public Education has researched the ed-reform debacle in Indiana. This is the first of a three part series.

Daniels, who was governor from 2005 to 2013, would earn national recognition for his methodical and persistent undermining of public schools and their teachers in the name of reform.

Pence would follow Daniels as governor, pushing privatization even further. Pence would award even more tax dollars to charter schools and make Indiana’s voucher program one the largest in the country.

Klipsch would start and run a political action committee, Hoosiers for Economic Growth (a.k.a. Hoosiers for Quality Education), that would play a major role in creating a Republican majority in the Indiana House to redistrict the state to assure future Republican control.

A NATION OF IGNORANCE

We Urgently Need Civics Education

Yes, we do!

The decreased focus on civics coincides with No Child Left Behind. No surprise there…

A functioning democracy depends on an informed citizenry, including baseline knowledge of societal laws and institutions. Bafflingly, many schools no longer teach children how our government works, and what basic rights Americans are guaranteed.

Between 2001 and 2007, 36 percent of American school districts decreased focus on social studies and civics, according to a study by George Washington University’s Center on Education Policy. By 2006, just 27 percent of 12th graders were proficient in civics and government, said the National Center for Education Statistics.

PRIVATIZATION: CHARTERS

Schools Choosing Students: How Arizona Charter Schools Engage in Illegal and Exclusionary Student Enrollment Practices and How It Should Be Fixed

The American Civil Liberties Union has issued a report about the charter industry in Arizona. They discovered that [surprise!] charter schools have found ways to avoid the accountability forced upon public schools. This is worth examining carefully.

The analysis focused on whether charter schools:

• Discourage the enrollment of students who don’t have strong grades or test scores
• Set an enrollment limit on students with special education needs or have questions in their enrollment documents that may suppress the enrollment of these students
• Discourage or preclude the enrollment of students with disciplinary records
• Have questions in their enrollment documents that may have a chilling effect on non-English speaking parents and students
• Discourage or preclude immigrant students from enrolling by requiring them to provide Social Security numbers or other citizenship information
• Require students and parents to complete pre-enrollment requirements, such as essays, interviews or school tours
• Refuse to enroll students until their parents commit to volunteer at the school or donate money to the school
• Require parents to pay impermissible fees that create barriers to enrollment
• Present other barriers for enrollment or continued enrollment

Some of these exclusionary policies violate state and/or federal laws. The fact that so many Arizona charter schools’ enrollment policies and procedures contain plain legal violations demonstrates a clear failure of accountability. The Arizona State Board for Charter Schools authorizes and governs the vast majority of charter schools. The agency is responsible for ensuring that charter schools follow all laws and abide by the terms of their charter contracts. It is concerning that they have missed these violations of the law, most of which are publicly posted on schools’ websites or written into other widely available documents like student handbooks.

Though similar issues may be occurring within district schools, the ACLU of Arizona chose to focus its research on charter schools after hearing from several parents whose children were denied enrollment or faced barriers to enrollment at charter schools across Arizona.

UNQUALIFIED!

Republican Senator exposes Trump’s clueless and wildly unqualified judicial nominee

The Trump administration has nominated candidates to federal judicial positions who are blatantly unqualified. This, for example…

The administration has also appointed cabinet members who want to destroy the department they are in charge of, or have absolutely no idea (“oops”) what their department does.

When we talk about unqualified cabinet members we can’t forget Betsy DeVos…

Trump education pick painted by Dems as unqualified

This is a good time to remind everyone that the current Secretary of Education, Betsy DeVos, is just as unqualified as the nominee for judge in the previous clip.

  • She has no education background.
  • She has no experience in public education, either as a student, parent, or teacher.
  • She knows absolutely nothing about what goes on in a public school.

DeVos is just the latest, and most egregiously unqualified Secretary of Education in a long line of unqualified Secretaries of Education.

Sen. Elizabeth Warren, D-Massachusetts, forced DeVos to admit that she has never led an organization akin to the Education Department, and has never used any of the financial aid products she will offer to students as head of it.

“So you have no experience with college financial aid or management of higher education,” Warren said.

DeVos was also pressed on civil rights laws dealing with students with disabilities, saying early in the hearing implementation should be left up to the states.

Sen. Maggie Hassan of New Hampshire circled back to DeVos near the end of the hearing, informing her the law was a federal statute.

“Federal law must be followed when federal dollars are in play,” DeVos said.

“So were you unaware when I just asked you about the (Individuals with Disabilities Education Act) that it was a federal law?” Hassan asked.

“I may have confused it,” DeVos said.

Require Ed. Secretary Betsy DeVos to Teach in a Public School

Betsy DeVos and any corporate reformer who impacts school policy should be required to spend at least a month each year teaching in a public school classroom.

DeVos just attended Gov. Jeb Bush’s ExcelinEd meeting in Nashville. Let Jeb Bush and his corporate friends and politicians who drive corporate reform also teach for a month.

None of these individuals understand the problems they have created in the classroom. If they taught a class for a month they would see firsthand what they have done.

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Posted in Comprehension, DeVos, Facebook, Politicians, poverty, Privatization, reading, special education, Taxes, Testing, vouchers

2017 Medley #33

Republicans, Facebook, Testing, Poverty, Reading Comprehension, Vouchers, IDEA

DO REPUBLICANS HATE PUBLIC SCHOOLS AND PUBLIC SCHOOL CHILDREN?

The Republican tax bill punishes American families who use public schools

Incentives for parents who send their children to private schools, but none for public school parents.

That means that the “school tuition” that parents of public school kids are paying, in the form of state and local taxes, isn’t deductible from their federal taxes, and public schools themselves will have less money to spend on kids. But rich families who can afford private school get a brand new tax break. That’s a win for the 10%.

The Republican War on Children

No health insurance for poor children…tax incentives for wealthy children.

Let me ask you a question; take your time in answering it. Would you be willing to take health care away from a thousand children with the bad luck to have been born into low-income families so that you could give millions of extra dollars to just one wealthy heir?

You might think that this question is silly, hypothetical and has an obvious answer. But it’s not at all hypothetical, and the answer apparently isn’t obvious. For it’s a literal description of the choice Republicans in Congress seem to be making as you read this.

TOSSED OFF FACEBOOK

The False Paradise of School Privatization

Why did Facebook suspend Steven Singer’s (Gadfly On The Wall Blog) Facebook account for the second time in two months?

The first time was when he published School Choice is a Lie. It Does Not Mean More Options. It Means Less. This time it’s for The False Paradise of School Privatization. Could it be there’s someone working for Facebook who doesn’t like the politics of public education?

If you haven’t had a chance to read Singer’s post, The False Paradise of School Privatization, be sure to do so. Then, when you’ve finished that, check out Two Theories Why Facebook Keeps Blocking Me When I Write About School Privatization.

One person’s paradise is another person’s Hell.

So the idea of designing one system that fits all is essentially bound to fail.

But doesn’t that support the charter and voucher school ideal? They are marketed, after all, as “school choice.” They allegedly give parents and children a choice about which schools to attend.

Unfortunately, this is just a marketing term.

Charter and voucher schools don’t actually provide more choice. They provide less.

Think about it.

Who gets to choose whether you attend one of these schools? Not you.

Certainly you have to apply, but it’s totally up to the charter or voucher school operators whether they want to accept you.

It is the public school system that gives you choice. You decide to live in a certain community – you get to go to that community’s schools. Period.

READING: TESTING

PIRLS: The effect of phonics, poverty, and pleasure reading.

The last half of my 35 year teaching career was spent working with students who had difficulties with reading. I worked in rural schools with small, but significant numbers of low-income students. We knew then, and we know now, that child poverty is the main factor in low school achievement. We also know that factors associated with poverty, like low birth weight, poor nutrition, exposure to environmental toxins, and lack of health care, have an impact on a child’s learning. These out-of-school factors are rarely discussed when politicians and policy makers blame schools and teachers for low student achievement.

You may have read about the recent release of the PIRLS (Progress in International Reading Literacy Study) scores along with much pearl-clutching because of the nation’s poor performance. Most reporters focus on comparing scores of American students with students in other countries (We fall somewhere in the middle). Rarely is the impact of poverty noted.

Stephen Krashen continues to educate.

Kevin Courtney is right about the negative influence of poverty on PIRLS tests; two of our studies confirm this. He is also right in rejecting phonics instruction as the force responsible for the recent improvement in PIRLS scores: Studies show that intensive phonics instruction only improves performance on tests in which children have to pronounce words presented in a list. Heavy phonics does not contribute to performance on tests of reading comprehension. In fact, several scholars have concluded that knowledge of phonics rules, beyond the simplest ones, is acquired from reading.

For Further Reading: 

Valerie Strauss has a guest post from James Harvey, executive director of the National Superintendents Roundtable which gives the PIRLS tests a more nuanced analysis.

Also from Valerie Strauss – Ten things you need to know about international assessments

READING: POVERTY

The Reading Achievement Gap: Why Do Poor Students Lag Behind Rich Students in Reading Development?

This article was published in 2015 by Richard Allington. Here he reinforces the need for access to books for low-income children.

Students from lower-income families experience summer reading loss because they don’t read much, if at all, during the summer months. Students from middle-class families, on the other hand, are far more likely to read during this same summer period. Low-income students don’t read during the summer months because they don’t own any books, and they live in neighborhoods where there are few, if any, places to purchase books. Middle-class students have bedroom libraries and live in neighborhoods where children’s books are readily available, even in the grocery stores where their parents shop. Middle-class kids are more likely to live in a neighborhood where one can find a child-friendly public library than is the case with children living in low-income areas. These children live in neighborhoods best described as book deserts.

Historically, low-income students relied primarily on schools as sources for the books they read. Ironically, too many high-poverty schools have small libraries, and there are too many classrooms that have no classroom library for kids to select books to read. Too many high-poverty schools ban library books (and textbooks) from leaving the building (fear of loss of the books, I’m usually told). However, even with fewer books in their schools and more restrictive book-lending policies, these kids do get most of the books they read from the schools they attend. But not during the summer months when school is not in session!

READING: COMPREHENSION

How To Get Your Mind To Read (Daniel Willingham)

Reading teachers understand that students’ comprehension improves when teachers activate prior knowledge before having students read a passage (or before they read aloud). What happens, however, when students don’t have the knowledge they need?

…students who score well on reading tests are those with broad knowledge; they usually know at least a little about the topics of the passages on the test. One experiment tested 11th graders’ general knowledge with questions from science (“pneumonia affects which part of the body?”), history (“which American president resigned because of the Watergate scandal?”), as well as the arts, civics, geography, athletics and literature. Scores on this general knowledge test were highly associated with reading test scores.

Current education practices show that reading comprehension is misunderstood. It’s treated like a general skill that can be applied with equal success to all texts. Rather, comprehension is intimately intertwined with knowledge. That suggests three significant changes in schooling.

VOUCHERS

Voucher Programs and the Constitutional Ethic

Acceptance of a voucher by a private school should be subject to that school’s compliance with certain basic requirements. At a minimum, school buildings should meet relevant code requirements and fire safety standards; teachers should be able to offer evidence that they are equipped to teach their subject matter; and the school should both teach and model foundational constitutional values and behaviors. Ideally, schools receiving public funds should not be permitted to discriminate on the basis of race, disability or sexual orientation (religious schools have a constitutional right to discriminate on the basis of religion in certain situations, although they do not have a right to do so on the taxpayer’s dime) and should be required to afford both students and staff at least a minimum of due process. At present, we are unaware of any voucher program that requires these commitm

GIVING UP RIGHTS FOR PROFIT

DeVos Won’t Publicize a School Voucher Downside, But It’s Leaking Out Anyway

DeVos admits that students who attend private schools lose their rights under IDEA.

DeVos seems to forget that she’s the Secretary of Education for the entire United States, not just for private and privately owned schools.

There’s another key issue at stake in the conversation about vouchers for students with disabilities — one Jennifer and Joe asked DeVos about during their private conversation.

Do students with disabilities lose their rights to a fair and appropriate education — a guarantee under the 1975 Individuals with Disabilities Education Act — if they use vouchers to attend private schools?

Yes, DeVos said.

“She answered point blank,” Joe said.

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