Trump Administration’s “Junk Food Loophole” is Symptomatic of School Privatization

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Who wants children to eat more junk food?

 

 

Apparently the Trump administration does.

 

 

This seemed to be the Department of Agriculture’s concern when it announced plans last week to further reduce regulations for healthy meals at the nation’s public schools.

 

The Department’s new scheme would change the Healthy Hunger-Free Kids Act of 2010 to include what critics call a “junk food loophole” in meals offered at public schools – usually breakfasts and lunches.

 

Currently, sweets and fried foods are allowed only once in a while as part of a balanced meal. But this new proposal would permit them to be offered every day.

 

Students could substitute healthy choices like fruits for things like blueberry muffins and replace green vegetables with French fries.

 

 

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Source: The National Alliance for Nutrition and Activity.

 

The media rushed to characterize the changes as an attack on Michelle Obama who championed the original legislation during her husband, Barack’s, administration. And – heck – maybe they’re right seeing as the Trump administration made the proposal on Mrs. Obama’s birthday.

 

 

But one needn’t guess at political motivations behind the move when it so obviously fits the pattern of school privatization – a way of conceptualizing education supported by both the Obama’s and Trump.

 

 

Let me be clear. School cafeterias generally are not privatized. They’re usually run by local school districts. However, the insistence that such programs turn a profit and make decisions based on sales rather than nutrition are symptomatic of the privatization mindset.

 

 

We didn’t always require everything to bring in money. We used to see things like education and journalism as public goods and absolved them from the need to generate financial gain.

 

 

But that seems like a long time ago.

 

 

The current administration’s claim that it’s rolling back restrictions to stop food waste and help public schools increase lunch profits is a case in point.

 

 

If profit is king, that’s all that matters. Who cares whether kids are getting better nutrition or not? What matters is the bottom line.

 

 

School lunches are not an opportunity to teach kids better eating habits. They are a financial transaction to enrich district budgets at the expense of the children enrolled there.

 

 

If children as young as 5 can’t make that decision on their own – well, caveat emptor.

 

 

The same goes with things like charter schools and high stakes standardized tests. It doesn’t matter if these things are better or worse for children. It matters whether they make money.

 

 

The invisible hand of the market is our pedagogue in chief.

 

 

It turns out that these things are rarely – if ever – in the best interests of children. Charter schools increase the likelihood of fiscal mismanagement, school segregation, prejudicial discipline policies, cherry picking which students to enroll – all while reducing transparency and fiscal accountability. Meanwhile, high stakes testing produces assessments that more clearly illuminate parental wealth than student learning – all while creating captive markets for testing, publishing and software companies.

 

 

The “junk food loophole” is just more of the same.

 

 

The administration contends that fewer middle and upper class kids are buying lunches at school when the choices are healthier. Meanwhile, among the 30 million students who depend on free and low-cost school lunches that are subsidized by the federal government, they say more are simply throwing away healthy foods than eating them.

 

 

The administration maintains that more food would be sold and less thrown out if children were given the choice to buy more cheeseburgers and fries than carrots and yogurt.

 

 

There certainly is anecdotal evidence to support this. Kids do seem to like junk food. As a middle school teacher, I’ve seen far too many kids bring Flaming Hot Cheetos and energy drinks for breakfast than take a free box of cereal, juice or even a piece of breakfast pizza.

 

 

And the number of kids who throw away fresh fruit because they’re forced to put it on their tray is heartbreaking.

 

 

However, we tend to focus on the negative and miss the positive.

 

 

This idea that kids don’t choose healthy foods actually flies in the face of the Department of Agriculture’s own research on the effects of the Obama-era rules. In its 2019 “School Nutrition and Meal Cost Study,” the department found no significant changes in the amount of food waste since the healthier rules were put in place, and also found that the healthier choices led to more kids participating in school meal programs.

 

 

The study also found scores for the Healthy Eating Index (which measures the quality of the diet) shot up drastically from 49.6 in 2009-2010 to 71.3 in 2014-2015.

 

 

So there is evidence that the program is actually increasing students’ healthy eating.

 

 

If we valued what’s best for children, we would continue – and maybe even strengthen – the legislation.

 

 

However, this newest proposal to weaken the law is the second time in three years that the federal government has undercut this policy.

 

 

In 2018, the Department started allowing schools to stop offering foods lower in sodium and higher in whole-grains.

 
That decision is being challenged in court by a coalition of six states and Washington, DC, on the grounds that it endangers student health.

 

If this second set of rollbacks are implemented, they too may be challenged in court.

 
Unfortunately the problem isn’t limited to mealtimes.

 

 

This is indicative of the school privatization mindset.

 

 

We must stop allowing the profit principle to function as the arbiter of sound academic policy.

 

 

Reducing regulations requiring healthy foods in schools is a bad idea. But so are charter schools, high stakes testing, Common Core, runaway ed tech and a host of other market-based school policies.

 

 

We can’t continue to ignore what’s best for children in the name of rampant consumerism.

 

 

The purpose of school is to teach children – not to exploit them as a captive market for financial gain.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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AstroTurf Alert: National Parents Union is Thinly Veiled Union Busting Backed by Billionaire Cash

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How do you do something disgusting without hurting your image?

 

 

If you’re the Walton Family, you hide behind a mask.

 

 

That’s what their latest AstroTurf front group is – the so-called National Parents Union (NPU).

 

 

 

It’s a way to bust teachers unions, destroy public schools and profit off of students behind the guise of a friendly parents organization.

 

 

Oh, it’s all funded with oodles of cash from the Walton family and other billionaires but they get to pretend to be nothing but supporters on the sidelines.

 

 

The people who bust unions before most of us have even had breakfast yet claim they have nothing to do with this anti-union movement. It is all the parents doing. The Walmart heirs just put up the money to let these parents live their dream of union free schools – as if schools where educators have no rights or intellectual freedom were somehow in the best interests of students.

 
The group is set to officially launch operations on Thursday, Jan. 16.

 

 

It is very different to another organization with the same name – the National Parents Union founded by Mona Davids and other New York parents. That organization which has existed since 2012 fights for the rights of students at both charter and authentic public schools and is not funded by supply side billionaires.

 

 

The NEW and unimproved National Parents Union is simply co-opting the existing organization’s name.

 

 

This shell group for corporate profiteers and union busters formally begins operating today at a meeting in New Orleans.

 

 

The site is well chosen. It’s where Hurricane Katrina allowed radical Republicans and neoliberal Democrats to demolish the public schools and replace them with a nearly all charter school district to disastrous effect. Neighborhoods were destroyed more by the redistricting than the natural disaster, many poor and minority families and teachers were forced out, and those left behind were forced to subsist on low quality schools obsessed with test prep and zero tolerance discipline policies. THIS is where NPU expects to trumpet the same policies that have devastated the Big Easy.

 

 

And it’s not just the Waltons behind the curtain.

 

 

Backers include a veritable who’s who of education disruption, school privatization, and failed programs that treat education like a floundering business that needs dismantling and fed to vulture capitalists.

 

 

We’ve got Barack Obama’s former education secretary John King who now serves as president and CEO of The Education Trust – itself an AstroTurf standardized testing lobbying firm funded by another billionaire, Bill Gates.

 

 

King has a record of union busting and corporate collaboration at the expense of children and parents. He was also New York Commissioner of Education, where he refused to fix a school system he was responsible for destroying all the while pointing his finger at teachers. He tied teacher evaluations to unproven and inferior Common Core tests, approved an obviously fraudulent charter school run by an obviously fraudulent con man, ignored and dismissed parents at various education forums, and sparked the largest opt out movement in the country.

 

 

And don’t forget Shavar Jeffries, the president of Democrats for Education Reform (DFER) – a right wing school privatization lobbying firm that pretends to represent progressives. DFER is notorious for laundering billionaire cash and trying to make its initiatives look like they come from the grass roots. The organization is bankrolled by Rupert Murdoch and other conservative billionaires. It’s so antithetical to the Democratic Party platform that the California and Colorado Democratic State Assemblies voted to demand DFER remove “Democrat” from its name.

 

 

However, DFER demurred and continues to pass itself off as part of a political movement that wants nothing to do with it.

 

 

In similar fashion, NPU is lead by Keri Rodriguez. She’s on the advisory board of DFER.

 

 

But she also spearheaded an effort to set up a referendum in Massachusetts to raise the cap on charter schools in 2016. The measure would have allowed a dozen new charters every year forever, located wherever they chose. But voters overwhelmingly defeated the proposition.

 

 

All of these individuals have deep ties to the Walton Family.

 

 

You might even say they are puppets of the oligarch family.

 

 

In just 2018 alone, the Walton Family Foundation awarded more than $595 million in grants, according to its own financial reports, much of which funded the efforts of the same folks behind NPU.

 

 

Rodrigues’ school privatization lobbyist group, Massachusetts Parents United, got more than $886,000 just in two years – 2017 and 2018.

 

 

Maurice Cunningham, a Dark Money investigator, estimates the total is up to at least $1 million by now.

 

 

If we add DFER and other NPU associated groups, Walton funding tops at least $5 million for the fiscal year 2018, alone.

 

 

But somehow NPU expects us to believe this is a parent lead movement.

 

 

The facts don’t back it up.

 

 

In 2018, the country was rocked by a wave of teacher walkouts mostly in red states beginning with West Virginia. In every state parents and students overwhelmingly supported the teachers.

 

 

The movement to fight for better working conditions for educators is also a fight to increase learning conditions for students.

 

 

Teachers aren’t just fighting for higher wages. They’re fighting for smaller class sizes, more tutors, counselors and librarians. They’re fighting for more funding and resources for students. They’re fighting for relief from school privatization and high stakes standardized testing.

 

 

In short, teachers, parents and students are fighting against exactly the same kind of nonsense the Walmart heirs are hoping they can get the gullible public to believe parents actually really, REALLY want.

 

 

It’s ridiculous when you look at it.

 

 

The same company that pays poverty wages wants you to believe parents support policies that help enable low paychecks.

 

 

The same billionaires terrified their workers will unionize want you to believe that parents barely making ends meet are also horrified that people like them might have dignity at work.

 

 

The same corporation making record profits wants you to believe that hurting the people who volunteer to help your kids learn will somehow help them learn better.

 

 

A National Parents Union that’s anti-teacher and pro-corporation is like Chickens for McNuggets.

 

 

They think you’re that stupid.

 

 

And if these rich folks continue to get their way, they’ll ensure that the next generation is as dumb as they hope we are today.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Robots Will Never Replace Teachers. They Can Only Displace Us

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My favorite movie of all time is “2001: A Space Odyssey.”

 

 

And my favorite character is the computer HAL 9000.

 

In the future (now past) of the movie, HAL is paradoxically the most human personality. Tasked with running the day-to-day operations of a spaceship, HAL becomes strained to the breaking point when he’s given a command to lie about the mission’s true objectives. He ends up having a psychotic break and killing most of the people he was supposed to protect.

 

It’s heartbreaking finally when Dave Bowman slowly turns off the higher functions of HAL’s brain and the supercomputer regresses in intelligence while singing “A Bicycle Built for Two” – one of the first things he was programmed to do.

 

I’m gonna’ be honest here – I cry like a baby at that point.

 

But once I clean up my face and blow my nose, I realize this is science fiction – emphasis on the fiction.

 

 

 

I am well aware that today’s calendar reads 2020, yet our efforts at artificial intelligence are not nearly as advanced as HAL and may never be.

 

That hasn’t stopped supposedly serious publications like Education Week – “The American Education News Site of Record” – from continuously pretending HAL is right around the corner and ready to take over my classroom.

 

 
What’s worse, this isn’t fear mongering – beware the coming robo-apocalypse. It’s an invitation!

 

A few days ago, the on-line periodical published an article called “Teachers, the Robots Are Coming. But That’s Not a Bad Thing” by Kevin Bushweller.

 

It was truly one of the dumbest things I’ve read in a long time.

 

Bushweller, an assistant managing editor at Education Week and Executive Editor at both the Ed Tech Leader and Ed Week’s Market Brief, seems to think it is inevitable that robots will replace classroom teachers.

 

This is especially true for educators he describes as “chronically low-performing.”

 

And we all know what he means by that!

 

These are teachers whose students get low scores on high stakes standardized tests.

 

Which students are these? Mostly poor and minority children.

 

These are kids without all the advantages of wealth and class, kids with fewer books in the home and fewer native English speakers as role models, kids suffering from food, housing and healthcare insecurity, kids navigating the immigration system and fearing they or someone they love could be deported, kids faced with institutional racism, kids who’ve lost parents, friends and family to the for-profit prison industry and the inequitable justice system.

 

And what does our society do to help these kids catch up with their more privileged peers? It underfunds their schools, subjects them to increased segregation, narrows their curriculum, offers them as prey to charter school charlatans – in short, it adds to their hurtles more than removes them.

 

So “chronically low-performing” teachers would be those who can’t overcome all these obstacles for their students by just teaching more good.

 

I can’t imagine why such educators can’t get the same results as their colleagues who teach richer, whiter kids without all these issues. It’s almost like teachers can’t do it all, themselves, — and the solution? Robots.

 

 

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But I’m getting ahead of myself.

 

 
Bushweller suggests we fire all the human beings who work in the most impoverished and segregated schools and replace them… with an army of robots.

 

 

Yeah.

 

 

Seriously.

 

Black and brown kids won’t get interactions with real adult human beings. Instead they can connect with the ed tech version of Siri programmed to drill and kill every aspect of the federally mandated standardized test.

 

Shakespeare’s Miranda famously exclaimed:

 

“O brave new world, That has such people in’t!”

 

But the future envisioned by technophiles like Bushweller has NO such people in’t – only robots ensuring the school-to-prison pipeline remains intact for generations to come.

 

In such a techo-utopia, there will be two tiers of education. The rich will get human teachers and the poor and minorities will get Bluetooth connected voice services like Alexa.

 

But when people like me complain, Bushweller gas lights us away as being narrow-minded.
 

He says:

 

“It makes sense that teachers might think that machines would be even worse than bad human educators. And just the idea of a human teacher being replaced by a robot is likely too much for many of us, and especially educators, to believe at this point.”

 
The solution, he says, isn’t to resist being replaced but to actually help train our mechanistic successors:

 

“…educators should not be putting their heads in the sand and hoping they never get replaced by an AI-powered robot. They need to play a big role in the development of these technologies so that whatever is produced is ethical and unbiased, improves student learning, and helps teachers spend more time inspiring students, building strong relationships with them, and focusing on the priorities that matter most. If designed with educator input, these technologies could free up teachers to do what they do best: inspire students to learn and coach them along the way.”

 

To me this sounds very similar to a corporate drone rhapsodizing on the merits of downsizing: Sure your job is being sent overseas, but you get to train your replacement!

 

Forgive me if I am not sufficiently grateful for that privilege.

 

Maybe I should be relieved that he at least admits robots may not be able to replace EVERYTHING teachers do. At least, not yet. In the meantime, he expects robots could become co-teachers or effective tools in the classroom to improve student learning by taking over administrative tasks, grading, and classroom management.

 

And this is the kind of nonsense teachers often get from administrators who’ve fallen under the spell of the Next Big Thing – iPads, software packages, data management systems, etc.

 

However, classroom teachers know the truth. This stuff is more often than not overhyped bells and whistles. It’s stuff that CAN be used to improve learning but rarely with more clarity and efficiency than the way we’re already doing it. And the use of edtech opens up so many dangers to students – loss of privacy, susceptibility to being data mined, exposure to unsafe and untried programs, unscrupulous advertising, etc.

 

 

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Bushweller cites a plethora of examples of how robots are used in other parts of the world to improve learning that are of just this type – gimmicky and shallow.

 

It reminds me of IBM’s Watson computing system that in 2011 famously beat Ken Jennings and Brad Rutter, some of the best players, at the game show Jeopardy.

 

 

What is overhyped bullcrap, Alex?

 

Now that Watson has been applied to the medical field diagnosing cancer patients, doctors are seeing that the emperor has no clothes. Its diagnoses have been dangerous and incorrect – for instance recommending medication that can cause increased bleeding to a hypothetical patient who already suffered from intense bleeding.

 

Do we really want to apply the same kind of artificial intelligence to children’s learning?

 

AI will never be able to replace human beings. They can only displace us.

 

What I mean by that is this: We can put an AI system in the same position as a human being but it will never be of the same high quality.

 

It is a displacement, a disruption, but not an authentic replacement of equal or greater value.

 

In his paper “The Rhetoric and Reality of Anthropomorphism in Artificial Intelligence,” David Watson explains why.

 

Watson (no relation to IBM’s supercomputer) of the Oxford Internet Institute and the Alan Touring Institute, writes that AI do not think in the same way humans do – if what they do can even accurately be described as thinking at all.

 

These are algorithms, not minds. They are sets of rules not contemplations.

 

 

An algorithm of a smile would specify which muscles to move and when. But it wouldn’t be anything a live human being would mistake for an authentic expression of a person’s emotion. At best it would be a parabola, at worst a rictus.

 

 

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Picture of an actual Japanese robot teacher in use.

 

In his recent paper in Minds and Machines, Watson outlines three main ways deep neural networks (DNNs) like the ones we’re considering here “think” and “learn” differently from humans.

 

1) DNN’s are easily fooled. While both humans and AIs can recognize things like a picture of an apple, computers are much more easily led astray. Computers are more likely to misconstrue part of the background and foreground, for instance, while human beings naturally comprehend this difference. As a result, humans are less distracted by background noise.

 

2) DNN’s need much more information to learn than human beings. People need relatively fewer examples of a concept like “apple” to be able to recognize one. DNN’s need thousands of examples to be able to do the same thing. Human toddlers demonstrate a much easier capacity for learning than the most advanced AI.

 

3) DNN’s are much more focused on details and less on the bigger picture. For example, a DNN could successfully label a picture of Diane Ravitch as a woman, a historian, and an author. However, switching the position of her mouth and one of her eyes could end up improving the confidence of the DNN’s prediction. The computer wouldn’t see anything wrong with the image though to human eyes there definitely was something glaring incorrect.

 

“It would be a mistake to say that these algorithms recreate human intelligence,” Watson says. “Instead, they introduce some new mode of inference that outperforms us in some ways and falls short in others.”

 

Obviously the technology may improve and change, but it seems more likely that AI’s will always be different. In fact, that’s kind of what we want from them – to outperform human minds in some ways.

 

However, the gap between humanity and AI should never be glossed over.

 

I think that’s what technophiles like Bushweller are doing when they suggest robots could adequately replace teachers. Robots will never do that. They can only be tools.

 

For instance, only the most lonely people frequently have long conversations with SIRI or Alexa. After all, we know there is no one else really there. These wireless Internet voice services are just a trick – an illusion of another person. We turn to them for information but not friendship.

 

The same with teachers. Most of the time, we WANT to be taught by a real human person. If we fear judgment, we may want to look up discrete facts on a device. But if we want guidance, encouragement, direction or feedback, we need a person. AI’s can imitate such things but never as well as the real thing.

 

So we can displace teachers with these subpar imitations. But once the novelty wears off – and it does – we’re left with a lower quality instructor and a subpar education.

 

The computer HAL is not real. To borrow a phrase from science fiction author Philip K. Dick, Artificial intelligence is not yet “more human than human.”
 
Maybe it never will be.

 

The problem is not narrow minded teachers unwilling to sacrifice their jobs for some nebulous techno-utopia. The problem is market based solutions that ignore the human cost of steam rolling over educators and students for the sake of profits.

 

As a society, we must commit ourselves to a renewed ethic of humanity. We must value people more than things.

 

And that includes a commitment to never even attempting to forgo human teachers as guides for the most precious things in our lives – our children.

 

“Algorithms are not ‘just like us’… by anthropomorphizing a statistical model, we implicitly grant it a degree of agency that not only overstates its true abilities, but robs us of our own autonomy… It is always humans who choose whether or not to abdicate this authority, to empower some piece of technology to intervene on our behalf. It would be a mistake to presume that this transfer of authority involves a simultaneous absolution of responsibility. It does not.”

David Watson

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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“Life can only be understood backwards,” wrote Søren Kierkegaard, “but it must be lived forwards.”

 
I remember reading the Danish philosopher’s “Fear and Trembling” in my philosophy of religion class back in college.

 

To be honest I was never a big fan of his work – I thought if the only way to truth was taking a leap of faith, how many madmen have already reached enlightenment?

 

 

But he had a point when he wrote about the backwards order of perspective – that we can only understand the meaning of our lives once those moments have passed. How cruel that we must live our lives without knowing the importance of those moments until later.

 

 

The only times I remember knowing – really knowing – that I was living through an important moment were when I was married and when my daughter was born.

 

 
Other than those few instants of my life, I’ve wandered forward like an infant – unaware of whether this would really leave an indelible mark on the fabric of my reality or not.

 

 

And that’s not even mentioning what I’ve done – if anything – that has had an effect – any effect – on our larger shared reality.

 

 

It’s the same with writing a blog. I wrote 77 posts in 2019 – a full 32 less than last year. Yet my blog got 297,000 hits – 82,000 more than the year before.

 

However, which articles – if any – will have any staying power?

 

Will anything I wrote this year still be read in the days to come? Has any of it made a difference?

 

Maybe it’s foolish but that is what I’m trying to do.

 

 
I sit at my laptop pounding away at the keys as if any of it has an impact on the world.

 

 

A few weeks ago at the Education 
Forum in Pittsburgh – when the leading Democratic candidates for President actually seemed to have heard the education activist community’s concerns – it felt like what I had been writing really HAD made some sort of mark.

 

 

Then a week later when the Pittsburgh School Board decided to make cuts to services for students instead of raising taxes to meet costs beyond the district’s control, it felt like nothing I wrote really mattered. Really, Pittsburgh? You have the lowest millage in Allegheny County, but you can’t get the gumption to fund your schools? You’re beset by charter schools, pension costs and a mayor who refuses to put back tax revenue he was perfectly willing to use to help the city when it was in dire straights.

 

 

Does no one care about school children – if they’re poor and black?

 

 

Anyway, to the best of my knowledge, if anything I’ve written this year has made a difference, it was probably one of these articles.

 

 

I’ll include the usual top 10 list – a countdown of my most popular works this year – but I’ll end with six honorable mentions. These are articles that I feel personally proud of that wouldn’t qualify based just on sheer numbers alone.

 

 

I hope you enjoy this stroll down memory lane, and here’s hoping 2020 will leave the negativity behind while still continuing the positive change that may have crept in this year that was.


 

10) Standardized Testing is a Tool of White Supremacy

 

 

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Published: April 5

 

 

Views: 4,389

 

 

Description: Here’s the story of how standardized testing went from the eugenicist movement to the Barack Obama administration to continually enforce white power. High stakes testing is an instance of being color blind – when “post racial” just means racist and ignorant.

 

 

Fun Fact: I think the title really captured people’s attention. Black people have been saying this for decades, but the so-called mainstream has refused to listen. This article still gets a lot of readers in its incarnation on commondreams.org. I hope it provides easy proof of this point to stop the constant gas lighting from naysayers in every walk of life who can’t seem to grasp how something so pervasive can be so pernicious to people of color.

 


9) Six Problems with a Growth Mindset in Education

 

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Published: Aug. 12

 

 

Views: 4,678

 

 

Description: One of the most frequent excuses given for high stakes testing is that we can substitute growth for achievement. However, that idea has its own problems.

 

 

Fun Fact: A lot of folks have guzzled so much of the testing Kool-Aid that they simply refuse to accept the facts about cognition and development here. Growth has its place – but it doesn’t fit at all in a pedagogy based on standardized testing.

 


8) Standardized Tests Are Not Objective Measures of Anything

 

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Published: June 29

 

 

Views: 5,290

 

 

Description: Question – If standardized testing doesn’t assess student learning, what does it assess?Answer – not much. And certainly not what you thought it did.

 

 

Fun Fact: There will come a day when standardized tests are rightly considered pseudoscientific. This is my attempt to get this idea across to a larger audience. Audience reactions have ranged from giving me looks like I’m deranged to sighs at how obvious this is.

 


7) Every Charter School Must Be Closed Down – Every. Single. One.

 

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Published: Sept. 8

 

 

Views: 6,869

 

 

Description: The world finally seems to be realizing that charter schools are deeply problematic. But what to do with them? My answer is to shut them all down and any that actually provide value to their students should be transitioned to becoming authentic public schools.

 

 

Fun Fact: This article was partially in response to charter school critics who would say things on Twitter like “No one wants to shut down all charter schools, but…” No. I really do want to shut them all down. I think their time is up. We need to abolish this failed concept and move on to real education policies that actually have a chance at helping students.

 


6) Charter School Teacher Introduces Elizabeth Warren at Rally

 

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Published: June 4

 

 

Views: 9,761

 

 

Description: Before Elizabeth Warren introduced her education policy, no one really knew where she stood on the issue. So many of us in the education activist community became worried when she had former charter school teacher Sonya Mehta introduce her at a California Rally.

 

 

Fun Fact: This article drudged up huge controversy over my characterization of Mehta. At first, I called her a “Charter school lobbyist.” This was unfair and I changed the article to reflect that. However, I was dragged in the media as an anti-Warren troll and Russian bot. Since Warren has released her education policy, I have written extensively about how really comprehensive it is. I think Warren is second only to Bernie Sanders in this race and even exceeds him in some areas of policy. But no one has yet to apologize to me for daring to question a political figure.

 


5) Teachers Are Not Responsible for Student Growth or Achievement

 

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Published: Nov. 29

 

 

Views: 11,188

 

 

Description: Teachers can’t make students learn. We can’t even make them grow. We can do lots of things to optimize the conditions for growth, but we are not ultimately responsible for the result. We’re only responsible for what we do to help bring it about.

 

 

Fun Fact: Lots of folks hate me for writing this article. Lots of folks love me for writing it. However, it was past time someone said it. Teachers make a huge impact on their students, but we are not magical. When you expect us to be wizards, you end up destroying our ability to do our jobs and you enable all the corporate testing and privatization hacks who build themselves up by tearing down our profession because we’re not magic.

 


4) Charter Schools Were Never a Good Idea. They Were a Corporate Plot All Along

 

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Published: Sept. 15

 

 

Views: 13,153

 

 

Description: Where did charter schools come from and what was their original purpose? Read here to find the facts.

 

 

Fun Fact: I wrote this article because of the common lie that charter schools were created by union president Albert Shanker to empower teachers. WRONG. They were created by Minnesota “policy entrepreneur” Ted Kolderie and privatization cheerleader Joe Nathan. This is an attempt to get the record straight. I hope it succeeds.

 


3) Are Teachers Allowed to Think for Themselves?

 

 

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Published: Nov. 7

 

 

Views: 22,041

 

 

Description: It’s kind of a simple question. Many administrators and school boards treat teachers like robots to be programmed and do what they’re told. But we’re also expected to display a large degree of autonomy. Which one is the real expectation because we can’t ultimately be both.

 

 

Fun Fact: This article was republished in the Washington Post and continues to be hugely popular. I think that’s partially because it calls out the elephant in the room in every faculty meeting, school board meeting and education policy session at local, state and the federal government. Maybe allow teachers to be part of the conversation if you really want to bring about positive change.

 

 


2) How Many Decisions Do Teachers Make Every Day?

 

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Published: Jan. 5

 

 

Views: 27,286

 

 

Description: Answer – on average, teachers make at least 1,500 decisions a day. That comes out to about 4 decisions a minute given six hours of class time.

 

 
Fun Fact: This fact has been around since at least the 1980s. It represents the kinds of things we were interested in education before standardized testing and school privatization took over. And it has implications that go on for miles and miles and miles…

 


1) As LA Teachers Strike Over Charter Schools, Democrat Cory Booker Speaks at Pro-Charter Rally

 

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Published: Jan. 18

 

 

Views: 37,652

 

 

Description: In California, 30,000 Los Angeles teachers were on strike because charter schools are gobbling up their funding without providing the same level of quality services or accountability. Meanwhile in New Orleans, Sen. Cory Booker was giving the keynote address at a charter school rally.

 

 
Fun Fact: This raised the question of where the Democrats stand on education policy. And thankfully the Booker branch of neoliberals has been overpowered by the Sanders-Warren wing. We’ll see if this continues through the Presidential nomination and (hopefully) the next administration. Could it be a sea change in Democratic support for real, authentic education policy and away from standardization and privatization? Time will tell.

 


Honorable Mentions

 

 

6) Pittsburgh Mayor’s Tantrum About School Finances Proves He Doesn’t Understand Education or Equity

 

 

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Published: Nov. 17

 
Views: 3,237

 

 

Description: Mayor Bill Peduto refuses to give back millions of dollars in tax revenue to city schools that could help close budget gaps and provide the services students need. The money was given to the city when it was in financial distress, but now that the city situation has improved, the schools are calling for that money to be returned. Just simple fairness.

 

 

Fun Fact: This was one of the first times I really addressed Pittsburgh politics especially as it branches out from the schools. Readers were extremely interested and I seemed to have tapped into a real conversation about the mayor’s role in school politics.

 


5) Charter Schools Are Quietly Gobbling Up My Public School District


 
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Published: May 20

 

 

Views: 2,919

 

 

Description: The Propel charter school chain keeps getting more and more of Steel Valley Schools budget despite enrolling around the same number of kids. It is expected to get away with 16% of Steel Valley Schools’ entire $37 million yearly budget in the coming year. How is that fair?

 

 
Fun Fact: This is one of the first times I have written so openly about the district where I teach. The result was extremely positive. It really got people talking and put together a lot of information that – sadly – our local media has failed to compile. With the loss of neighborhood papers and the consolidation of newspaper budgets, it’s left to bloggers like me to do actual journalism.

 


4) Greater Test Scores Often Mean Less Authentic Learning

 
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Published: Oct. 5

 

 

Views: 2,580

 

 

Description: Standardized tests only assess ability at taking standardized tests. So if we misconstrue test scores for learning, we’re leaving out the entire universe of concepts and skills that are not and cannot be captured by those tests.

 

 
Fun Fact: I think this is an important point that can’t be emphasized enough. It frustrated some readers because they wanted the easy conflation between test scores and learning. But few things in education are that easy. This article outlines exactly where the tests go wrong. It’s a tour of the sausage factory that will leave anyone less hungry for standardization.

 


3) Top 7 Ways Technology Stifles Student Learning in My Classroom

 
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Published: July 31

 

 

Views: 1,991

 

 

Description: We have become too reliant on technology in schools. We’ve welcomed and incorporated it without testing it, or even reflecting upon whether it promises to offer better pathways toward student comprehension and discovery or whether it merely offers flash and novelty devoid of substance. And perhaps even more frightening, we have not investigated the ways in which using these technologies actually puts student privacy and intellectual growth at risk.

 

 

Fun Fact: It is essential we question our assumptions – especially about technology. Many teachers fund this article a breath of fresh air. Others condemned me as a technophobe. You be the judge.

 


2) The Last Day of School

 

 

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Views: 1,271

 

 

Description: I had a stronger connection with last year’s students than any group I’ve ever taught. I was their Language Arts teacher for two consecutive years – 7th and 8th grade. When our time ended, they even re-enacted the closing scene of “The Dead Poet’s Society” – a movie we had watched together in class.

 

 

Fun Fact: I will always treasure the two years I had with these children. They changed my life for the better and made me a better teacher. I am honored by their reviews of my teaching.

 


1) The Stink of Segregation Needs to End in Steel Valley Schools

 
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Published: Nov. 12

 

 

Views: 988

 

 

Description: The dark secret of my district is how deeply segregated our elementary schools are. I wrote about what the problem is and how I think we can solve it. This is about as real and raw as policy making gets.

 

 

Fun Fact: Again this was one of the first times I let myself talk so openly about my district and what I thought needed to be done to improve it. Community members have come forward to talk with me about it but the response from anyone in the district has been total silence. I hope we’re actually serious about making a change here. The community is crying out for it. Teachers want to help. Where we go in the future is anyone’s guess.

 

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

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Charter Schools, Harrisburg & Mayor Peduto Created Pittsburgh Public Schools’ Budget Deficit

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Where did all the money go?

 

 

Pittsburgh Public Schools will start 2020 with a $25.1 million budget deficit.

 

 

Superintendent Dr. Anthony Hamlet has asked for a 2.3% tax increase to cover the shortfall, but school directors ended up approving his spending plan without approving the tax increase.

 

 

The school board will meet on Friday to decide whether to ultimately raise taxes or make cuts including possible staff furloughs.

 

 

But in the meantime, city residents are left wondering why the measure was necessary in the first place.

 

 

After all, student enrollment has gone down at the second biggest district in the state after Philadelphia, yet spending is up 2.4% from 2019.

 

 

It really all comes down to three things: charter schools, retirement costs and tax revenue differed to the city.

 

 

CHARTER SCHOOLS

 

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Charter schools are funded with tax dollars but often privately run. As such, any student living within district boundaries takes funding away from the district.

 

 

And the amount of money keeps rising even though enrollment has not increased at these charter schools.

 

 

Since 2014, the amount the district has sent to these privatized schools has gone up by 88%.

 

 

In 2019, the district paid $95,129,023 to charter schools. In the proposed 2020 budget, new district projections put the expenditure at $102,150,444. That’s an increase of $7,021,421 in a single year.

 

 

 

So the cost of charter schools is 15% of the entire proposed budget. If it were eliminated, the district wouldn’t have a budget deficit at all – it would be running with a dramatic surplus.

 

 

And this is money that need not be spent.

 

 

Only about 6% of public school students state-wide are enrolled in these schools, and they duplicate services students are already receiving. Yet charter schools provide little value for students.

 

 

Nearly every study has found that charter schools do not produce better academic results than authentic public schools – in fact, many drastically underperform their public school counterparts.

 

 

For instance, a recent study of charter school students in Pennsylvania conducted by the school privatization friendly Center for Research on EDucation Outcomes (CREDO), found that charter students do about the same on reading exams but score worse in math than students in authentic public schools. The study also found major disparities between charter schools – with cyber charters performing especially poorly.

 

 

In addition they have been found to increase racial segregation, cherrypick students, increase administrative overhead and discriminate against students with special needs.

 

 

But the state passed a law in 1997 allowing charter schools and there is nothing Pittsburgh Public Schools can do but continue to pay for them.

 

 

School directors, administrators, teachers, students, parents and concerned citizens can lobby their representatives in Harrisburg to fix these problems, but until they do there is little local districts can do.

 

 

However, the fact that charter schools increase local taxes is beyond doubt.

 

 

According to a recent report by the Pennsylvania Association of School Business Officials (PASBO), state charter schools are growing at a rate of 10 percent a year. The PASBO calculates at least 37 cents of every new dollar of property taxes in the fiscal year 2017-2018 went right to charters. And that percentage is only expected to grow.

 

 

RETIREMENT COSTS

 

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Another large expenditure beyond the district’s control is retirement costs.

 

 

In 2019, the district spent $73,769,809 on contributions to the Public School Employees’ Retirement System (PSERS). In 2020, that number is expected to increase to $76,770,577. That’s an increase of $3,000,768.

 

 

Why the increase?

 

 

Because our state lawmakers were fiscally irresponsible.

 

 

Basically, the legislature stopped paying the bills for nearly two decades.

 

 

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The state government, local school districts and commonwealth employees are responsible for paying into the pension system. Districts and state workers made all their payments. Employees put aside 7.5% of their salaries every year to pay for their retirement.

 

 

But the legislature didn’t make its payments. It pushed them off to the future, and now that the future’s here, a larger percentage of the cost has fallen on local school districts.

 

 

It’s a problem of Harrisburg’s making and – frankly – the legislature should be buckling down to find a solution.

 

 

But instead they’re planning on the cynical assumption that voters are too stupid to understand it all and will just blame public school employees for demanding what we promised them when they were hired. The legislature has continuously reduced benefits for future employees and tried to illegally cut benefits for current ones.

 

 

What they should do is increase taxes on the wealthy and pay their damn bills.

 

 

We had a contract with employees when they were hired. We can’t renege on it now that they’ve retired.

 

 

Once again this is something Pittsburgh Public school directors and administrators have no control over. It will take a combined effort by local communities across the Commonwealth to lobby Harrisburg to get off its ass and fix the problem it made.

 

 

MAYOR PEDUTO

 

 

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The final factor behind the proposed tax increase is Pittsburgh Mayor Bill Peduto.

 

 

When the city was on the verge of financial collapse 15 years ago, the school district agreed to help by diverting a portion of its tax revenue to the city.

 

 

Now that the city is out of financial distress (and has been since 2018), Dr. Hamlet has suggested the city should return that money – not back payments, just stop taking the additional tax revenue. Administrators estimate that would bring in another $20 million for the city school district.

 

 

It wouldn’t heal the budget shortfall all by itself, but it would certainly help.

 

 

However, Peduto has furiously raged that he would not support such a measure and would fight it in Harrisburg.

 

 

Frankly, it’s a real dick move.

 

 

When asked about it he deflects to criticisms of the Hamlet administration that really have nothing to do with anything.

 

 

It’s really a simple matter. The schools lent the city money when it was in distress. The city is no longer in distress, so it should stop taking that additional money.

 

 

SOLUTIONS

 

 

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The first thing that has to be done is for Pittsburgh Public School directors to put on their grown up pants and raise taxes.

 

 

Look, I get it. No one wants to raise millage. But sometimes being an adult means doing things you don’t want to do.

 

 

And frankly, it’s not really that hard a call.

 

 

Pittsburgh Public Schools has the lowest tax rate in Allegheny County at only 9.84 mills. Most suburban districts range from 12 to 31 mils.

 

 

The proposed tax increase would mean paying an additional $23 for a property valued at $100,000.

 

 

This is not an unbearable burden.
Some complain that it would push city residents to move – but really anywhere else you move will have higher taxes! Anyone who packs up and moves away will not be doing it for financial reasons.

 

 

According to the district’s own Website, 67% of its students are non-white. Only 33% are white, with 53% African American and 14% other races.

 

 

Anyone complaining about money being spent on district students is upset about money being spent on THOSE KIDS. Just as so many of the criticisms of Dr. Hamlet, who is black, come down to an inability to accept a person of color in a position of power – especially if he isn’t going to simply give in to corporate interests looking to pick the district dry.

 

 

The fact is the majority of district students live in poverty. Though enrollment has gone down, that has allowed per pupil expenditures to increase and help heal the trauma of penury.

 

 

These kids need smaller class sizes, more tutoring, librarians, counselors, wider curriculum, etc. The money being spent on them is not wasted. In fact, in a perfect world it would be increased. We need to spend MORE on our poorest students than our most privileged ones to help them catch up.

 

 

I am thankful that board members Veronica Edwards, Pam Harbin, Devon Taliaferro, and Sylvia Wilson understood that by voting for both the proposed budget and the tax increase.

 

 

Kevin Carter, at least approved the spending plan, but he abstained from voting on whether the district should raise taxes, explaining later that he promised his constituents that was something he wouldn’t do.

 

 

Board members Cindy Falls, Bill Gallagher, Terry Kennedy, and Sala Udin voted against both measures.

 

 

Here’s hoping they find the courage to do what’s right after the holidays.

 

 

But even if they do, there is much more we must accomplish – and it requires everyone.

 

 

City residents need to rise up and demand their representatives put out the raging dumpster fires they keep lighting.

 

 

We need a state legislature willing to take on the charter school industry and at very least stop making it compete with authentic public schools for funding.

 

 

We need lawmakers willing to make the wealthy pay their fair share so the rest of us get the civil society we deserve – and that includes paying for the pension obligations we’ve already incurred.

 

 

And Pittsburgh needs a mayor who isn’t going to rage and foam at the prospect of FairPlay and will return the money Pittsburgh Public lent to the city.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

 

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Charter Schools Exploit Children of Color

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Go to most impoverished black neighborhoods and you’re bound to find three things in abundance.

 

 

Liquor stores, payday lenders and charter schools.

 

 

It is no accident.

 

 

In the inner city, the underemployed compete for a shortage of minimum wage jobs, healthcare is minimal, public transportation inadequate and the schools are underfunded and short staffed.

 

 

But that doesn’t mean money isn’t being made.

 

 

In capitalist America, we make sure to turn a profit off of everything – including our peculiar institutions of racial inequality.

 

 

Businesses are on every corner, but they aren’t set up for the convenience of those living there.

 

 

Ethnic isolation – whether caused by poverty, legal coercion, safety in numbers or white flight – often puts the segregated at a disadvantage. It creates a quarantined economy set up for profiteers and carpetbaggers to get rich off the misery of the poor.

 

 

The system is set up to wring as much blood as it can from people forced to live as stones.

 

 

Families struggle to survive in a community where they are exploited by grasping landlords and greedy grocers. And the system is kept in check by law enforcement officers who are either disposed to turn the other way or so overzealous as to shoot first and ask questions later.

 

 

As W.E.B. DuBois described it nearly a century ago, “Murder sat on our doorstep, police were our government, and philanthropy dropped in with periodic advice.”

 

 

The economy is glutted with enterprises offering cheap promises of relief but which actually reinforce the status quo.

 

Predominantly black, low-income neighborhoods are eight times more likely to have carry-out liquor stores than white or racially integrated neighborhoods, according to researchers at the Johns Hopkins School of Public Health.

 

Yet in higher income black neighborhoods in the same cities, you don’t find these same liquor stores.

 

They are established in the poorest neighborhoods to offer cheap, temporary respite from the trauma of living in poverty. Yet they increase the likelihood of alcoholism, addiction and violence.

 

The same goes for payday lenders.

 

These are basically legal loan sharks who offer ready cash at exorbitant interest rates.  Typically these payday loans are meant to last the length between paychecks – approximately two weeks. However, they come with extremely high interest rates. For instance, the average $375 loan ends up costing $520 (139%) in interest.

 

These businesses aren’t located in the suburbs or wealthy parts of town. You find them typically in the inner cities and poor black neighborhoods. They promise temporary help with one-time purchases and unexpected expenses, but in truth most are used to pay for necessities like rent or food.

 

They end up trapping users in a debt spiral where they have to take out payday loans to pay off previous payday loans. This is mostly because these loans are made based on the lender’s ability to collect, not the borrower’s ability to repay while meeting other financial obligations.

 

And these are just two of the most common features of this predatory economy – capitalist enterprises designed to enrich businesses for exploiting consumers beyond their ability to cope.

 

Others include high priced but limited stock grocery markets, fast food restaurants, gun stores, inner city rental properties and charter schools.

 

That last one may seem out of place.

 

Most descriptions of urban neighborhoods neglect to mention charter schools, but in the last few decades they have become an increasingly common part of the landscape. And this is no wonder. They fit the same pattern of exploitation as the other establishments mentioned above.

 

 

Think about it: (1) charter schools disproportionately locate in poor black communities, (2) offer the promise of relief from inequality but end up recreating or worsening the same unjust circumstances and (3) they are often owned by rich white folks from outside the neighborhood who profit off the venture.

 

1) LOCATION

 

Who attends charter schools and where are they located?

 

The charter sector represents only a tiny fraction of students attending public school.

 

Of the 50.4 million students in the public school system in 2015, only about 3.2 million students were enrolled in roughly 7,000 privately-operated charter schools across the country.

 

To put that in context, that means just a little more than 6% of all public school students are enrolled in charter schools.

 

According to 2016 data from the National Center for Education Statistics, only 26% of all charter school students are black (832,000) compared with 33% of Hispanics (1,056,000) and 32% of whites (1,024,000).

 

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Source: NCES

 

This doesn’t come close to a majority for any racial group. Consider the fact that authentic public schools enroll approximately:

 

•7 million black students (14% of the total)

 

•12 million Hispanic students (24% of the total)

 

•24 million white students (48% of the total)

 

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NOTE: These figures include charter school students. To get the totals of authentic public school students (above) I subtracted the charter students out. SOURCE: NCES

 

 

More students of all ethnicities attend authentic public schools than charter schools – by orders of magnitude. However, those that are enrolled at charter schools are not distributed evenly. Charter schools do educate a disproportionate percentage of students of color – especially among Hispanic students.

 

Why? Do black and brown families seek them out or is it just the opposite – charters seek out melanin abundant children.

 

 

Approximately 57% of charter schools are located in cities, according to 2017 data from the National Center for Education Statistics. That’s comparable with only 25% of authentic public schools.

 

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So like liquor stores and payday lenders, charter schools are disproportionately located in highly segregated, urban communities often with a majority black and Hispanic population. And since they are businesses (unlike their authentic public school counterparts), they literally target this demographic because it fits their profit model.

 

These are the people they think they can sell on the charter model. And they often do.

 

 

2) EXPLOITATION

 

How do charter schools disadvantage the students enrolled there?

 

Like other vulture capitalist enterprises, they exploit the students they purport to serve by convincing people of color to accept fewer services than they already get at authentic public schools.

 

Authentic public schools invariably are run by school directors elected from the community who have to make all possible decisions in public and present their records for review.

 

Charter schools are permitted to run without elected school boards. Decisions are often made by appointed bureaucrats behind closed doors. They are not required to hold public meetings or present school documents as public records. Parents have no way of having their voices heard except that they can take it or leave it.

 

Authentic public schools have to use all their funding for the benefit of the students.

 

Charter schools can cut student services and pocket the savings. This is true regardless of whether they are designated for-profit or non-profit. It’s just a matter of which loopholes you have to go through. In both circumstances there are ways for the business people running charter schools to make financial gains at the expense of the community and its children. And the result is larger class sizes, narrower curriculum, fewer field trips and extra-curricular activities – but also larger salaries and perks for administrators and investors.

 

Authentic public schools have to accept all students who live within their boundaries.

 

Charter schools are not required to accept all students who live in their coverage areas or even all who apply for enrollment. They can and often do cherry pick the easiest students to educate. The can dissuade special needs students or students with less stable families from applying by forgoing special services and/or requiring prerequisites like costly uniforms and parental voluntarism. Or they can simply choose whomever they wish from the applicant pool and claim the decision was based on a lottery that never needs to be audited for fairness.

 

Despite a lack of adequate funding and an abundance of high needs students, authentic public schools provide the best academic outcomes possible given their limitations.

 

 

Despite having every advantage, charter schools get the same or worse academic outcomes as authentic public schools.

 

Charters market themselves as providing a superior education, but this is not supported by the facts.

 

Nearly every study conducted on the matter has found that charter schools do NOT outperform authentic public schools. In fact, many charters get much worse results – especially cyber charter schools.

 

Moreover, according to the Department of Education’s National Assessment of Educational Progress (NAEP), authentic public school students in fourth, eighth and 12th grades outperform charter school students in math, reading and science. 
In addition, no other high performing nation even has charter schools.

 

But that’s just academics. There are even clearer economic indications of how charter schools squander the tax dollars that fund them while authentic public schools are more stable and provide better value for the money.

 

Authentic public schools don’t have nearly the same amount or degree of financial scandals because they are required to be much more transparent and their budgets are subject to frequent audits. By contrast, in many cases charter schools take public tax dollars and provide literally nothing in return.

 

According to a 2015 report by Wisconsin-based Center for Media and Democracy, dozens of charter schools that have accepted federal funding closed without even opening in the first place! The federal government has spent $3.7 billion to boost the charter sector only to have these “ghost schools” pop up and spirit away our tax dollars.

 

This includes:

 

•In 2011 and 2012, the federal government gave $3.7 million in taxpayer dollars to 25 Michigan “ghost” schools that never even opened to students.

 

 

•In California, more than $4.7 million in federal taxpayer money was handed out to create charter schools that subsequently closed within a few years.

 

•In Ohio, out of the 88 schools created by planning and implementation grants under the federal “Charter School Program” (CSP) for state education agencies between 2008 and 2013, at least 15 closed within a few years; a further seven schools never even opened. These charters received more than $4 million in federal taxpayer dollars.

 

 

 

There is even more evidence that charter schools are not nearly as stable as authentic public schools.

 

According to the National Center for Education Statistics, one in ten charter schools have closed over a three year period. That’s more than 765 charter schools that have been shuttered between 2014-15 and 2016-17.

 

This leaves thousands of families scrambling to find an education for their children.

 

Such scandals simply do not happen at authentic public schools.

 

So charter schools provide fewer services, worse results, and a greater chance of closure or wasting limited funding without even opening at all – not a good return on investment for students of color.

 

 

3) OWNERSHIP

 

And who owns and operates these charter schools?

 

There has been very little research on this topic.

 

The most detailed information I could find comes from the charter school industry, itself, specifically the National Alliance for Public Charter Schools (NAPCS), a nonprofit that describes itself as “committed to advancing the public charter school movement.”

 

According to the NAPCS, about one-third of charter schools in 2016-17 were operated by management organizations that run multiple schools. This includes KIPP, Success Academy, Green Dot Charter Schools, Uncommon Schools and Rocketship Charter Schools.

 

The remainder (57%) are owned by what they call freestanding charter schools – which just means organizations that run only one school.

 

These institutions can be run by a wide range of groups including religious organizations and local business organizations such as chambers of commerce or economic development authorities.

 

While it’s true that community groups also sometimes run charter schools, they are invariably funded by huge foundations such as the Bill and Melinda Gates Foundation, the Dick and Betsy DeVos Family Foundation, or the Walton Family Fund – all of whom profit off the industry.

 

Are these community groups authentic representations of an abiding belief in the power of school privatization to achieve equity or are they mere fronts for the big money behind them? Even when individuals approach the matter with an open mind, is it fair to say they’ve independently reached a decision when there is a huge paycheck from a prestigious name behind one option and nothing but logic and history behind the other? Billionaires are literally paying you to favor solutions that help their bottom line. Is it any wonder some folks can’t see past all that green?

 

Even with a lack of good data, it seems clear that the overwhelming majority of the industry is owned, operated and/or supported by rich white people from outside of the black and Hispanic community.

 

 

CONCLUSIONS

 

Charter schools are not a grassroots response to the problems of educating the urban poor.

 

They are not an authentic expression of what the majority of people of color want for their children.

 

They are a kind of “false consciousness,” an extension of the segregation economy exploiting black and brown children.

 

They are disproportionately located in poor and minority neighborhoods because operators think they can sell their educational model to people of color fed up with the inequality of their neighborhoods.

 

Yet they provide fewer services at greater cost to black communities – they convince impoverished minorities to give up the few educational guarantees they already have in favor of a worse situation. And the result is a continuation or worsening of the status quo while enriching vulture capitalists.

 

It’s a scam, a flimflam ripoff, a bamboozling hoax.

 

Like the liquor stores and payday lenders that dot the inner city landscape, charter schools are yet another way to exploit black people for the crime of putting their faith once again in capitalism to break their chains.

 

The only truly effective way to achieve equity is with collective action against white supremacy.

 

We need to tear down the systems of inequality that privilege some at the expense of others – and doing that requires a robust system of public education for all.

 

It is not only a prerequisite for social justice but it is one of the central facets of the fight, itself.

 

You can’t use capitalism – a system that relies on inequality – as a method to assure equity.

 

Justice requires fairness. And the road to fairness can only be discerned by enlightenment.

 

Education is both the path and the goal.

 

It’s passed time we stop exploiting those who wish to walk that path by convincing them to go another way.

 


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Pittsburgh Mayor’s Tantrum About School Finances Proves He Doesn’t Understand Education or Equity

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Pittsburgh Mayor Bill Peduto is steaming mad and he doesn’t care who knows it.

 

On Tuesday he raved that Pittsburgh Public Schools’ finances should be taken over by the state – the same fate the city had suffered during its own economic troubles from 2004-18.

 

The reason Peduto thinks the school should submit to a financial recovery plan overseen by a state appointed board? School Superintendent Dr. Anthony Hamlet is proposing a 2.3% tax increase in 2020 for a reserve fund while Peduto’s municipal government allegedly is managing with a surplus.

 

If the city can manage its finances without a tax increase, wonders Peduto, why can’t the school district?

 

However, the Mayor’s narrative conveniently leaves out a few pertinent facts.

 

Most importantly – during the city’s economic trouble 14 years ago, Pittsburgh Public Schools gave a portion of their tax revenue to the municipal government to help it pay the bills.

 

Now that the city is doing better, school officials are suggesting Peduto should give that tax revenue back to the schools. And that suggestion infuriates the mayor.

 

In addition, it’s not true that Pittsburgh’s 2020 budget includes no tax increase.

 

The city is raising taxes by about 6% to pay for upkeep at its parks. However, since this tax is the result of a referendum approved by the voters, it is being spun as a “no new taxes” budget.

 

The city has a surplus due to construction of new high-end apartments. City Council could have budgeted some of this money to pay for the parks. Instead, leaders like Peduto were too cowardly to take the blame, themselves, and put it out as a question to voters.

 

It is entirely unfair to criticize Pittsburgh Public Schools for raising taxes a smaller degree (2.3%) than the city is (6%).

 

Both entities spend about the same amount annually. In 2020, the city has a proposed $608 million budget, and the schools have a proposed $665.6 million budget.

 

Moreover, there is nothing unfair about school officials asking for the tax revenue back from the city that they generously offered it when the municipality was in need.

 

Now that the city is out of peril (and has been since 2018), it should pay back that money. To be honest, it should do so with 14 years worth of interest – but no one is suggesting that.

 

At least it is time for Pittsburgh to stop leeching off its schools and give this revenue back.

 

The fact that Peduto is whining about something so obviously fair and equitable makes him look like a spoiled child.

 

The same goes for his suggestion of state takeover of district finances.

 

Pittsburgh Public Schools already is audited by the state every year. It is not on the state watchlist for districts in financial distress.

 

District spokeswoman Ebony Pugh said, “There have been no significant issues raised related to how the district conducts its finances.”

 

Peduto just wants the schools to have to endure the same indignity the city did thereby putting municipal leaders in a better light.

 

After all, it was the school district which helped the city – not the other way round. And it was the city that needed the state to take over its finances, not the schools.

 

It was Pittsburgh Public School’s Chief Financial Officer Ronald Joseph who explicitly proposed a take-back of wage tax revenue that was diverted to the city in 2005.

 

City residents pay a 3% wage tax. Of this money, originally 2% went to the schools and 1% to the city.

 

When the city was placed under Act 47 state oversight, the formula was changed to give a quarter percent more to the city from the school’s allotment – thus 1.75% went to the schools and 1.25% went to the city.

 

Pittsburgh left Act 47 in 2018 but the wage tax distribution has remained the same.

 

“Why in the heck can’t the school board balance their budget?” Peduto said. “Where is all this money going?”

 

Answer: Some of it is still going unnecessarily to fill your municipal coffers.

 

Peduto added:

 

“If they are looking to have part of the city’s wage tax, then they should be willing to open the books and let the state come in and do exactly what we had to do through Act 47, which was difficult restructuring for the future. If we didn’t have that, the city would be bankrupt.”

 

So let me get this straight. In order to give back the revenue the schools generously loaned the city, you need a look at their finances? I sure wouldn’t lend you a dollar or else I’d have to show you my tax returns and checking account just to get the loan repaid.

 

Peduto went on:

 

“If they simply say, ‘We’re going to take your revenue to fix our hole,’ and not be the leaders that they were elected to be in making tough decisions like raising taxes, then I have no time for that, absolutely none, and I will fight them in Harrisburg.”

 

How generous! That’s like threatening to go to Mom and Dad to settle your dispute. A real leader would know he was in the wrong and just pay up.

 

This isn’t the first time Peduto has clashed with city schools.

 

He seems to think his role as mayor supersedes that of the school district which operates independently through an elected nine-member board.

 
He said as much in 2018 when district negotiations with the Pittsburgh Federation of Teachers (PFT) threatened to spill over into the first teachers strike in more than 40 years.

 

Peduto wanted to mediate between the teachers and school administrators – a measure Dr. Hamlet patently refused.

 

Peduto said:

 

“They have to remember they’re a board. They’re not a government. They’re no different than the water board or the Port Authority board or the airport board. They’re a board of education. Their job should be solely making sure that kids are getting a good education. When there becomes labor strife in the city, labor strife that could affect the economic development of the city for years to come, they need to move out of the way and let [elected] leaders lead.”

 

Dr, Hamlet said this was a “bargaining process, not a political” one, and that Peduto needed to let administration continue the process of bargaining with the teachers – a process that resulted in a new contract without a strike.

 

The relationship has been chilly even before Hamlet was hired in 2016.

 

In a community where district funding is constantly at risk from unregulated and unaccountable charter schools, Peduto actually presided over a 2014 ribbon cutting ceremony at the Hill House Passport Academy Charter School.

 

 

Charter school costs are one of the largest expenses the district pays annually.

 

 

According to PennLive.com, the district paid $79 million (or about 12% of its budget) in 2017-18 to these institutions which are funded with public tax dollars but privately run.

 
Like many charter schools, the Hill District institution is incredibly segregated. According to ProPublica, 96% of students are children of color. It has no gifted program, offers no AP courses, has no students taking the SAT or ACT test, no calculus classes, no advanced math, no physics, geometry, chemistry or 8th grade algebra courses.

 

In short, this is not the type of school the mayor of a major metropolitan center should be promoting.

 

And Peduto would know that if he had any knowledge of how school systems actually work. Before entering city politics, the Democrat ran a consulting business and served as Chief of Staff to City Councilman Dan Cohen.

 

Since his first successful campaign for mayor in 2013, Peduto has had a history of making bold promises to the Pittsburgh Public Schools that have not always come to fruition.

 

Peduto said he would lobby for additional funding for city schools in Harrisburg but district solicitor Ira Weiss said the mayor never followed through.

 

 

Peduto proposed increasing school revenue by helping to rent out unused school space. That hasn’t happened, either, said Weiss.

 

Peduto suggested increasing student after school programs by working together with the district and others like the YMCA and the Student Conservation Association. While a few such programs do exist, there is no broad collaboration, said Errika Fearby Jones, the executive director of Dr. Hamlet’s office.

 

Peduto’s summer reading program with the city and the Carnegie Library of Pittsburgh likewise never materialized – though the library runs its own program.

 

Moreover, Peduto’s plan to restart the Generations Together program with the University of Pittsburgh to promote cross-generational learning never happened either. Pitt shut down the program in 2002.

 

Curtiss Porter, who served as Peduto’s chief education and neighborhood reinvestment officer during the first year of his administration, blames the problem on a disagreement about who should be in charge.

 

The city and school district had a good working relationship when he was there, he said, but there was “a clear demarcation” between the two bodies, which made it difficult to implement some of Peduto’s ideas.

 
“At critical junctures…the school district made it clear that they were willing partners but that they did not have to bow to the city,” he said. “[They] made it clear the city had no jurisdiction over education.”

 

And that disconnect appears to continue today.

 

Peduto is engaged in an ignorant and arrogant power struggle with city schools that helps no one.

 


 

 

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