Good News: Harrisburg is Not Cutting Education Funding! Bad News: Handouts for the Rich & Charter Schools

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If you live in Pennsylvania, you can breathe a sigh of relief now that the legislature has passed a stopgap budget that does not cut education funding.

 

But you can let out that breath in a cry of disgust when you see where much of that money is going and how many underprivileged kids will be left wanting.

 

GOOD NEWS

 

With the economy in tatters due to the Coronavirus pandemic, the state legislature never-the-less passed a budget this week providing flat funding for most state programs for five months.

 

The major exception is public schooling. That has been fully funded for the entire year.

 

So for 12 months, there will be no state cuts to basic and special education or block grant programs for K-12 schools. Nor will there be state cuts to pre-kindergarten programs or colleges and universities receiving state funding such as community colleges.

 

That’s really good news in such uncertain times.

 

School directors can get their own financial houses in order for 2020-2021 without wondering whether the state is going to pull the rug out from under them.

 

In any other year, flat funding would be a disappointment though.

 

Public schools have basically three revenue streams – the federal government, the state and local neighborhood taxpayers.

 

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligations thereby forcing local neighborhoods to shoulder most of the costs.

 

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%.  That’s the 46th lowest in the country. The national average is 51%.

 

In rich neighborhoods, the local tax base can pick up the slack. In middle class neighborhoods, they can try. But poor communities end up relying more on the state to help or else their kids (who already have greater needs growing up in poverty) have to do without.

 

Last year, Democratic Gov. Tom Wolf was able to increase funding for K-12 schools by $160 million, $50 million more for special education and $25 million for Pre-K programs.

 

Even this victory was a baby step to healing the billions of dollars looted from our schools during Republican Tom Corbett’s administration which has never been fully replaced or outpaced with increased inflationary costs.

 

Flat funding is great in a time of a global pandemic.

 

But in the broader view, it still shirks our duties to subsequent generations.

 

BAD NEWS

 

The 2020-21 state budget also includes $200 million in one-time funds to help districts pay for additional costs incurred during the Coronavirus crisis.

 

This includes the price of new technology to allow for distance learning, as well as deep cleanings in school buildings, new materials, remodeling, etc.

 

This money includes $150 million received from the federal government’s CARES Act and $50 million from state taxpayers.

 

That’s good news. Districts need extra money to help with unforeseen costs during this health crisis.

 

Unfortunately, this money is not being allocated by need.

 

Those with greater problems are not given more money to deal with them. Instead, the money is being divided nearly evenly.

 

If you think that’s fair, imagine dividing $10 so a rich person, a middle class person and a poor person could get lunch. They’d each get $3 and change. The poor person can eat off the dollar menu at a fast food restaurant. The middle class person can use it to pay for tip at a sit-down restaurant. And the rich person can light his cigar with it on the way to a fine dining establishment.

 

In the case of theCOVID-19 stimulus money, each school district will get a minimum of $120,000 while each intermediate unit, career and technical center, charter school, regional charter school and cyber charter school gets $90,000. If there is any money left over, those funds will be distributed to school districts based on 2018-19 average daily membership.

 

However, why should cyber charter schools receive this money at all? They don’t have any extra costs for transitioning to distance learning. That is their stock and trade already. Moreover, they don’t have buildings that need deep cleaning or remodeling. This money is a no strings gift to such enterprises while other educational institutions go wanting.

 

Moreover, brick and mortar charter schools almost always serve smaller student populations than authentic public schools. Why should they receive a flat $90,000? Wouldn’t it be better to given them a portion of this money based on the number of students they serve and the degree of poverty these kids live in?

 

In fact, wouldn’t it make more sense to do the same among authentic public school districts, too? Why should a rich district where almost everyone already has wi-fi and personal technology devices get the same as a poor one where these services are much less widespread? Why should the state give the wealthy as much help as those who can’t meet their basic obligations to children without it?

 

It’s not like the Commonwealth doesn’t already have a measure to allocate funding more fairly. The legislature passed a bipartisan Basic Education Funding formula that we could have used to ensured districts would have received funding proportionate to the needs of their students.

 

The fact that the legislature neglected to use it here shows too many in the Republican majority are not committed to equity. In fact, they revel in being able to bring unnecessary money to their wealthier districts.

THE COMING STORM

 
These measures from the state legislature are a start at addressing the financial impact of the 
Coronavirus crisis.

 

But the worst is yet to come.

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

 

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

 

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

The state legislature can’t fix the problem alone.

 

The $13.5 billion in CARES Act stimulus provided to states is a fraction of the $79 billion that the federal government provided during the Great Recession. U.S. Congress needs to step up federal aide to protect our children and ensure their educations aren’t forfeit for economic woes they played no part in causing.

 

At the same time, Harrisburg can do more to stop giving handouts to educational entities that don’t need or deserve it thereby freeing up that money to patching holes in funding streams to local districts.

 

At the top of the list is charter school funding reforms already proposed by Gov. Wolf.

 

It is way passed time to end gross overpayments to cyber charter schools and eliminate all charter schools ability to profit off of students with disabilities. Gov. Wolf estimates this would save districts more than $200 million while stopping wasteful spending by charters on advertising and other things that should not be bankrolled by taxpayers.

 

Another way to generate extra money is to stop letting businesses and the wealthy cut their own taxes to support private and parochial schools.

 

The Educational Improvement Tax Credit (EITC) program allows people and businesses to donate their expected tax bill to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then these same people or businesses get between 75-90% of that donation back.

 

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for those who take advantage of it.

 

Meanwhile, this is less money for the rest of us to pay for much needed services. We lost $124 million in 2018-19, alone, to this program. Yet the legislature still voted to increase the program by $25 million last year.

 

We cannot afford to give away hundreds of millions of dollars annually to private and parochial schools while our authentic public schools which serve more than 90% of our children are underfunded.

 

And this doesn’t even address the blatant unconstitutionality of the program which, itself, is an obvious workaround to the separation of church and state!

 

It’s high time we closed this and many other loopholes that allow unscrupulous people and businesses to get away without paying their fair share.

 

Societies only work when everyone pulls their weight.

 

The commonwealth will only weather this storm if we stop the fiscal shenanigans and pull together for the benefit of all.

 

We are all being tested here.

 

Will Pennsylvania pass or fail?


 

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

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There are at least two silver linings to the current Coronavirus catastrophe for education.

 

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

 

Two – districts nationwide cancelled high stakes standardized tests in April and May.

 

Taken together, these are two victories that no one could have predicted before November.

 

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

 

In short, the virus succeeded where policy did not.

 
The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

 

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

 

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

 

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

 

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

 

In any case, the question of standardized testing arises again with a vengeance.

 

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

 

The U.S. Department of Education waived that mandate this year because of the virus.

 

That was great news – a sound decision from a government agency known more for market solutions than rationality.

 

The question remains: why did the department do it?

 

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

 

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

 

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

 

WHY TESTS WERE CANCELLED

 
In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

 

DeVos said in a statement:

 

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

 

How did we get here?

 

Well, imagine a world where this didn’t happen.

 

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

 

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

 

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

 

However, even if we put aside this power dynamic, the decision was inevitable.

 

CORPORATIONS FIRST

 

 

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

 

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

 

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

 

This is true for standardized assessments at the K-12 level as well as college and certification tests.

 

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

 

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

 

With physical classrooms closed, there was simply no way effectively to do this.

 

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

 

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

 

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

 

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

 

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

 

TESTING SECRECY

 

 

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

 

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

 

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

 

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

 

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

 

THE PSSAS

 
In particular,the PSSAs require students to read the following warning on the first day of the assessment:

 

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

 

So the first act of testing is a threat of legal consequences and possible fines.

 

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

 

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

 

But some of it is deeply disturbing.

 

For example, students are told to “report any suspected cheating to your teacher or principal.”

 

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

 

In addition, they are told NOT to:

 

-talk with others about questions on the test during or after the test.

 

-take notes about the test to share with others.

 

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

 

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

 

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

 

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

 

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

 

DO NOT:

 
-Discuss, disseminate or otherwise reveal contents of the test to anyone.

 

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

 

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

 

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

 

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

 

CORPORATE VULNERABILITY

 

 

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

 

The corporations would be much more exposed and defenseless.

 

THAT’S why the tests were cancelled this year.

 

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

 

It was to protect the business interests that would be at risk otherwise.

 

THE DYSTOPIAN TESTING FUTURE

 

 

The need for proctors is a problem that the testing companies know about and are working to eliminate.

 

In fact, they’ve been trying to line things up in their favor for years.

 

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

 

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

 
It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

 

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

 

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

 

But that’s just how it is used in schools today.

 

The potential is to make this a replacement for physical schools.

 

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

 

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

 

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

 

That’s the world many ed tech entrepreneurs are trying to build.

 

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

 

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

 

 

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

 

 

Or it could be used for discrete education services provided by the ed tech industry.

 

It’s almost like homeschooling – without a parent or guardian in charge.

 

The idea is often called a learning ecosystem.

 

 
But it’s just a single person cyber school with little to no guiding principles, management or oversight.

 

Education is reduced to a series of badges students can earn by completing certain tasks.

 
Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

 

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

 

 

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

 

 

It’s school without the school or teachers.

 

 

CONCLUSIONS

 

 

This is where the testing industry is going.

 

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

 

In the short term, this is good news.

 

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

 

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

 

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

 

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

 

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

 
They have the future mapped out – a future with immense earnings for their companies and shareholders.

 

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

 

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.


 

 

 

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Mike Turzai is Willing to Sacrifice Pennsylvania’s Students and Families to the Economy

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Mike Turzai says he’s furious with Pedro Rivera.

 

Why is the highest ranking Republican in Pennsylvania’s House of Representatives so angry with the state Secretary of Education?

 

Rivera said the Commonwealth’s public schools, which have been closed since mid March due to the Coronavirus pandemic, would not reopen until it was safe to do so.

 

If that means schools don’t reopen on time in the Fall, so be it.

 

Specifically, on Wednesday, Rivera said:

 

“At the end of the day, we’re going to make sure that the health and welfare of our students is first and foremost, front and center. And we’re not going to allow and ask students to return to school in an unsafe environment. We’re preparing for the best, but we’re planning for the worst.”

 

Turzai was so infuriated by this statement that he wrote a letter to Rivera – which the Pittsburgh area representative immediately shared with the media – he went on right wing talk radio to complain, and he posted a video on his Facebook page.

 

You know a Boomer is really mad when he goes on the social media.

 

Though his comments include his usual greatest hits against public schools and those greedy teachers, Turzai’s main point was simply science denial.

 

On Facebook, after a long list of activities that he said kids enjoy doing like sports and lab experiments, he said this:

 

“All of those can be done safely, and [kids] are not at risk unless they have an underlying medical issue. The fact of the matter is kids can develop herd immunity, and if you [Rivera] have not yet developed a plan where we can safely educate kids in schools, then you are going to have to rethink education forward…”

 

 

 
So there you have it, folks.

 

Turzai wants Pennsylvania to reopen schools on time whether scientists and health experts think it’s safe or not because – Turzai knows best.

 

Pennsylvania’s village idiot thinks he knows best about schools.

 

And as usual he’s as wrong as you can get.

 

The COVID-19 virus is relatively new. That’s what the 19 in its name means. It was only discovered in 2019.

 

It’s already killed more Americans than the Vietnam War (69,579 vs. 58,220). There’s no vaccine. And we really don’t know with much certainty how it will affect people in the long term.

 

And as to herd immunity, Sweden tried that – eschewing social distancing and letting people just get the virus – and the result is a death rate twice that of the US.

 

While it is true that children seem to be mostly asymptomatic, thousands have contracted the disease and several have died.

 

However, the Center for Disease Control (CDC) points out the bigger issue in the organization’s April report on its Website:

 

“Pediatric COVID-19 patients might not have fever or cough. Social distancing and everyday preventive behaviors remain important for all age groups because patients with less serious illness and those without symptoms likely play an important role in disease transmission.”

So if we reopen schools before it is safe to do so, we run the risk of (1) kids dying, (2) kids becoming carriers and bringing the disease to any adults they come into contact with who are much more susceptible and (3) teachers and school staff getting sick and dying.

 

Turzai has no problem with any of that.

 

He thinks the risk is worth it.

 

Why?

 

Well, that’s the party line he’s been handed by the Trump administration, and he does whatever he is told by his bosses.

 

Oh? The taxpayers thought THEY were his bosses?

 

No. You are just the chumps who kept re-electing him.

 

He doesn’t work for you.

 

He works for the Republican Party machine which is trying to turn people against Democratic governors like our own Tom Wolf.

 

And, man, does he want to be the next GOP challenger to Wolf. That’s really what this whole business is about – casting Turzai as even more radical than Scott Wagner, the last far right dope who tried for the governors mansion and was soundly defeated by voters.

 

He’s trying to show he’s just as stupid as Donald Trump. The President says we should all drink bleach to get rid of COVID-19? Well Turzai says we should let our kids get sick and die or make us sick.

 

Republicans truly have become the party of stupid.

 

The media helps covidiots like Turzai by uncritically reprinting his outrageous lies.

 

Turzai is like a man who calmly says it’s not raining outside while a thunderstorm beats down on the neighborhood. Instead of pointing out the truth, the media simply reports what Turzai said and at most gives equal weight to a meteorologist. But there is no OPINION about facts! And whether scientific consensus holds with his crackpot conspiracy theories about how the Coronavirus spreads or not IS a fact.

 

 

Is social distancing fun?

 

No.

 

If I could push a button and magically make the Coronavirus go away, I would.

 

But you have to live in the real world.

 

We have to get rid of the virus.

 

We need real tests to be able to tell if people have the virus. The Trump administration has completely botched that. This is why countries like South Korea are seeing hardly any new cases at all while our numbers are still extremely high.

 

Not to mention the fact that we have a bunch of morons who value their freedom to put themselves at risk without any thought to their responsibilities to the rest of society who they will also be endangering.

 

Until we can truly tell who has the virus, who had the virus, who is immune, and how to cure it, the prospect of reopening schools or the economy will be grim.

 

We should not put people at risk unnecessarily.
And we certainly shouldn’t put children at risk.

 

Don’t let fools like Turzai use a global pandemic to hawk their political agendas.

 

He goes on in his video to say that if the state’s public schools don’t open on time, we should consider things like universal cyber schooling, and (non sequitur alert!) charter and voucher schools.

 

It’s his everyday wish list wrapped in a Coronavirus-bow.

 

That’s how dumb this dummy thinks Pennsylvanians are.

 

I sure hope he’s wrong about that, too.


MYTHBUSTERS: A quick rebuttal to the other lies spewed in Turzai’s Facebook video

 

-Does Pennsylvania spend more than most other states on education?

 

We’re in the top 10 for over all spending, but we don’t distribute it equally. Kids in rich districts get tons of money. kids in poor districts get scraps. That’s why there’s a lawsuit demanding the state ensure all kids get an equitable education.

 

-Are pension payments high?

 

Yes, because while teachers and schools paid into the program, the state legislature deferred to pay its share for years and years. Now it’s due. We agreed to give state workers benefits when we hired them. We can’t go back on that now.

 

-Do administrators know if teachers are teaching online during the pandemic?

 

Yes. Parents, students AND administrators know because it’s all online. Administrators can monitor teachers MORE closely via the Internet – not less. That’s why there’s an overwhelmingly increased appreciation of what educators are doing now – it’s out in the open.

 

-Should educators call special needs students for three hours everyday?

 

Only if they aren’t already spending the majority of their days actually teaching students on-line. I’m on ZOOM meetings most days interacting with students on video conferences for almost as much time as I would in person if schools were open. And if you add in the amount of time it takes to come up with new lessons on learning platforms we’re unfamiliar with, program them in and troubleshoot them, most teachers are putting in MORE hours than usual.

 

 


 

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HBO’s “Bad Education” Aims at Public School Theft While Ignoring More Frequent Fraud at Charter Schools & Testing Companies

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“Bad Education” is a frustrating movie to watch as a public school teacher.

 

It does a fine job telling the true story of a wealthy New York district where administrators stole millions of dollars for themselves.

 

But it ignores the far more frequent waste and malfeasance caused by school privatization, high stakes testing and runaway ed tech.

 

Maybe I’m being too sensitive, but there is no subject more political than public schools.

 

During the current Coronavirus pandemic, teachers and schools are finally getting some respect from people who are trying to “home school” their own kids while the nation’s classrooms are shuttered.

 

But education budgets are still routinely slashed, and every policymaker from Betsy DeVos to Barack Obama still thinks there is nothing better than closing public schools and replacing them with charter and/or voucher schools.

 

Pundits continually decry low test scores while applauding every means to increase racial and economic segregation. They push every policy to increase the school to prison pipeline for black and brown students.

 

And now HBO drops this movie about Rosalyn School District Superintendent Frank Tassone (Hugh Jackman) who embezzled $11 million from taxpayers.
What happened in Rosalyn was scandalous. But it’s an outlier.

 

Such misappropriation and outright theft rarely happens at public schools. After all, the records are all public. It just takes someone to check up.

 

For REAL theft you have to go to charter and voucher schools where the law literally allows them to spend our money without most of that public oversight.

 

Viewers like me from Pennsylvania still remember Nick Trombetta. The founder and former CEO of the Pennsylvania Cyber Charter School stole a similar sum (at least $8 million), and got much less prison time (20 months vs. Tassone who served 3 years). Trombetta used taxpayer dollars to buy a$300,000 private jet for goodness sake! He bought a $933,000 condo in Florida! He bought $180,000 houses for his girlfriend and mother in Ohio. He did all this and more – and his lawyers got the charges down to tax evasion! Why is there no movie about THAT?

 

Or how about June Brown?

 

As the head of Agora Cyber Charter School, which was part of the K12 Inc. charter empire, she was indicted for stealing $6.5 million from taxpayers. She and her executives were indicted on 62 counts of wire fraud, obstruction of justice and witness tampering. She had a reputation for claiming large salaries and filing suits against parents who questioned her.

 

Where’s that movie?
The history of charter schools reads like a who’s who of hucksters and thieves!

 

Electronic Classroom of Tomorrow (ECOT) the largest charter school in Ohio was forced to shut down and auction off all its taxpayer funded property because administrators  grossly inflated its students body of 12,000 online students to the state.

 

New Jersey charter schools spent as much as $800 million of taxpayer dollars to buy property that they then charged taxpayers additional money to rent from the charter schools, according to an IRS investigation.

 

The Network for Public Education published a report in 2019 detailing more than $1 billion in federal dollars misappropriated by charters – including hundreds of millions spent on charters that never even opened or that closed soon after opening.

 

I think those would make good movies. Don’t you?

 

But let’s not forget the other vulture industries that prey on our public school system without providing much of value in return.

 

If you want REAL fraud, you have to go to the standardized testing and ed tech industry sucking away billions or taxpayer dollars while providing services that are either unnecessary or downright destructive.

 

Why do we give every public school child high stakes tests in grades 3 through 8 and once in high school? Because the federal government says so.

 

These tests don’t tell us how well students are doing in school. We have at least 180 days of classroom grades that tell us that.

 

These tests taken over a period of a few days tell us what the corporation making them thinks is important. And they nearly always show that richer kids are doing better than poorer kids, and that whiter kids are somehow “smarter” than blacker kids.

 

And for this prized data we pay billions of dollars to big businesses every year.
It’s one of the largest captive markets in existence. That’s some 50.4 million children forced to take standardized assessments. The largest such corporation, Pearson, boasts profits of $9 billion annually. It’s largest competitor, CBT/ McGraw-Hill, makes $2 billion annually. Others include Education Testing Services and Riverside Publishing better known through its parent company Houghton Mifflin Harcourt.

 

If many of these companies sound like book publishers, that’s because they are or their parent companies are. And that’s no coincidence. It’s another way they bolster their own market.

 

Not only do many of these testing corporations make, provide and score standardized assessments, they make and provide the remedial resources used to help students pass.

 

So if your students are having difficulty passing the state test, often the same company has a series of workbooks or a software package to help remediate them. It’s a good business model. Cash in before kids take the test. Cash in when they take it. And if kids fail, cash in again to remediate them.

 

Ever wonder why our test scores are so low? Because it’s profitable! The money is all on the side of failure, not success. In fact, from an economic point of view, there is a disincentive to succeed. Not for teachers and students, but for the people who make and grade the tests.

 
In fact, when I sat down to watch “Bad Education” I thought it was going to be about high stakes testing cheating scandals. I thought it was going to be about how the pressure to have students score well on the tests have in some cases resulted in teachers and/or administrators changing answers to inflate the scores.

 

But no. That’s not mentioned at all. There’s talk about test scores but their value is never questioned for one second.

 

Hugh Jackman’s superintendent dreams of leading his schools from getting the 4th highest test scores to having the 1st highest. But nowhere does anyone mention how these tests were literally developed by Nazi eugenicists or how they have been challenged countless times for violating children’s civil rights or even the sizable parent-led opt out movement in the same New York suburbs where the film takes place.

 

Okay.  Maybe I AM being too sensitive.

 

The film does seem to have a theme about how we expect everything from schools and teachers and don’t reward them well enough. But this is undercut by the obvious villainy of people who use that discrepancy to take advantage of the trust the public has placed in them.

 

Public schools rarely act this way.

 

I fear that many people will miss that point.

 

Instead it will be more fuel to the fire that public schools are bad and must be replaced.

 

There’s even a parting shot about Jackman’s character’s pension.

 

I’m all for drama.
But when filmmakers bend over backward to ignore the elephant in the room, I tend to lose my appetite for popcorn.

 

 


 

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Gov. Wolf Proposes Saving $280 Million a Year in PA With Charter School Reform

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Charter schools waste taxpayer money.

 

Pennsylvania Gov. Tom Wolf proposes we stop wasting that money by holding charter schools as accountable as the state’s authentic public schools.

 

The Democratic governor made his most recent proposal yesterday as part of his 2020-21 budget address.

 

It’s a common sense proposal that only seems revolutionary because officials have been so blinded with school privatization fantasies.

 

Charter schools are funded with tax dollars but can be run by business interests thereby forgoing elected school boards and a host of regulations meant to safeguard children and the community’s investment.

 

The Commonwealth is infamous for allowing some of the most permissive charter school policies in the nation, which destabilize authentic public schools and force local tax increases and reductions in student services while charter operators get rich.

 

During his budget proposal, Wolf suggested three main improvements.

 

First, he wants charter schools to use a new tiered funding formula to determine how much money they get for special education students enrolled in their schools. He estimates this would save $147 million annually.

 

Right now, charters get tuition based on the average amount the local public school spends on special education.

 

This incentivizes charters to enroll (and identify) children with minimal special needs. That way, the school gets more money than needed to help students learn and operators can pocket the difference.

 

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It also incentivizes charters not to enroll students with greater special needs because operators won’t receive the money necessary to meet them.

 

This helps explain why charter schools in the Commonwealth typically enroll fewer and less needy special education students than authentic public schools do. Charters typically end up collecting $10,000 or more per student than they spend providing services, according to Education Voters of Pennsylvania, a public school advocacy group.

 

 

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Wolf’s new proposal would more closely match the level of special education students need with the funding charter schools get for enrolling them, thus removing any financial incentives for selective enrollment of these students.

 

 

Second, Wolf wants to stop cyber charter schools from collecting the same amount of money for each student as brick and mortar schools get.

 

Cyber charters schools do not have school buildings to keep up. They do not have physical classrooms, cafeterias, hallways, gymnasiums, athletic fields, etc. In most cases, they have administrative offices and laptop computers given to students to use at their own homes.

 

At present, the statewide tuition rate for cyber charter schools ranges from $7,700 to $21,400 per student per year.

 

Wolf figures that number should be a flat $9,500. That should save an estimated $133 million annually.

 

However, Wolf’s proposal is double the cost of providing a full-time education at home via computer. It reduces the waste, but his figure could still use a trim.

 

Finally, the governor proposes fixing the way we mediate financial disputes between charter schools and authentic public schools.

 

Right now, if a school district does not pay the tuition for its resident students who attend a charter school or there is some dispute between the two on tuition payments, the charter school turns to the state Department of Education (PDE) to reconcile the dispute. Wolf proposes several changes to increase fairness, accountability, and transparency in this process. For instance, he wants to require charter schools to report their expenditures and deductions so they could be included in deciding what the tuition should be at a given charter school.

 

If enacted such reforms would save $280 million a year and go a long way to fixing many of the problems with charter school finances.

 

The Democratic governor has suggested similar improvements before – even going so far as to threaten enacting some of them with executive orders if the Republican-controlled legislature continues to shirk its duty. However, yesterday’s budget proposal was the closest it has come to fruition.

 

Typically, Ana Meyers, executive director of the Pennsylvania Coalition of Public Charter Schools, saw Wolf’s proposal as an attack on her industry.

 

Wolf wants to cut funding to charters to increase it at public schools, she said, but charter schools are, also, public schools.

 

“The level of hypocrisy from our governor knows no bounds,” she said in a written statement. “Charter school students and their families are not second-class citizens. These parents pay their taxes and their children attend a PA-designated public school. There is no reason why charter school students deserve less financial support than their district peers.”

 

However, wolf’s proposal does not leave charter school students with less. It reduces waste and helps authentic public schools keep the same level of services without having to resort to local tax increases.

 

 

Charter schools should not be allowed to squander taxpayer money, and students at authentic public schools and their communities should not be forced to pay for that fiscal irresponsibility.

 

“Our charter school system is in desperate need of reform,” Wolf said. “It’s time to close the loopholes, it’s time to establish real standards, and it’s time to level the playing field.”

 

 

Wolf’s proposal doesn’t stop with his budget outline.

 

Democratic legislators are set to introduce a 120-page proposal in Harrisburg that builds on it even further.

 
The legislation – House Bill 2261 to be introduced by Rep. Joseph Ciresi (D-Montgomery), and Senate Bill 1024, to be introduced by Senators Lindsey Williams (D-Allegheny) and James Brewster (D-Allegheny), would do the following:

 

  • Require charter school trustees and administrators to comply with the same financial and ethical reporting standards as school board members and district officials;
  • Require charter school meetings to comply with the Sunshine Act;
  • Require any company running a charter school to open up their records;
  • Establish a statewide, data-driven cyber charter school tuition rate;
  • Apply the state special education funding formula used by public schools to charter schools;
  • Require charter schools to use actual accounting and enrollment in calculating tuition – backed up by PA Department of Education – to make sure payments are fair, consistent, and promises are kept;
  • Require charter schools to carry enough insurance to take care of kids and families if the charter closes or the parent company goes out of business;
  • Create a standard state framework for charter school applications;
  • Standardize the method to change charter schools’ missions and goals to reward innovation and best practices, and ensure school districts have the tools needed to evaluate changes to charters;
  • Create a state grading system for charters to allow high-performing schools even more self-determination while focusing attention on low-performing schools;
  • Stop the creation of new cyber charter schools until the existing schools improve performance and require PDE to create enrollment and performance standards.

Here’s hoping that such common sense initiatives can find bipartisan support.

 


 

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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Did Rosa Parks Really Support Charter Schools?

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They say history is written by the victors.

 

But fortunes change, and sometimes you can even reclaim a figure from the past who the last round of winners had cast in an unlikely role.

 

Take Rosa Parks.

 

She is universally hailed as a hero of the civil rights movement because of her part in the Montgomery Bus Boycott.

 

Everyone knows the story. Parks, a black seamstress in Alabama, refused to give up her seat to a white man on a segregated bus and was arrested. Then working with the National Association for the Advancement of Colored People (NAACP), Dr. Martin Luther King, Jr., and many other activists, she helped encourage black people throughout the city to stop riding the buses until they were eventually desegregated.

 

But did you know that 40 years later after she had moved to Detroit, Parks tried to open a charter school?

 

It’s true – from a certain point of view.

 

And school privatization cheerleaders are quick to reference her advocacy.

 

President Bill Clinton used the anecdote to sell the charter school concept in a speech to the NAACP in Pittsburgh in 1997.

 

Joe Nathan, one of the authors of the first charter school law, still likes to troll readers of this blog by bringing that factoid up in the comments.

 

Keri Rodrigues, one of the founders of the Walton front group the National Parents Union, uses it like a trump card on Twitter to shut down privatization critics.

 

The facts are somewhat more complicated.

 

CHARTER SCHOOL CRITICISM

 

Charter schools are funded with tax dollars but not bound by the same regulations as authentic public schools including the need to be run by elected school boards. In fact, they are often operated by appointed business interests.

 

Today charter schools are roundly criticized for their limited accountability, lack of local control, tendency to profit off the children they serve, ability to cherry pick students enrolled in them, propensity for draining funding from neighborhood public schools, frequently poor academic records, and inclination to increase racial and economic segregation.

 

Yet lobbyists and industry insiders insist they are civil rights reforms. Being able to tout Parks as a charter pioneer helps them make their case.

 

But did she really do this?

 

I mean Parks went to segregated schools, herself, before Brown v. Board. You’re telling me she actually advocated to start a segregated school in Detroit decades later?

 

THE FACTS

 

Parks did lend her name to a charter school proposal in 1997 that would have opened an institution named for her and her late husband, the Raymond and Rosa Parks Academy for Self Development.

 

However, according to Anna Amato, an education consultant who worked with Parks on the proposal, the Detroit Board of Education put the item on their agenda but took no action.

 

Parks then moved on to other concerns – of which she had many.

 

She spent most of her life fighting the good fight.

 

In 1957 she moved with her husband and mother to Detroit, where from 1965 to 1988 she was a member of the staff of Michigan Congressman John Conyers, Jr. She remained active in the NAACP fighting against housing segregation in the city, traveling to support Selma to Montgomery marches, developed “Pathways to Freedom” bus tours of civil rights sights, served on the Board of Advocates for Planned Parenthood, and many other actions.

 

The proposed charter school wasn’t exactly a highlight. Nor does it seem to fit with her other endeavors.

 

LEGAL BATTLE

 

But the Rosa Parks who was involved in that proposal was a very different lady than the one who refused to give up her bus seat all those years ago.

 

Parks was 84 at the time of the charter school plan and somewhat isolated from close family. When she died in 2005 at the age of 92, her estate was the subject of a bitter legal dispute.

 

The issue wasn’t the money so much as the priceless historical artifacts associated with her life.

 

Her will left most of the estate to Elaine Steele, a retired Detroit judge and friend of Parks who was also involved in the charter school proposal. She was co-director of Parks’ after-school program, the Raymond and Rosa Parks Institute for Self Development.

 

Parks, who was later diagnosed with dementia, had abruptly stopped giving interviews in 1995 and lived a mostly secluded life from then on.

 

Her family disputed that the will created in July 1998 represented Parks true intentions. They sued to challenge the estate plan, accusing Steele of using undue influence on Parks. After a protracted battle, the courts eventually sided with Steele.

 

But the picture this paints is not a friendly one.

 

We have an octogenarian Parks lending her name to numerous projects all under the direction of consultants.

 

QUESTIONABLE ASSOCIATES, QUESTIONABLE INVOLVEMENT

 
Amato, in particular, seems to have gone on to become a champion of school privatization and education technologies.

 

She made her name in Detroit pushing these policies for decades.

 

In 1994 she founded Edtec Central, an organization that helps launch and run charter schools. At one point the company operated “two specialized strict discipline academies and one alternative high school in Michigan” as well as provided support and consulting services to other local charter schools. However, there is very little current information on the organization. It’s unclear whether it is still in operation.

 

But as of 2017, Amato still was. She wrote an op-ed praising Donald Trump’s Education Secretary Betsy DeVos called “DeVos Is a Hero to Detroit’s At-Risk Kids.”

 

This appears to be the woman who advised Parks about opening a charter school.

 

How much Parks was involved is hard to say.

 

When The New York Times wrote an article about the proposed charter school in 1997 by Halimah Abdullah, Parks either refused to be interviewed or was left out of it. But Amato, Steele and even Nathan were quoted at length.

 

It’s hard to believe a journalist for the Times could be such a bad writer as just not to include Parks in the article, especially in a piece titled “Rights Hero Presses Plan For School In Detroit.”

 

It’s much more likely that Parks declined to be included or was purposely left out of the loop by her circle of handlers possibly to hide her slow mental deterioration.

 

It’s understandable why Parks may have surrounded herself with consultants and caregivers.

 

In 1994 when she was 81, Parks was robbed and assaulted in her home in central Detroit. The assailant, Joseph Skipper, broke down her door but claimed he had chased away an intruder. He requested a reward and when Parks paid him, he demanded more. Parks refused and he attacked her.

 

Parks was treated for facial injuries and swelling. Though Skipper, a black man, was eventually caught and prosecuted, the incident left Parks shaken and anxious to the degree that she moved from her house to a secure high-rise apartment.

 

Another peak into her personal life was revealed in 2002, when Parks received an eviction notice from her apartment for not paying rent. Both the Hartford Memorial Baptist Church and Little Ceasars owner Mike Ilitch claimed to have paid the bill, but Steele says the eviction notice came in error. Parks family blames the incident on financial mismanagement from caregivers. When NBC news reported the story, the network noted she had been diagnosed with dementia.

 

In total, these events provide a sad look at the last years of a civil rights icon. And it’s during this late period that the charter school project was developed.

 

Was it one of Parks’ passions? It’s impossible to tell. It is at least as likely that an elderly and suggestible Parks was surrounded by people who may have been using her name to get across their own agenda.

 

PARKS ON SEGREGATION

 

Consider how out of character a charter school was to Parks former legacy.

 

In 1995 (just two years before the charter school proposal) Parks did agree to an interview where she talked about the importance of education and reminisced on the evils of school segregation:

 

Interviewer: Was there a teacher that influenced you?

 

Parks: My mother was a teacher and I went to the same school where she was teaching. My very first teacher was Miss Sally Hill, and I liked her very much. In fact, I liked school when I was very young, in spite of the fact that it was a one-room school for students all ages, from the very young to teens, as long as they went to school. It was only a short term for us, five months every year, instead of the regular nine months every year.

 

Interviewer: What was it like in Montgomery when you were growing up?

 

Parks: Back in Montgomery during my growing up there, it was completely legally enforced racial segregation, and of course, I struggled against it for a long time. I felt that it was not right to be deprived of freedom when we were living in the Home of the Brave and Land of the Free.”

 

These do not sound like the words of a woman who two years later would push for a segregated school to be opened in her name.

 

PARKS ON DESEGREGATION

 

Moreover, this flies in the face of her work at the Highlander Folk School in 1955. Before she participated in the bus boycott, she took a two-week workshop entitled “Racial Desegregation: Implementing the Supreme Court Decision.”The idea was to learn how she could encourage youth groups to push for desegregation.

 

The workshop was her first experience of an integrated learning environment. In a 1956 interview she said that she found “for the first time in my adult life that this could be a unified society, that there was such a thing as people of all races and backgrounds meeting and having workshops and living together in peace and harmony… I had heard there was such a place, but I hadn’t been there.”
Parks took copious notes during the sessions, detailing what each speaker said and her reactions to them. In one section she wrote, “Desegregation proves itself by being put in action. Not changing attitudes, attitudes will change.”

 

Her time there was brief but transformative. It led directly to her refusal to give up her seat and subsequent history of activism. To think that someone so committed to the cause of desegregation would willingly engage in its opposite staggers the mind.

 

But a lot can happen in the intervening decades.

 

Maybe she came to think that well resourced segregated charter schools were preferable to poorly resourced integrated public schools. However, she must have realized that when schools are integrated it is harder to withhold resources. Perhaps she gave up on integration in favor of Afrocentric charters, but that would be a fundamental change in her thinking, indeed.

 

IMPORTANCE FOR TODAY

 

If Parks did wholeheartedly support the charter school project proposed in her name during her twilight years, does it make a difference?

 

Not really. After all, lots of people make bad decisions – even civil rights heroes.

 

We remember these people not because of their biggest mistakes, but because of their biggest victories, how they struggled year-after-year in the cause of human dignity.

 

More important might be an analysis of whether Parks would likely support charter schools today if she were still alive and cognitively sound.

 

In truth, it seems unlikely that she would. After all, Parks was active in the NAACP all her life. Along with Black Lives Matter and the Journey for Justice, The NAACP voted almost unanimously just a few years ago to demand a moratorium on all new charter schools because they exploit children of color.

 

It’s easy to imagine Parks leading that charge.

 

But some folks will tell you Parks ideas of segregation were different than the dictionary definition and that she would be on the side of Betsy DeVos, not modern day civil rights activists.

 

MICHIGAN’S CHARTER SCHOOL FAILURES

 

It’s no accident I bring up DeVos.

 

Like Parks, DeVos’ home is in Michigan and she has had a tremendous effect on education throughout the state, in Detroit, and nationwide.

 

When Parks’ charter school proposal was issued, the concept was pretty new. The first charter school law in the nation had only been passed in 1991 in Minnesota. Michigan didn’t jump aboard until three years later.

 

No one knew then exactly what to expect of the policy or what these schools would end up becoming.

 

Now charter schools have been in Michigan for more than a quarter century and the results are in.

 

They are an absolute disaster.

 

A 2016 report from Education Trust-Midwest, a non-partisan research and advocacy organization, found 80 percent of charter schools in Michigan scored below the state average in math and reading proficiency tests.

 

Moreover, the state leads the nation in for-profit charter schools, according to research by Western Michigan University professor Gary Miron. Grand Rapids-based National Heritage Academies, alone, operates almost 50 for-profit charters throughout the state.

 

After an intensive investigation, in 2014 the Detroit Free Press criticized these kinds of schools for their lack of financial transparency and excessive overhead costs.

 

Maybe it’s my own lack of imagination, but I find it difficult to imagine Parks championing schools that get so much worse academic results than traditional public schools. I find it nearly impossible to imagine her fighting for the right to segregate black children into “separate but equal” schools.

 

 

INCONSISTENCIES

 

 

Charter school apologists will lump Parks in with Trump and DeVos. Not with the Rev. William Barber II, Jitu Brown, Ibram X. Kendi, Nikole Hannah-Jones, Yohuru Williams, Denisha Jones, and other prominent black people who oppose school privatization.

 

They tell us that Parks name on an application to start a charter school (her signature does not appear on the document) is enough to prove her support for the concept.

 

Yet never once that I can find did Parks ever speak out on what was allegedly her own proposal. Others spoke out on her behalf, but she declined to be interviewed when the media came calling and didn’t use her iconic status to get the publicity needed to bring it to completion.

 

Can you imagine a celebrity today opening a charter school named after themselves without even releasing a statement, not to mention a press conference and media blitz? And this wasn’t in the distant past. It was only 1997.

 

But the school privatization lobby tells us that this is so. And moreover that Parks – who worked her entire life battling the forces of segregation whether it be in our schools, housing or elsewhere – somehow turned against this aim in her last years to open this school.

 

It’s quite a story they’re telling.

 

However, the possibility that a declining Parks was convinced to put her name to a project she didn’t fully understand or support is at least as consistent with the facts as the privatization narrative – in fact, more so because it clarifies many inconsistencies.

 

 

SYMBOLISM VS FACTS

 

In any case, this is all conjecture.

 

Parks’ opinion – whatever it was – only has symbolic value.

 

The true measure of charter schools are the facts about how they operate and the results they get for students.

 

They have failed generations of children across the country.

 

They truly are a civil rights issue – but not the one the school privatization lobby thinks.

 

Every child has a right to be freed from charter schools and not subjected to them.

 

Nothing would be more in keeping with the spirit of Rosa Parks than a boycott of charter schools – just like today’s civil rights organization are demanding.

 

It’s time we as a nation refuse to give up our seats in the public schools and boycott the forces of privatization and profit.

 

The only way forward is together – not through segregation and exclusion hoping that at least some of us will make it.

 


 

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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Who Will Protect My Right NOT to Pay for Your Child’s Religious Education?

Image: Supreme Court Hears Montana State Tax Credit Case

 

 

When I was a kid back in middle school, I had a crush on this girl, let’s call her Patty.

 

 

She wasn’t the most popular or beautiful girl in class, but I kinda’ liked her.

 

 

 

Of course, she had no idea I was alive.

 

 

Or so I thought, until one day she walked straight up to my desk and started rubbing my hair.

 

 

I was shocked at first, but then I just closed my eyes and went with it.

 

 

 

I remember the soft caress of her fingers in my mop of curls. She seemed to massage every inch of my scalp. Then she asked, “Where are they?”

 

 

“Where are what?” I asked.

 

 

“Your horns,” she said. “I want to see your horns.”

 

 

“What?” I said. “I don’t have any horns.”

 

 

“Of course you do,” she said. “My pastor said all you Jews have horns but you hide them in your hair. I want to see them.”

 

 

I had never even heard that bit of anti-Semitism before Patty. But I knew when I was being ridiculed.

 

 

The laughter. The embarrassment. I think I asked to go to the bathroom and stayed until the class was over.

 

 

 

Why bring up such childhood trauma?

 

 

It has baring on a case before the US Supreme Court this week –  Espinoza v. Montana Department of Revenue.

 

 

Three women are suing the state of Montana for refusing to pay for their kids to attend religious schools through a defunct voucher program.

 

 

Backing the effort are far right figures and groups like The Cato Institute, The Council for American Private Education, Billy Graham Evangelistic Association, former Wisconsin Governor Scott Walker and the Center for Education Reform – all of which have filed Amici Curiae briefs arguing that prohibiting religious schools from getting public money is somehow a violation of the First Amendment.

 

 

If successful, the case would open the door to publicly-funded private religious education across the country – not to mention siphoning much-needed money away from the public schools.

 

 

It’s bad enough that kids learn prejudicial lies from the pulpit and parochial schools. It’s worse if the victims of such prejudice have to pay for their tormentors to be thus indoctrinated.

 

 

In the Virginia Statute for Religious Freedom of 1779, Thomas Jefferson wrote “to compel a man to furnish contributions of money for the propagation of opinions which he disbelieves and abhors, is sinful and tyrannical . . . ”

 

 

I agree. That is sinful and tyrannical. Especially if those abhorrent beliefs lead to actions detrimental to the health and well-being of those being forced to pay for just such ignorance to be renewed in yet another generation.

 

 

The incident with Patty wasn’t the first or last time I suffered through religious persecution. I went to public school but the worst torment usually came from kids who had a year or two of parochial education.

 

 

For example, I can’t tell you how many times classmates asked me why I killed Jesus.

 

 

Now I’m a middle school teacher, myself.

 

 

I do my best to foster understanding and acceptance of all peoples no matter their race, gender, orientation or creed.

 

 

That doesn’t mean I squash religious discussion or opinions, either.

 

 

Kids are allowed to think and say what they choose. If they want to pray or express a religious belief, that’s fine so long as they don’t hurt others.

 

 

Though radical right ideologues decry the loss of religion in public schools, all that really means is that the adults don’t get to express their theologies. The kids have never been thus encumbered.

 

 

Even so, religious ignorance is never far away.

 

 

 

Every year before I teach “The Diary of Anne Frank” I go over the history of the Holocaust.

 

 

 

At least one student always raises his or her hand and asks if Hitler was Jewish.

 

 

I patiently explain that he wasn’t, but they insist that he must have been. After all, Father Such-And-Such said it, so it must be true.

 

 

And this is the kind of nonsense that is often taught as fact at parochial schools.

 

 

Private religious institutions are infamous for revisionist history and denying climate science. What’s less well-known is how they often try to normalize racist attitudes.

 

 

The American Christian Education (ACE) organization provides fundamentalist school curriculum to thousands of religious schools throughout the country. Included in this curriculum is the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, reported that about 9,000 schools nationwide purchase their textbooks.

 

 

In their pages you’ll find glowing descriptions of the Ku Klux Klan, how the massacre of Native Americans saved many souls, African slaves had really good lives, homosexuals are no better than rapists and child molesters, and progressive attempts at equal rights such as Brown vs. Board of Education were illegal and misguided. You know – all the greatest Donald Trump campaign hits!

 

 

Today these claims are uncritically being taught to children at schools receiving school vouchers. We’re using public money to increase the racism and prejudice in the next generation.

 

 

In any sane country, a case like Espinoza would be about stopping such nonsense! But the plaintiffs and their billionaire backers actually want to EXPAND IT!

 

 

The goal is to destroy facts and promote ignorance. That requires the destruction of public schools.

 

 

Kyle Olson said as much in a 2018 op-ed for National School Choice Week – a bit of propaganda he helped create in 2011 through his lobbying firm, the Education Action Group. In fact, he credited Jesus, himself, with anti-public school venom.

 

Olson wrote:

 

“I would like to think that, yes, Jesus would destroy the public education temple and save the children from despair and a hopeless future.”

 

 

These are the folks complaining that public tax dollars aren’t being allowed to fund parochial schools everywhere and where they are allowed to bankroll such schools they aren’t being allowed to do so enough.

 

 

Technically, the First Amendment doesn’t allow the government to support religious schools.

 

 

But the Espinoza crowd think that laundering the money through Tax Credit Scholarships somehow makes it all okay. A business or rich donor hands money to families to send their kids to private schools. Except that money makes a stop at a “scholarship” organization first, and the donors get to deduct their contributions from their taxes. Blogger Peter Greene tells us to think of it like this:

 

 

“I’m the state, and you owe me $100. I am not allowed to gamble, but if you give that $100 to my bookie instead, I’ll consider us square.”

 

 

It’s a shell game that pretends spending tax money before it gets deposited in the government’s account frees our public servants from following the rules.

 

 

I don’t care where it’s been, that’s my money as good as if you took it from my wallet because it’s money owed to me and every other taxpayer. That money is owed to the public good, not some ideologue’s Sunday school project, and its absence means I have to pay more to fund things we all need like police, firefighters, public transportation, and public schools.

 

 

They’re right about one thing. This is an issue of religious freedom, but it’s not about their freedom. It’s about MY freedom not to support their beliefs.

 

 

I say – let them believe what they will. It’s their choice, and they have the right to subject their children to it if they want.

 

 

But leave me out of it.

 

 

Don’t expect me to foot the bill.

 

 

I’m rightly compelled to pay for public education because it benefits everyone. It creates an educated populace capable of keeping the lights on. It creates people who know enough about the world that they can make knowledgeable decisions and vote for good leaders.

 

 

But parochial schools are exclusionary by design. Spreading their ignorance does not benefit society. It hurts it.

 

 

We talk a lot about the First Amendment, but we seem to forget what it actually says:

 

 

“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof;”

 

 

That should be our guiding principle – religious freedom.

 

 

Let people practice their faiths however they see fit.

 

 

But respect my freedom from religion as much as I respect your freedom of it.


 

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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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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Economists Ate My School – Why Defining Teaching as a Transaction is Destroying Our Society

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Teaching is one of the most misunderstood interactions in the world.

 

 

Some people see it as a mere transaction, a job: you do this, I’ll pay you that.

 

 

The input is your salary. The output is learning.

 

 
These are distinctly measurable phenomena. One is calculated in dollars and cents. The other in academic outcomes, usually standardized test scores. The higher the salary, the more valued the teacher. The higher the test scores, the better the job she has done.

 

 

But that’s not all.

 

 
If the whole is defined in terms of buying and selling, each individual interaction can be, too.

 

 

It makes society nothing but a boss and the teacher nothing but an employee. The student is a mere thing that is passively acted on – molded like clay into whatever shape the bosses deem appropriate.

 

 
In this framework, the teacher has no autonomy, no right to think for herself. Her only responsibility is to bring about the outcomes demanded by her employer. The wants and needs of her students are completely irrelevant. We determine what they will become, where they will fit into the burgeoning economy. And any sense of curiosity or creativity is merely an expedient to make children into the machinery of industry and drive the gross domestic product higher to benefit our stock portfolios and lower corporate taxes.

 

 
And since this education system is merely a business agreement, it must obey the rules of an ironclad contract. And since we’re trying to seek our own advantage here, it’s incumbent on us to contain our workforce as much as possible. This cannot be a negotiation among equals. We must keep each individual cog – each teacher – separate so that they can’t unionize together in common causeand equal our power. We must bend and subject them to our will so that we pay the absolute minimum and they’re forced to give the absolute maximum.

 

 

That’s just good business sense. It’s the best way to establish this relationship.

 

 

Moreover, since we see education in terms of pure capital – human financial units flowing through a systemic framework – the same rules that govern business will govern our schools.

 

 

We can pit one student against another, one school against another, one district against another, one race, one gender – anything quantifiable can and should be placed in competition. Because that’s how you maximize outputs.

 

 

We can initiate hostile takeovers, engage in vulture capitalism where the loser schools are stripped of resources and to the victor go the spoils.

 

 

But who is the victor?

 

 

It’s getting confusing here. Do we give the plunder to the students at the schools with the highest outcomes? That’s illogical. After all, this whole process isn’t about what’s best for the students, per se. It’s about the system of profit and loss. So any profit squeezed from the defeated should go to the winners – the investor class who put forward the capital to start this whole process.

 

 

But that’s not how public school is organized. There are rules and regulations you have to follow – outdated legislation that doesn’t define the process in terms of economics.

 

 

We have to redefine those laws, rewrite them so that our goals are aligned. So we can enshrine virtues like choice and disruption over anything as old fashioned and pedestrian as the good of the child.

 

 

Thus we invent charter schools – institutions funded with tax dollars but not necessarily subjected to any other regulations – not run by elected school boards, not accountable to the public for how they spend that money or educate the children under their authority. They are subject only to the rules of the free market. The invisible hand guides all.

 

 

Thus we invent school vouchers – take that tax money and give it directly to the customer – the parents – to spend however they wish. If they squander it or are fooled by unscrupulous school systems and education purveyors, that is their fault. And, in fact, we will ensure that there are multiple pitfalls, deathtraps, blind alleys and snake oil salesmen in their way. Because competition maximizes profits.

 

 

Caveat emptor is the only rule.

 

 

Because, you see, the hidden premise in all this nonsense is that you are not the boss.

 

 

The community is not in control of this system – the business world is. Everyday people who might be parents or taxpayers or voters or concerned citizens – at best we are just consumers. It’s not our role to do anything but choose the simple, watered down options presented to us. If we try to exercise our rights through collective action – including our right to vote – that’s unfair and will be met with the rule of capital as speech until we’re drowned in it – in fact, drowned out.

 

 

This is how many people today envision teaching.

 

 

This is what has become of our schools.

 

 

This is what is being done to our children.

 

 

It’s obvious in the ways our laws are structured, the ways the media covers our schools and the ways our students are mistreated.

 

 

And it is mistreatment.

 

 

Because teaching is none of those things.

 

 

Teaching is not a transaction. It is relational.

 

 

Teaching is not about inputs and outputs. It’s about curiosity and knowledge.

 

 

It shouldn’t be governed by market forces that dehumanize all those involved into mere widgets to be manipulated in a systemic framework. Teaching should be governed by empathy, art and science.

 

 

The driving force behind any education system must be what’s best for the child. And that “best” ultimately must be defined by parents and children.

 

 

The goal of education can never be to prepare kids for a career. It must be to eradicate ignorance, to quench curiosity, to aid self-expression and guide students toward becoming whatever it is they want to become.

 

 

Measuring learning outcomes by standardized test scores can never achieve this goal. That’s like trying to monetize a rainbow or putting the ocean in a cage.

 

 
School privatization can never achieve this goal. That’s like treating human beings like cash, like thinking the rules of football can govern architecture.

 

 

And treating teachers like worker drones can never achieve this goal. You can’t entrust a whole class of people with the most precious thing you have – your children – and then treat them like dirt.

 

 

Teaching is hard to define.

 

 

It is messy and unruly and doesn’t fit into many of our society’s preconceptions.

 

 
But it is optimism made real.

 

 

It is an investment in the future. A mark of value and love.

 

 
It is the most vital and important thing a society can do.

 

 

And we’re messing it up – big time.

 


 

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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