Racial Disparity in Student Discipline Isn’t All About Race

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Black students are suspended from school at substantially higher rates than white ones.

 

That’s indisputable.

 

When teachers send kids to the office, when principals issue detentions and suspensions, the faces of those students are disproportionately black or brown.

 

So what does that mean?

 

Are minority children more badly behaved than white ones?

 

Or is it an indication that our public schools are overrun with racist teachers and principals?

 

Those appear to be the only choices in Trump’s America.

 

There’s either something desperately wrong with children of color or the majority of white staff at public schools can’t handle them.

 

But the reality is far more complex, and no matter who you are, it will probably make you uncomfortable.

 

The problem is that there are variables the binary choice above doesn’t even begin to explain, and chief among them is child poverty.

 

In short, there are an awful lot of poor kids in America. And children living in poverty act out more than those living in middle or upper income brackets.

 

It’s not that these kids are inherently bad. They’re just coping with the stress of an impoverished life style by claiming whatever attention they can – even negative attention.

 

And since children of color are disproportionately more impoverished than white kids, it just makes sense that more of them would act up.

 

It should come as no surprise that living with economic deprivations translates into behavioral problems.

 

I’m not saying poverty is the only factor. I’m not saying that white teachers and administrators don’t engage in bias and racism. But it isn’t all one or the other.

 

Both are factors in this equation. And others variables as well.

 

To truly understand the problem, we have to give up the easy answers and the blame game and come together to find real, workable solutions.

 

SUSPENSIONS

 

About 15.5 percent of American school children are black, yet they make up 39 percent of students who are suspended from school, according to the Government Accountability Office’s (GAO) first study on the issue.

 

The study used data from 95,000 schools compiled from the federal Civil Rights Collection.

 

Particularly alarming is the fact that almost the same disparity exists in our prison system, where nearly 38 percent of inmates are black.

 

Researchers concluded that this disparity persists in both rich and poor schools, so the primary cause is racial bias.

 

However, the study was also used by the GAO as a means to put pressure on Education Secretary Betsy DeVos as she considered whether to rescind 2014 civil rights guidelines from the Obama Administration. The report was part of a political move to force DeVos to keep using guidelines meant to ensure that students are not discriminated against when punishments are handed out or schools would risk being found in violation of civil rights laws.

 

The problem is that the study is undeniably partisan and politically motivated.

 

Don’t get me wrong. I sympathize with its motivation. It’s just that we can’t let a single well-intentioned political action falsely impugn the nation’s teachers and public schools.

 

It IS important to keep the Obama era guidelines on civil rights violations. We DO need to be aware of possible incidents of discrimination against minorities in our schools and work to rectify these issues.

 

However, we can’t let this change the facts. The issue is whether poverty or race has a greater impact on racial discrepancies in student discipline. Are a greater percentage of black kids suspended mainly because of prejudice or is it more a symptom of their poverty?

 

And the answer can’t depend on whether it makes an odious person like DeVos squirm or smile.

 

POVERTY

 

The problem with answering this question comes from the various definitions of poverty we employ.

 

If we define poverty for students as those eligible for free or reduced lunch programs (a determination based on household income), then more than half – 51% – of public school children are poor.

 

But if we take the more conservative formula developed in the 1960s based on food expenses as a part of a family budget, poverty estimates shrink.

 

According to the Center for Children in Poverty (NCCP) which uses the more conservative definition, childhood poverty in the U.S. breaks down as follows: 10% of white kids (4.2 million), 27% of Latino children (4 million), 33% of Black students (3.6 million), 12% of Asian children (400,000) and 40% of Native American children (200,000).

 

And those figures are rising. There are 1.2 million more poor children in the U.S. today than there were in 2000.

 

However, there is real reason to assume these figures don’t capture the whole picture. After all, in just the last 30 years, food expenses (up 100%) have not risen as dramatically as other costs such as health care (up 500%), housing (up 250%) and college tuition (up 1,000%). So any real-world definition of poverty would include substantially more children than just those who qualify under these out-of-date federal guidelines.

 

A report by the Congressional Research Service (CRS) concludes, “If the same basic methodology developed in the early 1960s was applied today, the poverty thresholds would be over three times higher than the current thresholds.”

 

And the GAO study used the conservative 1960s threshold.

 

It underestimated how poor our nation, families and children have become.

 

Consider: in the past 20 years as wages have stagnated, median household expenses increased by 25 to 30 percent. As a result, 3 out of 5 Americans today spend more than they earn – not on useless frivolities – but on essential needs.

 

It’s estimated that over three-quarters of Americans are living paycheck to paycheck.

 

People are working more hours for decreasing wages and benefits. A Princeton study concluded that 94 percent of the nine million new jobs created in the past decade were temporary or contract-based instead of traditional full-time positions.

 

In 2016, the poorest 50% of American adults had an average net worth (home and financial assets minus debt) of just $7,500. To make matters worse, only a year previously it was $9,000. The difference all went to the top 1% who gained an average of $1.5 million during that same year.

 

These facts have real world consequences for every level of society – especially how our children behave in school.

 

CONSEQUENCES

 

It seems clear then that the scope and effects of poverty have been underestimated by the GAO report and others who wish to emphasize the effect of racism and bias.

 

Again this is not to say that racism and bias are misrepresented or unimportant. It’s a question of how much – not an either/or situation.

 

The fact of the matter is that poverty has a more pervasive impact on student discipline because students of color experience it at greater rates than white kids.

 

This is mainly because of the way poverty affects students’ home lives – an area that has a much greater influence on education than what goes on in the school, itself.

 

For instance, children who don’t know how to “play school” – to navigate the expectations, routines, social situations and academic demands – don’t learn as much as those who do. In fact, this may be a partial reason why children of color don’t do as well academically as kids from other groups. Certainly biased standardized assessments and the high stakes decisions made based on these tests play an even larger role. But at least some of the gap may be caused by lost opportunities due to behavioral issues.

 

Sadly, children who act out in class usually do the same at home. We must ask then: are parents present when this happens? Do they have similar standards of misbehavior? Do they know how to correct misbehavior when it happens?

 

Unfortunately, there is significant evidence that many parents aren’t able to be present for their kids.

 

They are working two or three jobs just to make ends meet and don’t have the time to do the groundwork necessary to eliminate behavior problems before their children go to class. They don’t have the time to set up routines, expectations, rewards and punishments, etc. And even when they do attempt to do these things, they have less ability to get it right because their attention is focused on putting food on the table, providing clothing and shelter, etc.

 

This is not because these people are bad parents. In fact, they are good parents who are doing the best they can. But this is a symptom of a deformed society that requires a disproportionate investment of time from the poor for the essentials that is not required of those in higher income brackets.

 

This is not something unique to black and brown families, either. It is a feature of millions of white households as well – but the demographics of poverty cluster these impacts disproportionately on children of color.

 

HOME LIFE

 

There is also a change in the sociological makeup and values of poor and minority families.

 

Some would put blame squarely on the increasing prevalence of one-parent households. I think this is deceptive, though, because many one-parent households are stronger and more stable than two parent ones. It really depends. But it makes sense that households with two parents – where one adult can lean on the other for support – are often more stable than those without this feature.

 

This may be an area where black children have a disadvantage since according to census data the percentage of white children under 18 who live with both parents almost doubles that of black children. While 74.3 percent of all white children below the age of 18 live with both parents, only 38.7 percent of African-American minors do the same.

 

There is also the issue of parents who aren’t just absent during the workday but absent altogether. People of color also are incarcerated at disproportionate rates to white people – even when convicted for the same crimes. This is not to say that black people commit more crimes, but that they are more harshly punished for them than whites – they have higher conviction rates and serve longer sentences.

 

This has consequences for children of color. It adds to the prevalence of grandparents and/or other siblings or foster caregivers filling that parental role. Again, these households can be exceptionally strong and stable. But there is less support, more struggles and the increased possibility that children’s behavioral home foundations may be less robust.

 

RACIAL TRAUMA

 

People of color also experience racial trauma compounded from our national history of slavery, racism and prejudice. Black and brown people today are still dealing with the effects of generational slavery. This is one of the reasons they are disproportionately poor – they did not have the chance to gather wealth over successive generations as white families did.

 

Moreover, the culture of black people was disrupted by the slave trade. Genealogies, legacies, traditions, faiths, etc. were stolen from them by the slave industry. Parenthood, as we know it today, was forbidden to black people. Is it any wonder that they have struggled to regain what was taken from them by white society?

 

Finally, there are the effects of Jim Crow and racial discrimination after the end of slavery. Black people have continually been told they had the same rights and opportunities as white people but when they went to claim these alleged boons, they were beaten back. This has had the effect of turning some of them against the very idea of many of the behaviors they see exemplified by white people.

 

Some students of color don’t want to behave like the white kids because they want to assert their blackness. There is among some of them an internalization of negative behaviors as black and positive ones as white. This misdirected self-determination results in racial pride for acting up regardless of the academic consequences.

 

RACISM AT SCHOOL

 

Of course by the same token there is certainly bias, prejudice and racism among white teachers, administrators, faculty and staff.

 

The fact that our public schools are mostly staffed with non-black and non-brown people, itself, ensures that bias will be prevalent in our schools. It is vital that we increase the percentage of black staff – especially teachers – in our classrooms. Though this will require the elevation of the profession of educator to attract teachers of all backgrounds.

 

The problem is that white people often don’t understand black culture or even recognize how much white people have been enculturated to accept stereotypes and bias as the norm.

 

This has a direct impact on school discipline. Many discipline policies are written to unduly target students of color. I’m not saying this is necessarily intentional – though it may be in some cases – but that these policies result in discipline discrepancies.

 

Many of these are dress code policies. How many schools criminalize the wearing of black hair in certain ways or the simple hooded sweatshirt? Hoodies, for example, are a preferred manner of dress for many students of color and really cause no harm to academics or social interactions. But administrators and/or school boards ban them – why? It’s just another way to police black bodies and minds.

 

These sorts of practices are everywhere in our schools and take reflection to undo. For instance, I found myself guilty of this same thing for years in my classroom when some of my black students started compulsively brushing their hair at their desks. These were mainly boys with short hair who were trying to get a wave effect their peers considered stylish.

 

At first, I found this incredibly annoying – the sound of constant brushing as students were doing their work. But then I realized that these students WERE doing their work. The brushing in no way interfered with academics. It didn’t bother anyone except for me and perhaps some of the white students.

 

Simply allowing cultures to express themselves should not result in disciplinary action. And since I’ve permitted the behavior, I’ve had less reason to discipline my students and no negative impact on academics.

 

SOLUTIONS

 

Most analyses of this problem stop with blame.

 

Who’s responsible for this? And once we have an answer – and it’s usually one very simple answer – then we’ve done all we set out to do.

 

In the case of the GAO report, once again the blame was put on everyone’s favorite scapegoat, public schools and teachers. But this is not earned given how much poverty was overlooked. The reality is that the responsibility for the problem is multifaceted with much of it stemming from cruel economics.

 

The solutions to the issue, if we are ever to really try to do more than just point fingers, must address a variety of ills.

 

First, we need to monitor and help public school staff to be less biased.

 

We need more teachers of color without a doubt, but this will never happen until all teachers are better paid, have stronger labor protections, autonomy and prestige. On top of that, there should be additional incentives to attract teachers of color. It’s hard for white teachers to notice their own biases unless there is someone in the building who can see them more clearly and offer advice. Just making the staff more multicultural will make white teachers more reflective of their own practices.

 

Of course actively pointing out prejudice is extremely difficult for co-workers to do by themselves. In addition, white teachers need cultural sensitivity training. And not just them. Since no educator comes from all cultures, everyone could use frequent reminders of how to be more inclusive, impartial and fair to students from various backgrounds.

 

Next, we need to broaden our idea of what discipline is. Every infraction doesn’t need a detention or suspension. We can enact interventions like restorative justice practices, conflict resolution and other positive procedures that actively teach kids how to deal with their emotions and better behave.

 

In short, we’re teaching kids what they should have learned at home, but like so many things in our society, it’s left to the schools to get it done. I bring this up not to shame anyone but to remind society that any expectation that schools can fix this problem by themselves is laughably naïve – but someone has to try.

 

At the macro level, we need to take steps to reduce and eliminate poverty.

 

This is one of the richest countries in the history of the world. Surely we can find ways to better share that wealth to the benefit of all. If parents don’t have to work multiple jobs to survive, they are more able to teach, model and discipline their own kids. And when parents are present in children’s lives, those kids don’t have as great a need for attention. It would certainly cut down on negative attention seeking behaviors.

 

In addition, with schools at the center of neighborhoods, we can have more adult education classes for parents. This would be not just courses on how to effectively raise children but on job skills and lifelong learning. After all, parents who value learning raise kids who do, too.

 

Finally, we need to enact antiracist policies at the local, state and federal level to reduce (and hopefully eliminate) prejudice of all kinds. We need integrated schools and neighborhoods. We need more antidiscrimination policies. We need to end mass incarceration and selective enforcement of the law. And we need some form of reparations to black people for the generations of racism they have had to endure.

 

I know these are big goals. But they are the only way to make a just society for everyone.

 

We cannot continue to blame our school system for reproducing the society that created it. Education is aspirational and strives to better itself. But it cannot reach that goal alone.


 

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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Teachers Are More Stressed Out Than You Probably Think

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When I was just a new teacher, I remember my doctor asking me if I had a high stress job.

 

I said that I taught middle school, as if that answered his question. But he took it to mean that I had it easy. After all – as he put it – I just played with children all day.

 

Now after 16 years in the classroom and a series of chronic medical conditions including heart disease, Crohn’s Disease and a recent battle with shingles though I’m only in my 40s, he knows better.

 

Teaching is one of the most stressful jobs you can have.

 

You don’t put your life on the line in the same way the police or a soldier does. You don’t risk having a finger chopped off like someone working in a machine shop. You don’t even have to worry like a truck driver about falling asleep and drifting off the road.

 

But you do work a ridiculous amount of hours per day. You lose time with family, children and friends. And no matter how hard you work, you’re given next to no resources to get it done with, your autonomy is stripped away, you’re given mountains of unnecessary bureaucratic paperwork, you’re told how to do your job by people who know nothing about education, and you’re scapegoated for all of society’s ills.

 

Not to mention that you’re expected to buy supplies for your students out of your own pocket, somehow magically raise student test scores but still authentically teach, convince parents not to send their children to the local fly-by-night charter or voucher school and prepare for an unlikely but possible school shooter!

 

Oh! And the pay isn’t competitive given the years of schooling you need just to qualify to do the work!!

 

 

That causes a mighty amount of stress.

 

 
One in five teachers (20%) feels tense about their job most or all of the time, according to an analysis by the National Foundation for Educational Research (NFER) in England. In similar professions, only one in eight feel this way (13%).

 

 

But those are conservative estimates.

 

 

A representative survey of more than 4,000 educators conducted in 2017 by the American Federation of Teachers (AFT) and the Badass Teachers Association (BATs) found even more stark results.

 

Educators and school staff find their work “always” or “often” stressful 61 percent of the time. Workers in similar professions say that their job is “always” or “often” stressful only 30 percent of the time.

 

That kind of tension among teachers has consequences. More than half of educators reported that they have less enthusiasm now than at the beginning of their careers.

 

One respondent commented:

 

“This job is stressful, overwhelming and hard. I am overworked, underpaid, underappreciated, questioned and blamed for things that are out of my control.”

WORK LOAD

 

 

The most obvious cause of teacher stress is the workload.

 

 

Though the details vary slightly from study to study, the vast majority highlight this as the number one factor.

 

 

The NFER study concluded that teachers work longer hours than people in other professions though a less number of official days. This is because of the school year – classes meet for about 9-10 months but require far more than 40 hours a week to get everything done. In fact, teachers are putting in a full years work or more in those limited days.

 

 

For instance, an average American puts in about 260 days at work a year. Teachers average 70 less days but do the same (or more) hours that other employees put in during the full 260 days. But teachers are only paid for 190 days. So they do roughly the same amount of work in a shorter time span and are paid less for it. The result is a poor work-life balance and higher stress levels.

 

 

But exactly how many hours do teachers routinely work? It depends on who you ask.

 

 

The University College London Institute of Education estimates that one in four teachers works 60 hours a week or more – a figure that has remained consistent for the past 25 years.

 

 
According to NFER, teachers work an average of 47 hours a week, with a quarter working 60 hours a week or more and one in 10 working more than 65 hours a week.

 

 

Four in 10 teachers said they usually worked in the evenings, and one in 10 work on weekends.

 

 

Both of these studies refer to British teachers but estimates are similar for teachers in the United States.

 

 

The Organization for Economic Co-operation and Development (OECD) reports that teachers in both countries are among those who work the most hours annually. The average secondary teacher in England teaches 1,225 hours a year. The average secondary teacher in the United States teaches 1,080 hours a year. Across the OECD, the average for most countries is 709 hours.

 

Finally, a study focusing just on US teachers by Scholastic, found that educators usually work 53 hours a week. That comes out to 7.5 hours a day in the classroom teaching. In addition, teachers spend 90 minutes before and/or after school mentoring, tutoring, attending staff meetings and collaborating with peers. Plus 95 additional minutes at home grading papers, preparing classroom activities and other job-related tasks.

 

And teachers who oversee extracurricular clubs put in an additional 11-20 hours a week.

 

 

No matter how you slice it, that’s a lot of extra hours.

 

 

According to the NFER study, two out of five teachers (41%) are dissatisfied with their amount of leisure time, compared to 32% of people in similar professionals.

 

This is a prime factor in the exodus of trained professionals leaving the field in droves, sometimes miscalled a teacher “shortage.”

 

 

It’s why one in six new teachers leave the profession after just a year in the classroom.

 

 

 

SALARY

 

 

Another contributing factor is salary.

 

 

Teacher pay in the United States (and many other countries) is not competitive for the amount of training required and responsibilities put on employees.

 

 

According to the Economic Policy Institute, teachers in the United States make 14 percent less than people from professions that require similar levels of education.

 

Sadly, it only gets worse as time goes on.

 

Teacher salary starts low, and grows even more slowly.

 

 

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According to a report by the Center for American Progress, on average teachers with 10 years experience only get a roughly $800 raise per year. No wonder more than 16 percent of teachers have a second or third job outside of the school system. They simply can’t survive on the salary.

 

They can’t buy a home or even rent an apartment in most metropolitan areas. They can’t afford to marry, raise children, or eke out a middle class existence.

 

 

BACK TO WORKLOAD

 

 

This mixture of refusing to pay teachers what they’re worth and expecting them to do more-and-more with less-and-less is unsustainable.

 

 
Today’s public schools employ at least 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by at least 800,000 students.

 

So if we wanted our kids to have the same quality of service children received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

That’s how you cut class size down from the 20, 30, even 40 students packed into a room that you can routinely find in some districts today.

 

 

The fact that we refuse to invest in our schools only increases the workload of the teachers who are still there. They look around and see students in desperate need and have to choose between what’s good for them, personally, and what’s good for their students.

 

 

THAT’S why teachers are working so many unpaid hours. They’re giving all they have to help their students despite a society that refuses to provide the necessary time and resources.

 

 

And make no mistake, one of those resources is having enough teachers to get the job done.

 

 

RESPECT

 

 

For a lot of teachers, the issue boils down to respect – lack of it.

 

 

Teachers are expected to do everything and then denigrated when they can’t accomplish miracles every single day.

 

 

The fact is teachers are extremely important – the most important in-school factor for student success.

 

 

However, that doesn’t make them the most important factor in the entire learning process.

 

 
Roughly 60% of academic achievement can be explained by family background – things like income and poverty level. School factors only account for 20% – and of that, teachers account for 15%. (see Hanushek et al. 1998; Rockoff 2003; Goldhaber et al. 1999; Rowan et al. 2002; Nye et al. 2004).

 

Estimates vary somewhat from study to study, but the basic structure holds. The vast majority of impact on learning comes from the home and out-of-school factors. Teachers are a small part of the picture. They are the largest single factor in the school building, but the school, itself, is only one of many components.

 

 

The people who know teachers the best—parents, co-workers and students—show much more respect for teachers than elected officials and media pundits, many of whom rarely set foot in a classroom, according to the 2017 BATs and AFT Quality of Work Life Survey.

 

 
While educators feel most respected by their colleagues, they also indicated that their direct supervisors showed them much more respect than their school boards, the media, elected officials and U.S. Secretary of Education Betsy DeVos. A total of 86 percent of respondents did not feel respected by DeVos.

 

 
Most educators said they felt like they had moderate to high control over basic decisions within their own classrooms, but their level of influence and control dropped significantly on policy decisions that directly impact their classroom – such as setting discipline policy, performance standards and deciding how resources are spent.

 

 

“This lack of voice over important instructional decisions is a tangible example of the limited respect policymakers have for educators,” the report concluded.

 

 

Sometimes this lack of respect leads to outright bullying.

 

A total of 43 percent of respondents in the public survey group reported having been bullied, harassed or threatened at work in the last year. Of these reports, 35% included claims of having been bullied by administrators, principals or supervisors, 23% by co-workers, 50% by students, 31% by students’ parents. Many claimed to have been bullied by multiple sources.

 

 

This is a much higher rate of bullying, harassment and threats than workers in the general population.

 

 

I, myself, have experienced this even to the point of being physically injured by students multiple times – nothing so serious that it put me in the hospital, but enough to require a doctor’s visit.

 

 

And to make matters worse, one-third of respondents said that teachers and faculty at their schools did not felt safe bringing up problems and addressing issues.

 

 

CONCLUSIONS

 

 

Teacher stress is a real problem in our schools.

 

 

If we want to provide our children with a world class education, we need to look out for the educators who do the actual work.

 

 

We need to drastically reduce the workload expected of them. We need to hire more teachers so the burden can be more adequately sustained. We need to increase teacher salary to retain those already on the job and to attract the most qualified applicants in the future. We need to stop blaming teachers for every problem in society and give them the respect and autonomy they deserve for having volunteered to do one of the most important jobs in any society. And we have to stop bullying and harassing them.

 

 

As a nation, our children are our most valuable resource. If we want to do what’s best for the generations to come, we need to stop stressing out those brave people who step up to guide our kids into a brighter tomorrow.

 

 

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

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Charter School’s Two Dads – How a Hatred for Public School Gave Us School Privatization

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If bad ideas can be said to have fathers, then charter schools have two.

 

And I’m not talking about greed and racism.

 

No, I mean two flesh and blood men who did more than any others to give this terrible idea life – Minnesota ideologues Ted Kolderie, 89, and Joe Nathan, 71.

 

In my article “Charter Schools Were Never a Good Idea. They Were a Corporate Plot All Along,” I wrote about Kolderie’s role but neglected to mention Nathan’s.

 

And of the two men, Nathan has actually commented on this blog.

 

He flamed on your humble narrator when I dared to say that charter schools and voucher schools are virtually identical.

 

I guess he didn’t like me connecting “liberal” charters with “conservative” vouchers. And in the years since, with Trump’s universally hated Billionaire Education Secretary Betsy Devos assuming the face of both regressive policies, he was right to fear the public relations nightmare for his brainchild, the charter school.

 

It’s kind of amazing that these two white men tried to convince scores of minorities that giving up self-governance of their children’s schools is in their own best interests, that children of color don’t need the same services white kids routinely get at their neighborhood public schools and that letting appointed bureaucrats decide whether your child actually gets to enroll in their school is somehow school choice!

 

 

But now that Nathan and Kolderie’s progeny policy initiative is waning in popularity, the NAACP and Black Lives Matter are calling for moratoriums on new charters and even progressive politicians are calling for legislative oversight, it’s important that people know exactly who is responsible for this monster.

 

And more than anyone else, that’s Kolderie and Nathan.

 

Over the last three decades, Nathan has made a career of sabotaging authentic public schools while pushing for school privatization.

 

He is director of the Center for School Change, a Minneapolis charter school cheerleading organization, that’s received at least $1,317,813 in grants to undermine neighborhood schools and replace them with fly-by-night privatized monstrosities.

 

He’s written extensively in newspapers around the country and nationwide magazines and Websites like the Huffington Post.

 

But it all started for Nathan back in 1987 when he happened to see an advertisement on TV, according to Ember Reichgott, the former Minnesota State Senator who originally proposed the first charter school bill.

 

The ad was called “Ah, Those Marvelous Minnesota Schools,” writes Reichgott.

 

 

It dared to dispute the Reagan administration’s propaganda hit piece “A Nation at Risk” which painted public schools as failures that needed to be disrupted and replaced.

 

 

Well Nathan wasn’t about to take it.

 

According to Reichgott’s book, “Zero Chance of Passage: The Pioneering Charter School Story”, Nathan:

 

“…talked with the Minneapolis Foundation, among others, about what they might do. ‘The Minneapolis Foundation decided it was time to introduce into Minnesota some pretty radical ideas,’ said Nathan. So plans got underway for the Itasca Seminar, with a focus on public education.”

 

This seminar was instrumental in turning the tide in Minnesota that ultimately birthed the most infectious school privatization virus on an unwitting nation.

 

Nathan had always been a fan of transferring public services to private control. In fact, he had just finished lobbying for privatization in the National Governors Association. Now back in Minnesota, he joined together with Kolderie, a former journalist and self professed “policy entrepreneur” who had been pushing for the same thing since at least the 1970s.

 

Their ideology – expounded by southern segregationists and people like the divisive economist Milton Friedman – was extremely unpopular, but they were about to get a break.

 

In 1988, Albert Shanker, the union hero President of the American Federation of Teachers, had just given an infamous speech to the National Press Club praising the idea of a new concept called “charter schools.”

 

However, he wasn’t talking about the modern idea of a charter school. Shanker was building off an idea originally proposed by Ray Budde, a little-known professor of education from upstate New York.

 

It was Budde who actually coined the term “charter school.” He thought school boards could offer “charters” directly to teachers allowing them to create new programs or departments.

 

Shanker liked this idea because of his own teaching experience in East Harlem where administrators constantly got in the way of educators. “One of the things that discourages people from bringing about change in schools is the experience of having that effort stopped for no good reason,” he said.

 

Nathan saw in this an opportunity and invited Shanker to speak at the Itasca Seminar. His goal was to hide his side’s privatization aims under the shadow of progressive unionism.

 

 

And it worked. In fact, if you look up the history of charter schools, you’ll STILL find people who insist they were invented by Shanker.

 

 

With this cover, the Citizen’s League, which was underwritten by the Minneapolis Foundation, was able to pass a bill requiring mandatory statewide standardized testing. The bill, authored by the Minnesota Business Partnership put forth the evaluation system necessary to demonize the public schools and prepare the way for the ultimate goal – privatization.

 

 

In 1991, the same forces passed the nation’s first charter school bill.

 

 

But let’s be clear on this – the charter schools created in this bill and the “charter schools” talked about by Shanker and Budde are very different concepts.

 

 

Nathan and Kolderie wrote the majority of the bill and they stripped out almost everything any educator had ever proposed.

 

 

According to Budde’s conception, charters would be authorized by school districts and run by teachers. Central office administrators would step out of the way, but charter schools would still operate within collective bargaining arrangements negotiated between districts and unions.

 

 

Instead, Nathan and Kolderie proposed that schools be authorized by statewide agencies that were separate from local districts. The state had the power, not communities or their elected representatives. That meant charters could be run not just by teachers but also by entrepreneurs. And that’s almost always who has been in charge of them ever since – corporations and business interests.

 

 

This was the goal Friedman and the deregulators had been fighting for since the 1950s finally realized – almost the same goal, it should be noted, as that behind school vouchers.

 

 

From the start, this was a business initiative. Competition between charters and authentic public schools was encouraged. And that included union busting. Thus charters were free of all the constraints of collective bargaining that districts had negotiated with their unions. The needs of workers and students were secondary to those of big business and the profit principle.

 

 

Shanker eventually realized this and repudiated what charter schools had become. But by then the damage was done.

 

 

Shanker hadn’t created charter schools. He had suggested something very different. And that suggestion was used to help usher in a concept that has haunted our public school system ever since.

 

 

Kolderie had been working on it for two decades, and with Nathan’s help it became a reality.

 

 

With the backing of the American Legislative Exchange Council (ALEC), the two men went on to push a version of this same bill from legislature to legislature. Kolderie even boasts of helping 25 other states enact charter school legislation.

 

 

Today 43 states are afflicted with charter schools enrolling about 6% of the students in the country. An additional 4% go to private and parochial schools some of which are funded with school vouchers.

 

 

This distinction between charter and voucher schools is important to political pundits, but it’s really just hair splitting.  It’s like saying vanilla chocolate swirl ice cream is nothing like chocolate vanilla swirl.

 

 

Consider: charter schools are privatized schools paid for with taxes. Voucher schools are private schools paid for with money diverted from taxes.

 

 

False distinctions like these are another way of managing public perception just like the pettifogging contrast between for-profit and non-profit charter schools. Again they’re pretty much the same thing. They can each cut services to students and pocket the left overs – the only difference is which loopholes they have to jump through and how they designate their tax status.

 

 

They are both the flowering of the deregulationist dream of destroying public education and replacing it with business-operated schools. They are attempts to destabilize, defame and destroy public education.

 

 

And though the plan has worked for decades, here’s hoping that the current political pause represents the beginning of a change of course.

 

 

Kolderie and Nathan’s monster has devoured too many schools and with them too many children’s hopes of an excellent education.

 

 

It’s time to pin the monster down with facts and shove a stake through its heart.

 


 

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

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

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America has been fooled by the charter school industry for too long.

 

The popular myth that charter schools were invented by unions to empower teachers and communities so that students would have better options is as phony as a three dollar bill.

 

The concept always was about privatizing schools to make money.

 

It has always been about stealing control of public education, enacting corporate welfare, engaging in union busting, and an abiding belief that the free hand of the market can do no wrong.

 

Charter schools are, after all, institutions run privately but paid for with tax dollars. So operators can make all decisions behind closed doors without public input or accountability. They can cut student services and pocket the difference. And they can enroll whoever the heck they want without providing the same level of education or programs you routinely get at your neighborhood public school.

 

In essence, charter schools are a scheme to eliminate the public from public education paid for at public expense.

 

 

But whenever anyone brings up these facts, they are confronted by the bedtime story of Albert Shanker and his alleged advocacy of the industry.

 
So grab your teddy bear and put on your jammies, because here’s how it goes:

 
Once upon a time, hero president of the American Federation of Teachers (AFT) Al Shanker had an idea. He wanted to make laboratory schools where educators would be freed of regulations so they could experiment and find new pedagogies that worked. Then these innovations could spread to the rest of the school system.

 

One day in 1988, he gave a speech at the National Press Club and subsequently published a column in the New York Times advancing this idea.

 

And he called it – Dum, Dum, DUM! – charter schools!
The second act of the story opens in the mid-1990s when Shanker had largely turned against the idea after it had been co-opted by business interests.

 

He dreamed of places where unionized teachers would work with union representatives on charter authorizing boards, and all charter proposals would include plans for “faculty decision-making.” But instead he got for-profit monstrosities that didn’t empower workers but busted their unions.

 

If only we’d stuck with Shanker’s bold dream!

 

Or at least, that’s how the story goes.

 

Unfortunately it’s just a story.

 

It’s not true. Hardly a word of it.

 

Shanker did not come up with the idea of charter schools. He wasn’t part of the plan to popularize them. He didn’t even come up with the term “charter school.”

 

If anything, he was a useful patsy in this stratagem who worked tirelessly to give teachers unions a seat at the table where he then discovered they were also on the menu.

 

The real origin of charter schools goes back decades to at least the 1950s and the far right push for deregulation.

 

When the afterglow of the atomic bomb and the allied victory in Europe had faded, there was political backlash at home to roll back the amazing economic successes of the New Deal. Social security, strong banking regulations, deposit insurance, a minimum wage, job programs that put millions of people to work – all of that had to go in favor of right wing ideology.

 

A cabal of mostly wealthy, privileged elites wanted to do away with these policies in the name of the prosperity it would bring to themselves and their kind. They claimed it would be for the good of everyone but it was really just about enriching the already rich who felt entitled to all economic goods and that everyone else should have to fight over the crumbs.

 

Never mind that it was just such thinking that burst economic bubbles causing calamities like the Great Depression in the first place and made the conditions ripe for two world wars.

 

Show me the money!

 

However, this really didn’t go anywhere until it was combined with that most American of institutions – racism.

 

Even before the Supreme Court’s 1954 Brown vs. Board decision struck down school segregation, many white people said they’d never allow their children to go to school with black children.

 

In the South, several districts tried “freedom of choice” plans to allow white kids to transfer out of desegregated schools.

 

In 1952 and ’57, governments in two states – Georgia and Virginia – tried out what became known as the “private school plan.” Georgia Gov. Herman Talmadge and community leaders in Prince Edward County, Virginia, tried to privatize public schools to avoid any federal desegregation requirements. Each student would be given a voucher to go to whatever school would enroll them – segregated by race.
The plan was never implemented in Georgia and struck down by the federal government in Virginia after only one year as a misuse of taxpayer funds.

 

But these failed plans got the attention of one of the leading deregulation champions, economist Milton Friedman.

 

He sided with the segregationists citing their prejudice and racism as merely “market forces.”

 

In his seminal 1955 tract, “The Role of Government in Education,” he wrote:

 

“So long as the schools are publicly operated, the only choice is between forced nonsegregation and forced segregation; and if I must choose between these evils, I would choose the former as the lesser. Privately conducted schools can resolve the dilemma … Under such a system, there can develop exclusively white schools, exclusively colored schools, and mixed schools.”

 

Throughout the 1970s, school voucher proposals were widely understood as a means to preserve school segregation, according to education historian Diane Ravitch. But they couldn’t gain any traction until privatizers came up with a new wrinkle in the formula – the charter school.

 

Charter schools are really just school vouchers with more money and regulations.

 

In the case of vouchers, we use tax dollars to pay for a portion of student enrollment at private and parochial schools. In the case of charters, we use tax dollars to pay for all of a student’s enrollment at a school that is privately managed. The only difference is how much taxpayer money we give to these privatized schools and how much leeway we give them in terms of pedagogy.

 

Charter schools can do almost whatever they want but they can’t blatantly teach religion. Voucher schools can.

 

Other than that, they’re almost the same thing.

 

In order to get the public to support school privatization, Friedman thought we’d need to convince them that they didn’t need the burden of self-government. This was especially true of minorities.

 

In his 1981 book Free to Choose, Friedman and his wife Rose suggested the necessity of convincing black voters that they didn’t need Democracy. School privatization could be pitched as a system that would “free the black man from dominion by his own political leaders.”

 

The opportune moment came in 1983 with the publication of the Reagan administration’s propaganda piece A Nation at Risk. Using bogus statistics and outright lies, the report painted our public school system as a failure and set up the false urgency that school deregulationists needed.

 

From this point forward, a series of supply side lawmakers, policy wonks, economists, billionaires and CEOs came out of the woodwork to push for school privatization which culminated in the first charter school law in 1991 in Minnesota.

 

In the middle of all this tumult came Shanker’s National Press Club speech in 1988.

 

Ronald Reagan was still in office and it’s hard to overstate the threat he posed to unions having infamously fired more than 11,000 striking air traffic controllers.

 

Shanker was trying to ride the tide of public opinion in favor of deregulation and privatization. He accepted the bogus criticisms of schools in A Nation At Risk and offered to restructure schools to fix the problem. Like so many union leaders after him, Shanker gave away much of the power of his people-driven movement so as not to come across as obstructionist. He didn’t think teachers unions could oppose the rising tide of privatization without offering innovations of their own.

 

It’s true that he called these reforms “charter schools” but he didn’t invent the term. He borrowed it from a little-known Massachusetts educator, Ray Budde, who meant by it something very different from what it has become. Budde thought school boards could offer “charters” directly to teachers allowing them to create new programs or departments.

 

Shanker’s proposal wasn’t nearly the first time a public figure had suggested restructuring public schools.

 

In the late 1960s after helping provide justification for school desegregation, sociologist Kenneth Clark advocated for alternative school systems that could be run by groups as diverse as universities to the Department of Defense.

 

Shanker’s contribution was not nearly as powerful as subsequent apologists have claimed. He was one voice among many. Though his comments were useful to the deregulators, they ignored everything of substance he had said beyond the myth that he supported their efforts at school privatization.

 

According to journalist Rachel Cohen, the true architect of the charter school concept as it appears today wasn’t Shanker, Budde or Clark. It was Minnesota “policy entrepreneur” Ted Kolderie.

 

He was at the heart of the issue pushing for school privatization from the 1970s through the 1990s.

 

Throughout the 1970s, Kolderie lobbied for a plethora of ways for private industry to provide government services – including education – through an initiative known as Public Service Options (PSO). By 1981, the focus narrowed almost exclusively to education.

 

In several reports, he blamed the bogus failure of public schools on the democracy of the school boards. Though he didn’t use the term “charter school,” his conception was essentially the same as the modern charter school: independent schools accountable only through market forces and a set of contractual obligations. He thought they could be run by almost anyone – universities, corporations, nonprofits— even public school districts – if state law could be amended to allow it.

 

That’s pretty much a charter school – a privately run learning institution that’s publicly financed.

 

Why doesn’t Kolderie get the credit? Why the emphasis on Shanker who had very little to do with what ultimately became law?

 

Because Kolderie and others wanted to hide behind the union. They wanted their policy to have a friendlier public image than that of a shadowy puppet master.

 

Shanker walked right into their trap.

 

He even agreed to give another speech in favor of charter schools in October 1988 at the Minneapolis Foundation’s annual Itasca Seminar for political and business leaders.

 

With continued lobbying from the corporate sector and right wing ideologues, three years later the state was the first to pass a charter school law.

 

And the die was cast.

 

Sure charter school cheerleaders like to give Shanker the credit today, but the legislation that was eventually passed and funneled to other states through the American Legislative Exchange Council (ALEC) had little resemblance to anything Shanker said.

 

It was the deregulation and privatization model first conceived in the 1950s, funneled through Friedman and now Kolderie.

 

And make no mistake – the overall plot wasn’t simply to enact charter schools. That was merely the foothold that enabled subsequent school voucher bills and tax scholarship plans (vouchers lite). The end game was made clear by Friedman time and again – the complete destruction of public schools.

 

While speaking to rightwing lawmakers at a 2006 ALEC meeting, Friedman explained that school privatization was always about “abolishing the public school system.”

 

Here is an excerpt from Friedman’s ALEC speech:

 

“How do we get from where we are to where we want to be—to a system in which parents control the education of their children? Of course, the ideal way would be to abolish the public school system and eliminate all the taxes that pay for it. Then parents would have enough money to pay for private schools, but you’re not gonna do that. So you have to ask, what are politically feasible ways of solving the problem. The answer, in my opinion, is choice…”

When Minnesota proposed the first charter school law, the state teachers union fought against it. But tellingly Shanker refused to speak out during legislative debates.

 

And this was due in part to the rise of the neoliberals.

 

School privatization was the brainchild of the far right. But as the ‘80s gave way to the ‘90s, so dawned a new type of political figure – the social progressive with distinctly right wing economic views.

 

In 1989 when the Democratic Leadership Council (DLC) named Bill Clinton as chairman, it also founded its own think tank—the Progressive Policy Institute. Kolderie worked closely with the DLC and even wrote its first policy paper on school privatization.

 

Clinton was an immediate convert, embracing Kolderie’s proposals as he traveled around the country making speeches even though he knew it was unpopular with teachers unions. Clinton ruffled so many feathers that Shanker, himself, commented, “It is almost impossible for us to get President Clinton to stop endorsing [charters] in all his speeches.”

 

Though the first charter school law came a year later, in 1990 Wisconsin passed the first school voucher program. Since it was pushed through with mostly Republican support, this provided cover for neoliberal charter supporters. Though there was little difference between the two policies, neoliberals could distinguish themselves by criticizing school vouchers while endorsing their ideological cousins the charter schools.

 

So we had the two major political parties both supporting different flavors of the same school privatization.

 

It allowed Democrats to stop supporting more funding for social programs and schools while weakening the main driver of such policies – labor unions. This allowed the neoliberals to be economically as conservative as their “adversaries” across the aisle while publicly pretending to support progressivism.

 

Today, there are charter schools in 43 states and the District of Columbia educating nearly three million students.

 

This does not now – and never did – represent any ideal offered by Shanker or unions.

 

His dream of teacher-run schools as laboratories of innovation may or may not have merit, but not at the expense of making different rules for different schools. Where regulation is important, it is important for all schools. Where it is too restrictive, all schools should be freed from its requirements. All teachers should be allowed to innovate and take a leadership role in their schools.

 

When Shanker spoke about “charter schools,” he was not a visionary. He was leading us down a dead end. He was foolishly offering an olive branch to an inferno. That doesn’t mean he started the blaze or even that it was his idea.

 

Yet even now you can read propaganda that says otherwise on the AFT’s own Website – “Restoring Shanker’s Vision for Charter Schools” by Richard D. Kahlenberg and Halley Potter. It’s funny how Potter, a former charter school teacher, and Kahlenberg, a senior fellow at the Century Foundation – which loves charter schools – both want to keep the happy face on an ugly idea. And sad that one of the largest teachers unions can’t face up to one of its heroes biggest mistakes.

 

If charter schools have a face, it should be Kolderie’s or Friedman’s – or perhaps it should be the industry’s most famous modern champion Betsy Devos.
Charter schools are no progressive dream.

 

They are the corporate paradise of spending tax dollars with zero accountability, zero transparency and as much deregulation as possible. They are the continued destabilization of public education in the knowledge that the edifice cannot stand without support indefinitely.

 

Public education will crumble and fall just as the architects of school privatization always knew it would.

 

Unless we take a stand and take back our power.

 

To do that we need to understand where charter and voucher schools came from and who is responsible.

 

Charter schools do NOT represent a good idea that was perverted by the corporate world. It is an essentially bad policy that should be abolished immediately.

 


NOTE: This article owes a debt to the reporting of Rachel Cohen.


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

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The problem with charter schools isn’t that they have been implemented badly.

 

Nor is it that some are for-profit and others are not.

 

The problem is the concept, itself.

 

Put simply: charter schools are a bad idea. They always were a bad idea. And it is high time we put an end to them.

 

I am overjoyed that lawmakers on both sides of the aisle are starting to hear the criticisms leveled against the charter school industry in the face of the naked greed and bias of the Trump administration and its high priestess of privatization, Betsy DeVos. However, I am also disappointed in the lack of courage displayed by many of these same lawmakers when proposing solutions.

 

Charter schools enroll only 6 percent of students nationwide yet they gobble up billions of dollars in funding. In my home state of Pennsylvania, they cost Commonwealth taxpayers more than $1.8 billion a year and take more than 25 percent of the state’s basic education funding. That’s for merely 180 schools with 135,000 students!

 

Charter schools are privately run but publicly financed. They are what happens when the public abrogates its responsibility to run a school and signs that right away (in a charter agreement) with another entity, usually a business or corporation.
As such, these schools are not held to the same standards as authentic public schools. Unlike your neighborhood school, charters are not required to be run by elected boards, to have public meetings, to have open records, or to spend all their money in the service of their students. Nor do they have to provide the same standard of services for students – even children with special needs. Nor do they have to accept all students within their coverage area who enroll. And that’s to say nothing of how they increase racial segregation, are susceptible to fraud and malfeasance, often produce much worse academic results, close without notice, hire many uncertified teachers, trample workers rights and destabilize the authentic neighborhood public schools.

 

These are not problems that can be solved by fiddling around the edges.

 

 

We cannot simply constrain them from stealing AS MUCH from authentic public schools and consider it a victory.

 

We need to address the issue head on – and that issue is the very concept of charter schools.

 

Why would the public give up its schools to a private entity? Why allow someone else to take our money and do whatever they want with it behind closed doors? Why allow anyone to give our children less of an education than we’re already providing at our own schools?

 

We must end this failed experiment. Nothing less will do. It will only provide more breathing room so  that this unjust situation can drag on for another generation.

 

In Pennsylvania, Gov. Tom Wolf has proposed sweeping reforms via executive order that would make real progress toward holding charter schools accountable. He has asked that the state senate and house take the next step with legislation to finish the job.

 

Just this past week, Wolf visited Twin Rivers Elementary School in McKeesport along with state Senator Jim Brewster and state Reps Austin Davis and Jake Wheatley to listen to resident and teachers’ concerns and propose solutions.

 

Such a move is unprecedented and represents a seismic shift in the political landscape. However, I am concerned that lawmakers are too timid to fix the real problem here.

 

No one has the bravery to come out and say what I’ve said here.

 

Consider this statement from Brewster, my state Senator:

 

I have legislation to address some of these issues, but it’s not an indictment on charter school teachers. It’s not an indictment on the charter school concept. It’s an indictment on the process that was put in place 20 some years ago that has put in a playing field that’s not level. Together I believe if we get the charter school folks to the table we can iron this out, we can fix several things that need to be fixed – the funding formula, the capacity, the cap and those sort of things – and when we do that, then the mission statements of the charter schools and the public schools are the same – educate our children, bring their skill sets out, help them achieve their dreams.”

 

 

I am deeply grateful for Brewster’s support and willingness to take on the charter industry. And he is right about many things. But not all of them.

 

He is right, for example, about the financial impact of charter schools on authentic neighborhood public schools.

 

At the same meeting, McKeesport superintendent Mark Holtzman said, “Charter schools are depleting our resources with no accountability or without being financially responsible. Taxpayer money is being used to flood the media with commercials and billboards right before the start of school so that they can take our students.”

 

There are roughly 500 students living in the McKeesport district enrolled in brick-and-mortar charter schools and 100 students enrolled in cyber charters. The district spends about $7 million — or 10% of its budget — on charter school payments, according to Holtzman.

 

It’s roughly the same at other districts in the Mon-Valley. Steel Valley Schools, where I work as a middle school teacher, has budgeted a $6 million payment to charter schools this year – 16% of our spending plan.

 

Again, I am extremely grateful that Wolf and other state Democrats recognize this fact and are willing to take measures to make matters more fair. I hope many Republicans will join them in this.

 

However, fixing the way charters are funded alone will not correct the problem.

 

Charter schools are a parallel service to authentic public schools. If you’re suggesting we fund them both, you’re asking taxpayers to pay for two complete and separate school systems.

 

Why should we do that? Why should we waste our money on it? I don’t think the people of Pennsylvania – or any state of the union – have money to spare on a pointless duplication of services.

 

It is a politically impossible position that has zero justification – especially when you consider all the inequitable practices charter schools are allowed to get away with.

 

In his executive orders, Wolf proposes putting a stop to some of this.

 

For example, he wants to require charter schools to stop turning away students based on race, ethnicity, gender, disability, intellectual deficits, or other factors. He wants to make charter schools as transparent as authentic public schools. He wants to stop conflicts of interests for charter school board members and operating companies so that they can’t make decisions on behalf of the school that would enrich themselves, their families and/or friends.

 

These are excellent suggestions and I hope he is able to make them a reality.

 

However, these “fixes” are all things that authentic public schools already do. They don’t discriminate in enrollment. They are financially accountable and transparent. They aren’t allowed to engage in conflicts of interest.

 

Why bother making charter schools act like authentic public schools when we already have authentic public schools? That’s like genetically engineering your cat to have a longer snout and say “woof.” Why bother when you already have a dog?

 

The same could be said about for-profit and non-profit charter schools.

 

Apologists want to pretend that the former is the “bad” type of charter and the latter is the “good” type.

 

Wrong.

 

As Jeff Bryant, an editor at Education Opportunity Network, puts it, this is a “Distinction without a difference.”

 

These terms only define an organization’s tax status – not whether it is engaged in gathering large sums of money for investors.

 

With a knowledgeable accountant or hedge fund manager, almost anyone can claim nonprofit status while still enriching yourself. It happens all the time.

 

For instance, take the use of management companies.

 

A for-profit charter school can simply cut services to students and pocket the savings as profit.

A nonprofit charter school can do the same thing after engaging in one additional step.

All they have to do is start a “nonprofit” charter school and then hire a for-profit management company to run it. Then the management company can cut services and pocket the profits!

 

 

Yet we call such a school “nonprofit.” It’s meaningless.

 

 

It doesn’t even matter who owns the for-profit management company. It could even be the same people who own the nonprofit charter school.

 

The law actually allows you to wear one hat saying you’re nonprofit and then put on a different hat and rake in the cash! The only difference is what hat you’re wearing at the time! You get to claim to be a nonprofit while enjoying all the advantages of being for-profit.

 

You can even buy things with public tax dollars through your for-profit management company and then if your “nonprofit” school goes bankrupt, you get to keep everything you bought! Or your management company does.

 

So the public takes all the risk and you reap all the reward. And you’re still called a “nonprofit.”

 

 

But let’s not forget real estate shenanigans.

 

 

If I own property X, I can sell it to my own charter school and pay myself whatever I want. And I can do the same thing with a nonprofit charter school, I just need to sell it to my for-profit management company which will still buy my property for whatever I decide to pay myself.

 

 

Face it – charter schools are a scam.

 

They are a failed policy initiative.

 

It’s time they were ended.

 

But don’t get me wrong. I’m not suggesting we simply throw away the people who work there or the students who are enrolled there.

 

We need to look at each charter on a case-by-case basis and decide how best to transition them to an authentic public school system.

 

In some cases, it may make sense to rehabilitate charters into fully public schools with all the transparency and regulations that means. However, in most cases it will mean eventually closing them.

 

If there are any charters that actually provide valuable services for students and their families wish to keep children enrolled there, we should allow these students to finish their academic careers there. But let the present classes be the last.

 

In schools that do not offer better outcomes than the neighborhood public school (i.e. the overwhelming majority) students should be transitioned back to the neighborhood schools.

 

If there are any charters that do not wish to abide by such changes, they should have the opportunity to become what they already are except in name – private schools. The only difference is that taxpayers will no longer take up the tab.

 

And when it comes to charter school teachers, they should not be punished for having worked in the industry. In fact, we should find ways to bring them into the authentic public schools.

 

Our public schools need more teachers. Charter teachers who are fully certified should be given first chance to fill some of those vacancies. And charter teachers who are not certified should be given the opportunity to go back to school and complete their education degrees.

 

Any sane solution to the charter school mess would include these measures with the ultimate goal of ending school privatization in all its forms financed at public expense.

 

We don’t want privatized prisons. We don’t want privatized mercenary armies like Blackwater. We don’t want privatized schools.

 

Tax dollars should go to our authentic neighborhood public schools so that we can make them even better than they already are.

 

Our students deserve the best we can give them – and we can’t give them the best when we’re needlessly paying for two separate school systems and passing legislation with more of an eye on private investors than the welfare of the next generation.

 

It is my sincere hope that this push for real charter school reform becomes an effort to solve this problem once and for all.

 

Are we brave enough to do it?

 

 

Do we have the courage and conviction to take that on?


 

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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Inside Bill Gates’ Hubris: Propaganda to Make America Neoliberal Again

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Once upon a time, the world was run by rich men.

 

And all was good.

 

But then the world was conquered by other rich men.

 

And that is something the first group of rich men could not allow.

 

That is the reason behind Netflix’s new film “Inside Bill’s Brain: Decoding Bill Gates.”

 

The three-part documentary goes live on Sept. 20. But the film’s aims are clear from the trailer.

 

It’s a vanity project about Bill Gates, the second richest man in the world.
By examining his mind and motivations, director and executive producer Davis Guggenheim will show us how Gates deserves his billionaire status and that we should allow him to use his philanthrocapitalist ventures to rule the world.

 

After all, shouldn’t the best and richest among us make all the decisions?

 

It’s a cry for oligarchy in an age of idiocracy, a love letter to neoliberalism in a time of neofascism.

 

The pity is that Donald Trump and the “Make America Great Again” crowd have goose stepped all over their new world order.

 

But instead of showing the world why we need to return to democratic principles, strengthen the common good and empower the people to govern themselves, some would rather continue the same plutocracy just with a different set of plutocrats at the wheel.

 

In the days of Obama, the Bushes and Clinton, it wasn’t membership in the same political party that defined the ruling class. It was holding the same ideology.

 

It’s not that neoliberals were so much wiser, ethical or empathetic than Trump. They just kept their greed a secret or tried to make it seem a virtue. They told better lies and didn’t incite as much violence on our shores, and they were better at manipulating markets to make themselves richer while keeping the rest of us relatively poorer.

 

The MAGA insurgents are also rich men, but their greed is transparent. They lie and no one expects them to tell the truth. They can freely dismantle the social safety net because they stoke our prejudices and keep us fighting over race, gender and abortion so much we forget they’re robbing us blind. And when the market crashes, they don’t have to care because they’ve stolen everything of value and can weather the economic depression that will destroy the nation.

 

Neofacism is certainly worse – but it’s only a difference of degree, not of kind.

 

It’s no wonder then that the neoliberals want to make us nostalgic for their brand of simmering destruction instead of Trump’s rapid boil disasters.

 

And Gates is the perfect poster child for old style neoliberalism.

 

He’s the former CEO of Microsoft and – together with his wife – the founder of the Bill and Melinda Gates Foundation.
In the trailer, Gates confides that his deepest fear is that one day his brain will “stop working.”

 

Gates is a “multiprocessor” says his wife Melinda. “He will be reading something else but then processing at the same time. It’s chaos!”

 

Gates “thrives on complexity,” Melinda says. “He makes a framework in his mind, then he starts slotting in the information. If something doesn’t line up, he gets really frustrated.”

 

“It’s scary,” says Melinda. “But when Bill stills himself, he can pull ideas together that other people can’t see.”

 

Thus we gain a picture of a brilliant man striding over a world populated by intellectual inferiors. How foolish we would be to question his authority!

 

And since his intelligence has enabled him to hoard more money than almost anyone else in the world, why shouldn’t we let him use this economic power to change it for our benefit?

 

It’s truly one of the most patronizing, paternal and insulting pieces of propaganda I’ve ever seen in my life. And that includes Guggenheim’s previous movies.

 

Guggenheim is, after all, the man behind the most notorious propaganda film of modern times, “Waiting for Superman.” Back in 2010, he popularized the school privatization of Bill Clinton, George W. Bush and Barack Obama. He made charter schools cool until Betsy DeVos came along and made them uncool again.

 
Though I can’t imagine what could possibly be cool about for-profit schools run by appointed bureaucrats that can discriminate against students in enrollment, skimp on special education services and cut academic programs for students while pocketing the savings! All while gobbling up funding for the public schools that try to educate everyone!

 
More recently, he tried to pull the same sleight of hand for education technology firms in 2013 with the film “Teach,” but by then no one was really paying attention to him.

 

 

And for all that time his ventures have been backed by the richest neoliberals out there – Netflix CEO Reed Hasgtings, Amazon founder and CEO Jeff Bezos, eBay founder Jeff Skoll, and Salman Khan of Khan Academy.

 

 

Sure these folks are usually identified as Democrats, but their philosophy is completely in line with The Walton Family Foundation, Charles Koch, Walden Media (run by creationist Philip Anschutz), and lobbying groups such as the Lumina Foundation, the New American Foundation, and others.

 

Oh! And let’s not forget Bill Gates, himself, who has bankrolled a number of Guggenheim’s projects including “Waiting for Superman.”

 

It’s no wonder Guggenheim is making a fawning tribute to Gates. He owes the man!

 

It’s time to pay back his sugar daddy with what he does best – agitprop public relations.

 

Yes, Gates is a very intelligent person.

 

But he is also a very stupid one.

 

When it comes to computers, few people can beat him. But like so many overprivileged people, he takes excellence in one area to mean excellence in all areas.

 

And that’s just not how things work.

 

The ancient Greek philosopher Socrates famously bragged that he was the wisest person in Athens – not because he knew so much more than everyone else but because he was the only person who knew that he didn’t know anything.

 

Gates could have learned something from that humility, because it’s the trait he is most lacking.

 

Take public education.

 

No one has had a greater negative impact on public schools than Gates. With his so-called philanthropic contributions, he has steered the course of education policy away from research-based pedagogy to a business-minded approach favored by corporate raiders.

 
He didn’t come up with Common Core State Standards, but he did bankroll them. He bribed the state and federal government to force their schools to adopt the same or similar academic standards for all students. Not good standards. Not standards developed by classroom teachers, psychologists or experts. But standards created by the standardized testing industry.

 

 

The result has been more high stakes standardized tests, narrowing the curriculum, shrinking education budgets for the poor and minorities, and an increase in developmentally inappropriate approaches to education. Nearly every parent with a school age child will tell you horror stories of attempting to do homework with their children and having to relearn basic math and English skills just to untwist the needlessly complex knot that children are expected to unsnarl in order to grasp the bare basics of academia.

 

 

Gates poured billions of dollars into that failed initiative, spent hundreds of millions of dollars for development and promotion and influenced trillions of taxpayer dollars to be flushed down the drain on it. All to no avail.

 

But it’s not his only education policy failure.

 

Gates now admits that the approximate $2 billion he spent pushing us to break up large high schools into smaller schools was a bust.

 
Then he spent $100 million on inBloom, a corporation he financed that would quietly steal student data and sell it to the corporate world. However, that blew up when parents found out and demanded their children be protected.

 

 

He also quietly admits that the $80 million he spent pushing for teachers to be evaluated on student test scores was a mistake. However, state, federal and local governments often still insist on enacting it despite all the evidence against it. Teachers have literally committed suicide over these unfair evaluations, but it hasn’t stopped Gates from continuing to experiment on the rest of humanity with his money.

 

 

And he’s still at it.

 

His new plan has been to spend $1.7 billion over five years to develop new curriculums and networks of schools, use data to drive continuous improvement, and give out grants to high needs schools to do whatever he says.

 

There’s nothing wrong with someone wanting to help improve public schools. But the best way to do that is to listen to the people most knowledgeable and invested and then give them the tools they need to succeed.

 

But Gates doesn’t play that way. He reads up on a subject and then comes up with his own harebrained schemes.

 

“It would be great if our education stuff worked, but that we won’t know for probably a decade,” he said during a speech at Harvard in 2014.

 

Lots of people know, Bill. Teachers, students, parents, psychologists, professors. You just won’t listen to us.

 

You just insist the rest of us listen to you despite the fact that you have no idea what you’re talking about.

 

You’re rich and you think that makes you better than us.

 

And Guggenheim’s documentary purports to support this position by reference to Gates’ incredible brain.

He is a smart guy. No one would really contradict it.

 

He was a National Merit Scholar who scored a 1590 out of 1600 on his SATs. But he also comes from a very privileged upbringing.

 

He didn’t grow up on the mean streets of urban America while attending a neighborhood public school. He went to an elite preparatory school since he was 13.

 

At Harvard he wasn’t a polymath. He excelled in subjects he cared about, but neglected others that weren’t immediately interesting. According to a college friend:

 

“Gates was a typical freshman in many ways, thrown off pace by the new requirements and a higher level of competition. He skipped classes, spent days on end in the computer lab working on his own projects, played poker all night, and slept in a bed without sheets when he did go
 to bed. Other students recall that he often went without sleep for 18 to 36 hours.”

 

Gates was no genius. He earned good grades in the subjects he liked and significantly less so in classes he didn’t. Nor was his heart in his studies. Gates joined few college activities unless someone dragged him off to a party.

 

School was of little interest to him. He dropped out of Harvard before getting a degree to start his computer software company.

 

Imagine how privileged you have to be to feel empowered to do that!

 

Nothing much was at stake for him at school so he could do whatever he liked with little to no real life consequences.

 

You want to decode Bill’s brain? Look at his family’s wealth. Look at his upbringing. Look at his medical records.

 

But the moral of the story of Bill Gates is not that rich elites should rule the world.

 

It is that everyone – EVERYONE – should practice humility and not deign to think they have all the answers.

 

It is a paean to the need for collaboration to solve problems, the need to listen to all voices and decide the best course together.

 

And more than anything it is a desperate cry for democracy and social goods – not to defeat Trump through Gates’ example – but to lead to real human flourishing by smashing through the fallacies supporting Trump and Gates together.

 

 

 


 

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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What Kind of A—hole Ransoms School Data?

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You’ve got to be a grade A sleaze bag to steal from kids’ public schools.

 

But that’s exactly what a growing number of slime balls are doing when they hack into schools’ computer networks and hold their data for ransom.

 

Even worse – districts are paying it!

 

Just this week the Rockville Center School District in New York state paid an $88,000 ransom to get back files that had been encrypted by Ryuk ransomware.

 

The district negotiated the payment down from $176,000. School directors only decided to pay after realizing it would cost more to hire another firm to fix the problem.

 

Plus the school had insurance that covered ransomware so it only ended up losing its $10,000 deductible.

 

But this district isn’t the only one being extorted by these basement dweller bandits.

 

In July, alone, schools in New Mexico, Nevada, Louisiana, Oklahoma, Alabama, Connecticut and another in New York suffered similar cyber attacks.

 

Nor do they show any signs of slowing down.

 

A report by cybersecurity firm Recorded Future concluded that attacks on state and local governments have reached an all time high. There were 170 cyber attacks since 2013, of which 22 occurred just this year.

 

After years of budget cuts and downsizing, hackers see local governments like wolves see the oldest and weakest animals in the herd – easy pickings.

 

And schools are particularly vulnerable.

 

They often have small IT departments, antiquated equipment and the cheapest cybersecurity.

 

That’s why in recent months schools in Lake City, Fla.; La Porte County, Indiana; and Riviera Beach, Fla. have all paid ransoms to regain access to their data.

 

If you think about it, data is one of the most financially valuable things schools have.

 

Districts are responsible for students’ privacy in so many ways – records of special services, grades, accommodations, discipline, etc. In addition, schools are large employers with privileged information on their staffs including healthcare, finances, insurance, social security numbers, etc.

 

School directors and administrators have a responsibility to safeguard this information. It’s no wonder, then, that many are giving in to these demands, especially when nefarious nonentities ensure payment is cheaper than any other alternative.

 

Even so, what a monster you have to be to squeeze schools in order to make a buck!

 

Every dollar you blackmail away from district coffers is a dollar not spent on children’s educations.

 

That’s less money for teachers, supplies, classes, tutors, nurses, counselors, etc.

 

You aren’t stealing candy from a baby. You are literally snatching away opportunities for a better future.

 

Given the stakes involved, it shouldn’t be all up to individual districts to stop cyber thieves. The state and federal government should be flexing their muscles to help.

 

One thing they can do is toughen laws against using ransomware.

 

Maryland legislators proposed a law to consider ransomware attacks that resulted in a loss of more than $1,000 as a felony, which would then be subject to a fine of up to $100,000 and 10 years in jail.

 

Current Maryland laws define such attacks that extort less than $10,000 as misdemeanors, while only a breach that results in a loss of greater than $10,000 is a felony.

 

But some argue that there are already federal laws on the books criminalizing ransomware such as The Computer Fraud and Abuse Act and the Electronic Communications Privacy Act. Unfortunately, these laws don’t mention ransomware specifically and may be too broad.

 

Federal and state governments could at least offer grants to update school cybersecurity to make such attacks more difficult. Otherwise, the burden becomes an exponential increase in the cost of doing business for schools which can only be made up by increasing local taxes and/or cutting student services.

 

Another option would be setting up a federal program to step in whenever schools are victims of ransomware. After all, these are public schools! If they were under attack by armed terrorists, the federal government wouldn’t think twice before jumping in.

 

With federal resources, perhaps we could stop all schools from ever paying these ransoms again. Because that’s the only way to truly end these cyber attacks.

 

As long as schools and governments are willing to pay, there will be trolls unscrupulous enough to take advantage.

 

Public services set up to meet the public good should never have to shortchange society so they can meet some fool’s ransom demand.

 

Ransomware has been around since at least 2012. The largest incident so far came last year with the WannaCry attack which infected more than 200,000 computers in about 150 countries, including the United Kingdom’s National Health Service, at a cost of about $4 billion.

 

It’s past time we got serious in dealing with these cowards.

 

As technology increases, data crimes have become more common. In fact, there are far too many legal ways to pilfer private data.

 

Schools, in particular, do a bad job of safeguarding student data by entering into unregulated and nefarious contracts with ed tech companies. Contracts with these companies commonly contain loopholes allowing them to take student data at will and sell it.

 

The situation is worsened by the supply-side economic policies governing public schools. There are already numerous roads to privatize public schools and turn tax dollars into corporate profits. Moreover, the standardized testing industry monetizes learning when their services are mandated by the state and federal government. They conveniently offer to remediate the large numbers of students who don’t score well on these same tests and cash in on both ends.

 

With so many fully legal ways to steal education dollars from practices and policies that actually help kids learn, it’s no surprise where these shadow dwellers get their ideas.

 

As repulsive and selfish as these hackers are, they’re only taking the greed of the testing, privatization and ed tech industry to its logical conclusion.

 

What kind of a—hole ransoms school data?

 

The a—holes we allow to get away with 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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