Fact Checking Propel Charter Schools – Do They Live Up to Their Own Hype?

The Propel Charter School network has a history of making fabulous claims for its schools – claims not always backed up by reality.

The non-profit chain of 13 schools based in Pittsburgh, Pa, boasts high academics, safe campuses and certified teachers.

At least, that’s what its advertising blitz proclaims from every grocery store cart, newspaper page, radio announcement and billboard. Which just goes to show that anyone will tout your virtues if you pay them enough money – taxpayer money, that is.

Take Propel McKeesport – the franchise located in my own neighborhood.

The other day I saw a bus advertisement bragging:

“Catch Your Star!

#1 Elementary Charter School in the Nation – Just Blocks Away!

Propel McKeesport”

Unfortunately, I couldn’t find any support for this claim anywhere.

When I went to Propel’s own Website, in fact, there was nothing about it. Instead, it claimed Propel McKeesport was:

“…ranked as ONE OF THE BEST charter schools in the nation by U.S. News World Report” (Emphasis mine).

One of the best is not THE best. But it’s still good. Let’s call it embellishing the school’s resume.

According to Propel’s Website, in 2021, the McKeesport location was #11 in the state’s charter elementary schools and #7 in the state’s charter middle schools.


I suppose that is impressive, too, though being one of the best CHARTER SCHOOLS isn’t the same as being one of the best SCHOOLS.

In fact, when compared with all schools in the state, Propel McKeesport is in the bottom half for standardized test scores in both math and reading – one of the main metrics used to calculate its rank by US News and World Report.

The percentage of students achieving proficiency in math was 7% (which is lower than the Pennsylvania state average of 38%) for the 2020-21 school year. The percentage of students achieving proficiency in reading was 34% (which is lower than the Pennsylvania state average of 55%) for the 2020-21 school year.

Moreover, test scores in both subjects were higher at the McKeesport Area School District, the local authentic public school – 17% higher in math and 3.5% higher in reading at the elementary level and 6% higher in math and 2% higher in reading at the middle school level. Propel McKeesport does not teach beyond 8th grade.

So what exactly is Propel celebrating?

Maybe it’s the fact that its McKeesport location achieved these standardized test scores while teaching an intensely racially segregated student body – 86% minority (mostly Black). By comparison, the authentic public schools range from 52-71% minority students (mostly Black).

I’m not sure that’s much of a victory. Wasn’t one of the major tenants of the civil rights movement having racially integrated schools – that doing so would help students of color achieve academically because resources couldn’t be horded away from them?

That still sounds like a worthy goal – and one that is being actively worked against by Propel’s business model.

Moreover, Propel McKeesport is the only school in the charter chain where students of color outscore white students. Across the Propel system, white kids do anywhere from 17.6% better in math at Propel Pitcairn to 32.6% better in science at Propel Braddock Hills.

Not exactly a civil rights victory.

So what about the rest of Propel’s claims?

Since charter schools are paid for with tax dollars but can be privately operated (like Propel), they are free from many of the safety regulations that make authentic public schools great – like elected school boards, and transparent curriculum and finances.

The corporation runs the following schools in Allegheny County: Propel Andrew Street High School, Propel Hazelwood K-8, Propel Montour Middle School, Propel Braddock Hills Elementary School, Propel Homestead K-8, Propel Northside K-8, Propel McKeesport K-8, Propel Pitcairn K-8, Propel Braddock Hills High School, Propel Montour Elementary School, Propel Braddock Hills Middle School, Propel Montour High School, and Propel East K-8.

According to an advertisement in mass circulation, each of the schools in the charter chain provides:

“Safe Learning Environment

Individual Attention


Small Class Size

100% Certified and Qualified Teachers

Award Winning Arts Programs

Leaders in Technology Integration

Uniforms

Tuition Free”

Let’s take a look at each claim in turn.

-Safe Learning Environment

What exactly does that mean?

Propel schools are no more safe than other schools in the area. There certainly isn’t any evidence they are somehow MORE safe.

There have been numerous incidents of arrest, criminality and danger in and around Propel Schools.

In 2021, a security guard at Turtle Creek, Pitcairn and McKeesport Propel Schools was fired after being charged with open lewdness and indecent exposure, according to court documents. North Versailles Police said the suspect was captured on video exposing and fondling himself inside a Walmart. When confronted by police, he allegedly showed officers his Propel School ID badge.

In 2015, two teenagers at Propel Braddock Hills High School were arrested after one allegedly tried to sell guns to another in a bathroom during the school day. Two guns were recovered by police and the students were taken into custody on campus. The rest of the students were placed on lockdown until police cleared the area.

In 2015, a visiting dance instructor at the Propel Middle School in Braddock was fired and arrested after allegedly sexting a 13-year-old female student. He allegedly told the girl not to tell anyone about it. In a statement from Propel, school officials say it happened “after school hours and off of Propel property.”

In 2019, Pitcairn Propel was evacuated when fumes made three teachers and four students nauseous. Roughly 280 teachers and students were evacuated from the school and the affected people were taken to nearby hospitals. Monroeville Borough was doing work on a sewer when fumes got into the school.

In 2019, police arrested four people in connection with a scheme to steal nearly $23,000 from Propel Schools by forging checks in the charter school operator’s name. The Propel Schools Foundation filed a report with police after discovering nearly two dozen fraudulent checks in Propel’s name had been cashed at various places, a Pittsburgh Public Safety spokeswoman said. At least 28 checks drawn against the school’s bank account were counterfeit, the complaint said. The fake checks were cashed using the forged signature of the school’s co-founder, Jeremy Resnick.

So does Propel provide a safe learning environment? Maybe. But not more so than any other district.

Individual Attention and Small Class Size


The problem here is verification.

Charter schools are not nearly as transparent as authentic public schools. They are not required by law to provide as much information about their operations as neighborhood public schools. For instance, nearly every authentic public school district is run by an elected school board which has open meetings and open records.

For Propel it is unclear exactly how members are chosen for its corporate board, but it is difficult for parents and community members to be appointed.

According to an article in Public Source, individuals can only become board members if they are already members of the “Friends of Propel,” but the charter chain did not provide information on this group or how its members are selected.

So for most details we’re really left with just taking Propel’s word without any method of verifying it.

When it comes to class size, most Propel schools report having student-to-teacher ratios slightly smaller or the same as at neighborhood authentic public schools. But who knows? There’s no way to tell whether classes may actually be larger.

However, individual attention is even harder to verify.

Most schools focus on more individual attention these days.

Unfortunately, the network provides very little detailed information about its curriculum.

Even in 2018 when Propel had submitted applications to the state to consolidate its network into a Multiple Charter School Organization, it did not submit its entire curriculum which had been requested to see if it was aligned to state academic standards. The state ultimately denied this request due to insufficient information.

So does Propel provide individual attention? Your guess is as good as mine.

-100% Certified and Qualified Teachers

Authentic public schools need to have certified and qualified teachers by law. To teach math, for example, you usually need someone with at least a 4-year teaching degree or more. Only in the case of shortages can positions by temporarily filled by individuals with emergency certifications. Not so with charter schools. They only have to have certified and qualified teachers in core content areas – English, Math, Science and Social Studies.

So this claim by Propel is a way of bragging that the network doesn’t have to have certified and qualified teachers, but it does so anyway.

Unfortunately, it is definitively false.

According to those US News and World Report spotlights that the charter school network likes to highlight, several Propel schools do not have all certified teachers. For instance, Propel McKeesport only has 92% full-time certified teachers, Propel Homestead only has 94%, Propel Pitcairn only has 96%, etc.

Moreover, a state audit of the Propel network conducted in 2016, found that even in core content areas, Propel charter schools did not have “highly qualified” teachers in accordance with state law.

So does Propel have 100% Certified and Qualified Teachers? Absolutely not.

Award Winning Arts Programs

Kudos to Propel for recognizing that arts are an important part of the curriculum. Or at least using it as a selling point on its advertisements. However, without details of its curriculum submitted to the state and verifiable by audit, there is nothing to back this claim up factually.

In fact, on Propel’s own Website, the only reference I see to awards for art is a brief mention in its after-school program which they label as “award-winning.”

What award did it win? The ‘Propel Presents Itself with an Award’ Award? Is there anything more substantial to this claim?

-Leaders in Technology Integration

Some Propel charter schools do claim to provide laptops to students. However, details are pretty sketchy beyond this point.

Moreover, technology in school is a terrible end in itself. It really matters how it’s being used. There are very few details on this that I can find.

-Uniforms

Yes! Propel does require students to wear blue, black or khaki clothing of a particular type. And you can even buy clothing on the network’s Website.

But is this really such a positive? Standardized testing is bad enough? Do we have to standardized dress, too?

Certainly every school should have a dress code, but can’t students express themselves freely anymore? I just don’t see why emulating the worst qualities of private schools is a great thing – especially when it adds an unnecessary cost for parents.

-Tuition Free

Charter schools are funded with public tax dollars. So, yes, you don’t have to pay a tuition to attend. However, you do have to pay for extras like school uniforms.

Also having multiple schools that provide duplicate services is instrumental in raising your local taxes.

Think about it. You already have an authentic public school you pay to operate. Now here comes Propel, a charter school network, demanding to open up shop. That means an additional tax burden on all residents and a reduction in resources for the neighborhood schools already in service.

In fact, overcoming the unpopularity of charter schools because of the increased expense for taxpayers is cited by Droz Marketing – the company that made all those glossy Propel advertisements – on its Website portfolio as an obstacle the company had to overcome to sell Propel to the masses.

Which brings us back to the beginning.

Does Propel go beyond the facts in its claims for itself?

Certainly.

Many businesses do that these days. And make no mistake – Propel IS a business. If it can cut a corner or find a loophole to put more money in operators’ pockets, it will.

Don’t let its non-profit status fool you.

For instance, in 2016 the state caught Propel stealing $376,922 of your tax dollars to pay for rental fees on properties it already owns. It was literally charging itself an unnecessary fee and paying itself with your money.

Technically, this is not illegal. But it certainly doesn’t help educate children. It just goes to enrich the charter school operators.

Non-profit? Yeah, in name only.

However, let me end with what may be the most telling indicator of what it is like at Propel’s charter schools.

indeed.com is a Website workers use to decide if they should apply at a given job site. Employees anonymously review their current place of employment to let prospective job applicants know what it is like there and if they should consider seeking a job there.

The site has many entries on schools in the Propel network. Some are positive. Some are glowing. But most are incredibly negative.

Here in their own words is what it’s like inside the Propel network from the people who work (or worked) there.

Propel Schools – Insiders’ Accounts:

 

 

Students rule.

Para Educator (Former Employee) – Propel East, Turtle Creek – July 19, 2020

Pandering to the cultural climate and using all the right talking points still doesn’t provide a quality education because of the many behavior problems.

 

 

 

Educator (Current Employee) – Pittsburgh, PA – August 4, 2022

Management verbalizes a desire, but does not actively seek to improve diversity within the ranks of educators. The lack of diversity directly impacts how the student body is educated.

 

Stressful, consuming place to work with little support from administration.

First Grade Teacher (Former Employee) – McKeesport, PA – April 15, 2022
I worked at Propel McKeesport for 9 days before I realized it would negatively affect my mental health greatly if I stayed. Everything about the school was chaotic and unorganized. There is so much asked of the teachers, and they are given little to no support in the process. The people that are put in place to act as supports are spread so thin, that you aren’t able to receive the support necessary. I would have to get to work early and stay late in order to get all of my tasks done. I had no time for my personal life, and I was constantly overwhelmed. Leaving was the best decision I could’ve made for myself and my well being.
Pros
Higher than average starting pay for new teachers, healthcare benefits
Cons
Unorganized, consuming, little support/structure

 

 

Hope you have a good therapist if you get hired at the Hazelwood location.

Elementary School Teacher (Former Employee) – Hazelwood, PA – February 3, 2022
My time at Propel Hazelwood was the worst experience I have ever had in a professional setting. The principal, at the time, had all sorts of big ideas, and no clue how to make them actionable. Behavior was managed through a failed token economy… so I’m sure you can imagine what behavior looked like. But good news, they’ll just fire you before you qualify for benefits, and trick the next poor sap. For reference, I was the 3rd of 5 teachers to go through that position in 2 years.

In summary, I hope you line up a therapist before you sign your soul away to Propel. I know I needed one.
Pros
There were no pros. I can’t even make one up.
Cons
Pitiful everything. People, leadership, attitudes, slogans, curriculum (or lack there of). Run away… fast.

 

 

Teacher (Former Employee) – McKeesport, PA – September 3, 2021
Propel McKeesport cannot keep their staff members. They have so many open positions because their lesson plan template is 6 pages long, and the work pile-up is more than loving your scholars. The wonderful scholars don’t get a chance to love who you are because you (if you are not a favorite) are swamped with work. The job is a nightmare.
Pros
There is not one pro I can think of.
Cons
Flooded with work. Lies and says it is “Propel-Wide”

 

Don’t work for them

Janitor (Current Employee) – Pittsburgh, PA – January 3, 2022

Hr treats you bad
Teachers treat you bad
You are less then nothing to everyone even your bosses
Never work for Braddock propel worst school I’ve seen
Pros
Nothing
Cons
You will be treated like you are worthless

 

Pure and total chaos

Teacher (Former Employee) – Braddock Hills, PA – September 27, 2021
Wow. It sounds good from the outside but is terrible in the inside. High school students were out of control. Administration offered little help. The parents were just as aggressive as their children. The teachers will throw anyone under the bus as soon as possible.
Pros
Great pay. Amazing benefits. Stellar retirement and health insurance.
Cons
Terribly behaved students, aggressive parents, woke and offended staff

 

Long school day, longer school year, longest time spent working outside of contractual hours

Educator (Current Employee) – Pittsburgh, PA – May 21, 2021
Even though I went in knowing the hours would be long and the school year would be longer, I was not prepared for the lack of work life balance. I have worked with Propel for 3 years and I will say that it is all consuming. I have been expected to not only do my job during building hours, but outside of work as well. This would be fine if it was occasional, but especially during COVID, it has become constant. Not only is the work never ending, but in my buildng we are not given adequate time to eat (25 minutes) or plan (50 minutes, but this time is often taken up by meetings almost daily). On top of limited planning time and expectations that never seem to stop coming, many of us have been forced into taking on additional, unpaid roles that we did not ask or agree to, and “no thank you” is not accepted as an answer. The district struggles to employee substitutes, so teachers are often expected to split classes when other grade level members are out. This has resulted in 30+ students in classrooms during non-COVID times, with one educator.
Pros
Good benefits, reasonable pay for the area, great curriculum
Cons
Short breaks, underqualified building administration, limited support

 

Schools care for kids but profit can get in the way

Teacher (Current Employee) – Pittsburgh, PA – January 13, 2021
Propel staff does care a lot about the students, but it doesn’t feel like those who are higher up care as much about them. Having a CEO/Superintendent may be the reason for this.
Pros
Dedicated cohorts
Cons
Work-life balance off

 

Administration had a lack of trust for teachers and lack of discipline for students.

teacher (Former Employee) – Montour, PA – July 24, 2020
There was always a feeling of being watched in a critical way throughout the day. Administration was constantly evaluating teacher performance in the classroom which created a negative work environment.
When a student became disruptive in the classroom administrators were difficult to locate. If an administrator did come to the classroom he/she would coddle the student with candy or a fun activity before returning him/her to the classroom. Needless to say the disruptive behavior would continue within an hour. Positive effective leadership was nonexistent.

 

Not very friendly

Accounting Manager (Former Employee) – Pittsburgh, PA – March 4, 2020
Did not get the job I was hired to do. Turnover was high. Cannot speak to majority of the the issues that I had due to a clause in my severance package.

 

Ehhh.

Educator (Former Employee) – Pitcairn, PA – February 3, 2020
Challenging work environment, burn out is high, little support from administration. Propel varies from building to building, but overall its sounds great in theory and in their “plans”, but they’re not able to carry out what they promise to students or staff.

 

This is a good ole boys system

Principal (Former Employee) – Pittsburgh, PA – January 26, 2020
Pros: Let me start by saying, the students are amazing! The parents can be challenging but they truly want what’s best for their children. Cons: If you aren’t LIKED by the superintendent and assistant superintendent your days with Propel are numbered. From the onset, I was deceived by this organization. I spent 4-months interviewing for a High School principal position. I was offered the position of high school principal only to find out I would be a K-8 principal. This was the first red flag of many. Unfortunately, I wasn’t well liked therefore I received very little of what I needed to effectively lead the school. Instead, I got the unhelpful support they thought I needed and none of which I requested. By Feb. I had lost both my APs – one by choice and the other by force. In March I was given a replacement AP that wasn’t a good fit. Work-life balance does NOT exist at Propel Charter Schools. On average, I worked 12 -14-hour days. Sadly, this is the norm for principals in this network. If you are considering Propel for a position as a school administrator, I would not recommend it.
 
 
Teacher (Former Employee) – Hazelwood, PA – September 18, 2019
The staff is wonderful and very supportive. However, the students there are very disrespectful, rude, and have major problems with authority. As a teacher walking into the classroom, they refuse to listen, talk over you, cuss you, and not a lot is done about it.

Cons

Being cussed at and put down by students daily
 
 
 

Poor working place

Teacher (Former Employee) – Homestead, PA – August 10, 2019
Propel is not ran like a school, it is ran like a business. They do not give the students a fighting chance for a bright future. They are more worried about the name ‘propel’ than anything. The work-life balance is awful. They expect way too much of your own time and when they don’t get it, you are looked down on for it. They create cliques and if you are not in the clique, consider yourself gone. They place you wherever they want, certified or not, and will watch you fail. There is lack of help and support from the administration. The only decent people around are your co-workers. I would never recommend this as a work environment nor for parents to send their kids there. No learning takes place. You constantly deal with behavior problems while the children who want to learn are put on the back burner. They change rules half way into the school year and fudge their data. At the rate they are going, they will never compare to peers across the state for PSSAs due to behavior issues and poor management. Not to mention, your lunch is 20 minutes so I hope you can eat fast and 9X out of 10, your planning time to taken away from you for meetings! Be prepared for meetings!!!

Pros

Good benefits

Cons

Everything
 
 
Teacher (Current Employee) – Pitcairn, PA – May 6, 2017
There was little time to be able to practice individualized teaching practices and spend time working with students. Leaders were only focused on enrollment and test scores, and did not focus on the important needs of the child. Work/Home life balance did not exist, as emails and texts were sent at 9:00 PM at night. Money is the number one focus, and for a school system, it was not what was expected.

Pros

Teaching children, benefits and compensation

Cons

Bad work/home life balance

 


 

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Top 11 Education Articles of 2022 Hidden by Facebook, Buried by Twitter, and Written by a Gadfly

If you’ve stumbled across this article on social media, congratulations!

You’re one of the few people allowed to read it!

This blog, Gadfly on the Wall, used to be read by at least half a million people each year. Now it’s seen by barely 100,000.

The reason? Poor writing? Flagging interest in the subject?

I don’t think so.

Education is still as important today as it was in 2014 when I started this venture. And as to my writing ability, it’s no worse now than it was 8 years ago.

The difference it seems to me is the rise of social media censorship – not in the name of fact checking or peer review. After all, I’m a nationally board certified classroom teacher with a masters in education writing about the field where I’ve been employed for two decades.

However, the tech bros who gate keep what could have been the free exchange of information on the Internet insist they get paid for access.

You want your voice to be heard? You’ve got to pay like any other advertiser – even if your product is simply your opinion backed by facts.

So this year, my blog had the fewest hits since I started – 124,984 in 2022. By comparison, last year I had 222,414.

I’d write an article, post it on social media and see it reposted again and again. You’d think that would mean it was popular, but no. The people who saw it liked it enough to suggest it to others, but it went little further. With each share, fewer people saw it. Like someone put up a wall in front of it.

In truth, I’m lucky as many people had the opportunity to read my work as did.

The question is where do I go from here?

Should I continue, knowing only a select few will get to hear me? Should I try paying the billionaire tech bros to let more readers in?

My work isn’t a product and no one is paying me to do it.

Oh well…

In any case, here’s a look back at my most popular articles from the year that was and one honorable mention:

HONORABLE MENTION

11) WPIAL is Wrong! Racist Taunts at a Football Game are NOT a Matter of Both Sides

Published: Feb. 4

Views: 301

Description: My school’s football team is mostly black. They played a mostly white football team and were greeted by racial slurs and an allegedly intentional injury to one of our players. However, the Western Pennsylvania Interscholastic Athletic League (WPIAL) blamed both sides for the incident.

Fun Fact: It’s one of those decidedly local stories that community newspapers used to cover before almost all went bankrupt or were sold to the media giants. Having this platform allowed me to call out an injustice when most voices were silenced. The injured player’s mother thanked me for doing so. Stories like this keep me going.

10) Federal or State Legislature May Raise Teacher Salaries so Schools Have Enough Staff to Reopen

Published: June 8

 Views: 1,468

 Description: At the beginning of the summer, governments were so shaken by the exodus of teachers from the classroom that they were discussing raising our salaries or giving us bonuses. Parents were so adamantly against distance learning they demanding in-person classes with real, live human teachers. What a shock to the super elite education “experts” who had been pushing ways to eliminate teachers for decades and ignoring our consistent march out of the field under these conditions.

 Fun Fact: The federal government is still discussing pay raises with a bill to increase the minimum salary nationwide. Will this lead to any action? Who knows? It’s actually surprising that legislators even recognize the issue exists.

9) Why Even the Best Charter Schools are Fundamentally Inequitable

Published: Sept. 17

 Views: 1,514

 Description: Charter schools are inequitable because they have charters. These are special agreements that they don’t have to follow all the rules other authentic public schools funded by tax dollars must follow. That’s unfair and it applies to EVERY charter school because every one has a charter. Hence, the name.


 Fun Fact: Criticism of charter schools in general usually degrades to defense of individual charter schools avoiding whatever general criticism is leveled against the industry. The argument in this article has the benefit of avoiding any such evasion. All charter schools are guilty of this (and many are guilty of much more). All of them.

8) Every Teacher Knows

Published: March 17

 Views: 1,675

 Description: Just a list of many things classroom teachers know about schools and education but that the general public often ignores. These are the kinds of things missing from the education debate because we rarely include teachers in the discussion about the field where they are the experts.


 Fun Fact: For a few hours people were talking about this article far and wide. And then – boom – it got shut down with a bang. This one was so universal it should have been popular for weeks. But it just disappeared.

7) With the Death of Queen Elizabeth II, the US Should End Its Biggest Colonial Enterprise – Charter Schools

Published: Sept. 10

 Views: 1,817

 Description: Charter schools are colonial enterprises. They loot and pillage the local tax base but without having to be governed by school boards made up of community members – otherwise known as local taxpayers. They can be run by appointed boards often made up of people who do not come from the community in question. They are outsiders come merely for personal profit. These invaders are quite literally taking local, community resources and liquidating them for their own use – the maximization of personal profit. The public is removed from the decision-making process about how its own resources are utilized and/or spent.

 Fun Fact: It’s an argument from consistency. If we’re against the colonial enterprise, we must be against charter schools, too. I’m particularly proud of the graphic (above) I created to go with this article.

6) Holtzman Resigns as MASD Superintendent After Questions Over Contract Shenanigans

Published: May 26

 Views: 1,933

 Description: Dr. Mark Holtzman, the Superintendent from the district where I live, left under strange circumstances. He resigned and took a new contract in a matter of hours so he could get a raise from a lame duck school board without having to wait for the people the community elected to decide the matter to take office first. Then when it all came to light, he left the district for greener pastures.


 Fun Fact: More than any other news source, I documented what happened in detail. Without a series of articles I wrote on this, most people would have had very little idea what happened. It would have just been rumors. This is why we need local journalism. It shouldn’t be left to bloggers like me.

5) Silencing School Whistleblowers Through Social Media 

Published: Feb. 12

 Views: 2,065

 Description: This was social media’s latest crackdown on edu-bloggers and other truth tellers. I used to get 1,000 readers a week. Now I’m lucky to get a few hundred. There’s a strict algorithm that determines what people get to see on their Facebook pages. And if it says you’re invisible, then POOF! You’re gone and the people who would most enjoy your writing and want to pass it on don’t get the chance. It’s undemocratic in the extreme but totally legal because Facebook is a for-profit company, not a public service. Money wins over free exchange of ideas. 

 Fun Fact: There used to be so many other education bloggers like me out there. Now there are just a handful. This is why.

4) If Standardized Tests Were Going to Succeed, They Would Have Done So By Now

Published: April 7

 Views: 2,478

 Description: Standardized tests were supposed to improve our public schools. They were supposed to ensure all students were getting the proper resources. They were supposed to ensure all teachers were doing their best for their students. But after more than four decades, these assessments have not fulfilled a single one of these promises. In fact, all they’ve done is make things worse at public schools while creating a lucrative market for testing companies and school privatization concerns.  

 Fun Fact: Pundits still talk about standardized testing as if it were innovative. It’s not. It’s the status quo. Time to end this failed experiment.

3) Top 5 Charter School Myths Debunked 

Published: April 15

 Views: 3,604

 Description: Let’s examine some charter school propaganda – one piece at a time – and see if there’s any truth to these marketing claims. Charter schools are actually not public schools in the same way as other taxpayer funded schools. They do not save money – they waste it. Their students do not outperform authentic public school students. They are not innovative – they are regressive. They do not protect children’s civil rights – they violate them.


 Fun Fact: I designed the title and picture to trick readers into thinking this was a pro-charter school article. So many people were butt hurt when they read it! I just hope it helped clarify the matter to those who were undecided.

2) The MAP Test – Selling Schools Unnecessary Junk at Student Expense

Published: Aug 27

 Views: 3,937

 Description: The Measures of Academic Progress (MAP) test is an assessment made by Northwest Evaluation Association (NWEA), a so-called non-profit organization out of Portland, Oregon. Some states require the MAP as part of their standardized testing machinery. However, in my home state of Pennsylvania, the MAP is used as a pre-test or practice assessment by districts that elect to pay for it. What a waste! Why do we need a test BEFORE the test? The assessment’s job is to show how our students are doing in Reading, Math and Science compared with an average test taker. How does that help? I don’t teach average test takers. I teach human beings. Students learn at their own rates – sometimes faster, sometimes slower. We don’t quicken the timescale with needless comparisons.

 Fun Fact: I think this article was as popular as it was because people could relate. So many teachers told me how relieved they were to hear someone else expressing all the frustrations they were experiencing in their own districts with the MAP and other tests like it. If administrators and school boards would just listen to teachers! If they’d even bother asking them!

1) Posting Learning Objectives in the Classroom is Still a Dumb Idea

Published: Nov. 25

 Views: 7,285

 Description: When it comes to dumb ideas that just won’t go away, there is a special place in the underworld for the demand that teachers post their learning objectives prominently in the classroom. It presupposes that teachers control everything their students learn in the classroom and can offer it to them on a silver platter. It’s not just a useless waste of time but a dangerous misunderstanding of what actually happens in the learning process.


 Fun Fact: This isn’t exactly news, but teachers were relieved to hear their truth finally given voice. So many of us still have to abide by this nonsense when we could be doing something that actually makes a difference. It’s nice to have your sanity and frustration confirmed. If only administrators could admit they were wrong and stop demanding this crap!


Gadfly’s Other Year End Round Ups

This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down my most popular articles and one listing articles that I thought deserved a second look. Here are all my end of the year articles since I began my blog in 2014:

 

2021:

Gadfly’s Most Outrageous Articles in 2021 That You May Have Missed or Been Too Polite to Share

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

2020:

The Most Important Education Articles (By Me) That You Probably Missed in 2020

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

A Gadfly’s Dozen: Top 13 Education Articles of 2018 (By Me)

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2017:

 

What’s the Buzz? A Crown of Gadflies! Top 10 Articles (by Me) in 2017

 

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Hidden Gadfly – Top 5 Stories (By Me) You May Have Missed in 2017

 

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2016

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

 

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Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

 

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2015

 

Gadfly’s Choice – Top 5 Blogs (By Me) You May Have Missed from 2015

 

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Who’s Your Favorite Gadfly? Top 10 Blog Posts (By Me) That Enlightened, Entertained and Enraged in 2015

 

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2014

 

 

Off the Beaten Gadfly – the Best Education Blog Pieces You Never Read in 2014

 

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Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

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Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

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I’ve also 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!

 

Posting Learning Objectives in the Classroom is Still a Dumb Idea

One of the worst problems in education is that we never let bad ideas die.

There’s always some know-nothing hack from another field who pokes his nose into the profession and makes pronouncements like he’s an expert.

And since he’s so successful at X (usually something in technology or business) we take these pronouncements like they’re holy writ.

This is why we never get rid of standardized testing, charter schools, evaluating teachers on student test scores, and a hundred other practices that have demonstrably failed over-and-over again.

However, perhaps the most annoying of these zombie practices is the demand for teachers to post their learning objectives prominently in the classroom.

This is beyond stupid and a waste of time.

Now don’t get me wrong.

I’m not saying teachers should go into the classroom with no idea of what they hope their students will learn everyday.

But the idea that we have so much control over our students that we can tell them with pinpoint accuracy exactly what knowledge and/or skills will be implanted in their skulls on any given day is so reductively stupid as to be laughable.

Anyone who still thinks teachers can post A on the wall and A is what will be accomplished has no business in the teaching profession.

Because, Brother, you don’t understand how teaching works!

So let’s begin with the reasons why this idea is still attractive.

First, we want to let students know what they’ll be experiencing in class on a day-by-day basis.

It’s a reasonable request to a degree. How many times have students walked into the classroom and the first thing that comes out of their mouths are, “What are we doing today?”

However, experienced classroom teachers know that this isn’t the real question. Most of the time when a student asks this they aren’t interested in what we are doing. They’re interested in what we AREN’T doing.

They want to know if we’re writing an essay, or if we’re reading a text or something that they specifically don’t feel like doing that day.

I hear this question most often in my last period classes because the students are exhausted from a full day of academics. They want to know if I’m going to tire them further or if there might be a chance at a breather here and there.

The second reason this practice is attractive is for principals.

Today’s principal is a frightening thing. After decades of educational malpractice at colleges and universities in creating new school administrators, principals no longer understand what their job truly is.

They think it’s to be a toady to the Superintendent or higher level administrators. They think they have to demonstrate their performance to their bosses with whatever data is available at every turn. (This is also what they expect teachers to do for them.)

This is why they tend to turn everything into something less important but quantifiable.

So demanding teachers to post learning objectives in their classrooms every day is something concrete and tangible that can be checked on and checked off on a clipboard. They can say to their bosses, “Look at what a good principal I am! My teachers post their learning objectives everyday!”

When I think of how principals used to manage their buildings and create an environment conducive for learning – for teachers to best impact their students – it makes me want to cry.

I miss real principals.

In any case, we can see why this demand is attractive.

However, it’s also really, really dumb.


Here’s why.

First, you have to understand how teaching works.

It’s not behavioralism. It’s not the 1920s anymore.

Students will be able to… WRONG! Students will have the OPPORTUNITY to, they will be ENCOURAGED to, their ENVIRONMENT will be altered to make it most conducive to…

You can’t rob them of agency. And if you think you can, you’re a fool.

No teacher – no matter how skilled or experienced – acts on her students like Gandalf or Dumbledore. Teaching is not magic and students are not passive objects.

You can’t say “Learn how to use nouns!” And WOOSH students can distinguish nouns from pronouns with pinpoint accuracy. You can’t put hands on a student’s head and say “Reading Comprehension!” And suddenly they pick up a book and start reading Shakespeare with absolute fidelity.

Yes, you can post these things on the wall. But what good does it do?

Students may see it and think to themselves, “So that’s what the teacher is trying to get me to know!” But how does that help?

When I took piano lessons, my teacher never told me the lesson was on the chromatic scale. She just gave me a few pieces to practice and helped me over the parts where I was stumbling.

Moreover, even if she had told me that, it wouldn’t have meant anything to me. Because I didn’t know what the chromatic scale was!

So much of education is skill based. We learn HOW to do something. We don’t spend much time on WHAT it is or any theories of how it all comes together. And even if we did, that would come at the end, not the beginning.

This is one of the major reasons why I resent the very notion of posting my learning objectives in the classroom. It ruins the surprise!

Teaching is an art at least as much as it is a science. We aren’t programing our kids like you would a computer.

When I teach my students how to write a single paragraph essay, for example, I have them write three drafts – a prewriting, a first draft (heavily scaffolded with a planner) and a final copy.

They often complain that this is a lot of writing and want to know why I’m making them do all this when they feel they could probably skip one or two steps and still come to almost as good of a final project.

I ask them to trust me. I tell them this is the best way, and that they’ll understand later. And since I’ve spent so much time creating a relationship of give-and-take, of trust, they often just get on with the work.

What I’m really doing with all these drafts is getting the format of the single paragraph essay embedded in their minds. They’re memorizing it without even knowing it.

Moreover, writing multiple drafts is good practice when you get to more complicated and longer essays. It forces you to re-evaluate what you wrote previously and it encourages you to improve it before you are finished.

Finally, it instills a process into your mind. You start to feel like this is the right way to do something and you resist taking the easier road because the way you were taught has lead to success in the past (and it will probably serve you well in the future as things get more complex).

Do you really think I should stop and explain all that to my students before we begin? Do you think it would help?

Absolutely not! Children (like tech entrepreneurs and business tycoons) often think they know everything when they really know nothing. If you explain everything to them at the beginning, they can get contrary and refuse to do all you ask to demonstrate they know better. This often leads to dead ends and reteaching – if possible.

These are things teachers like me have learned after decades in the classroom. So when a new administrator starts spouting the shallow dictums they were taught in a corporate dominated college course, it’s beyond frustrating.

Education is the one field where experience is considered a detriment. Classroom teachers are all fools. We must control educators top down with administrators full of ideology and little to no actual practical knowledge.

Teachers have far too much to do already without kowtowing to a worthless mandate to post their learning objectives in the classroom.

That, along with writing formal lesson plans, endless faculty meetings and thrown together professional development, compound to make a teacher’s workload unmanageable.

With so many experienced teachers running for the door these days, wouldn’t it be better to stop and listen to them once in a while?

Maybe it might help encourage some of them to stay in the profession?

Maybe that might actually help student learning?

Huh? Maybe?


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I’ve also 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!

 

Top Five Republican Nightmare Fantasies About Public Schools

Republicans are fighting against a version of public education that does not exist.

Critical race theory, pornographic school books, and other bogeymen haunt their platforms without any evidence that this stuff is a reality.

Doug Mastriano, the GOP nominee for Governor of Pennsylvania, actually promises to ban pole dancing in public schools.

Pole dancing!

“On day one, the sexualization of our kids, pole dancing, and all this other crap that’s going on will be forbidden in our schools,” he says.

Mr. Mastriano, I hate to tell you this, but the only school in the commonwealth where there was anything like what you describe was one of those charter schools you love so much. The Harambee Institute of Science and Technology Charter School in Philadelphia used to run an illegal nightclub in the cafeteria after dark.

But at authentic public schools with things like regulations and school boards – no. That just doesn’t happen here.

Maybe if your plan to waste taxpayer dollars on universal school vouchers goes through you’ll get your wish.

But reality has never stopped the state Senator from complaining about a list of fictional public education woes.

On Twitter he routinely makes statements like this from August:

“Democrats are pushing woke ideology, racism, and sexuality on children in the classroom. As your governor, I will ban this on day one…”

Yikes. This is like promising to ban sorcery in school – another thing we don’t teach.

This isn’t the Republican Party I remember when I was growing up.

Instead of personal autonomy and free trade, today’s GOP solemnly swears to eliminate a series of racially and sexually motivated phantasms that are like shadows under a child’s bed. I suppose it’s easier to get rid of something that’s never existed than to fix the real problems we actually have.

But let’s be honest – for some folks this kind of unhinged messaging works.

Perhaps if we examine the most common claims against public schools, maybe we can see through the mist and electioneering to the very real fears the GOP is using in a desperate attempt to manipulate voters to their side.

So here are the top 5 Republican nightmare fantasies about public schools:

1) Teaching boys to hate themselves

“I believe that white men are the most persecuted identity in America.”

Georgia Congressperson Marjorie Taylor Greene actually said this – out loud – in an interview.

And the GOP attention-seeker is not alone.

Many Republicans claim anti-male discrimination is wide spread. Men are blamed for so many things in our society they’re forced to turn to porn and video games because they have no other options, Green claimed.

And women have become “… too weak and pathetic to take care of themselves. They want a great big giant government to take care of them. It’s such a hypocrisy. They claim they want the future to be female, but they aren’t capable of taking care of themself.”

How did we get here? Public schools that teach sexual politics.

But, Marjorie, the following ARE facts:

-The US is one of only eight countries in the world that does not provide any form of paid maternity leave by federal law.  

-Women earn 83 cents for every dollar a man makes.

-Despite being almost 60% of the population, women hold only 26% of the seats in Congress.

Should we teach such facts in school?

Contrary to Republican opinion, teaching about the many ways women are unfairly treated in the US does not turn men into victims or make women helpless.

Male students are not responsible for a world created by past generations but they ARE responsible for picking a side and doing something about it as they become adult members of society.

In a country where a GOP-controlled Supreme Court has usurped women’s bodily autonomy by overturning Roe v. Wade and men still have untold economic advantages, redefining men as victims and education as infantalizing is, itself, a fantasy.

2) Teaching kids to be gay

Republicans literally think public school teachers are turning kids gay.

That’s the impetus behind Florida Gov. Ron DeSantis’s controversial “Don’t Say Gay” bill and several copycat bits of legislation the American Legislative Exchange Council (ALEC) is pumping out across the country.

They insist that even mentioning LGBTQ people exist is grooming children into a sexuality they wouldn’t otherwise have.

First, believing this shows massive ignorance.

No one can really be coerced into a sexuality they didn’t already possess. As you grow and mature, you have sexual preferences. It’s not really a matter of nurture – it’s nature. People are born this way.

Second, stubbornly refusing to acknowledge that there are other ways to express your sexuality is not going to make people ignore their innate inclinations. The idea seems to be that if kids never find out there are other options, they’ll simply be satisfied with heterosexuality – how they’re told to think and feel.

And finally, it is extremely unfair to LGBTQ people. We already live in a culture that celebrates cis hetero-normativity. Trying to erase everyone else causes real harm and trauma to both people who are different and to those who are not but never get to fully understand the entire spectrum of humanity.

Teachers are not making kids gay, but they are telling kids that gay people are real. We are trying to stop bullying and homophobia. And let’s be honest – that’s really what Republicans are objecting to here.

They want it to be okay to hate gay people.

Sorry. Not in public school.

3) Teaching kids to be trans

This is where the backlash against using appropriate pronouns and recognizing trans people is coming from.

As much as Republicans hate gay people, they absolutely despise and fear the trans community.

Once again they conflate acknowledging the existence of the other with coercing students to become the other. Just knowing that trans is an authentic way human beings can live is seen as a threat. But if this kind of knowledge makes you trans, you almost certainly were trans already.

It hurts no one to call another person by the pronouns they would prefer you use. That’s just respect – treating others like you would want to be treated.

It hurts no one to see the world as bigger than just one way of living. This is reality, after all. And that’s what Republicans are rebelling against.

Far from teachers coercing students to become trans, the GOP wants us to bully children not to be. They want to constrain difference, punish and hide it.

This cannot be the mission of public schools. At its best, it is for everyone and must respect each child on their own terms.

It’s not easy. Recognizing such differences can be messy and challenging, but that’s life. Deal with it.

4) Teaching kids to hate white people

This is one of the most common complaints of Republicans everywhere.

Thy say public schools are woke. Public school teachers talk about racism and prejudice. They teach what was, what is and encourage kids to act to dismantle systems of injustice against people of color that persist.

Yeah. We do that.

I make no apologies.

It’s not Critical Race Theory (which is a legal framework) nor do we teach anyone to hate white people. But we do teach what whiteness has done and continues to do.

It’s called history and current events.

White kids today are not responsible for slavery, Jim Crow or a host of evils perpetrated throughout our collective past. But that doesn’t remove their responsibility to do something about it today.

Republicans, though, try to flip the script and call this teaching, itself, racism. That’s absurd! It is not racist to show kids injustice.

For example:

-Median household income for Black people, at $43,862, is 37 precent less than that of white people, at $69,823.

-Census data shows Black couples are more than twice as likely as whites to be denied a mortgage or a home improvement loan, which leads to just 59 percent of the median home equity white households have, and just 13 percent of Black wealth.

-A Black child born today can expect to live four years less than a white one.

-Black people have been more than twice as likely as white people to experience threats or uses of force during police encounters, and three times more likely to be jailed if arrested.

These facts matter.

They shouldn’t make children hate white people, but they may encourage them to hate white supremacy.

And that’s what Republicans are really against.

5) Teaching kids to be sexually active

This may be the strangest fantasy the GOP is trying to spread about public school.

They say we’re making kids engage in sexual activity. Which is strange because according to the Centers for Disease Control, fewer US children are choosing to engage in sexual activity.

An estimated 55% of male and female teens have had sexual intercourse by age 18, according to the CDC’s National Center for Health Statistics (NCHS).

However, these percentages have declined since 1988 when 51% of female and 60% of male teens had engaged in sexual activity.

If public schools are teaching kids to bump uglies, we’re doing a bad job.

Are kids more sexualized today than in the past? Probably. But that’s a result of the culture. When you sell teenagers shorts with the word “juicy” on the butt, don’t complain about public schools.

Some schools offer sex education classes, but they are focused on health and wellness. There is no encouragement to have sex. In fact, many such classes are still teaching abstinence only instead of safe contraception.

The idea that public schools are teaching sex is just dog whistle politics. It is Republicans trying to scare parents that public schools are instilling values they don’t share. It is blaming public schools for social ills that the schools didn’t cause and don’t control.

Looked at calmly and rationally, all of these fantasies are just scare tactics to get the gullible to react emotionally on election day.

They want to terrify responsive voters into giving GOP candidates the power to stop a host of things that never really existed. They want an excuse for doing nothing to solve the actual problems of the day.

There’s a reason they spend so much time railing against woke education – they want to ensure America remains asleep.

A fitful sleep – tossing and turning in various Republican nightmares.


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I’ve also 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!

Why Even the Best Charter Schools are Fundamentally Inequitable

Not MY charter school!

That’s the usual reaction from charter school fans to any criticism of the industry.

I say many of these institutions lack accountability about how tax dollars are spent…

Not MY charter school!

I say they waste millions of taxpayer dollars to duplicate services already in existence….

Not MY charter school!

I talk about frequent scandals where unscrupulous charter school operators use copious loopholes in state law to enrich themselves without providing services to parents, students and the community…

Not MY charter school!

I mention charter school lotteries, cherry-picking students, not providing adequate special education services, zero tolerance discipline policies, teaching to standardized tests, targeting black and brown kids for profit and feeding the school to prison pipeline….

Not MY charter school! Not MY charter school! Not MY…

Really!?

If the industry is subject to this much malfeasance and corruption, doesn’t that reflect badly on the entire educational model – even the examples that avoid the worst of it?

One model has daily scandals. The other – authentic public schools – is far from perfect but relatively tame by comparison. You can’t blame people for generalizing.

Not My….

Okay. We get it!

But sadly this defensiveness against any criticism hides an enormous ignorance of exactly what charter schools are and how they operate at the most basic level.

Yes, there is a difference between how the best and worst charter schools act.

Yes, there are some charter schools that are run much better, more humanely and responsibly than others.

But that doesn’t mean the very concept of a charter school isn’t rotten to the core.

It’s like colonialism.

Yes, there were colonies where the invaders treated the conquered with more respect and dignity than others.

But not a single colony was a good thing. Not a single colonial enterprise avoided subjugating people who should have been free to determine their own destinies.

The same goes with charter schools.

When I discuss the industry, it’s surprising how many people – especially supporters of the enterprise – don’t understand what charter schools really are.

Let’s start with a simple definition.

A charter school is a school with a charter.

Get it?

And a charter is a contract – a special agreement with the state or some other governmental entity that this school can exist.

Why is that necessary?

Because there are rules laid out by each state in their school codes detailing what schools must do in order to qualify for taxpayer funding.

For example, under normal circumstances they must have an elected school board made up of members from the community where the school is located.

All authentic public schools must follow these rules. But not Charter schools.

Instead, they get to follow whatever rules are set down in their charter.

So without even examining exactly which special rules are stipulated in that charter, these schools are founded on the very concept of privilege.

They get to abide by their own rules tailor-made just for them.

Why does that matter? Because they get public funding.

And, yes, ALL charter schools are publicly funded – they get at least part of their money from taxpayers, usually all or the majority of their funding.

That opens a huge divide in accountability between types of schools.

On the one hand, authentic public schools are publicly funded but required by law to be run by elected members of the public. You pay your taxes and you get a say in how those taxes are spent.

However, many states allow charter schools to avoid this stipulation. They can be run by appointed boards or other functionaries that taxpayers have no say in hiring.

It’s a common feature of most charter agreements and often exploited.

You pay taxes and have no say in how that money is spent at these charter schools.

Parents of students enrolled in the school can vote with their feet and remove their kids if they don’t like the direction the school is taking. But the overwhelming majority of taxpayers don’t have kids in the charter school – they might not have kids at all. But their money is still being collected and their voice is silenced.

That is fundamentally unjust.

In fact, it’s one of the main reasons given for the American colonies fighting a war with Great Britain. No taxation without representation.

And most charter schools are guilty of it.

But not all!

There are charter schools run by elected school boards. They either choose this management system though it is not required by their charter or their charter explicitly requires it – like any other taxpayer funded school.

Does this excuse these charter schools from the same inequities as their more privileged brethren?

No.

And this is an important point.

How does a charter school open in the first place?

Most authentic public schools were started many years ago by the communities where they operate.

Community members got together, agreed they needed a school, elected board members to manage it, collected tax money, etc.

Charter schools are much newer inventions that come about differently.

Instead of starting with a community, they start with a charter operator. This could be a single individual, a group, an organization or a corporation.

The operator then goes to the state, community or usually school district where they propose to open the charter (it depends on the state charter law) and puts forward a proposal. Then the state, community or board decides to approve or deny that proposal.

However, nearly every charter school law does not give local communities an unlimited right of refusal. After all, if they did, there would be hardly any charter schools in existence.

Think about it.

When an authentic public school district decides to open a charter school inside its borders, it is agreeing to give a portion of the tax dollars it already receives to the charter school. It is agreeing to run its existing schools on less money so the charter can open up.

Why would any authentic public school do this? Only if it saw a real need for a new school and did not want to open a new school, itself. That’s a pretty rare situation.

However, nearly every charter school law gives very narrow reasons that new charter applications can be refused. So most of the time, the district has no choice but to approve these proposals. And if a district does refuse, the matter often goes to a state charter approval board which almost always reverses the decision. The community says no – state functionaries say yes.

So even when one of these so-called good charter schools managed by an elected school board opens up, it does so by overruling the decisions of the community it serves.

Charter schools create burdens for their communities. They siphon tax dollars from the existent public schools without reducing costs by much at all. So the authentic public school board is forced to make a hard decision – cut services for students and run with their reduced tax revenue or increase taxes to make up the difference.

Charter schools equal higher taxes in districts that can afford it and a reduction in educational quality in those districts that can’t.

This is a situation the community did not ask for. The community did not demand a new charter school. A handful of charter operators did to enroll a handful of students.

This is not fair.

And, yes, it applies to every charter school.

School choice is based on lack of choice in the first place.

However, my favorite response from charter school fans is that their school doesn’t have any special agreement at all.

Their school has no charter.

It’s like saying your ice cube isn’t cold, or your fire isn’t hot.

What is a charter school without a charter? Not a charter school.

If there really is such an institution out there, I would say it is a charter school in name only. Best to rename it as an authentic public school just for the sake of accuracy.

And if anyone does find a yellowed document for one of these schools labeled “charter,” best to tear it up. You don’t need it since your charter school has no need of special agreements.

Keep in mind, this is long before we get into the specifics of how charter schools can (and often do) exploit children and communities.

If the very existence of your school is predicated on the existence of a charter agreement, that is inequitable.

It does not need to follow all of the rules that authentic public schools must.

These are rules about being accountable for how you spend tax dollars, having minimum academic standards, hiring qualified staff, etc.


If there really are some rules that charter schools should be freed from obeying, why not just free all taxpayer funded schools from these rules? You don’t need a special agreement. You need to renegotiate the state school code.

Otherwise, this is giving special treatment to some schools rather than others.

That is the point.

Charter schools – ALL CHARTER SCHOOLS – are inequitable by definition and design.

It is an unjust system.

And no amount of defensiveness will avoid this truth.


Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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!

With the Death of Queen Elizabeth II, the US Should End Its Biggest Colonial Enterprise – Charter Schools

In the United States, colonialism isn’t just something we do to other people – we do it to our own citizens.

A prime example of this is the charter school industry.

Now that the UK’s longest-reigning monarch has died, perhaps we can admit that.

To many people, Queen Elizabeth II is more than just a 70-year figure head – she remains a symbol of the British colonial empire — an institution that enriched itself through violence, theft and oppression.

But one needn’t look solely at European nations pillaging Africa and Asia to condemn the practice.

Nor should we limit ourselves to United States’ hegemony in the Caribbean, Pacific and Middle East.

We’ve got colonialism right here – down the street, in our own neighborhoods.

According to the Oxford English Dictionary, colonialism is:

“the policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically.”

That’s a pretty good description of the relationship between charter schools and the communities where they insert themselves.

Consider what a charter school does.

It is a school funded by taxpayer dollars but free from regulations protecting the people it supposedly serves.


Like a colonial power, a charter school loots and pillages the local tax base but is not required to be governed by the local taxpayers.

This is fundamentally different from authentic public schools which are funded in the same way but subject to the leadership of an elected board of directors made up of members of the community. At charter schools, decisions can be made entirely by an appointed board who are not beholden to the public but to the organizers and investors who created the charter school in the first place.

And often those investors do not come from the community in question. They are outsiders come merely for personal profit.

These invaders are quite literally taking local, community resources and liquidating them for their own use – the maximization of personal profit. The public is removed from the decision-making process about how its own resources are utilized and/or spent.

To be fair, a charter school cannot exist in a community unless its operators can convince enough parents to enroll their children. However, no one needs to invite the charter school into the community in the first place.

Like with any business, these entrepreneurs can decide to set up shop pretty much anywhere, and though local public schools are tasked with approving or disapproving their request to locate within district boundaries, most state charter school laws provide very few resources to authentic public schools to turn charter schools away. Moreover, when charter applications are denied, the community that turned them away are often overruled by unelected privatization-friendly functionaries in state government.

Think about what a transformation has been thus accomplished.

Stakeholders such as students, families, teachers, and communities become merely economic resources ripe for hegemony – not free people with the right to control their own destinies.

After all, just because a small number of parents have decided to enroll their kids at a charter school, that doesn’t mean the community at large – which is far more numerous and will have to fund this endeavor – supports it. Moreover, the money taxpayers are expected to offload on the charter school come from their existent public schools – and the slight reduction in students does not equal a proportionate reduction in cost. Most expenses are fixed regardless of enrollment. You still have to heat and cool the building, staff the classes, etc. So the community has to decide whether to shortchange the majority of children who continue to be enrolled at the authentic public school or (as often is the case) pay more in taxes to make up the difference.

In this context, the colonizers aren’t foreign governments but hedge fund managers and other investors who treat the charter school in the same manner as real estate or stocks, playing a gambler’s game of speculation while local taxpayers are left with the tab and the lion’s share of risk. After all, if the speculators lose, they are out a certain dollar amount. If the charter school fails, the community loses a quality education for its children. Moreover, money that should have been spent according to community needs and priorities—hiring school nurses, keeping music programs, reductions in class size, etc. – is wasted.

Make no mistake – this is theft. It is pillaging and looting a community. The citizens lose their right to self government, how their land is used and how their resources are utilized. They become enslaved to the so-called free market.

Perhaps the most pernicious effect is the change in attitude, as Ohio social studies teacher Dr. Chuck Greanoff writes:

“Our minds are targets of colonization, the goal being the replacement of any sense of a common good and shared responsibly with the neoliberal axiom that economic self-interest is the only right and natural course of action. You are to think like consumers, not citizens. You are to shop for the best schools for your student, not invest your time and effort in improving them for everyone.” 

Others have gone even farther finding racism in the daily administration of charter schools, themselves. After all, many charter schools locate themselves around inner city black communities and therefore exploit the children of color they find there.

Bloggers Russ Walsh and Jonathan Pelto noted how similarly both colonialists and charter school operators often treat the people in the communities where they are located.

Colonialism is often white Europeans acting on brown indigenous people. The colonizers are going to “raise those savages up” or in the words of noted imperialist Rudyard Kipling, ease the “white man’s burden.”

Walsh notes that we see the same apparent motivation among charter school operators with regard to the often black and brown children enrolled in their schools. They use militaristic, highly autocratic systems of discipline to keep these children in-line.

He writes:

“The children of the inner city are being treated by their “benefactors” as inferiors. Charter schools are colonial enterprises.”

However, the most damning testimony comes from Julian Vasquez Heilig’s Cloaking Inequality blog. He published a guest piece written by a former New Orleans charter school dean of students decrying just such colonial practices.

He writes about the experience first hand:

“…while working as the Dean of Students for a charter school in New Orleans, it took me some time to realize that I had been enforcing rules and policies that stymied creativity, culture and student voice…

My daily routine consisted of running around chasing young Black ladies to see if their nails were polished, or if they added a different color streak to their hair, or following young men to make sure that their hair wasn’t styled naturally as students were not able to wear their hair in uncombed afro styles. None of which had anything to do with teaching and learning, but administration was keen on making sure that before Black students entered the classroom that they looked “appropriate” for learning. As if students whose hair was natural or those whose parents could not afford a uniform tie could not achieve like others who possessed these items…

…everything at the school was done in a militaristic/prison fashion. Students had to walk in lines everywhere they went, including to class and the cafeteria. The behavioral norms and expectations called for all students to stand in unison with their hands to their sides, facing forward, silent until given further instruction.”

Students should not be treated like prisoners. Children should not be forced to comply with such harsh rules of conduct. And no one should be compelled to give up their cultural heritage for any reason – but especially because those in charge don’t value them as human beings.

It’s way past time we admit it.

This is colonialism.

Charter schools are colonial enterprises.

We can and should criticize the UK for its history of violence and oppression. We can and should include many US international policies in the same condemnation.

But we mustn’t stop there.

Colonialism is on our streets and in our schools.

We have been colonized by the rich and powerful and our children of color have received the worst of it.

We must end the charter school experiment.

We must end the neighborhood colonialism that too few are willing to call by its rightful name.

Further Reading:

Fisher, David R.   Education in the Settler Colony: Displacement, Inequality, and Disappearance via Charter Schools. University of South Florida ProQuest Dissertations Publishing,  2019. 27548561.

-Vasquez Heilig, J., Khalifa, M., & Tillman, L. (2013). Why have NCLB and high-stakes reforms failed?: Reframing the discourse with a post-colonial lens. In K. Lomotey and R. Milner (Eds.), Handbook of Urban Education. New York: Routledge.


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Great Replacement Theory and School Choice

What do QAnon conspiracy theorists and school privatization promoters have in common?

Answer: ideology.

The two groups do everything they can to disassociate with each other in public.

But examine their ideas and you’ll see a lot of family resemblances.

For example, take Great Replacement Theory and School Choice.

Great Replacement Theory is the idea that people of color are replacing white people both numerically and politically. Adherents claim Democrats are overrunning native-born white people with brown skinned immigrants in order to wrest political power. The claims have no basis in fact, but that doesn’t stop the narrative from gaining traction in the darkest corners of the Internet and right wing circles.

It is a favorite of far right pundits, immigration catastrophists and mass shooters. In fact, several white men have used it as justification for mass murder.

In May a white teenager cited it as his motivation for killing 10 black people and wounding several others at a supermarket in Buffalo, New York.

In 2018, another white man claimed he was trying to stop Jewish people facilitating immigration by killing 11 Jewish people at the Tree of Life synagogue in Pittsburgh.

School choice, on the other hand, seems to be something much less extreme.

At least you don’t have to be a card carrying member of the lunatic fringe to espouse its supposed virtues.

It’s the idea that kids should be segregated into different school systems based on parental choice. This means that parallel systems will compete for students in a Darwinian marketplace where some will get better resources than others with profit being the prime motivator for school operators most of whom are private corporations. In practice, this usually means that the worst racial and economic segregation is justified and even preferable so long as consumers think doing so will get them some kind of advantage.

It’s quite a popular idea among certain market first ideologues. This includes both Democrats and Republicans, investment bankers, and even some social justice advocates.

These are not always the same people who publicly champion Great Replacement Theory. However, as Tucker Carlson proves on his Fox News platform, sometimes they are.

Carlson has used his media empire to promote both ideas.

For more than a year he’s been claiming on Fox News that there’s a deliberate effort by the Democrats to undermine Republicans by replacing native-born Americans with immigrants.

In July, he said:

“You can’t just replace the electorate because you didn’t like the last election outcomes. That would be the definition of undermining democracy, changing the voters… The great replacement. It’s not a conspiracy theory. It’s their electoral strategy.”

And when it comes to school choice, he goes even further. Not only has he promoted it on Fox News, he is co-founder and editor-in-chief of The Daily Caller, a media source that constantly promotes school privatization and other corporate education reform strategies – school vouchers, charter schools, etc.

So what do the two concepts have in common?

In short: racism and white supremacy.

Great Replacement Theory is a kind of grievance politics complaining about the steady loss of white privilege.

School choice is an attempt to recapture or maintain white privilege at the educational level and by extension into the adult economic and political world.

Great Replacement Theory has its roots in French nationalism books dating back to the early 1900s, according to the Anti-Defamation League (ADL).

Chief among these is French Author, Jean Raspail, whose 1973 novel, The Camp of the Saints, told a fictional tale of migrants banding together to take over France. However, the concept’s more contemporary use is attributed to Renaud Camus, a French writer who wrote “Le Grand Remplacement” (“The Great Replacement”) in 2011.

White supremacists blame Jewish people for nonwhite immigration to the U.S., and the concept is closely associated with antisemitism, according to the ADL.

Adolphus Belk Jr., professor of political science and African American studies at Winthrop University, said white nationalist movements arise when people of color are seen as a threat politically and economically.

Belk said white nationalists are worried that, “whites will no longer be a majority of the general population, but a plurality, and see that as a threat to their own well-being and the well-being of the nation.”

What makes individual extremists and white nationalist groups so dangerous, according to Belk, are the lengths they are willing to go to in order protect their position in society:

“They are willing to use any means that are available to preserve and defend their position in society … it’s almost like a sort of holy war, a conflict, where they see themselves as taking the action directly to the offending culture and people by eliminating them.”

By contrast, school choice is a quieter ideology, but based on similar foundations.

School choice originated in America’s racially segregated past. Around the time when the Supreme Court’s Brown v. Board ruling outlawed direct segregation in public schools, white lawmakers created programs for redirecting public money to private institutions so that white families didn’t have to send their children to schools with their Black peers.

And we see the same in charter schools and private schools accepting taxpayer funded vouchers today. The prime motivation behind sending children to these schools is often “white flight”. White parents use these options to flee schools with higher percentages of non-white students. And choice options tend to lure the more motivated and compliant students away from public schools.

This isn’t to say that the authentic public school system is unequivocally integrated, either. While there has been tremendous progress in many districts, unscrupulous school boards, administrators and lawmakers have drawn district lines in such a way as to limit integration even in a substantial number of public schools. However, the degree of segregation at privatized schools dwarfs anything you’ll see in public education.

School choice programs create the ideal situation for Black-white segregation. An analysis of high schools in more than 100 of the largest U.S. public school districts found a positive correlation between districts that offer school choice programs and the degree to which their high schools were racially imbalanced for Black and white students.

A national study of the trends in the racial makeup of nearly every school district in the U.S. found that charter expansions made segregation worse within school districts. An analysis of national enrollment data of charter schools, conducted by the Associated Press in the 2014-2015 school year, found more than 1,000 of the nation’s 6,747 charter schools had minority enrollments of at least 99%, and the number has been rising ever since.

We see the same effect with school vouchers. A 2018 study of Washington, D.C.’s voucher program found that 70% of voucher students were enrolled in heavily segregated schools with 90% or more minority students, and 58% were enrolled in all-minority schools.

So both concepts – Great Replacement Theory and school choice – center around increasing white supremacy.

Both seek to shore up white political and economic power regardless of white people’s numeric majority. In fact, as white people become less of the majority – not through any importing of people of color from other nations but as a natural consequence of birth rates – they seek to disempower people of color.

In education, this means keeping Black and white students separate and unequal. It’s a way to divert more resources to the white students and ensure the Black students do not receive the same opportunities.

Sadly, these ideas are not really new in this country. Both share the spirit of George Wallace who in 1963 proudly proclaimed:

“Segregation now, segregation tomorrow and segregation forever!”

As Malcolm X observed:

“America preaches integration and practices segregation.”

The question remains whether voters will support such artifacts of the past or turn to a future where our ideals of equality and fairness triumph over our reality of inequality and injustice.

QAnon and school privatization may share a family resemblance, but it is up to us whether we reject that family or not.


 

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Why is a Gates-Funded, Anti-Union, Charter Advocacy Group Part of Pennsylvania’s New Plan to Stop the Teacher Exodus?

Teachers are fleeing the profession in droves.

So Pennsylvania has unveiled a new plan to stop the exodus with the help of an organization pushing the same policies that made teaching undesirable in the first place.

The state’s Department of Education (PDE) announced its plan to stop the state’s teacher exodus today.

One of the four people introducing the plan at the Harrisburg press conference was Laura Boyce, Pennsylvania executive director of Teach Plus.

Why is this surprising?

Teach Plus is a national 501(c)(3) nonprofit organization that works to select and train teachers to push its political agenda.

What is that agenda?

Teach Plus has embraced the practice of widespread staff firings as a strategy for school improvement.

Teach Plus mandates that test scores be a significant part of teacher evaluation.

Teach Plus advocates against seniority and claims that unions stifle innovation.

Teach Plus has received more than $27 million from the Gates Foundation and substantial donations from the Walton Family Foundation.

How can an organization dedicated to the same ideas that prompted the exodus turn around and stop the evacuation!?

That’s like hiring a pyromaniac as a fire fighter!

“Pennsylvania’s educator shortage is the biggest threat facing not only our educational system but our future prosperity as a commonwealth,” Boyce said at the press conference.

“If schools are engines of educational and economic opportunity, then educators are the conductors who keep the train moving forward. Teach Plus teachers have been sounding the alarm about this crisis and are eager to partner with the Department to enact ambitious and transformational changes to better recruit and retain educators in Pennsylvania.”

However, she’s already getting things wrong.

The importance of education is NOT as the “engine of economic opportunity.” Its importance is to help students become their best selves. It is creating critical thinkers who can navigate our modern world, become well-informed participants in our democratic system and live good lives.

Given the track record of Teach Plus, any well-informed individual should be wary of the how “eager [the organization is] to partner with the Department to enact ambitious and transformational changes.”

But what’s actually in the plan?

A lot of vague generalizations.

The plan (titled The Foundation of Our Economy: Pennsylvania Educator Workforce Strategy, 2022-2025) sets forth five focus areas:

1) Meeting the educator staffing needs of rural, suburban, and urban areas;

2) Building a diverse workforce representative of the students we serve;

3) Operating a rigorous, streamlined, and customer service-oriented certification process;

4) Ensuring high-quality preparation experiences for aspiring educators; and

5) Ensuring educator access to high-quality and relevant professional growth and leadership development opportunities.

As you can see, it is full of corporate education reform buzzwords like ‘rigorous” and “high quality” that neoliberals have used as code for their policies for decades.

There are 50 steps outlined in the report. While many seem important and well-intentioned, they lack any kind of urgency, and though organized under these five areas, still seem kind of scattershot.

For example, the number one most important thing any state has to do to retain current teachers and to attract new teachers is to increase wages.

Teachers make 14 percent less than those from professions that require similar levels of education, according to the Economic Policy Institute.

Teacher salary starts low, and grows even more slowly.

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.

Yet increasing teacher salary is only briefly mentioned in step 13 of the first focus group as follows:

“13. Based on the resources that PDE develops on competitive compensation and incentives, advocate for and secure funding from the General Assembly that enables hiring entities to compete more effectively in the regional labor market.”

Talk about anemic language!

Imagine being on a sinking ship and someone only mentioning plugging the leak in such terms – if we can, based on our resources, yada, yada, yada.

Another point that jumped out to me was recruitment of new teachers.

Under focus two, the plan calls for:

“6. Partner with nonprofit organizations working to develop recruitment, training, and mentoring programs for middle and high school students from diverse backgrounds to identify and recruit future educators.”

Getting more people to become teachers sounds great, but why are we partnering with “nonprofit organizations” and which ones in particular do you have in mind?

There are plenty of neoliberal organizations of a similar type to Teach Plus that call themselves “nonprofit” – for example Teach for America.

Are we advocating for teacher temps with a few weeks crash course in education? It sure sounds like it to me.

Moreover, there’s the issue of charter schools. These are schools funded by tax dollars but often run by corporations or other organizations. Many of these consider themselves nonprofit.

So doesn’t this new plan help push more educators into the charter school network? Isn’t it open to funding more charter schools and calling it teacher retention?

Considering that charter schools are not subject to the same regulations as authentic public schools and allow all kinds of fiscal and student abuses, I’m not sure how encouraging such practices will help anyone but the profiteers behind these schools.

Then there’s the emphasis on building a diverse workforce.

In itself, that’s an excellent and necessary goal. However, if you aren’t going to make the profession more attractive, you aren’t going to increase diversity. Right now one of the major reasons our schools are full of mostly white, middle class teachers is because white, middle class people are the only ones who can afford to take the job.

Teaching often requires economic white privilege and often a second member of the household to earn the lion’s share of the income. Without addressing the pure dollars and cents of this issue – something Teach Plus is overjoyed to do when talking about the importance of education – all this talk of diversity is mere tokenism. It’s hiding behind a veneer of “wokeness” with no real intention of doing anything to help people of color as teachers or students.

Finally, let’s talk about the kinds of teacher preparation, professional development and leadership opportunities in this plan.

They are described as:

“high-quality preparation experiences for aspiring educators” and

“access to high-quality and relevant professional growth and leadership development opportunities”

But “high quality” by whose definition?

That’s the point here. Classroom teachers would consider classroom management, effective discipline and time for effective planning to be “high quality.” Educators would value more autonomy and less paperwork. But I’m willing to bet that isn’t what the authors of this plan think it means.

This is what Teach Plus does. It advocates for neoliberal disruptions in school management.

In the past, Teach Plus has insisted older more experienced educators be fired while shielding “promising young teachers” from the brunt of these firings. There is a great deal of evidence that teacher effectiveness, on a wide range of indicators – not just test scores – increases as teachers gain experience. However, new teachers are easier to brainwash into corporate education reform – to be driven by standardized test scores and data instead of the needs of the living, human beings in front of them in the classroom.

So this proposed teacher preparation and professional development is of what kind exactly? I’ll bet it’s mostly reeducation to accept corporate education reform. I’ll bet it’s focused on ways to increase student test scores which will then be used to evaluate teacher effectiveness – a program that has been roundly disproven for decades.

So where does that leave us?

A decades ago roughly 20,000 new teachers entered the workforce each year, while last year only 6,000 did so, according to PDE.

The minimum teacher salary in the Commonwealth stands at $18,500 — and has since 1989.

Meanwhile lawmakers – especially Republicans – push for bills to monitor teachers, restrict them from teaching an accurate history, and ban books from their libraries and curriculums.

Standardized tests are everywhere the main metric of success or failure, and school funding is determined by them. While authentic public schools serving the poor and middle class starve for funding, the legislature gives an increasing share of our tax dollars to charter and voucher schools without oversight on how that money is spent.

This new plan is not going to change any of that.

It is at best a Band-Aid – at worst a public relations stunt.

If we really wanted to stop the teacher exodus, we wouldn’t partner with one of the architects of the current crisis to do so.

We would roll up our sleeves and take the actions necessary for real change – and chief among these would be an increase in teacher salary, autonomy and prestige.


 

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Covid Has Hobbled Public Schools. Here’s Why They’re Worth Saving 

 
 
 
Is public education worth saving? 


 
That’s the question in the air these days.  


 
In the last century, the US academic system helped us reach the moon, defeat Communism and become the world’s largest super power.    


 
However, today our public schools are more damaged than ever before.  


 
An increasing number of families are leaving them for charter and voucher schools.  


 
Teachers are quitting their jobs in droves with few people willing to fill the vacancies they leave behind.

 
 
And above all, many people seem to think the schools, themselves, are failing


 
Isn’t it time to move on to something else? 


 
I’m here to tell you – no, it is not. 


 
In fact, we need to guard and cherish our public schools more than ever before. Because we face the real possibility of losing them for good.  


 
The Covid-19 pandemic on top of years of corporate sabotage and propaganda have obscured what public education really means and why it is absolutely necessary to the functioning of our society and any possibility of social, racial or economic justice. 


 
Let’s begin by looking at how the current disaster exacerbated an already difficult situation and then consider why we should care enough to fix the mess. 


 
 
The Pandemic Effect 


 
 
Public schools got a bloody nose from the Coronavirus crisis.

 
 
After decades of segregation, inequitable funding, incentives to privatize, and federally mandated standardized testing, it took a deadly virus to finally hobble the system.  


 
Being forced to contend with the uncertainties of Covid-19 damaged people’s faith in public education more than anything that had come before it. 


 
Issues of masking, contact tracing, safety of immunocompromised students and staff, and when to open or close buildings (among other issues) lead to inevitable dissatisfaction from all fronts.  


 
However, none of these issues should have been decided at the local level in the first place.  


 
These were issues of national significance. We needed a unified strategy to fight a global pandemic as it washed over our shores – not scattershot policies by part-time officials unequipped to deal with them


 
These problems should have been tackled by the Centers for Disease Control (CDC) and enforced by the federal government without deference to big business.  


 
Instead, the CDC made conflicting decisions based more on the needs of the economy than public health (many of which were roundly ignored anyway). Then federal and state governments either refused to decide safety protocols leaving it up to individuals or municipalities, or when they did decide matters, they were embroiled in partisan battles over any kind of restrictions.  


 
In fact, it was the failure of federal, state and even local municipal governments that often made public schools the de facto legislators of last resort. And this is something they were never meant to be. 


 
Public health should be decided by scientists not school directors


 
The result was widespread dissatisfaction no matter what school boards decided and an exodus of students and faculty. 


 
Many families, upset at local school board decisions, enrolled their children in charter, cyber or voucher schools.  


 
Overall, charters saw a 7% increase in enrollment – an influx of roughly 240,000 students -during the 2020-21 school year, according to a new report from the National Alliance for Public Charter Schools. This is the largest increase in five years. By comparison, public school enrollment dropped by 3.3% – or 1.4 million students – in the same period. 


 
The biggest increases were in cyber charter schools. For example, in Pennsylvania 99.7 percent of the charter enrollment growth occurred in virtual charter schools. Enrollment at the Commonwealth’s 14 cyber charter schools swelled from about 38,000 students in October 2019 to more than 60,000 students in October 2020, according to the Pennsylvania Department of Education. 


 
But it wasn’t just students leaving our public schools. It was staff, too. 


 
Teachers and other school employees who felt unsafe or were crushed by the incredible pressure thrust on their shoulders either quit or retired in droves.  


 
According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And finding replacements has been difficult. Nationwide, an average of one educator is hired for every two jobs available. 


 
 
This has left us with a weakened system suffering from more problems than before the pandemic hit.

 
 
 
Why Are Public Schools Important? 


 
 
Because of what they are and what they represent.  


 
We hear about public education so often – usually in deprecating terms – that we forget exactly what the term signifies.  


 
A public school is a school meant for everybody and anybody.  


 
It is a school where any child can go to get an education.  


 
You don’t have to pay tuition. You don’t have to have a special ability or qualification. You don’t have to be neurotypical, a certain race, ethnicity, belong to a certain faith or socioeconomic status. If you’re living in the US – even if you’re here illegally – you get to go there.  


 
That may seem simple, but it is vitally important and really quite special.  


 
Not all nations have robust systems of public education like we do in the US. 


 
This country has a commitment to every single child regardless of what their parents can afford to pay, regardless of their access to transportation, regardless of whether they can afford uniforms, lunch or even if they have a home.  


 
We simply define education differently. We look at it as a right, not a privilege. And for a full 13 years (counting kindergarten) it’s a right for every child, not just some. 


Perhaps even more significant is our commitment to children with special needs. 


We have developed a special education system to help children at the edges that many other countries just can’t touch. In some nations these students are simply excluded. In others they are institutionalized. In some countries it’s up to parents to find ways to pay for special services. The United States is one of the only countries where these children are not only included and offered full and free access, but the schools go above and beyond to teach these children well beyond their 12th academic year. 


In every authentic public school in the United States these students are included. In math, reading, science and social studies, they benefit from instruction with the rest of the class. And this, in turn, benefits even our neurotypical students who gain lessons in empathy and experience the full range of human abilities. 


That isn’t to say the system has ever been perfect. Far from it. 


 
There are plenty of ways we could improve. Even before the pandemic, we were incredibly segregated by race and class. Our funding formulas were often regressive and inadequate. Schools serving mostly poor students didn’t have nearly the resources of those serving rich students.

 
 
But at least at the very outset what we were trying to do was better than what most of the world takes on. You can’t achieve equity if it isn’t even on the menu. 


 
Without public schools, equity is definitely not on offer. 


 
 
 Public is Better Than Private 


 
 
That’s really the point.  


 
Charter, cyber and voucher schools are not set up around this ideal.  


 
They are not instruments of inclusion. They are instruments of exclusion.  


 
They are about who is sent away, not about letting everyone in.  


The United States is a big country – the third most populous in the world. We have 332,630,000 people and growing. That’s about 50 million students in public schools. 


 
No private system in the world has ever been able to work at that scale. If we lose our public schools, many kids will be left wanting.  


The market-driven approach does not guarantee an education. It guarantees competition for an education


 
It forces students to compete to get into schools and schools to compete for their very existence. Think of how that affects instruction. Schools have to spend a considerable amount of time and money attracting students to enroll. That’s time and money that doesn’t go to education. It goes to advertising. 


  
Moreover, any school that attracts a surplus of students can choose which ones its wants to enroll. The choice becomes the school’s – not the parents’ or students’. In fact, administrators can turn away students for any reason – race, religion, behavior, special needs, how difficult it would be to teach him or her. This is much different from authentic public schools. There, any student who lives in the district may attend regardless of factors such as how easy or difficult he or she is to educate. 


  
Another major change with this approach is how privatized schools are run. Many are operated behind closed doors without the input of a duly-elected school board, without transparency for how they spend tax dollars, without even the guide rails of most regulations


  
Like in the charter school sector, these schools get almost free reign to do whatever they want.  


This means corporate interests get to run charter schools while cutting services and increasing profits. In fact, administrative costs at charter schools are much higher than at traditional public schools. Students lose, the market wins. 


  
Moreover, many charter schools provide a sub-par education. To put it more bluntly, they do things that would be impossible for public schools to do. One in Philadelphia literally transformed into a nightclub after dark. Another funneled profits into the CEO’s personal bank account to be used as a slush fund to buy gifts and pay for rent at an apartment for his girlfriend. Another CEO used tax dollars to buy a yacht cheekily called “Fishin’ 4 Schools.”  


 
And virtual charter schools are even worse. A study found that cyber-charters provide almost less education than not going to school at all. Even brick and mortar charter schools can close on a moments notice leaving students in the lurch. 


  
It’s a Darwinian model made to benefit the predators, not the prey. It’s a boon for any unselfconscious businessman who doesn’t mind getting rich stealing an education from children. 


 
We Must Fight 


 
That’s why we must fight to keep our public schools.  


 
As flawed and bruised as they are, the public school model is far superior to the alternative.  


 
But many will look only at their own individual situation and stop there.  


 
They will say, “At MY charter school we do this…” Or “That’s not the way things are at MY voucher academy…” 


 
First of all, a well-functioning privatized school is like a castle built precariously on a cliff. Things may work well now, but they could change at any moment and there’s nothing you could do but vote with your feet. When authentic public schools go bad, you have a democratic process to fix the problem.

 
 
But you may luck out. Every privatized school isn’t a scam. Just most of them. So if you have found a charter, cyber or voucher school that is working for your child and doesn’t self-destruct in the time your child is enrolled, you may wonder why you should worry about the rest of us – the kids caught up in a web of privatized predation and neglect?  


 
Because it’s not all about you and your child. Selfishness cannot be the foundation of a just society.

 
 
Even a well-functioning charter or voucher school is publicly funded. It splits the funding that would normally go to one school and divides it among two or more. So students at both have to make do with less. 


You have to live in this society. Do you really want to live in a country with a large population of undereducated citizens who cannot figure out how to vote in their own interests? Do you really want to live in a society where crime is a better career choice for those who were not properly educated?  


 
That’s why we can’t let public education disappear.  


 
It is a necessary condition for democracy, shared economic prosperity and a just society.  


 
I know it may sound like an insurmountable task, but saving our public schools can be done.  


 
It will require collective action. 


 
We will need to actively participate in our school board elections, go to school board meetings and possibly even run to serve on the board, ourselves. 


 
Many people are upset with what local boards did during the pandemic, but the way to solve this isn’t to flee to schools without democratic principles. It is to seize those principles and make them work for you and your community. 


 
We will need to change the way our system treats teachers. If we want to encourage educators to stay on the job and even entice young people to enter the field, we need to make the profession more rewarding. That means higher salaries, more autonomy, more respect, smaller classes, less paperwork, and actually listening to educators on the subject of education.  


 
We also need to discontinue countless policies and programs that have been dragging our public schools down for decades. We need to eliminate high stakes standardized testing. We need to ensure every school is adequately, equitably and sustainably funded. We need to actively integrate our schools and classrooms. We need to stop supporting privatization through charter and voucher schools and instead support authentic public schools.  


 
And to do that, we need real political change at every level of government – local, municipal, state and federal.  


 
None of this is easy. All of it takes work.  


 
But it is the fight we must wage if we are ever to keep our democracy.  


 
It is the fight we must win to create the better world our children deserve.  


 
Public schools are worth saving, but it is up to you and me to do it. 


 

 


 

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I’ve also 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!

 

Top 5 Charter School Myths Debunked 

If there’s one thing people love to argue about, it’s charter schools.

Go to any school board meeting, PTA forum or editorial page, and you’re bound to see folks from all different walks of life getting red in the face over these institutions.

But what are they anyway? And why do they generate so much passionate disagreement?

To answer these questions and many more, I’m going to examine five of the most pernicious myths about charter schools, debunk the fallacies and come to the simple truths.

1. Charter Schools are Public Schools 

That’s what charter school supporters say, anyway. But it’s only partially true.

In short, charter schools are schools that were opened by special arrangement (or charter) with a state or authentic public school district that allows them to exist without having to abide by all the rules and regulations that govern all the other schools. Thus, the charter school can go without an elected board, it can pocket public money as private profit, hire uncertified teachers, refuse to admit special education students, etc. The degree of latitude depends on the special arrangement.

Is that a public school? In one way it most certainly is. All charter schools are funded by public tax dollars. Everything else is up for grabs.

They don’t even have to accept all the students in their coverage area like authentic public schools do. You still have to support them with your taxes though.

Is that a public school?

QUICK ANSWER: NO.

2. Charter Schools Save Money 

This is another claim by the charter school industry that has been in contention for their entire 30 year existence.

Charter schools were invented in 1991 and only exist in 43 states and the District of Columbia. They enroll about 6% of the students in the country – roughly three million children.

However, the idea that they could save money is pretty absurd. They duplicate services that already exist at neighborhood public schools. When you pay for two providers to do the same thing, that doesn’t lower the cost.

It drains money from the existing public schools and often forces school directors to raise taxes so they can continue to provide the same services as before.

However, not only do charter schools increase costs, they often waste the extra money taxpayers are forced to provide.

Consider that more than a quarter of charter schools close within 5 years of opening. By year 15, roughly 50% of charter schools close. That’s not a stable model of public education.

Moreover, 1,779 charter schools (37 percent that receive federal grants) never opened in the first place or were quickly shut down. Since 1994, the federal government has spent $4 billion on these types of schools. Think of how much money has been wasted that could have been put to better use in our much more dependable authentic public schools!

To be fair, some charter defenders will argue that since they are free from the same regulations as public schools, they can cut costs WITHIN their institutions and provide the same services for less. However, they never return that savings to the taxpayers. They simply cut services for their students and then pocket the savings. Lowering quality may be a way to cut costs, but it’s not exactly an innovation – and certainly not something to be envied.

This may be cost effective to the bureaucrats and profiteers running charter schools, but it is not a savings to you and me – to speak nothing of how it hurts the students hoping to receive a quality education.

So do charter schools save money?

QUICK ANSWER: NO!

 
 
3. Students do Better Academically in Charter Schools 

This is what it says on all those charter school advertisements you see popping up everywhere. But is it true?

The problem with answering that is one of apples and oranges. How do you fairly compare charter and public school students when each group is so different?

Charter schools can legally cherry pick their students. They serve far fewer students with disabilities and English Language Learners. If a student is hard to teach, they “convince” them to go somewhere else.

Meanwhile, authentic public schools can’t do that. They take all comers.

As a result, charter schools can APPEAR to do better for their students but that appearance is due to privileged rules not better teaching or academic programs.

However, even with such advantages, charter schools have failed to show consistent results over authentic public schools on comparative studies.

According to a 2010 Mathematica Policy Research study funded by the federal government, middle-school students who were selected by lottery to attend charter schools performed no better than their peers who lost out in the lottery and attended nearby public schools. This was the most rigorous and most expensive study of charter school performance commissioned by the US Department of Education, and it found no overall positive benefit for charter schools.

And there have been many others. A 2016 study found that Texas charter schools had no overall positive impact on test scores and, in fact, had a negative impact on students’ earnings later in life.

Even a 2020 study by the charter-friendly Center for Research on Education Outcomes (CREDO) found that charter schools are not exceeding public schools in most areas of the country. In addition, the study found vast variations in the quality of charter schools – some being better and many being much worse than the norm.

So, taken as a whole, do charter schools outperform authentic public schools?

QUICK ANSWER: NO!

 
4. Charter Schools are About Innovation 

This was, in fact, one of the selling points of the charter school concept when it was first proposed. Being freed of the regulations that authentic public schools have to abide by would allow charter schools to be laboratories for innovation.

However, after 31 years, practices at charter schools can be seen as somewhat different than at authentic public schools, but are they innovative?

According to a 2018 report by IBM Center Visiting Fellow for Evidence-Based Practices, the practices connected with most positive academic outcomes at charter schools are:

1) Longer school days or academic years


2) Zero tolerance and other strict discipline policies associated with rewards and sanctions


3) Centering the curriculum on improving test scores and test prep.

These are pretty much the opposite of what developmental psychologists, education experts and civil rights activists want for children.

Forcing adolescents to spend more time in the classroom is the exact opposite of what other high achieving countries (like those in Scandinavia) do. Treating children like prisoners with harsh punishments for not conforming to strict rules is not considered best for developing young minds. And narrowing the curriculum to drill and kill reading and math test prep may improve scores but it certainly doesn’t create well-rounded adults with strong critical thinking skills.

Moreover, those few charter schools that do engage in creative practices such as organizing the curriculum around a theme like creative arts or racial justice issues aren’t doing anything that isn’t already being done at authentic public schools – specifically magnet and lab schools.

The creativity and innovation you find at most charter schools is in the accounting department – finding new ways to reduce the services students would find at the neighborhood public school and redefining the savings as profit. That and circumventing conflict of interest regulations to allow the corporation that manages the charter school to buy properties from itself at a hefty mark up.

Is any of this innovation?

QUICK ANSWER: NO!

 
5. Charter Schools Improve Civil Rights 

This is perhaps the most often cited benefit of charter schools. In fact, the impression has been that charters are the choice of people of color and serve them better than their neighborhood public school.

However, the facts show a somewhat different reality.

Yes, charter schools do serve a disproportionately high percentage of children of color. According to 2016 data from the National Center for Education Statistics, 26% of all charter school students are black (832,000) compared with 33% of Hispanics (1,056,000) and 32% of whites (1,024,000).

However, approximately 57% of charter schools are located in cities compared to only 25% of authentic public schools.

So black people aren’t selecting charter schools more often as much as charter schools are deciding to locate in areas where more black people live and are often marketing their services directly to black and brown populations.

Are these schools doing a better job of meeting the needs of these children? A 2016 report from UCLA casts doubt on this idea.

Charter schools are notorious for suspending their black students at much higher rates than their white students. While suspensions for students of color are high at public schools as well, they are much more extreme at charter schools.

More than 500 charter schools suspended Black students 10 percent more often than white students. Moreover, the same figure holds for students with disabilities at 1,093 charter schools. In fact, 374 charter schools suspended 25% of their entire student bodies at least once.

Charter schools are also notorious for increasing racial segregation in the neighborhoods where they locate. Nearly half of all Black secondary charter school students attended a charter schools that was hyper-segregated (80% Black) and where the aggregate Black suspension rate was 25%.

However, this increased segregation isn’t just something that affects Black charter school students. It affects white charter school students, as well.

A 2018 report by The Hechinger Report found that 10 percent of charter schools enrolled a disproportionately high number of White students as compared to the racial demographics of the district at large. Writer Kimberly Quick calls these “White-Flight Charters”. 

In the first case, the charter schools end up with a disproportionate percentage of Black students and the white students are left in the public schools. In the later case, the Black students are left in the authentic public schools and the white kids flee to the charter schools.

Both cases are not good for civil rights. They allow students of color to be targeted for disinvestment and reductive curriculum while further privileging the white students.

Don’t Black students deserve the right to an education where corporations can’t teach them on the cheap? Don’t they deserve educations free from developmentally inappropriate long days, harsh discipline policies and narrowed curriculum? Don’t their parents deserve the right to participate in the running of their schools through elected school boards?

The idea that it is somehow in the best interest of children of color to be provided with schools containing fewer safety precautions is kind of insulting.

Far from improving civil rights, charter schools too often violate them.

This is why the NAACP has repeatedly called for a moratorium on new charter schools. Members of the organization’s educational task force released a statement saying:

“With the expansion of charter schools and their concentration in low-income communities, concerns have been raised within the African American community about the quality, accessibility and accountability of some charters, as well as their broader effects on the funding and management of school districts that serve most students of color.”

Black Lives Matter organizers also called for a charter school moratorium. Charters, they wrote, represent a shift of public funds and control to private entities. Along with “an end to the privatization of education,” the Movement for Black Lives organizers are demanding increased investments in traditional community schools and the health and social services they provide.

Moreover, the Journey for Justice Alliance – a coalition of grassroots community, youth, and parent-led organizations in over 30 cities – has gone even further calling for an end to all school privatization.

The organization posted on it’s Website:

“The evidence is clear and aligns with the lived experience of parents, students and community residents in America’s cities: school privatization has failed in improving the education outcomes for young people. There is no such thing as “school choice” in Black and Brown communities in this country. We want the choice of a world class neighborhood school within safe walking distance of our homes. We want an end to school closings, turnarounds, phase-outs, and charter expansion.”

So do charters improve civil rights?

QUICK ANSWER: NO!


There are a lot of myths spread about charter schools – many of them being propagated by the charter school industry, itself.

Most of these are not facts; they are marketing.

While there are some charter schools that do a decent job educating children, the charter school concept is deeply flawed.

Authentic public schools are far from perfect, but taken as a whole they are much more effective, reliable, economical, transparent and democratic than the alternatives.

We should take steps to end the charter school model and transition those schools that are working back to the authentic public school system that has served our students well for more than a century.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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!