Vulture Voucher Bill Latest in Mike Turzai’s Quest to Please Betsy DeVos in PA

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The best way to help a struggling public school is to cannibalize it.

 

 

At least that’s what Betsy DeVos thinks – and so does her Pennsylvania puppet Mike Turzai.

 

 

The Republican Speaker of the state House is expected to propose a school voucher bill Monday that will treat Harrisburg Schools as nothing more than carrion fit for plunder by school privatization vultures.

 

 

Sure the district is in state receivership after decades of neglect and bad decisions by five members of the elected school board and administrators.

 

 

But instead of helping the school and its students get back on their feet, Turzai proposes siphoning away as much as $8.5 million in state funding set aside for the school’s aide. Alternatively, that money would go to help offset some of the cost of sending Harrisburg students to private or parochial schools if they so desire.

 

 

There are already 612 children living in district boundaries who attend nonpublic schools who would immediately benefit. So even if no additional students decided to take advantage of the program, that’s a $2.5 million cost to cover partial tuition for students the state is not currently paying to educate. If any additional students decided to take advantage of the program, the cost would increase.

 

 

However in lieu of any safeguards to make sure these children fleeing from the public system receive the same quality of services required by state law, Turzai’s bill goes out of its way to protect the vultures!

 

 

Under House Bill 1800, private or parochial schools won’t be held as accountable for how they spend the money they plunder from Harrisburg nor will it force them to enroll all comers like authentic public schools are required to do.

 

 

Specifically, non-public schools would be allowed to take public tax dollars but refuse any students they wished – based on gender, race, religion, even special educational needs.

 

 
It’s bad policy and bad politics.

 

 
Essentially Turzai is proposing we swoop in and tear the district to pieces – for its own good.

 

 

The bill would force state taxpayers to pay for half the cost of the voucher program – essentially making us shell out our hard earned money for two parallel education systems.

 

 

It’s unclear where the other half of the money would even come from that the state is supposed to match.

 

 
Thinking people know this is nonsense on so many levels. If the public schools have problems, there’s no reason to believe school vouchers hold the answer. After all, the best way to save yourself from drowning is to patch up the boat you’re already on. You shouldn’t jump to a lifeboat willy-nilly with no assurance that your escape craft is more seaworthy than the one you’re already sailing on.

 

 

And in fact, there is no evidence that voucher schools are better than authentic public schools.

 

 

Countless academic studies back this up. A recent 25-year meta analysis from Stanford University concluded that school vouchers do nothing to improve student achievement and distract from real solutions that could yield better results.

 

 

A 2018 Study from the University of Virginia found that once you take family income out of the equation, there are absolutely zero benefits of going to a private school. The majority of the advantage comes from simply having money and all that comes with it – physical, emotional, and mental well-being, living in a stable and secure environment, knowing where your next meal will come from, etc.

 

 

A 2018 Department of Education evaluation of the Washington, D.C., voucher program found that public school students permitted to attend a private or parochial school at public expense ended up getting worse scores than they had at public school.

 

 

Their scores went down 10 points in math and stayed about the same in reading.

 

 

The results of these studies were so damaging that school voucher lobbyists no longer even try to make the argument that sending kids to private or parochial schools has academic benefits. Instead they rely on the ideological belief that privatization is always better than public services.

 

 

Turzai is literally proposing legislation on an outdated far right talking point. But his whole plan isn’t exactly fresh. We’ve seen versions of it almost every legislative session.

 

Once Turzai introduces the bill next week, it’s expected that his Republican colleagues who have a majority in both the House and Senate due to grossly gerrymandered districts will vote to pass it. Democratic Gov. Tom Wolf has promised to veto it.

 

While Republicans have the numbers to overturn any veto, it is doubtful they would actually do so. Historically they only need to show DeVos and her billionaire friends like the Koch Brothers that they tried to pass their ALEC-written legislation. They don’t actually have to pass it. In fact, doing so would make them responsible for it and could result in voters – even in such gerrymandered districts – turning against them.

 

After all, school vouchers are incredibly unpopular. Every time the issue has been left to a popular vote, it has been turned down.

 

And Republicans know that. This is just theater to please the wealthy donor class.

 

Unless people stop paying attention. Then they may try to sneak it through.

 

Because there’s a lot more at stake than just disrupting the recovery process at Harrisburg schools.

 

The bill as drafted would only currently apply to Harrisburg – specifically when a receiver is appointed in a school district of the second class located in a city of the third class, within a county of the third class.

 

But all it would take is a receiver to be appointed for the following districts to be affected:

 

Allentown City, Bethlehem Area, Coatesville Area, Easton Area, Erie City, Hazleton Area, Hempfield Area, Lancaster, Penn-Trafford, Reading, Wilkes-Barre Area and York City school districts.

 

So this could easily become a backdoor voucher initiative for our poorest districts to become the next course on the buzzards’ menu.

 

 

But perhaps the strangest turn in this whole concern is Turzai’s apparent ambition.

 

 

He seems to be trying to position himself once again as the next gubernatorial challenger to Democrat Wolf.

 

 

And how is he planning to define that challenge? As a clone of the last dope who tried it – Scott Wagner.

 

 

Republicans don’t seem to get the message. Voters – regardless of political affiliation – care about public schools.

 

 

They ousted Tom Corbett when he slashed school funding. They voted against Wagner in droves. And the best Turzai can think to do is ape these two fools?

 

 

DeVos, herself, is perhaps the most unpopular Education Secretary in history – and that’s even with the stiff competition of Arne Duncan and John King.

 

 

School privatization is a political loser.

 

 

No one wants to violate the separation of church and state just to give private businesses a larger cut of our tax dollars.

 

 

We want equity for our public schools so all our students can learn.

 

 

Why can’t birdbrains like Turzai get that through their skulls?

 

 

Perhaps if they stopped picking through the bones of struggling schools they would.

 

 


If you live in Pennsylvania, please click here to ask your state representative to vote against the bill.


 

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

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

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

 

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

 

The concept always was about privatizing schools to make money.

 

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

 

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

 

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

 

 

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

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

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

 

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

 

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

 

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

 

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

 

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

 

Unfortunately it’s just a story.

 

It’s not true. Hardly a word of it.

 

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

 

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

 

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

 

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

 

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

 

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

 

Show me the money!

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Shanker walked right into their trap.

 

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

 

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

 

And the die was cast.

 

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

 

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

 

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

 

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

 

Here is an excerpt from Friedman’s ALEC speech:

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Unless we take a stand and take back our power.

 

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

 

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

 


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


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

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Who’s Trading Public School Funding for a Tax Credit?

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Ever wonder why our roads and public school buildings are crumbling?

 

Ever wonder why schools can’t afford books, buses and nurses?

 

Ever wonder why classroom teachers are forced to buy paper, pencils and supplies for their students out of pocket?

 

Because businesses like Giant Eagle, American Eagle Outfitters, and Eat’n Park aren’t paying their fair share.

 

It’s a simple concept – you belong to a society, you should help pay for the roads, bridges, schools, etc. that everyone needs to keep that society healthy.

 

After all, as a stockholder, CEO or business owner, you directly benefit from that society. If it didn’t exist, you wouldn’t have nearly as many customers – if any.

 

Many of us learned this kind of stuff in kindergarten or grade school.

 
But ironically programs that allow businesses to avoid paying their fair share are being used to short change many of those same kindergarten and grade schools.

 

In Pennsylvania, one such program is called the Educational Improvement Tax Credit (EITC), and everyone from local banks to Duquesne Light to UPMC healthcare providers are using it to lower their taxes while stealing from the public school cookie jar.

 
Here’s how it works.

 
If you expect a tax bill of $X at the end of the year, you can donate that same amount to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then you get between 75-90% of that donation back.

 

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

 

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

 

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for businesses. It just really hurts nearly everyone else because it reduces the state’s general fund – by $124 million last year, alone.

 

When we give away hundreds of millions of dollars every year to religious and parochial schools, we have less money to spend on public schools, roads and all other services that benefit the majority of our citizens – especially the poor who rely more heavily on these services.

 
So why doesn’t the state just budget this amount of money directly to religious and private schools instead of ransacking the general fund after businesses donate it to the tax incentive program?

 

Because it’s illegal to give taxpayer dollars to religious and private schools. The establishment clause of the First Amendment forbids it.

 

The founders of our country didn’t want a state religion with schools teaching theological propaganda like we had in Great Britain. Moreover, they demanded tax dollars be spent with accountability to the whole public – something you cannot do in a private or religious school which isn’t set up for everyone but only those who choose and can afford to go there.

 

However, some smart ass thought of an alleged loophole. He said that if tax money is turned into a tax credit, it’s no longer tax money and it doesn’t violate the rules to spend it on religious and private schools.

 

So this is a fiscal sleight of hand meant to give businesses a tax break while boosting private schools.

 
Who’s guilty of hiding behind this loophole to bolster their bottom line while short changing ours?

 

Probably a lot of businesses you know.

 

Thankfully, their donations to the EITC Program are a matter of public record as is how much money returned to them as savings.

 

You can find a handy database of state businesses right HERE searchable by county compiled by Pennsylvania Capital-Star.

 

 

I happen to live in Allegheny County in the Pittsburgh region – the second highest area of the Commonwealth for these tax dodge…. I mean credits.

 

 

Across the county in 2017-18 (the most recent year for which data is available), Allegheny County businesses donated $15,741,544. They got back $14,180,261 in tax credits.

 
A quick search came up with these noteworthy businesses:

 
Fatheads – the Southside sports bar along Carson Street in Pittsburgh
Contribution: $ 10,000
Tax Credit: $ 9,000

 
AEO Management, Co. 
(American Eagle Outfitters Corporate Office in the South Side, Pittsburgh)
Contribution: $ 350,000
Tax Credit: $ 315,000

 
Apex Diamonds, Inc. (A Pittsburgh jeweler)
Contribution: $ 149,000
Tax Credit: $ 134,100

 
Cochran Motors, Inc. (car dealership in Monroeville)
Donation: $ 100,000
Tax Credit: $ 90,000

 
Deer Leasing Co. (freight and cargo business) THREE ENTRIES:
Donation: $ 444,444
Tax Credit: $ 400,000

 

Deer Leasing Co.
Donation: $ 221,111
Tax Credit: $ 200,000

 

Deer Leasing Co.
Donation: $ 388,888
Tax Credit: $ 349,999

 
-Dollar BankTWO ENTRIES
Donation: $ 225,000
Tax Credit: $ 202,500

 

Dollar Bank
Donation: $ 400,000
Tax Credit: $ 360,000

 
Duquesne Light CompanyTHREE ENTRIES
Donation: $ 10,000
Tax Credit $ 10,000
(So 100% return on investment!?)

 

Duquesne Light Company
Donation: $ 50,000
Tax Credit: $ 45,000

 

Duquesne Light Company
Donation: $ 240,000
Tax Credit: $ 216,000

 

-Eat’n Park Hospitality Group, Inc. (Corporate headquarters in Homestead)
Donation: $ 25,000
Tax Credit: $ 23,500

 

-Federated Advisory Services Company (Asset management company) – THREE ENTRIES
Donation: $ 111,111
Tax Credit: $ 100,000

 

Federated Investment Counseling
Donation: $ 111,111
Tax Credit: $ 100,000

 

Federated Investment Counseling
Donation: $ 222,222
Tax Credit: $ 200,000

 
Giant Eagle, Inc.TWO ENTRIES
Donation: $ 833,333
Tax Credit: $ 750,000

 

Giant Eagle, Inc.
Donation: $ 221,111
Tax Credit: $ 200,000

 
Glimcher Brokerage, Inc. (Real estate company) – TWO ENTRIES
Donation: $ 380,000
Tax Credit: $ 342,000

 

Glimcher Group, Inc.
Donation: $ 300,000
Tax Credit: $ 270,000

 
HM Health Insurance Company (Camp Hill, Pa) – THREE ENTRIES
Donation: $ 50,000
Tax Credit: $ 45,000

 

HM Health Insurance Company
Donation: $ 243,333
Tax Credit: $ 219,000

 

HM Health Insurance Company
Donation: $ 165,556
Tax Credit: $ 150,000

 
PNC Bank, N.A. – TWO ENTRIES
Donation: $ 685,000
Tax Credit: $ 616,500

 

PNC Bank, N.A.
Donation: $ 148,303
Tax Credit: $ 133,500

 
Rohrich Imports, Inc. (Luxury Pittsburgh Car Dealership)
Donation: $ 60,000
Tax Credit: $ 54,000

 
The Buncher Company (property management company) – THREE ENTRIES
Donation: $ 416,667
Tax Credit: $ 375,000

 

The Buncher Company
Donation: $ 416,667
Tax Credit: $ 375,000

 

The Buncher Company
Donation: $ 221,111
Tax Credit: $ 200,000

 

The Huntington National BankTWO ENTRIES
Donation: $ 549,556
Tax Credit: $ 494,600

 

The Huntington National Bank
Donation: $ 111,111
Tax Credit: $ 100,000

 
UnitedHealthcare of Pennsylvania, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

-UPMC Diversified Services, Inc. (Healthcare provider) – SIX ENTRIES
Donation: $ 200,000
Tax Credit: $ 180,000

 
UPMC Diversified Services, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

 

UPMC Diversified Services, Inc.
Donation: $ 190,000
Tax Credit: $ 171,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 181,000

 

UPMC Health Benefits, Inc.
Donation: $ 200,000
Tax Credit: $ 180,000

 

But this leaves out the largest and shadiest group donating to the EITC Program – Limited Liability Corporations (LLCs).

 

 

These “special purpose entities” are set up to represent individual donors so they can more easily divert tax dollars to private and parochial schools.

 

LLCs represent hundreds of individuals who allow the LLC to donate on their behalf and then they get the tax credits passed back to them. It’s a way to encourage the wealthy to get the tax cut and support school privatization without all the hassle of doing the paperwork themselves.

 

And most (if not all) of these LLCs are set up by religious organizations to boost their own parochial schools.

 

For instance, Business Leadership Organized for Catholic Schools is perhaps the largest LLC receiving EITC funds.

 

Across the state, these organization made $15.6 million in donations and claimed $14 million in tax credits.

 

In Allegheny County, the largest are CASTA-SOS LLC and Pittsburgh Jewish Scholarship LLC.

 

CASTA was set up by the Catholic Diocese of Pittsburgh. Pittsburgh Jewish Scholarship benefits Jewish schools in the city.

 

Here’s how much they took from the state general fund last year:

 

CASTA-SOS I LLC
Donation: $ 509,500
Tax Credit: $ 458,550

 

CASTA-SOS II LLC
Donation: $ 460,890
Tax Credit: $ 414,801

 
Pittsburgh Jewish Scholarship I LLC
Donation: $ 675,250
Tax Credit: $ 607,725

 

Pittsburgh Jewish Scholarship II LLC
Donation: $ 750,000
Tax Credit: $ 675,000

 

EITC money went to almost 1,170 different organizations across the state. A fraction were YMCA’s, the Salvation Army and preschools. But the vast majority were private and religious schools.

 

Defenders of the project claim this money goes to fund “scholarships” for poor children to help defray the costs of enrollment at these schools.

 

However, a family making as much as $100,608 per year can qualify for an EITC scholarship for their child. A family with two children could make up to $116,216 and still qualify.

 

Consider this: one of the largest single recipients of this money in Allegheny County was the exclusive Shady Side Academy in Pittsburgh. The private secular school took in almost $1 million last year so that its wealthy students didn’t have to spend as much on enrollment.

 

Why are we subsidizing the rich?

 

Why are we robbing the poor to do so?

 

Why are we using public money to fund the teaching of climate denial, creationism, indoctrination in religious and political ideologies?

 

The short answer – our politicians are spineless and indebted to the people this benefits.

 

Just this summer, the Pennsylvania legislature AGAIN increased the limit for the program by an additional $25 million.

 

That’s the pattern. Every year, the Republican-controlled (and heavily gerrymandered) legislature can’t get their regressive policies passed Democratic Gov. Tom Wolf. They need some Democrats to support their spending priorities. So they entice right-leaning Democrats with increases to these tax incentive programs in order to reach compromises.

 

The result – every year we allow more tax dollars to fly away to private and religious schools while further undermining funding for public schools.

 

But it could have been worse. Earlier in the year, the legislature passed a measure to increase the EITC Program by $100 million. Thankfully it was vetoed by Gov. Wolf. Unfortunately, he let the $25 million increase get through.

 

This is a problem that is not going away.

 

We need to let our lawmakers know in no uncertain terms that we do NOT support these programs. And this isn’t just Republican lawmakers. We especially need to pressure Democrats and even run challengers to those who are not progressive enough in the primaries.

 

And we need to let businesses who partake of the smorgasbord of tax credits that doing so will lose them our business.

 

If we want to stop theft disguised as “tax credits,” we have to start hitting these businesses where it hurts – in the pocketbook.

 

Because they certainly don’t feel it in their hearts.


 

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

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The Welcome Back Letter I’d Love to Give My Students – But Can’t

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I’m a very lucky guy.

 

I get to teach language arts in an amazing urban middle school in Western Pennsylvania.

 

I have reasonable autonomy, opportunities to collaborate with my co-workers and strong union protections.

 

Even so, I know there are a lot of teachers out there who don’t have those things.

 

Yet even after counting all my blessings, I still can’t do whatever I want. I can’t even do everything that my years of academic training and experience tells me would be best for my students.

 

Every year I’m told that my worth as a professional is mainly defined by student test scores – that I should use those scores to drive my entire class, that my major goal should be increasing the scores and my every waking moment should be spent examining past scores.

 
Every year I have to watch out for this data metric and do that much more work because my district has lost even more funding to the vampire charter school in our neighborhood. Or lawmakers have compromised away another several hours of my time to do meaningless paperwork – time that I either have to take away from my students or my family.

 

I see all this and I just want to scream.

 

I want to tell everyone what’s happening so that they can help stop the madness.

 

And I do scream into the whirl of cyberspace on my blog.

 

But I can’t do the same in my district. I can’t tell those right in front of me – my school board, my administrators, the parents or students.

 

Doing so would put everything I do have in jeopardy.

 

I know this because it already has.

 

Every year on the first day of school, I give my students a welcome letter.

 
This is the kind of letter I’d love to give them – but don’t dare:

 


Dear Students,

 

In a matter of weeks you will be invited back to school and I wanted to let you in on a little secret.

 

We missed you.

 

That’s right. Your teachers missed the heck out of you over the summer.

 

Don’t get me wrong. We enjoyed our time at home with our own children, time on vacation, time spent continuing to refine our craft, and/or time spent working another job. (Hey! Those extra pencils, papers, books and supplies aren’t going to buy themselves! Right?)

 

Here’s another little secret – your teachers come to school every day not because we have to, but because we want to.

 

We literally could do anything else with our lives but we’ve devoted our time to you.

 

Why? Because we love you.

 

I know that’s mushy talk, but it’s true.

 

Another secret: We know you’re nervous about your first day back. But – heck – so are we!

 

Don’t forget you’re young. We’re old!

 

We know you’re wondering who your teachers will be this year, what they’ll require you to do, which friends will be in your classes, who will sit with you at lunch…

 

We wonder if we’re still going to be able to do all the things we need to do to help you learn? Are we going to be able to provide a safe, secure environment for you? Will we be able to keep you engaged, and excited to learn? Will we be able to actually teach everything you want and need to know?

 

This is going to be a challenging year for all of us.

 

But that’s a good thing.

 

We’re in this together.

 

That’s kind of an important point.

 

You see, we know you’ll probably be asked to take high stakes standardized tests. Just know that it’s not us who’s asking. It’s the state and federal government. Lawmakers seem to think that your answers on multiple choice tests are very, very important.

 

Another secret: they aren’t.

 

We don’t care how you score on these tests. Not really. We don’t even care if you take them at all – and if your parents decide not to have you sit through this garbage, we will honor their wishes, because they are the ultimate authority on you – their children.

 

We know that standardized tests don’t assess how much you learn. The tests your teachers make do that – the work that you do in class every day shows it better than any canned corporate exam.

 

We know those scores don’t define who you are. We see you every day. We see your creativity, your intelligence, your fire, your verve, your passion.

 

We want to stoke that fire and help you become the people you always wanted to be.

 

And none of that can be shown on a standardized test.

 

THAT’S our job – not to turn you into great test takers but into the kind of people you most want to be.

 

Oh. By the way, please thank your parents for us.

 

Thank them for ignoring the hype about the flashy charter school that hedge fund managers opened on the hill – the school sucking up our funding, cutting services for students and making its investors very rich.

 

Thank them for declining the shiny school voucher to Pastor Dan’s Creationism, Anti-vaxxor, Climate Denial Academy. Thank them for passing up the tax rebate to Ivy Laurel Prep – where the rich white kids go.

 
Thank them for trusting us with the most precious things in their lives – you.

 

You really mean a lot to all of us.

 

So rest up and try to have fun for the remainder of your summer. We’ll do the same.

 

And before you know it, we’ll be back together in class expanding minds, expressing hearts and having a great time!

 

Love you all!

 

Your Teachers


 
That’s the kind of welcome back letter I would love to give my students – but can’t.

 

 

It was partially inspired by a REAL welcome back letter given by a New York Superintendent.

 
Around this time last year, he gave it to 11 principals and about 600 teachers in the
Patchogue-Medford School District before someone posted it online and it went viral.

 

His audience was teachers, but his message was the same:

 

Aug. 14, 2018

 

Dear….

 

Once again… this letter is too let you know I DO NOT CARE what your state growth score is. Let me be clear… I DO NOT CARE. It does not define you. You are more than a score. I’m hoping you know by now that the children and parents you serve appreciate your talents and the ability to make a difference in their lives. Keep your head up and your eye on what is most important… your students and your teaching craft.

 

The Patchogue-Medford School District fully supports you as an educator, regardless of what this meaningless, invalid and inhumane score states. You have my permission to throw it out, or use it for any creative ways you may think of. I have a feeling divergent thinking will be at an all-time high at Pat-Med. Let me know if you need anything and it is my sincere hope you have an outstanding year.

 

With Warmest Regards,

 

Michael J. Hynes, Ed. D.
Superintendent of Schools

 

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Cheers to Superintendent Hynes!

 

If only every teacher, administrator and school board member could be that brave and honest!

 
Here’s another letter given to year six students at Barrowford Primary School in Lancashire, England, along with their results from a recent standardized exam:

 

“Please find enclosed your end of KS2 test results. We are very proud of you as you demonstrated huge amounts of commitment and tried your very best during this tricky week.

 

However, we are concerned that these tests do not always assess all of what it is that make each of you special and unique. The people who create these tests and score them do not know each of you- the way your teachers do, the way I hope to, and certainly not the way your families do.

 

They do not know that many of you speak two languages. They do not know that you can play a musical instrument or that you can dance or paint a picture. They do not know that your friends count on you to be there for them or that your laughter can brighten the dreariest day.

 

They do not know that you write poetry or songs, play or participate in sports, wonder about the future, or that sometimes you take care of your little brother or sister after school.

 

They do not know that you have traveled to a really neat place or that you know how to tell a great story or that you really love spending time with special family members and friends.

 

They do not know that you can be trustworthy, kind or thoughtful, and that you try, every day, to be your very best… the scores you get will tell you something, but they will not tell you everything.

 

So enjoy your results and be very proud of these but remember there are many ways of being smart.”

 

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Here’s another one to parents from a principal in Singapore:

 

“The exams of your child are to start soon. I know you are all really anxious for your child to do well.

 

But, please do remember, amongst the students who will be sitting for the exams there is an artist, who doesn’t need to understand Math… There is an entrepreneur, who doesn’t care about History or English literature…There is a musician, whose Chemistry marks won’t matter…There’s an athlete…whose physical fitness is more important than Physics… If your child does get top marks, that’s great! But if he or she doesn’t…please don’t take away their self-confidence and dignity from them. Tell them it’s OK, its just an exam! They are cut out for much bigger things in life. Tell them, no matter what they score…you love them and will not judge them.

 

Please do this, and when you do… watch your children conquer the world. One exam or low mark won’t take away…their dreams and talent. And please, do not think that doctors and engineers…are the only happy people in the world.”

PrincipalsLetterToParents

 
If teachers and principals were allowed to speak freely, I bet there’d be a lot more of these kinds of letters.

 

School should not be centered on testing and test scores. It should be centered on students.


 

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

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Charter Schools Will Always Waste Money Because They Duplicate Services

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You can’t save money buying more of what you already have.

 

Constructing two fire departments serving the same community will never be as cheap as having one.

 

Empowering two police departments to patrol the same neighborhoods will never be as economical as one.

 

Building two roads parallel to each other that go to exactly the same places will never be as cost effective as one.

 

This isn’t exactly rocket science. In fact, it’s an axiom of efficiency and sound financial planning. It’s more practical and productive to create one robust service instead of two redundant ones.

 

However, when it comes to education, a lot of so-called fiscal conservatives will try to convince us that we should erect two separate school systems – a public one and a privatized one.

 

The duplicate may be a voucher system where we use public tax dollars to fund private and parochial schools. It may be charter schools where public money is used to finance systems run by private organizations. Or it may be some combination of the two.

 

But no matter what they’re suggesting, it’s a duplication of services.

 

And it’s a huge waste of money.

 

Consider the case of my home state of Pennsylvania.

 

Charter schools cost Commonwealth taxpayers more than $1.8 billion a year and take more than 25 percent of the state’s basic education funding – yet they only enroll about 6 percent of students.

 

Just imagine – 94% of Pennsylvania students lose out on opportunities because we’re allowing so much money to be siphoned off for a small fraction of students.

 

The Keystone state only has 179 charter schools enrolling 135,100 students – the sixth highest charter enrollment in the country. Of those, about a fourth are online cyber charters.

 

Is it fair to Ma and Pa Taxpayer that they are forced to bear the extra burden of reproducing these services for a handful of students?

 

And make no mistake. This is one of the leading causes of property tax increases in the state.

 

The ideology of some results in a direct hit to everyone’s pocketbooks.

 

According to a recent report by the Pennsylvania Association of School Business Officials (PASBO), “Charter school tuition is one of the largest areas of mandated cost growth for school districts.”

 

The report found that state charter schools are growing at a rate of 10 percent a year. The PASBO calculates at least 37 cents of every new dollar of property taxes in the fiscal year 2017-2018 went right to charters. And that percentage is only expected to grow.

 

Part of this is due to a blind, deaf and dumb state legislature that no longer does anything to help alleviate these costs to local school districts. Neighborhood schools can only try to compensate by cutting services for students where it can and raising property taxes where it can’t make ends meet.

 

More than one third of school superintendents surveyed by PASBO report a worsening financial picture in their districts—and they put the blame on charter schools.

 

“With the state providing no state support for mandatory charter school tuition costs,” the study says, “the increases in this single budget item have the potential to decimate school district budgets.”

 

Part of this is the extremely unfair way the state determines how much money to give charter schools.

 

The legislature has constructed a funding formula that gives every advantage to charter schools while short changing authentic public schools at every turn.

 

For instance, as Jeff Bryant puts it in his article “The Charter School ‘Dumpster Fire’ in Pennsylvania Provides an Important Lesson for 2020 Democratic Candidates”:

 

 

“Charter school tuition charged to Pennsylvania public schools is calculated as if charters had to provide the same services public schools have to provide, such as transportation—they don’t. Also, the tuition bill public schools pay to charters is calculated as if every student cost the same to educate—they don’t.

 

 

Instead, the state requires authentic public schools to pay charters way more than authentic public schools get to educate the children in their care – and state law even allows charter operators to pocket the savings as profit.

 

But this just pours lighter fluid on Bryant’s already raging “dumpster fire.”

 

Even if Pennsylvania was entirely equitable in how it allocated funding between these two types of school, it would still be wasting our tax dollars because it would still be engaged in duplication of services.

 

There is simply no good reason to do this. At least, not if providing the best education to students is our goal.

 

There are few places in the entire country – if any – where charter schools are able to accommodate all students. They cater to nitch markets where operators expect they can turn a profit. There are essentially no communities with a charter school and no authentic public school but many where you find just the opposite.

 

Moreover, the quality of education provided at charter schools does not live up to the hype of its advertising.

 

Except in extremely rare circumstances, charter schools have never been shown to provide better outcomes than authentic public schools. Almost every study conducted – even those funded by the school privatization industry – show that these two types of schools produce similar results or in many cases that authentic public schools are much better.

 

And this despite the fact that such studies are already stacked in charter schools favor because unlike authentic public schools, charter schools often have selective enrollment. A school that gets to cherrypick the best and brightest students has an incredible advantage over those that can’t – yet even with such an uneven starting point charter schools rarely show large academic gains.

 

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

 

However, this study’s methodology has been called into question suggesting that even its meager praise of charter schools may be exaggerated. Yet the overall results are in-line  with previous research that also found charter schools in the state generally  produce students who aren’t as prepared as authentic public school students.

 

Pennsylvania passed its charter school law in 1997.

 

It’s way passed time for lawmakers in this state and beyond to acknowledge that was a mistake.

 

We cannot continue to force voters to pay for a supply-side ideology that not only has been disproven through decades of data but that many do not share.

 

That is why we have charter and voucher schools – a prejudice against authentic public education and desire to allow businesses to cash in on education dollars.

 

The duplication of services has nothing to do with helping students learn.

 

It’s about creating a slush fund for unscrupulous corporations and hangers on to get easy cash.

 

No true fiscal conservative can support charter schools.

 

Just as no one who values children can continue to justify this economic double vision.

 


 

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

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Charter Schools Are Quietly Gobbling Up My Public School District


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I work in a little suburban school district just outside of Pittsburgh, Pennsylvania, that is slowly being destroyed by privatization.

 

Steel Valley Schools have a proud history.

 

We’re located (in part) in Homestead – the home of the historic steel strike of 1892.

 

But today it isn’t private security agents and industrial business magnates against whom we’re struggling.

 

It’s charter schools, voucher schools and the pro-corporate policies that enable them to pocket tax dollars meant to educate kids and then blame us for the shortfall.

 

Our middle school-high school complex is located at the top of a hill. At the bottom of the hill in our most impoverished neighborhood sits one of the Propel network of charter schools.

 

Our district is so poor we can’t even afford to bus our kids to school. So Propel tempts kids who don’t feel like making the long walk to our door.

 

Institutions like Propel are publicly funded but privately operated. That means they take our tax dollars but don’t have to be as accountable, transparent or sensible in how they spend them.

 

And like McDonalds, KFC or Walmart, they take in a lot of money.

 

Just three years ago, the Propel franchise siphoned away $3.5 million from our district annually. This year, they took $5 million, and next year they’re projected to get away with $6 million. That’s about 16% of our entire $37 million yearly budget.

 

Do we have a mass exodus of children from Steel Valley to the neighboring charter schools?

 

No.

 

Enrollment at Propel has stayed constant at about 260-270 students a year since 2015-16. It’s only the amount of money that we have to pay them that has increased.

 


The state funding formula is a mess. It gives charter schools almost the same amount per regular education student that my district spends but doesn’t require that all of that money actually be used to educate these children.

 

If you’re a charter school operator and you want to increase your salary, you can do that. Just make sure to cut student services an equal amount.

 

Want to buy a piece of property and pay yourself to lease it? Fine. Just take another slice of student funding.

 

Want to grab a handful of cash and put it in your briefcase, stuff it down your pants, hide it in your shoes? Go right ahead! It’s not like anyone’s actually looking over your shoulder. It’s not like your documents are routinely audited or you have to explain yourself at monthly school board meetings – all of which authentic public schools like mine have to do or else.

 

Furthermore, for every student we lose to charters, we do not lose any of the costs of overhead. The costs of running our buildings, electricity, water, maintenance, etc. are the same. We just have less money with which to pay them.

 

But that’s not all. The state funding formula also requires we give exponentially more money to charters for students labeled special needs – orders of magnitude more than we spend on these kids at my district.

 

Here’s how the state school code mandates we determine special education funding for charter school kids:

 

“For special education students, the charter school shall receive for each student enrolled the same funding as for each non-special education student as provided in clause (2), plus an additional amount determined by dividing the district of residence’s total special education expenditure by the product of multiplying the combined percentage of section 2509.5(k) times the district of residence’s total average daily membership for the prior school year. This amount shall be paid by the district of residence of each student.”

 

So authentic public schools spend a different amount per each special education student depending on their needs. But we have to pay our charter schools an average. If they only accept students without severe disabilities, this amounts to a net profit for the charter schools – and they can spend that profit however they want.

 

Moreover, if they reclassify students without disabilities or with slight disabilities as special needs, that means more money for them, too. Is anyone checking up on them to make sure they aren’t gaming the system? Heck no! That’s what being a charter school is all about – little transparency, little accountability and a promise of academic results (which don’t have to pan out either).

 

In the 2015-16 school year, Steel Valley paid the 19th highest amount of its budget to charter schools in the state (9%) and that number is growing.

 

According to the state Department of Education, here’s how our charter school spending has increased:

 

Steel Valley Per Student Charter School Tuition:

 

2000-01 – 2012-13

Non-Special Ed: $9,321

Special Ed: $16,903

 

2013-14

Non-Special Ed: $9,731

Special Ed: $16,803

 

2014-15

Non-special Ed: $10,340

Special Ed $20,112

 

2015-16

Non-Special Ed: $12,326

Special Ed: $25,634

 

2016-17

Non-Special Ed: $13,879

Special Ed: $29,441

 

2017-18

Non-Special Ed: $13,484

Special Ed: $25,601

 

2018-19

Non-special ed: $14,965

Special ed: $32,809

 

All of this has real world consequences in the classroom. It means fewer teachers and larger class sizes. It means narrowed curriculum and fewer extracurricular activities. It means reduced options and opportunities for all children – just so a new business can duplicate the services already being offered but skim tax dollars off the top.

 

Our State Senator Jim Brewster understands the problem.

 

“Charters are strangling school districts, eventually will put them out of business. When you lose your school district, you lose your city,” he said in an article published by Public Source.

 

Brewster is a Democrat from McKeesport with four school districts being likewise “cannibalized” by charter schools.

 

Steel Valley School Board President Jim Bulger also characterized the situation as dire.

 

“ Charter Schools have become a twisted profit-making machine and not what they were originally intended for,” he said.

 

 “Originally charter schools were meant to serve a demographic that the public schools could not. For example being heavy in the performing arts or items like that. It’s unfortunate that several people have decided to twist this decent idea into a profit-making scheme that bleeds public education and its very soul.”

 

Much of the problem is in Harrisburg where legislators refuse to see or address the issue. And that’s often the best situation. Others actively make things worse.

 

For instance, the state used to reimburse each district for 30% of its costs to charter schools. Then in 2011, Republican Gov. Tom Corbett cut that while slashing the education budget by an additional $1 billion a year.

 

Though some of that money has been restored in subsequent budgets, the charter reimbursement has not. Putting it back in the budget would go far to alleviating the bleeding.

 

But legislators need to get serious about charter school reform.

 

We can no longer afford a system that requires authentic public schools to fund their own competition. In fact, schools should never be in competition in the first place. Every school should be excellent – and the only way to get there is to start with adequate, equitable, sustainable funding in the first place.

 

There are seven charter schools within 5 miles of my district: Propel Homestead, Propel Braddock Hills, Environmental Charter School at Frick PA, Propel Hazelwood, Academy Charter School (in Pittsburgh), Propel Mckeesport, and Propel East (in Monroeville).

 

In addition, there are 55 private schools in the same area. Though the Commonwealth doesn’t have school vouchers, per se, it does have a backdoor version supported by both Democrats and Republicans. Many of these private and parochial schools gobble up $210 million of state tax dollars through these tax credit programs – the Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs. And there’s a bill currently being considered in Harrisburg to increase that amount by $100 million this year and even more in subsequent years!

 

It seems our legislature has no problem spending on the school system so long as it isn’t the PUBLIC school system.

 

And the reason usually given for such support is the results privatized schools get. They claim to be better alternatives to the public system, but this is rarely if ever true.

 

Test scores are a terrible way compare schools, but charter and voucher schools rarely – if ever – outpace their authentic public school competitors. They either get similar scores or in many cases do much, MUCH worse.

 

For instance, take Propel Homestead.

 

In 2015-16, it served 573 students in grades K-12. Only 22% of students were proficient in math and 40% in Reading on state tests. Both scores are below state average.

 

Meanwhile, at Steel Valley High School during the same time period, we served 486 students in grades 9-12. In math, 50-54% of our students were proficient and 65-69% were proficient in Reading. That’s above state average in both cases. And we had similar results at our middle and elementary schools.

 

However, test scores are poor indicators of success.

 

Steel Valley Schools also had lower class sizes. We averaged 12 students per teacher. Propel Homestead averaged 15 students per teacher.

 

And then we come to segregation. Though both schools had significant minority populations, Steel Valley Schools had 42% minority enrollment, most of whom are black. Propel Homestead had 96% minority enrollment, most of whom are black.

 

So the authentic public school option is demonstrably of better quality, but our inability to bus students to-and-from school opens us up to predatory school charlatans who take advantage of our poverty.

 

And the situation is similar in surrounding communities. Poor districts serving impoverished minority students become targets for privatizers looking to make a fast buck off of our kids and families. They offer them a lower quality education and a slick sales pitch.

 

They increase segregation, lower academic quality, and get away with much needed funds that could help kids get a better education.

 

This nonsense has to stop.

 

The only schools that should be receiving public tax dollars are the authentically public ones.

 

They should have to abide by the same regulation, the same accountability standards, the same democratic governance, the same enrollment standards as authentic public schools. Otherwise, they should not qualify for public tax dollars.

 

We’re boring holes in the ship to make rickety life boats.

 

It’s time to stop the madness.

 

It’s time to stop letting our best chance to help all kids get eaten alive by the sharks of privatization.

 


 

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

 

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The Best School Innovation Would Be More People

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Public schools thrive on innovation.

 

In nearly every classroom around the country you’ll find teachers discovering new ways to reach students and foster skills, understanding and creativity.

 

But if you pan out to the macro level, the overwhelming majority of innovations aren’t organic. They’re imposed on us by bureaucrats and functionaries from outside the classroom:

 

Education Technologies.

 

School privatization.

 

Standardized tests and Common Core.

 

For the last two decades, these are the kinds of innovations that have been forced on public schools at gun point.

 

And each and every one of them is pure bullshit.

 

They are corporate schemes written by the wealthy to cash in on education dollars for themselves. Big business hands them out to their paid political lapdogs to push through our state and federal legislatures to become laws and policies the rest of us have to obey.

 

They have nothing to do with helping students learn. Their purpose is to boost profits.

 

Just look at the difference between the ways the word innovation is defined.

 

Merriam Webster says the word signifies “the introduction of something new” or  “a new idea, method, or device: Novelty.”

 

But BusinessDictionary.com finds a tellingly distinct meaning:

 

“The process of translating an idea or invention into a good or service that creates value or for which customers will pay.”

 

 

It is that second business-friendly definition that has dominated our schools and narrowed our view until the only concept of advancement and revolution has been centered exclusively on the profit principle.

 

It is time to put a stop to all of it.

 

No more useless iPads, apps, software and so-called “personalized” educational technologies that do little more than allow marketers to steal student data and profit off of a new form of school where everything can be provided by technology at a cost while the quality of services takes a nosedive. No more technology for technology’s sake instead of using it as a tool to promote authentic learning.

 

No more laughable charter and voucher schools where education budgets become slush funds for corporations who don’t have to provide the same standard of services to students or the community. No more operating without  transparency or accountability.

 

No more outmoded and disproven standardized tests. No more canned academic standards that strip classroom educators of autonomy while reducing effective teaching behind a smoke screen of test scores that merely conflate the economic situation students live in with their academic abilities. No more corporations creating bogus multiple choice assessments whose only utility is to demonstrate how many more test prep materials we need to buy from the same company or industry.

 

It’s too bad we’re not interested in that FIRST definition of innovation, or at least innovation tied with the motive of providing quality education for children.

 

If we were interested in that kind of real, authentic school reform, we would focus on things that really matter. And chief among those would be one main thing, one major innovation that would be easy to accomplish but could change the fabric of our schools from top to bottom – people.

 

After all, that is what our public schools need the most – more people.

 

Have you walked into a public school lately? Peak your head into the faculty room. It’s like snatching a glance of the flying Dutchman. There are plenty of students, but at the front of the overcrowded classrooms, you’ll find a skeleton crew.

 

Today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students. So if we want today’s children to have not better but just the same quality of services kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

 

Instead, our children are packed into classes of 25, 30 even 40 students!

 

 

And the solution is really pretty simple – people not apps. Human beings willing and able to get the job done.

 

If we were fighting a war, we’d find ways to increase the number of soldiers in our military. Well, this is a war on ignorance – so we need real folks to get in the trenches and win the battle.

 

We need teachers, counselors, aides and administrators promoted from within and not functionaries from some think tank’s management program.

 

We need more people with masters or even more advanced teaching degrees – not business students with a three-week crash course in education under their belts who are willing to teach for a few years before becoming a self-professed expert and then writing education policy in the halls of government.

 

We need people from the community taking a leadership role deciding how our schools should be run, not simply appointing corporate lackeys to these positions at charter or voucher schools and narrowing down the only choices parents have to “Take It” or “Leave It.”

 

We need people. Real live people who can come into our schools and do the actual work with students.

 

And that means money. It means cutting the crap boondoggles to corporations and spending on flesh and blood reform.

 

It means fixing the funding inequality at the heart of nearly every public school in the country. No more spending tens or hundreds of thousands on wealthy students and merely hundreds on poor ones. No more dilapidated school buildings for the poor and palaces for the rich. No more socialistic pulling together for the wealthy and rugged individualism for the poor.

 

THIS is how you solve our education crisis – a crisis not caused by falling test scores or failing schools. A crisis caused by vulture capitalists preying on our educational institutions and our students as if they were some bloated carcass on the side of the road and not our best hope for the future.

 

It’s really that simple.

 

It’s a matter of ideology based on empiricism not “common sense” Laissezfaire maxims of “This is how we’ve always done it.”

 

We’ve been trying so-called corporate education reform for decades now – through Bush and Obama and now Trump. It doesn’t work.

 

It’s time we stopped making excuses for failing policies and got back to the best thing that works.

 

People.

 


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