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‘Stand Up, Fight Back!': Newark Students Protest Charter Schools April 5, 2014

Posted by rogerhollander in Democracy, Education.
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Roger’s note: The Tea Party agenda to destroy (privatize) public education is alive and well in the hands of Arne Duncan, Obama’s Chicago basketball buddy and Secretary of Education, Arne Duncan (and various state governors and legislatures), via the strategy of charter schools, standardized testing, attacks on teachers and their unions and education for profit.  The reason for this, apart from the base economic motive, has to do with undoing the leveling and democratizing function of public education.  In its all-out war of the wealthy (the owners of managers of capital) against the rest of us, destroying what is left (after defunding and segregation) of public education will have tremendous negative impact on racial minorities, the poor and lower middle class.  At the university level, we are already seeing  more and more that only the children of the upper economic brackets are able to afford a college education.  A strong public education system and democracy are inseparable entities.  It is heartening to see, not only in Newark, but around the nation, students, their families and their teachers are fighting to reject the Tea Party/Koch Brother/Obama attacks on public education.

 

Hundreds of students walk out in march demanding public schools over charters

- Jacob Chamberlain, staff writer

Newark students protest outside of city hall, April 3, 2014 (Photo via Twitter / Newark Student Union / @NewarkStudents)Following moves by the state of New Jersey to defund public schools in exchange for a flood of privately run charter schools, hundreds of students in Newark walked out of classes in protest on Thursday.

According to the Newark’s Star Ledger, almost 1,000 students from about nine schools gathered in front of City Hall around 1 p.m. with microphones and signs.

The protest was organized by the Newark Students Union, calling the protest the “March of Shame,” specifically targeting Superintendent Cami Anderson’s “One Newark” reorganization plan. The plan is set to close or downsize several public schools, fire a range of teachers, and move privately run charter schools into public buildings.

“Holding bullhorns and signs – some with the word ‘liar’ in bold letters above the silhouettes of New Jersey Gov. Chris Christie and state-appointed Newark Superintendent Cami Anderson – hundreds of middle and high school students walked out of schools and into the streets of this economically struggling city,” Al Jazeera America reports.

“Newark students: stand up, fight back!” the students chanted throughout the rally.

“The Anderson administration is not afraid to take quality schools away but is scared of students engaging in their right,” Newark Students Union president Kristin Towkaniek, told the crowd. “It’s your right to be here.”

“I’m walking out because the voices of the students need to be heard, and they will be heard,” said Towkaniuk ahead of the march.

“They said (the plan) will make Newark schools better,” Jose Leonard, a 16-year-old at Arts High School, told Al Jazeera America.  “They’ve been saying that for 20 years and we haven’t seen anything. It’s like they don’t care about the students.”

The protest follows a growing trend in students putting their foot down in opposition to a countrywide trend of defunding public education.

As Al Jazeera America reports:

In February, Pennsylvania Gov. Tom Corbett canceled his appearance at a Philadelphia public school after students and teachers at the school planned a protest over his budget cuts, which forced many of the city’s schools to cut all extracurricular activities. In Oklahoma, an estimated 25,000 converged on the capitol earlier this week to protest low school funding. Protests have also been held in Oregon and in Camden, N.J.

The protests in Newark aren’t new, either. Last year, high schools students formed the Newark Students Union and held a protest in the city’s downtown area, followed by another in March of this year.

“What’s happening in Newark follows a national pattern as we see states fund schools less than they did before the (2008) recession started,” said Jeff Bryant, a fellow the Campaign for America’s Future.

American Federation of Teachers New Jersey has video of the protest:

 

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America’s Education Whistleblower: Diane Ravitch and the Reign of Error September 25, 2013

Posted by rogerhollander in Education, Poverty, Race.
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Roger’s note: If you have not been following the attempts to privatize and, in effect, destroy public education in the United States, Diane Ravitch is a prominent and respected educator who has taken a 180 degree turn from a supporter to its major critic.  Backed by mega corporations such as Microsoft and spearheaded by Obama’s basketball playmate and Education Secretary, Arne Duncan, the initiative involves making a fetish of standardized testing, the increased funding of elite charter schools, the marginalization of children from non-white and lower economic families, and a drastic reduction of dependence upon the skills, talents, and experience of teachers.  The comments posted after the article fill in some of the details of how this works in practice.  If genuine public education is to survive in the U.S., then serious resistance to this typical capitalistic attempt to make money at the expense of children, is essential.

 

Author’s note: On September 18, Joe Bowers listed 33 reviews of Diane Ravitch’s new book, Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools.  Since then, many other reviews have appeared, including a very substantial one by George Schmidt at Substance News.  Please see Bowers’ list for some very good play-by-play reviews.  That is not what I am offering here.

In 2007 when Diane Ravitch descended from her 20,000-foot view of the education reform landscape to examine what was going on at ground level, she did not like what she saw: children suffering nose-bleeds and vomiting from test anxiety, school personnel and parents humiliated by test results designed to satisfy the failure quotas imposed by cynical and self-serving corporate privateers and political ideologues; educators being blamed for the effects of poverty that no amount of good teaching could fix alone; untrained beginners replacing education professionals in schools that needed the most caring and experienced teachers; schools that had functioned as community centers of identity and activity being closed; a pathological fixation of quantifiable data that had displaced attention to the human needs of growing children; an educational governance structure increasingly controlled by autocratic and arrogant billionaires; and an incredibly shrinking and brittle collection of desiccated facts having replaced the curriculum for the lower caste of segregated untouchable children incarcerated in more and more urban corporate reform schools.

Seeing all this, Ravitch did what was unthinkable among the delusional and arrogant group of efficiency-worshipping zealots with whom she had spent much time during the prior twenty years: she admitted the entire antiquated system of back to basics on steroids 1) was not improving teaching and learning, 2) was not closing the achievement gaps, 3) was not making public schools stronger, and 4) was not being held accountable for the previous decades of more of the same failed policies built upon the same racist and classist standardized testing foundation, made harder still with each subsequent repackaged iteration.

What makes Diane Ravitch even more unique is that she did not sit behind a screen to offer her insider testimony on these issues to the court of public opinion and then go into an educational witness protection program but, rather, she made the continuing public condemnation of the Billionaire Boys Club her raison d’être, even as the plutocrats’ high-testosterone testocrats have challenged her unassailable facts and as the academic mercenaries from the corporate think tanks have resorted to pretzel logic in attempts to refute her wisdom.  Since 2010 when she published The Death and Life of the Great American School System, Ravitch has been on a non-stop one-woman road show, crisscrossing the country, speaking to the growing and rumbling army of educators of the nation’s PS Hope.

In her new book, Ravitch has brought a megaphone to the long-ignored message that resistance, indeed, is not futile but, rather, resistance is demanded and that resistance will prevail.

Somehow she has found time between her face-to-face engagements and her online presence as both tweeter and blogger, to write a new book with a cover title in two inch orange Day-Glo letters: Reign of Error.  Unlike with Death and Life, which Ravitch shopped to numerous publishers before landing with Basic Books, this time New York’s premier publishing house, Knopf, was eager to snap up Reign or Error, along with generous provisions for promotion, advertising, and touring.

The new book picks up where the last one left off, this time mixing sharp punctures of the ‘Corporate Education’ gas bags with lists of positive strategies that are sure to rankle the proto-fascist sensibilities of the corporate Borg’s swarm of propagandists, e.g., the Wall Street Journal.  In this new volume, in fact, Ravitch has brought a megaphone to the long-ignored message that resistance, indeed, is not futile but, rather, resistance is demanded and that resistance will prevail.  Her logic to reaching that conclusion is as simple and clear as her deliberate prose, and the directness of her indignant optimism bespeaks an historian who is enjoying her moment and looking forward to a future that she is determined to make livable and learnable for her grandchildren, and ours.

The first half of Reign of Error takes up for discussion a series of reformist claims that are repeated so often by the post-partisan CorpEd think tanks that they would have to be accurate if repetition were sole criterion for establishing truth.  Reformist bromides are refuted with clear statements from evidence-based reality that are accompanied with enough documented examples to send any self-serving edupreneur scrambling back to his corporate teaching manual in hopes of salvaging some semblance of pedagogical respectability.

The second half of the book is comprised of Ravitch’s Top Ten educational policy interventions that may, once taken seriously by Washington, again restore sanity to an education policy world gone wild with what Harold Rugg called an “orgy of tabulation,” whose corrupting and abusive practices have spread into kindergarten and pre-K.  Each point is discussed with clarity, determination, and evidence that Ravitch has been listening to the most important professionals not included in policy discussions—teachers.

It took a long time for Dr. Ravitch to break clear of the corporatist influence that has controlled the increasingly antiquarian version of education reform since the coming of Ronald Reagan in 1980.  Whether her conversion in 2007 resulted from the gentle persuasion of researchers like Richard Rothstein or from the fierce prodding of researcher-advocates like Gerald Bracey and Susan Ohanian, Diane has made up for lost time since regaining her sight after being struck blind on the road out of DC.  Whatever happens over the next ten or twenty years in education policy, her place is secure, just after six years of battle, as the single individual who most influenced the eventual outcome if parents and teachers and students continue to heed the call for the restoration and renewal of public schools free of high stakes tests for all children who choose a high quality and free education.  Ravitch has brought the word—now it is time to act.

Jim Horn

Jim Horn is Professor of Educational Leadership at Cambridge College, Cambridge, MA. He is also an education blogger at Schools Matter @ the Chalkface and has published widely on issues related to education reform and social justice in education. With co-author, Denise Wilburn, his new book, The Mismeasure of Education, was published in July 2013.

 

 

 

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    Pandeon

    And beware of Jeb Bush, former Florida governor and one of the biggest backers of charter schools and privatization of schools

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    adiantum

    The most serious blow to education delivered by corporate reformers is the discouragement of intelligent, sensitive young people, a hopelessness that keeps them from choosing teaching as a career. Intelligent people do not want the likes of Bill Gates and Arne Duncan telling them what they should be doing in their classrooms. They want the freedom to structure time and space as they see fit–so their students not only learn the stuff but are entranced by it.

    How odd that capitalist reformers will not apply the rules of capitalism to education: successful ventures require the expenditure of resources, the recruitment of good people, and the creation of a non-threatening, nurturing atmosphere in which work can be conducted. The damage inflicted on education by corporate reformers will last a generation or more–until the confidence of the young is restored and teaching is regarded as an honorable profession once more.

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    chryso Joe

    Indeed. They’re not interested in setting up schools of any kind; they want to destroy the system of public education and replace it with something that will make money for them. They want to create another extractive industry – your kids as ore.
    They also make money already of the suppliers of food, where the kids get garbage to eat and the profits go to food merchants. Interesting parallel – garbage food and garbage education.
    You may not know this, but when this “create-a-crisis” version of education was imposed on school boards, one of the new improvements was the assignment of an ID number to every child so that his/her (spending) habits could be tracked in order to target marketing strategies. Not quite yet implanting a chip, but getting there.

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    Jim Horn adiantum

    Your points are spot on, I think. It would seem that the Gates Foundation, which owns Duncan’s ED, has the same destructive system in mind for teaching as the geniuses at Microsoft have used to kill creativity there. This article from Forbes you might find interesting:

    http://www.forbes.com/sites/fr…

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    dmadrone adiantum

    If we want young people to be able to teach we need to do away with part-time, low pay, no benefit adjunct positions. It is getting so that no one dare go into an education debt that no future salary in teaching will compensate for.

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    Siouxrose adiantum

    I would point out that the term “corporate reformers” is too kind and really blurs the issue. These people are disaster capitalists who now lick their cops for public schools the way vultures seek out road kill.

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    parrysixte adiantum

    Capitalism runs on RIO…not what we want n education…wiht ts endless quantitative measuring

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    Tom Carberry

    Schools do need reform, but no one will talk about the giant elephant in the room — perpetual war. The US spends most of its tax dollars killing poor children overseas, so it has little left to educate children at home.

    And it needs uneducated children to fill the ranks of professional killers.

    I listen to my school board members all the time, all of them somewhere on the spectrum of people who identify as “liberals.” But not one of them will speak out against war. Not one of them will call Obama a war criminal (but I would bet most of them called W a war criminal only a few years ago).

    Good schools need lots of different avenues for children. What about music and art? Most schools don’t teach them because they want to prepare people for jobs, prepare them to become doctors and lawyers.

    But 300 hundred years from now, will people go to museums to look at legal briefs or to concert halls to hear doctors lecture?

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    greghilbert

    Applause for Diane Ravitch, first for the truth of her research and thesis, and second for her courage in electing open defiance of the corporatist predators despite consequence to herself. Applause also for Jim Horn, for his leadership and amplification of voices of both genders making a critical difference. JIM, it happens that at the time Bush was elected and orchestrated this “accountability and corporate testing hoax”, I was Vice Pres Strat Dev for the USA’s leading (by far) free source of information and resources for teachers and other educators, and “masterminded” an awarded contract to build NEA’s new portal. I’ll find a way to get my contact info to you for purpose of telling a first-person story of fraud perpetrated by the Bush transition team for Education, for which Houston’s “reformer” was the trojan horse.

    In the meantime let me also say that what anti-privatization people seem to be inadequately aware of is this: For-profit corporatists like Gates see public ed as a market as lucrative as MIC and healthcare. Their core strategy is to deliver “master teacher” cookie-cutter instruction via internet and proprietary hosted networks employing the internet. Dramatic reduction in spending on teachers, etc. They already have a big and growing share of post-secondary and continuing adult ed. Secondary share is growing but limited to internet connection services, PCs, laptops, handhelds and peripherals. They plan to privatize K-12 in stages. PreK last.

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    Grandma Moon

    I greatly admire Diane Ravitch for having the honesty to publicly revise her opinions. Even when she was ensconced with conservatives, she was pushing for enriched curricula. She was never a buffoon. Now she sees that her genuine concern for children and education cannot be fulfilled under the “first starve, then condemn, then privatize” model.

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    nineteen50

    These so called educational reformers think all kids are a jar you poor information into and when asked they can hand it
    back, they do not consider all jars are not the same some are even damaged or broken just like kids.

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    rosemariejackowski

    In Burlington there has been a recent controversy. The teachers Union objected to 3 minutes of teacher/student time. The school day had to be shortened by 3 minutes.

    As a former teacher and union member I understand this, but the teachers lost a lot of respect during the fight for the new ‘3 minute rule’.

    http://www.wcax.com/story/2351…

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    cfromke

    Best Rant of 2013!

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    Siouxrose

    Great article, Mr. Horn. You hit the nail on the head and your command of language is compelling.

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    itoldyouso

    democratizing education is the key.

    give all parties with a stake a fair say in all decision making.

    with this procedural democracy in which students, teachers, parents, taxpayers, and administrators participate, transparency, empowerment, responsibility and accountability will come.

    the process itself will educate and train everyone involved as the members of a broader democratic society.

    without radical change in the way the members of the society think about what kind of society they want to live in, there will be no real change in the way education is conceived of, school is organized and run, students are taught, teachers are respected, parents are involved, and society is sustained.

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    The Worst Teacher in Chicago September 12, 2012

    Posted by rogerhollander in Chicago, Education, Labor.
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    Roger’s note: sorry to inundate you with articles on the Chicago Teachers Strike, but here is one more I found interesting and insightful.

    By
    (about the author) Become a Fan

    opednews.com

    For the OccupiedChicago Tribune
    This is a true story. CHICAGO.   In a school with some of the poorest kids in Chicago, one English teacher–I won’t use her name–who’d been cemented into the school system for over a decade, wouldn’t do a damn thing to lift test scores, yet had an annual salary level of close to $70,000 a year.  Under Chicago’s new rules holding teachers accountable and allowing charter schools to compete, this seniority-bloated teacher was finally fired by the principal.
    In a nearby neighborhood, a charter school, part of the city system, had complete freedom to hire.  No teachers’ union interference. The charter school was able to bring in an innovative English teacher with advanced degrees and a national reputation in her field – for $29,000 a year less than was paid to the fired teacher.
    You’ve guessed it by now:  It’s the same teacher.I t’s Back to School Time!  Time for the editorialists and the Tea Party, the GOP and Barack Obama’s Education Secretary Arne Duncan to rip into the people who dare teach in public schools.
    And in Arne’s old stomping grounds, Chicago, Mayor Rahm Emanuel is stomping on the teachers, pushing them into the street.
    Let’s stop kidding ourselves. This is what Mitt Romney and Obama and Arne Duncan and Paul Ryan have in mind when they promote charter schools and the right to fire teachers with tenure:  slash teachers salaries and bust their unions.


    Greg Palast is the author of the new Book Billionalres and Ballot Bandits: How to Steal an Election in 9 Easy Steps.  For two decades, Palast was an investigator for Chicago-area unions, including the Chicago Teachers Union.


    They’ve almost stopped pretending, too.  Both the Right Wing-nuts and the Obama Administration laud the “progress” of New Orleans’ schools–a deeply sick joke.  The poorest students, that struggle most with standardized tests, were drowned or washed away.
    One thing Democrat Emanuel and Republican Romney both demand of Chicago teachers is that their pay, their jobs, depend on “standardized tests.” Yes, but whose standard?

    Here is an actual question from the standardized test that were given third graders here in NYC by the nation’s biggest test-for-profit company:
    “…Most young tennis stars learn the game from coaches at private clubs.  In this sentence a private club is….”   Then you have some choices in which the right answer is “Country Club – place where people meet.”
    Now not many of the “people [who] meet” at country clubs are from the South Side of Chicago–unless their parents are caddies.  A teacher on the South Side whose students are puzzled by the question will lose their pay or job. Students on the lakefront Gold Coast all know that mommy plays tennis at the Country Club with Raul on Wednesdays. So their teacher gets a raise and their school has high marks.
    And while Mayor Rahm promises kids in “bad” schools new teachers (the same ones at lower pay) at high-score schools, in fact, they are never actually allowed in.
    But Rahm, after all, is just imposing Bush education law which should be called, No Child’s Behind Left.
    You want to know what’s wrong with our schools?  Benno Schmidt, CEO of the big Edison Schools teach-for-profit business is a creepy, greedy privateer.  But he told me straight: that before Hurricane Katrina, his company would never go into New Orleans because Louisiana spent peanuts per child on education.  He made it clear: You get what you pay for.  Not what you test for.
    So the charter carpetbaggers slither in, cherry-pick the easy students, declare success. The tough cases and special ed kids are left in the public system so they can claim the public system fails.
    Here’s what the teacher who was terrible at $70,000 but brilliant at $41,000 told me:
    “They’re not doing this in white neighborhoods.  And they want to get rid of the older, experienced teachers with seniority who cost more.  Get rid of the teachers and, ultimately get rid of the kids.  And the charter school gets to pick the kids who get in.”
    It’s simple.  When you look at the drop-out rates in New York (41%) and Chicago (44%), the solution offered is to pay teachers less. They punish those who dare to work in poor schools where kids struggle and you can bet that “washing away” half the kids in our schools is, in fact, exactly what they’ve planned.
    It’s notable that, when he lived in Chicago, Barack Obama played basketball with city school chief Arne Duncan, but Obama sure as hell didn’t send his kids to Arne’s crap public schools. Those are for po’ folk.
    His kids went to the tony “Lab” School in Hyde Park.  Obama believes what Duncan believes and what Romney believes:  there’s no need for universal education and no need to spend money on it.  Yes, they like to say that “children are our future.”  But they mean the children of China are our future, the Chinese kids who will make the stuff we want and the children of India who will program it all for us. After all, how much education does some obese kid from Texas need to stack boxes from China in a Wal-Mart warehouse?
    Education is no longer about information and learning skills.  It’s now about “triage.”  A few selected by standardized tests or privileged birth will be anointed and permitted into better and “gifted” schools.
    The chosen elite are still very much needed:  to invest in India and Vietnam, to design new derivatives to circumvent the laughable new banking laws, and to maintain order among the restless hundred-million drop-outs squeezed out of the colon of our educational system.
    Democrats’ Bantustans, Republicans’ Value-less Vouchers.
    The Obama/Duncan/Emanuel plan is to create Bantustans of un-chartered, cheaply-run dumpster schools within a government system.  But Romney and the GOP would give every child a “choice” even outside government schools with “vouchers.”
    Of course, the “vouchers” don’t vouch for much.  Romney’s old alma mater, Cranbrook Academy, runs at $34,025 a year, not counting the polo sticks and horse.  The most generous voucher program is Washington DC’s, beloved of the GOP, which pays about $7,500, or if the student’s “choice” is Cranbrook, about 2 months of school.  Hyde Park Day School Chicago is $35,900.  To give each kid a real choice, not just a coupon, means a massive increase in spending per pupil.  I didn’t see that in the Republican platform, did you?
    The experienced teacher in Chicago who took the pay cut was offered one consolation.  She was told she could make up some of the pay loss by quitting the union and saving on union dues.
    So that’s the program.  An educational Katrina: squeeze the teachers until they strike, demolish their unions and drown the students.Chicago’s classroom war is class war by another name.

    Class dismissed.

     

    http://www.gregpalast.com

    Author of the New York Times and international bestsellers, The Best Democracy Money Can Buy and Armed Madhouse, Palast is Patron of the Trinity College Philosophical Society, an honor previously held by Jonathan Swift and Oscar Wilde. Palast (more…)

    The People Behind the Lawmakers Out to Destroy Public Education: A Primer May 2, 2012

    Posted by rogerhollander in Education, Right Wing.
    Tags: , , , , , , , , , , , , , , , ,
    2 comments

    Published on Wednesday, May 2, 2012 by Bridging the Difference Blog / Ed Week

     

    What You Need To Know About ALEC

    by Diane Ravitch

    Since the 2010 elections, when Republicans took control of many states, there has been an explosion of legislation advancing privatization of public schools and stripping teachers of job protections and collective bargaining rights. Even some Democratic governors, seeing the strong rightward drift of our politics, have jumped on the right-wing bandwagon, seeking to remove any protection for academic freedom from public school teachers.

    This outburst of anti-public school, anti-teacher legislation is no accident. It is the work of a shadowy group called the American Legislative Exchange Council, or ALEC. Founded in 1973, ALEC is an organization of nearly 2,000 conservative state legislators. Its hallmark is promotion of privatization and corporate interests in every sphere, not only education, but healthcare, the environment, the economy, voting laws, public safety, etc. It drafts model legislation that conservative legislators take back to their states and introduce as their own “reform” ideas. ALEC is the guiding force behind state-level efforts to privatize public education and to turn teachers into at-will employees who may be fired for any reason. The ALEC agenda is today the “reform” agenda for education.

    ALEC operated largely in the dark for years, but gained notoriety because of the Trayvon Martin case in Florida. It turns out that ALEC crafted the “Stand Your Ground” legislation that empowered George Zimmerman to kill an unarmed teenager with the defense that he (the shooter) felt threatened. When the bright light of publicity was shone on ALEC, a number of corporate sponsors dropped out, including McDonald’s, Kraft, Coca-Cola, Mars, Wendy’s, Intuit, Kaplan, and PepsiCo. The Bill & Melinda Gates Foundation said that it would not halt its current grant to ALEC, but pledged not to provide new funding. ALEC has some 300 corporate sponsors, including Walmart, the Koch Brothers, and AT&T, so there’s still quite a lot of corporate support for its free-market policies. ALEC claimed that it is the victim of a campaign of intimidation.

    The campaign to privatize the schools and to dismantle the teaching profession is in full swing. Where is the leadership to oppose it?

    Groups like Common Cause and colorofchange.org have been putting ALEC’s model legislation online and printing the names of its sponsors. They have also published sharp criticism of ALEC’s ideas. This is hardly intimidation. It’s the democratic process at work. A website called alecexposed.org has published ALEC’s policy agenda. Common Cause posted the agenda for the meeting of ALEC on May 11 in Charlotte, N.C. The National Board for Professional Teaching Standards has dropped out of ALEC and also withdrawn from the May 11 conference, where it was originally going to be a presenter.

    A recent article in the Newark Star-Ledger showed how closely New Jersey Gov. Chris Christie’s “reform” legislation is modeled on ALEC’s work in education. Wherever you see states expanding vouchers, charters, and other forms of privatization, wherever you see states lowering standards for entry into the teaching profession, wherever you see states opening up new opportunities for profit-making entities, wherever you see the expansion of for-profit online charter schools, you are likely to find legislation that echoes the ALEC model.

    ALEC has been leading the privatization movement for nearly 40 years, but the only thing new is the attention it is getting, and the fact that many of its ideas are now being enacted. Just last week, the Michigan House of Representatives expanded the number of cyber charters that may operate in the state, even though the academic results for such online schools are dismal.

    Who is on the education task force of ALEC? The members of the task force as of July 2011 are here. Several members represent for-profit online companies, including the co-chair from Connections Academy; many members come from for-profit higher education corporations. There is someone from Jeb Bush’s foundation, as well as right-wing think tank people. There are charter school representatives, as well as Scantron. And the task force includes a long list of state legislators, from Alaska, Arizona, Arkansas, Colorado, Connecticut, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Minnesota, Mississippi, Missouri, Montana, Nebraska, New Hampshire, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, Tennessee, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

    Quite a lineup. Common Cause has asked why ALEC is considered a “charity” by the Internal Revenue Service and holds tax-exempt status, when it devotes so much time to lobbying for changes in state laws. Common Cause has filed a “whistleblower” complaint with the IRS about ALEC’s status.

    The campaign to privatize the schools and to dismantle the teaching profession is in full swing. Where is the leadership to oppose it?

    © 2012 Education Week
     
     

    <!–

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    Diane Ravitch

    Diane Ravitch is a historian of education at New York University. She is a non-resident senior fellow at the Brookings Institution in Washington, D.C. She lives in Brooklyn, New York. She has written many books and articles about American education, including: The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, Left Back: A Century of Battles Over School Reform, (Simon & Schuster, 2000); The Language Police: How Pressure Groups Restrict What Students Learn (Knopf, 2003); The English Reader: What Every Literate Person Needs to Know (Oxford, 2006), which she edited with her son Michael Ravitch.

     
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    • michiganwoman 1 comment collapsed CollapseExpand

      Good question, Diane. How could such a focused organization operate so long and so damn effectively.. without the complicity of Democrats, that is, corporate Democrats? And where was the Democrat Party whose platform and primary interests suggest populist causes? Shame on them. And where are the professional organizations known as unions that should be protecting the interests of Michigan teachers?

      Bill Gates? Big of him. Obama? Race to the Bottom begun with Jennifer Granholm (D-MI) and carried forward as you point out by Gov. Slick Rick Snyder (Gateway to China). Persecution of the public working force (read females) and the public resources. Education means nothing to this new group- they are defunding and taxing while they can get away with it despite outcries. Sheer Disgust by the people.
      And they don’t care.

      Check out the R funded Mackinaw Center for PUBLIC Policy whose “plans” and ideas link to ALEC.

       

       
    • mtdon 1 comment collapsed CollapseExpand

      Nice article that goes only half way.

      The democrats are firmly behind the privatization of the schools.

      From Arne Duncan to Rahm the devils spahn – to The Oilybomber to Pelosi and Feinstein, etc

      The democrats are firmly Bought Off.

      If not they could easily stop this process.

      http://blackagendareport.com/c…
      ‘why isn’t closing 40 Philadelphia public schools national news’

      http://blackagendareport.com/c…
      ‘School closings come to atlanta this week – it’s time to dump Arne Duncan’

       

       
    • glennk 6 comments collapsed CollapseExpand

      I don’t like ALEC’s agenda, but its gained ground because the popular perception of how most public institutions are run is very poor. People who are working 12 mos. a yr. for lousy wages with no benefits don’t understand why a teacher makes twice their wage and works 6 mos. and gets full health benefits and after 20 yrs. a nice cozy pension. Then they look at the people that run or “administer” these orgs. and they’re aghast. School admins. making 6 figs. is the norm everywhere. In NJ where property taxes are crushing the average homeowner all the above has alienated the average voter and sent them rightward. Is private charter schools the answer. NO, of course not , they just take the same public $$ and give it to a few investors and the kids get even worse educations. What’s the answer? It seems most of us are being crushed between the Public worker Unions and the Private Corps. Its a battle of the Dinos and all of us mice are being crushed by them as they fight.

       

       
    • mtdon 1 comment collapsed CollapseExpand

      Actually the reason people attack the teachers unions – besides of course the PR campaigns of the privatizers – is the fact that the teachers unions are Easy Targets.

      It’s always easier to blame teachers or some non-existent welfare queen than the corporations actually doing the dirty work.

      I’d also like to point out that the teaching profession used to be considered a low paying job and the private sector paid a much better wage and benefits.

      Teachers had a union that got them cola’s on a yearly basis – over the last 40 years the good paying private sector jobs disappeared while the teaching jobs continued to get their colas.

      We need to recognize that the true crime is the corporate killing of the private sector wages and benefits.

      If the private sector jobs would have kept pace with inflation then no one would care what the teachers make because it would still be chicken scratch.

      What the teacher pay issue should point out is the HUGE DROP in private sector wage growth to the point where the teachers have passed it up.

      That’s not the teachers fault -

      Blame the right people.

       

       
    • PlantTrees 1 comment collapsed CollapseExpand

      “People who are working 12 mos. a yr. for lousy wages with no benefits don’t understand why a teacher makes twice their wage and works 6 mos. and gets full health benefits and after 20 yrs. a nice cozy pension.”

      Here in one sentence lies the only thing you need to know about why the workers in this country are doomed.

      There is the crock of shit about teachers working only half a year (oh, of course — we all PERSONALLY know such a teacher don’t we, glennk; just like we know that firefighter who makes $200,000 a year and has a vacation home in Florida).

      Then there are all those audacious benefits — stuff teachers bargained their wages away for and now are losing at disgraceful rates because people like glennk think since they’re taking it up the ass, so should the rest of the 99%.

      Fighting over the crumbs — that’s why you always see the Koch brothers with a smile on their face.

       

       
    • nellemason 1 comment collapsed CollapseExpand

      You need to understand that the only way teachers’ working conditions (class size, job security, salary, benefits) improved over the years was through UNION action. No one suddenly just decided that it would be a nice thing to improve the conditons of teachers work. The poobahs at the School Board offices are bureaucrats who should NEVER be confused with teachers.

       

       
    • philtop 1 comment collapsed CollapseExpand

      Just to clarify public school teachers work 10 months a year not 6.

       

       
    • creativevisions 1 comment collapsed CollapseExpand

      There is a lot of truth to glennk’s description of how people perceive the education and teacher issues. The real problem is that everyone needs to have a decent living with health care, vacations, retirement, etc., etc. People who pay taxes are often people without those benefits. It is not fair. Teachers get caught in the middle of all of this. It certainly is not the fault of the teacher if they have a union or have decent pay and benefits. What I really hate is how government and politics permeates education and I believe they try to stifle all teacher creativity. Their model is for teachers and the students to be human drones. Instead of working towards greatness we as a nation are rushing quickly to divided groups mired in inequality.

       

       
    • Tvedestrand 1 comment collapsed CollapseExpand

      This problem–along with many others–will disappear in a few decades. As Bill Henderson points out in two recent postings on the www.bravenewworld.in web site, it’s likely that the world’s population will be reduced to about 10% of what it is now within 50 years because of global warming. This means that our society–along with all others, of course–will be disintegrating within a matter of decades, and today’s social problems will be a thing of the past. Those who do manage to survive will have only one problem: How do I continue to survive?

       

       
    • Jennifer Varnum 1 comment collapsed CollapseExpand

      Great article. I remember the education system took a real dive in the 70’s. I had move from New England to California where the educational system was so poor. Most of the public schools I attended were very substandard. I ended up taking the GED to get out of the toxic brainwashing and dumb down experiment called for by Caspar Weinberger who was appointed as Sec of Health, Education and Welfare by Ronny Reagan (Mr. War on Drugs), and later became Secretary of Defense. It was pure poison. I noticed that drugs started flowing into the schools at this time too.

      If I had children, I would home school them. The system is designed to prepare the young for collectivism. It discourages the individual and creates the slave mentality needed to train us as adults to not question authority, get a job and pay your dues.

      Instead of APEC, their acronym should be GPES of Globalist Psychopathic Eugenicists Society. Everyone of these corporations are demonic, and should be boycotted.

       

       
    • Siouxlouie 4 comments collapsed CollapseExpand

      The problem the teachers face is that for many years they were the white hats. Good public relations, a laudable goal in educating America’s youth, standing up for literacy, the power to make the best of American opportunity.

      Juxtapose against that the conduct of the teachers’ unions, who are now perceived as selfish, grasping, unprincipled. The pension obligations that face many states (e.g., California, Illinois, New York, Ohio and others) are not the fault of the average Joe. They are now being perceived as the result of years and years of behind the scenes lobbying by the public “servants”, principally including the teachers. Is it any wonder Michelle Rhee’s logic captured so much attention and adulation and the UFT and the NEA so much opprobrium?

      FDR, often thought to be Labor’s champion, even its patron saint, had this to say about unions representing governmental employees:

      “Meticulous attention should be paid to the special relationships and obligations of public servants to the public itself and to the government. All Government employees should realize that the process of collective bargaining, as usually understood, cannot be transplanted into the public service. It has its distinct and insurmountable limitations … The very nature and purposes of Government make it impossible for … officials … to bind the employer … The employer is the whole people, who speak by means of laws enacted by their representatives …

      “Particularly, I want to emphasize my conviction that militant tactics have no place in the functions of any organization of government employees. Upon employees in the federal service rests the obligation to serve the whole people … This obligation is paramount … A strike of public employees manifests nothing less than an intent … to prevent or obstruct … Government … Such action, looking toward the paralysis of Government … is unthinkable and intolerable.”

      Which vision will carry the day? As cities begin to go bankrupt and states totter on the brink of insolvency, we will see.

       

       
    • Mike 3 comments collapsed CollapseExpand

      Siouxlou, Consider for a minute the possibility that ALEC and its backers are not so much interested in driving down teacher benefits, pensions etc as creating a more compliant teacher work force that will better assist in the pacification of each new generation. As I say, at some length, elsewhere in this threat, all this “reform” manifests itself on the kid level as simply all multiple choice all the time. And there are essay and oral answer grading programs on the horizon that will serve the same function, i.e. teaching the young that authority has all the answers, punishments and rewards.

      If you have the stamina to look through the excellent links Diane Ravitch provides, you can sort through a mass of ALEC-designed “educational reform” bills and significantly one is designed to downgrade teacher certification requirements. (This fits in well with a spate of recent articles attacking the admittedly poor quality education programs in many universities) The goal is, I think, not so much to get cheaper teachers but to get teachers who will simply hand out and collect test and test prep materials that will then be fed into automated grading systems made by Scantron, Inc. and othe ALEC backers. Not only would highly educated teachers want more money – they also might make problems by questioning the kind of mindless “teaching” designed to even further dumb down the populace. ALEC and its backers want teachers who will function much the same as McDonald employees, purveying a readymade product.

      You may well question why ALEC and its backer need an even more dumbed down populace, since this is the same American electorate who can be convinced of almost anything, even the need to send its sons and daughters off to wars generation after generation. Well. Siouxlou, the wealthy and powerful never think they have enough control over the hooples, any more than they ever think they have enough money.

      LINK to ALEC model bill designed to lower teacher certification standards:
      http://alecexposed.org/w/image…

       

       
    • philtop 2 comments collapsed CollapseExpand

      Mike-

       

      I wouldn’t underestimate the desire of these organizations
      to use Charter Schools as way of driving down teacher’s wages. Most regular
      public school jobs in California start at the entry level in the 40K range. Many
      charter schools start at the entry level around 35K. Furthermore,
      regular public schools have a pay scale that is based on years of teaching
      experience and education attainment.
      While most charter schools list pay as “commensurate with experience,”
      which essentially they will pay you what ever they want, or as little as possible.

       

      Furthermore, charter schools usually require much more after
      schoolwork, or a longer teaching day. Many make this clear in their job
      postings. This equals more work time for less pay. Whatever side you stand on
      this issue this undoubtedly drives down wages. Finally, on the benefits side I’ve
      actually seen charter in their job postings advertise, “Social Security only,
      no pension benefits.”

       

       
    • philtop 1 comment collapsed CollapseExpand

      Sorry about the formatting… Don’t know what caused that??

       

       
    • Mike 2 comments collapsed CollapseExpand

      Interesting that the oldtime multiple choice test company, Scantron, Inc. is on the ALEC taskforce. For all the big talk about learning and accountability, the current so-called educational reform means one thing on the level of kids’ experience: multiple choice tests every day. The vaunted standardized tests are always multiple choice and the prep for such tests consists of model tests,. i.e. multiple choice practice tests. And what classroom instruction occurs consists of going over questions on such model tests. Hence, every day becomes a multiple choice day.

      And the dirty little secret of all this multiple choice is that it teaches kids a very simple lesson, no matter what the subject: Those in authority have all the answers – and your job is only to figure out what they want you to say.
      So-called experts can quibble about test construction, eliminating cultural biases from tests, core curriculum etc but for kids it all amounts to bowing down to authority that gives you the grades that guarantee everything from keeping your mom off your back to getting into Harvard. Immersion in the multiple choice universe means that your opinion, as expressed in a classroom discussion, an essay or a research paper, has no value.

      It’s bad now but will get worse unless stopped, and I think I’ve seen exactly what the model school of the future will look like.

      I recently was asked by a former student to consult at a private school that he and his parents had set up a couple years ago: a weekend and evening cram school run by and targeted at one particular Asian immigrant group.

      “Reformers” would love this place: It was all multiple choice, all the time, even more than I had imagined possible. Teachers did no more than hand out and collect scantron sheets. Video cameras in each classroom allowed constant monitoring from the office. Teachers were well paid but could be fired without notice if they did not follow prescribed multiple choice scripts.(They wanted me to advise them how student writing could be improved – I told them it was not possible in such an environment)

      And this school is, according to my former student, very successful in terms of pushing its students into top high schools and ivy league colleges. The only moment of doubt the owners or parent/clients have experienced is that the school’s grads find it very hard to express any opinion in either speech or writing. But I suppose that won’t matter once even the best colleges switch over to all multiple choice all the time.

       

       
    • Mike 1 comment collapsed CollapseExpand

      Having ranted on about multiple choice, I then came across an article in Education Week referencing a study on automated essay grading programs which may be a new cost-efficient way to replace teachers in that form of assesssment as well. And if text can be graded, so can oral answers or discussion. But the end result is the same: Kids will be taught that authority has the answers, whether you bubble them in on scan sheets, say them aloud or write them in a sentence or paragraph.

      Link to the study:

      http://dl.dropbox.com/u/444162…

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    How to Destroy Education While Making a Trillion Dollars April 29, 2012

    Posted by rogerhollander in Education.
    Tags: , , , , , , , ,
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    Published on Sunday, April 29, 2012 by Common Dreams

     

    by Robert Freeman

    The Vietnam War produced more than its share of iconic idiocies. Perhaps the most revelatory was the psychotic assertion of an army major explaining the U.S. bombing of the provincial hamlet of Ben Tre: “We had to destroy the village in order to save it.” If only such self-extinguishing claims for intelligence were confined to military war.

    The U.S is ratcheting up a societal-level war on public education. At issue is whether we are going to make it better — build it into something estimable, a social asset that undergirds a noble and prosperous society — or whether we’re going to tear it down so that private investors can get their hands on the almost $1 trillion we spend on it every year. The tear-it-down option is the civilian equivalent of Ben Tre, but on a vastly larger scale and with incomparably greater stakes: we must destroy public education in order to save it. It’s still early in the game, but right now the momentum is with the wreckers because that’s where the money is. Whether they succeed or not will be up to you.

    Here’s a three-step recipe for how to destroy education. It maps perfectly to how to make a prodigious profit by privatizing it. It is the essential game plan of the big money boys.

    First, lower the costs so you can jack up the profits. Since the overwhelming cost in education is the salaries of the teachers, this means firing the experienced teachers, for they are the most expensive. Replace them with “teachers” who are young, inexperienced, and inexpensive. Better yet, waive requirements that they have to have any training, that is to say, that they be credentialed. That way, you can get the absolute cheapest workers available. Roll them over frequently so they don’t develop any expectation that they’ll ever make a career out of it.

    Second, make the curriculum as narrow, rote, and regimented as you can. This makes it possible for low-skilled “teachers” to “teach.” All they need do is maintain order while drilling students in mindless memorization and robotic repetition. By all means avoid messy things like context, nuance, values, complexity, reflection, depth, ambiguity—all the things that actually make for true intelligence. It’s too hard to teach those things and, besides, you need intelligent, experienced people to be able to do it. Stick with the model: Profitable equals simplistic and formulaic. Go with it.

    Finally, rinse and repeat five thousand times. Proliferate franchised, chartered McSchools with each classroom in each McSchool teaching the same thing on the same day in exactly the same way. So, for the math lesson on the formula of a line, you only need develop it once. But you download it in Power Point on the assigned day so the room monitors, i.e., the “teachers,” know what bullets to read. Now repeat this for every lesson in every course in every school, every day. In biology, chemistry, geometry, history, English, Spanish, indeed, all of a K-12 curriculum. Develop the lesson literally once, but distribute and reuse it thousands of times with low-cost proctors doing the supervision. The cost is infinitesimal making the profit potential astronomical.

    This is the essential charter school model and the money is all the rationale its promoters need. Think about it. There’s a trillion dollars a year spent on public education in the U.S. and enterprising investors want to get their meat hooks on it. Where else in the world can you find a $1 trillion opportunity that is essentially untouched? Not in automobiles. Not in health care. Not in weapons, computers, banking, telecommunications, agriculture, entertainment, retail, manufacturing, housing. Nowhere.

    Oh, to be sure, you have to soften up the public with a decades-long PR campaign bashing teachers, vilifying their unions, trashing schools, and condemning public education in general, all the while promising the sun, moon, and stars for privatization, which is the ultimate charter goal. Voila! You’ve got your chance.

    But to really make a killing, you need not just revenues, but profits. That’s why the low cost delivery and “build it once but resell it millions of times” model is so key. It was that very model that made Bill Gates the richest man in the world. It is what earned Microsoft 13 TIMES the rate of profit of the average Fortune 500 company in the 1990s and persuaded the Justice Department to declare it a “felony monopolist”. Gates recognizes the model very well, which is why his foundation is pouring tens of millions of dollars into charters. And you thought it was his altruism.

    Of course, anybody who actually knows education, indeed, anybody who is simply intelligent, knows that intelligence does not come from rote repetition or parroting Power Point slides at the regimented direction of a room monitor, no matter how perky or well intended. It comes from an agonizingly complex, intricate, sustained set of challenges to the mind that are exquisitely choreographed over the better part of two decades, all intimately tailored to the specific needs of an individual, inquisitive, aspiring student.

    That is what real teachers do. And it is precisely what a cookie-cutter, low-content, low-cost, high-turnover, high-profit money mill cannot do. Because it’s not intended to do that. It’s intended to produce profits. Real education, real intelligence, real character are agonizingly slow, dazzlingly complex, maddening difficult things to create. You can’t make a profit off of it, unless you destroy it in the process. That is why not one of the nations of the world that surpass the U.S. in education performance operate charter-based or privatized educational systems.

    If America wants better education, it needs to fix the greatest force undermining education, which is poverty. The single most powerful predictor of student performance is the average income of the zip code in which they live. But one out of four American students now live in poverty, and the numbers are growing. One out of two will live in poverty sometime during their lives. Forty-seven million Americans are on food stamps. Is it any wonder American school performance is faltering?

    But poverty is a hard and expensive problem to fix. We prefer easy, painless fixes, or even better, vapid clichés about the “magic of the market” and such. Why, look what we got from the deregulation of the banking system: the greatest economic collapse of the last 80 years and the greatest plunder of the public treasury in the history of the world.

    This is the essential neo-liberal agenda which Obama enthusiastically supports: privatize and deregulate everything, especially public services, so that the money spent on them can be transferred to private hands. This is how Arne Duncan, Obama’s Secretary of Education, earned his bureaucratic bonafides: he converted more than 100 of Chicago’s public schools to charters while the city’s school superintendent. It’s unbelievable how credulous we are but obviously, propaganda works. That’s why the likes of the Gates Foundation keep pouring money into the cause.

    The problem with charter schools is that they simply don’t work, at least not for delivering high quality education. Of course, given their formula, how could they? The most thorough research on charter schools, by Stanford University, shows that while charters do better than public schools in 17% of cases, they actually do worse in 37%, a more than 2-to-1 bad-to-good ratio!

    If your doctor injured two patients for every one he cured, would you go to him? If your mechanic wrecked two cars for every one he fixed, would you go to him? Yet that is literally the proposition that charter school operators are peddling. And that 2-to-1 failure rate is after charters have skimmed off the better students and run what can only be called ethnically cleansed schools, counseling out poor performers, special needs cases, and “undesirable” minorities, leaving them for the public schools to deal with. For the data show they do that as well.

    The irony of all this, indeed, the hypocrisy, is that America is at least nominally a capitalist county. You would think it would be ok to be honest about your intentions to make money by pillaging children’s futures while looting the public purse. God knows the weapons makers, the banks, the oil companies, the pharmaceutical companies, agribusiness and others aren’t bashful about it. But that doesn’t seem to be true here, in education.

    Here, it’s all about “the children,” about “streamlining” education, boosting scores, uplifting minorities, making America competitive, and just about every other infantile fairy tale they can invoke to convince the country to hand over the loot. For that’s what it’s really about. The trillion dollars a year to be made by turning “the children” into intellectually impotent dullards but profit producing zombies? Well, that’s just a lavishly fortunate coincidence. Right?

    Remember, you can’t save something by destroying it. Which isn’t to say that swashbuckling entrepreneurs aren’t willing to try. All they need is the liberating impetus of that essential American ethic: “I’m getting mine, screw you.” But the cost of this plunder will be incalculable, for it will ripple through the economy for decades. And the damage will be irreversible for, while public education is the most powerful democratizing institution in the world, it only works when the schools work. When they cease to work, it’s over.

    So watch out. A destroyed educational system, a desiccated economy, and a debauched democracy are coming soon to a school district near you.

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    Robert Freeman

    Robert Freeman teaches history and economics at a public high school in northern California. He is the founder of One Dollar For Life, a national non-profit that helps American schools build schools in the developing world with donations of one dollar. He can be reached at robertfreeman10@yahoo.com.

    School Closings Come To Atlanta This Week, To Your City Next Week: It’s Time To Dump Arne Duncan April 14, 2012

    Posted by rogerhollander in Education, Race.
    Tags: , , , , , , , ,
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    Wed, 04/11/2012 – 12:22 — Bruce A. Dixon, www.blackagendareport.com,

     

    by BAR managing editor Bruce A. Dixon

    A national movement to save public education is coming to life, in the face of a decades-long bipartisan campaign to discredit, de-fund, destabilized and destroy public education. President Bush’s Education Secretary said teachers unions were terrorist organizations. Obama’s man Arne Duncan believes Katrina was the best thing that ever happened to education in New Orleans. Is it time yet to dump, and to dump on Arne Duncan?

    School Closings Come To Atlanta This Week, To Your City Next Week: It’s Time To Dump Arne Duncan

    by BAR managing editor Bruce A. Dixon

    In a pattern that has become typical across the nation, the Atlanta Public School Board voted early this morning to close 7 neighborhood schools, all in mainly black neighborhoods. Some of the proposed school closings were announced the Friday afternoon before spring break, only ten calendar days, and one business day before the meeting that would finalize their closure. Other proposed closings were announced only 3 calender days before the school board meeting. Obviously the authorities wanted to prevent neighborhood parents from mobilizing to protect their children and communities.

    Like their counterparts in cities across the country, Atlanta parents, teachers and neighborhood residents pointed out that their school board seemed more devoted to the promotion of charter schools and privatization than it was to the children in public schools, and that it was doing all it could to push as many children as possible out of the public schools into charters. They reminded the board that by their own flawed standardized tests, charters performed no better than public schools, and when they did it was due to their ability to cream off the best students, rather than their willingness to teach everyone’s children.

    Judging from last night’s meeting the gap between what hundreds of local parents and teachers know, believe and demand, and the picture of public education brought to us by corporate media is vast and astounding. News coverage of the meeting, and of opposition to the cuts was sparse and condescending, and grossly misrepresented the intents and motives of parents and teachers.

    Like school boards across the country, Atlanta’s honchos turned a deaf ear to the children and communities they supposedly serve, even refusing to consider repurposing the empty school buildings as local community resources. In the rush to privatization, school buildings are valuable real estate prizes that can be awarded to well connected developers, and the only kind of economic development anybody has ever heard of is moving poorer people out of neighborhoods to attract richer ones in.

    Atlanta is following the same script as Chicago and Philly and New York and Los Angeles and New Orleans. It’s a bipartisan agenda of standardized testing calculated not to teach children, but to furnish the grounds to brand teachers and schools as “underperforming” so that staff can be fired, schools closed, and their resources funneled to charter school operators.

    It’s a local problem, but it’s national policy. Atlanta’s school superintendent is much like Obama Secretary of Education Arne Duncan, in that he’s never taught an hour in any classroom. Duncan learned all he needed to know about education from his mother’s tutoring programs, he says, and his time as a pro basketballer, his time in the financial markets and on Mayor Daley’s staff. Atlanta’s Eroll Davis says he learned all he needed to know about running a school system from his time serving on the board of British Petroleum.

    Atlanta’s school chief says he’s closing black schools to give them the same thing wealthy and mostly white neighborhoods have, an academic support system. His national counterpart Arne Duncan famously declared that Hurricane Katrina was the best thing that ever happened to education in New Orleans. Duncan’s predecessor as Chicago schools CEO was immediately dispatched to Louisiana where he closed more than 100 New Orleans public schools and fire the system’s entire teaching, administrative, maintenance and support staff.

    While the place to fight for control of education is in your neighborhood, in your public school while you still have one, it’s a national fight as well. Public school closings, the de-professionalization of teachers and the push to charters have been national policy under the Bush and Obama administrations. So it’s entirely correct to call for the resignation of Obama’s Secretary of Education Arne Duncan as well.

    We wrote about how Duncan teamed up in 2009 with Newt Gingrich and Al Sharpton to do a national tour promoting charter schools, privatization, teacher merit pay and other anti-education schemes. Since them the Obama administration’s Race To The Top has made these things pre-conditions without which no state, no school board receives much in the way of federal funding, and the states that fire the most teachers, close the most schools, and grant the most charters get most of the funding. It’s truly a race, and not to the top.

    While it’s time to redouble our efforts to save, rebuild, democratize and re-imagine public education in our cities and neighborhoods around the country, it’s also time to come together nationally and demand an end to federal policies that force charters, standardized testing. Change comes from the bottom and from the top. It’s time to demand the resignation of Obama’s Secretary of Education Arne Duncan. Thousands of educators and students and ordinary citizens have already signed the petition at http://dumpduncan.org. You should too, and forward it to everyone you know.

    Those of us on Facebook should click here to join the Dump Duncan group on Facebook, from which you will be able to connect with people concerned and active about saving public education around the country, and access a vast array of helpful resources. Duncan’s and Obama’s Race To The Top, as Diane Ravitch assures us, is really a race to the bottom.

    Visit Dump Duncan on the web or on Facebook. Sign the petition, get connected locally and nationally. And get busy.

    Bruce A. Dixon is managing editor at Black Agenda Report, and a member of the Georgia Green Party. He can be reached via this site’s contact page, or at bruce.dixon(at)blackagendareport.com.

    Easy to Gut Public Education When Your Own Kids Attend Private School January 13, 2012

    Posted by rogerhollander in Education.
    Tags: , , , , , , , , , , ,
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    Roger’s note: just another example of the fact that those who govern us and the owners and managers of corporate wealth who in turn own those who govern us — they do not live in the same world that we common folk do.  And they call it “democracy.”
    Published on Friday, January 13, 2012 by Salon.com

    America’s Dangerously Removed Elite

      by  David Sirota

    Last week, my local Twittersphere momentarily erupted with allegations that Denver’s public school superintendent, Tom Boasberg, is sending his kids to a private school that eschews high-stakes testing. Boasberg, an icon of the national movement pushing high-stakes testing and undermining traditional public education, eventually defended himself by insisting that his kids attended that special school only during preschool and that they now attend a public school. Yet his spokesman admitted that the school is not in Denver but in Boulder, Colo., one of America’s wealthiest enclaves.

     New Jersey Governor Chris Christie and Rahm Emanuel  (Photo: AP/Reuters)

    Boasberg, you see, refuses to live in the district that he governs. Though having no background in education administration, this longtime telecom executive used his connections to get appointed Denver superintendent, and he now acts like a king. From the confines of his distant castle in Boulder, he issues edicts to his low-income fiefdom — decrees demonizing teachers, shutting down neighborhood schools over community objections and promoting privately administered charter schools. Meanwhile, he makes sure his own royal family is insulated in a wealthy district that doesn’t experience his destructive policies.

    No doubt this is but a microcosmic story in a country whose patrician overlords are regularly conjuring the feudalism of Europe circa the Middle Ages. Today, our mayors deploy police against homeless people and protesters; our governors demand crushing budget cuts from the confines of their taxpayer-funded mansions; our Congress exempts itself from insider-trading laws and provides itself healthcare benefits denied to others; and our nation’s capital has become one of the world’s wealthiest cities, despite the recession.

    Taken together, we see that there really are “Two Americas,” as the saying goes — and that’s no accident. It’s the result of a permanent elite that is removing itself from the rest of the nation. Nowhere is this more obvious than in education — a realm in which this elite physically separates itself from us mere serfs. As the head of one of the country’s largest urban school districts, Boasberg is a perfect example of this — but he is only one example.

    The Washington Post, for instance, notes that it has become an unquestioned “tradition among Washington’s power elite” — read: elected officials — to send their kids to the ultra-expensive private school Sidwell Friends. At the same time, many of these officials have backed budget policies that weaken public education.

    Outside of Washington, it’s often the same story; as just two recent examples, both Republican New Jersey Gov. Chris Christie and Chicago Mayor Rahm Emanuel have championed massive cuts to public education while sending their kids to private school.

    In many cases, these aristocrats aren’t even required to publicly explain themselves. (Boasberg, for example, is never hounded by local media about why he refuses to live in Denver.) Worse, on the rare occasions that questions are posed, privacy is the oft-used excuse to not answer, whether it’s Obama defenders dismissing queries about their Sidwell decision, Christie telling a voter his school choices are “none of your business” or Emanuel storming out of a television interview and then citing his “private life” when asked about the issue.

    This might be a convincing argument about ordinary citizens’ personal education choices, but it’s an insult coming from public officials. When they remove themselves and their families from a community — but still retain power over that community — they end up acting as foreign occupiers, subjecting us to policies they would never subject their own kin to.

    Pretending this is acceptable or just a “private” decision, then, is to tolerate ancient, ruling-class notions that are no longer sustainable in the 21st century. Indeed, if this nation is going to remain a modern republic, it can’t also be a Medieval oligarchy — no matter how much America’s elite wants to keep governing from behind the palace walls.

    © 2012 Salon

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    –>

    David Sirota

    David Sirota is a best-selling author whose new book “Back to Our Future” is now available. He hosts the morning show on AM760 in Colorado and is a contributing writer at Salon.com. E-mail him at ds@davidsirota.com, follow him on Twitter @davidsirota or visit his website at www.davidsirota.com.

    Using Federal Power to Resegregate American Schools September 24, 2011

    Posted by rogerhollander in Education, Racism.
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    Published on Saturday, September 24, 2011 by CommonDreams.org

     

      by  Jim Horn

    Prior to passage of the Elementary and Secondary Act (ESEA) in 1965, a savvy Lyndon Johnson, who knew the South would never willingly desegregate schools, crafted the federal legislation so that large sums of money would go to any of the segregated systems of the South that would comply with the Civil Rights Act of 1964, which, of course, banned racial discrimination in any public institution receiving federal funds. This strategy of carrot (ESEA) following stick (Civil Rights Act) worked like a charm, and the “segregation now, segregation forever” crowd quietly resolved to accept the federal millions and, in doing so, reluctantly complied with the Supreme Court’s mandate handed down in the unanimous 1954 Brown decision, which had been largely ignored in the South.

    I was a sophomore in one of those small segregated Southern high schools in 1965, and I remember the first black kids who, until that time, had had a 60-mile roundtrip daily bus ride to endure if they wanted to go to high school. As a legacy of that ESEA carrot, then, my little school and the rest of the schools in the Old Confederacy became and remain less segregated than many schools in the North, where housing patterns maintain de facto segregation even where the law cannot. By the early 1970s, apartheid schooling in the 19 Southern states was over, or so we thought.

    Johnson’s creative use of federal funding, then, was able to accomplish for the commonweal what federal mandates and court rulings could not. Congress amended ESEA in 1966 and 1967 to provide big carrots, too, for special education and English language learners. Major reauthorizations of ESEA followed in 1981, 1994, and in 2001 with No Child Left Behind, with the power of the federal purse strings made more figural in each subsequent reauthorization.

    Then, following the 2008 calamity brought on by Wall Street’s casino capitalists, Education Secretary Arne Duncan used a newfound power of $4. 35 billion in federal discretionary Race to the Top (RttT) grants to sidestep the legislative gridlock holding up changes to NCLB that were being advanced by the corporate foundations and the Business Roundtable: 1) uncapped expansion of charter schools (minus any regulations or incentives for maintaining diversity or inclusion of special populations or ELL), 2) proliferation of testing data tracking systems, 3) more value-added standardized testing, and 4) teacher evaluations based on student test scores. Any state or LEA that wanted to get a chunk of Duncan’s 4 billion dollar carrot would have to comply with these four conditions.

    In an ironic twist of policy fate whose impending impact remains as ignored as it is misunderstood by the public, ESEA monies were used, for the first time, as the carrot to re-ignite the policy that the original ESEA had been designed to extinguish: school segregation and poor performance. In peer-reviewed research studies (here, here, and here) that examine the effects of charter schools on school diversity, researchers have found, in fact, that both for-profit charter schools and non-profit charter schools have significant segregative effects when compared to public schools. And study after study after study has shown similar negative effects on school performance as measured by test scores of students in charter schools when compared to matched public schools.

    No amount of empirical, reality-based evidence, however, can seem to derail or even slow down the charter train, fueled and driven as it is by conservative ideologues, neoliberal efficiency zealots, and the profiteers of the education-industrial complex like Pearson and McGraw-Hill. And now Congress is getting into the act (pun intended) as well, with House passage of H. R. 2218, whose clone is under consideration by the Senate to provide new segregative charter funds, including monies this time for charter school facilities. In these legislative efforts, inspired as they are to break up the ESEA reauthorization into smaller chunks that Team Obama can never claim credit for (or be blamed for, as the case may be), unwitting or uncaring elected officials of our national government are, in fact, promoting the expansion of school resegregation through the expansion of charter schools that, in 4 out of 5 instances, are worse or no better academically than the public schools they are replacing. And neither House nor Senate versions offer a syllable to demand or incentivize the creation of diverse, inclusive charter schools, thus choosing to make ESEA’s most effective social steering mechanism a tool now of segregationists and social control advocates whose agendas appear aligned with the eugenics era that flourished a hundred years ago.

    If these federal bills in support of corporate reform schooling arrive on the desk of the first African-American President of the United States, will he, too, embrace their silent support of the return to apartheid education? Will Barack Obama show up on the wrong side of history?

    Jim Horn

    Jim Horn is Associate Professor of Educational Leadership at Cambridge College, Cambridge, MA. He is also an education blogger at Schools Matter and has published widely on issues related to social justice in education.

     

     

     

     

    Obama’s Education Reform Push is Bad Education Policy March 14, 2010

    Posted by rogerhollander in Education.
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    (Roger’s note: beware the word “reform.”  Under mental health reform, “de-institutionalization” only left psychiatric survivors struggling to survive on the mean streets; Clinton’s welfare reform was little more than an attack on the poor; and Obama’s health reform, if passed, will institutionalize the blood-sucking private insurance industry, probably forever.  The Republicrats are one in the same on these issues.  The objective is always the erosion of the social safety net and the corporatization of America.  Obama’s “Race to the Top” educational reform is no different.  The [not so] hidden agenda is privatization and union-busting.  Obama may be a brilliant orator, but he is either terribly naïve or wilfully blind.  Take your pick.)

    Published on Sunday, March 14, 2010 by The Los Angeles Times

    One simple solution for our schools? A captivating promise, but a false one.

    by Diane Ravitch

    There have been two features that regularly mark the history of U.S. public schools. Over the last century, our education system has been regularly captivated by a Big Idea — a savant or an organization that promised a simple solution to the problems of our schools. The second is that there are no simple solutions, no miracle cures to those problems.

    Education is a slow, arduous process that requires the work of willing students, dedicated teachers and supportive families, as well as a coherent curriculum.

    As an education historian, I have often warned against the seductive lure of grand ideas to reform education. Our national infatuation with education fads and reforms distracts us from the steady work that must be done.

    Our era is no different. We now face a wave of education reforms based on the belief that school choice, test-driven accountability and the resulting competition will dramatically improve student achievement.

    Once again, I find myself sounding the alarm that the latest vision of education reform is deeply flawed. But this time my warning carries a personal rebuke. For much of the last two decades, I was among those who jumped aboard the choice and accountability bandwagon. Choice and accountability, I believed, would offer a chance for poor children to escape failing schools. Testing and accountability, I thought, would cast sunshine on low-performing schools and lead to improvement. It all seemed to make sense, even if there was little empirical evidence, just promise and hope.

    Today there is empirical evidence, and it shows clearly that choice, competition and accountability as education reform levers are not working. But with confidence bordering on recklessness, the Obama administration is plunging ahead, pushing an aggressive program of school reform — codified in its signature Race to the Top program — that relies on the power of incentives and competition. This approach may well make schools worse, not better.

    Those who do not follow education closely may be tempted to think that, at long last, we’re finally turning the corner. What could be wrong with promoting charter schools to compete with public schools? Why shouldn’t we demand accountability from educators and use test scores to reward our best teachers and identify those who should find another job?

    Like the grand plans of previous eras, they sound sensible but will leave education no better off. Charter schools are no panacea. The nation now has about 5,000 of them, and they vary in quality. Some are excellent, some terrible; most are in between. Most studies have found that charters, on average, are no better than public schools.

    On the federal tests, known as the National Assessment of Educational Progress, from 2003 to 2009, charters have never outperformed public schools. Nor have black and Latino students in charter schools performed better than their counterparts in public schools.

    This is surprising, because charter schools have many advantages over public schools. Most charters choose their students by lottery. Those who sign up to win seats tend to be the most motivated students and families in the poorest communities. Charters are also free to “counsel out” students who are unable or unwilling to meet expectations. A study of KIPP charters in the San Francisco area found that 60% of those students who started the fifth grade were gone before the end of eighth grade. Most of those who left were low performers.

    Studies of charters in Boston, New York City and Washington have found that charters, as compared to public schools, have smaller percentages of the students who are generally hardest to educate — those with disabilities and English-language learners. Because the public schools must educate everyone, they end up with disproportionate numbers of the students the charters don’t want.

    So we’re left with the knowledge that a dramatic expansion in the number of privately managed schools is not likely to raise student achievement. Meanwhile, public schools will become schools of last resort for the unmotivated, the hardest to teach and those who didn’t win a seat in a charter school. If our goal is to destroy public education in America, this is precisely the right path.

    Nor is there evidence that student achievement will improve if teachers are evaluated by their students’ test scores. Some economists say that when students have four or five “great” teachers in a row, the achievement gap between racial groups disappears. The difficulty with this theory is that we do not have adequate measures of teacher excellence.

    Of course, it would be wonderful if all teachers were excellent, but many factors affect student scores other than their teacher, including students’ motivation, the schools’ curriculum, family support, poverty and distractions on testing day, such as the weather or even a dog barking in the school’s parking lot.

    The Obama education reform plan is an aggressive version of the Bush administration’s No Child Left Behind, under which many schools have narrowed their curriculum to the tested subjects of reading and math. This poor substitute for a well-rounded education, which includes subjects such as the arts, history, geography, civics, science and foreign language, hits low-income children the hardest, since they are the most likely to attend the kind of “failing school” that drills kids relentlessly on the basics. Emphasis on test scores already compels teachers to focus on test preparation. Holding teachers personally and exclusively accountable for test scores — a key feature of Race to the Top — will make this situation even worse. Test scores will determine salary, tenure, bonuses and sanctions, as teachers and schools compete with each other, survival-of-the-fittest style.

    Frustrated by a chronic lack of progress, business leaders and politicians expect that a stern dose of this sort of competition and incentives will improve education, but they are wrong. No other nation is taking such harsh lessons from the corporate sector and applying them to their schools. No nation with successful schools ignores everything but basic skills and testing. Schools work best when teachers collaborate to help their students and strive together for common goals, not when they compete for higher scores and bonuses.

    Having embraced the Republican agenda of choice, competition and accountability, the Obama administration is promoting the privatization of large segments of American education and undermining the profession of teaching. This toxic combination is the latest Big Idea in education reform. Like so many of its predecessors, it is not likely to improve education.

    Diane Ravitch, a historian of education, is the author of “The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education.”

    © 2010 The Los Angeles Times

    Send In the Clowns: 3 Stooges, Gingrich, Sharpton & Duncan Hit the Road For Corporate “School Reform” February 2, 2010

    Posted by rogerhollander in Education.
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    Quite separately from each other, Secretary of Education Arne Duncan, Rev. Al Sharpton and Newt Gingrich have long ago forfeited whatever credibility they may once have had. Taken together, they are simply a bad joke: three grown men publicly eye-poking and slap fighting each other while they all come together to sell us high-stakes testing, charter schools, educational privatization and the whole package of corporate “school reform.”

    by BAR managing editor Bruce Dixon

    Back in the late 19th and early 20th century heydays of vaudeville, when the singers bombed, when the jokes fell flat and audience attention started wandering, management knew what to do. They would send in the clowns. Some things haven’t changed.

    Despite a decade of hard sell by right wing think tanks, foundations, and big media, the American people have not bought the corporate version of school reform. Most people just don’t believe public schools should be privatized or militarized, or operated by business people like businesses instead of by educators, parents and communities in the interests of children, parents and communities, like the best schools always have been run. And most educators doubt that high stakes testing improves educational outcomes in any meaningful way.

    Since the public debates on charter schools and privatizing education are ones that our elite cannot win, they have decreed there will be no debate. Instead of an honest public examination of the disastrous impact of No Child Left Behind, and its attendant decade of creeping educational privatization, corporate media, the Obama administration and its bipartisan allies are sending in the clowns with a 21st century three stooges remake starring the Rev. Al Sharpton, along with Republican former Speaker Newt Gingrich and Obama Secretary of Education Arne Duncan, elbowing and slapping at each other, yukking it up about their supposed political differences while they all come together around the corporate elite’s version of “school reform.”

    Stooge number one is Secretary of Education Arne Duncan, a former basketball player and friend of the president who, without a single hour of teaching experience was named by Chicago’s Mayor Daley to head the nation’s third largest school system. Duncan now pledges to extend the Chicago model of high stakes testing and massive school closings to create opportunities for what he calls “innovative” charter schools. Thanks to Duncan, Chicago’s public schools are now being sued by black teachers for racial discrimination in the wholesale dismissal of hundreds of qualified, dedicated black teachers and their replacement with younger, cheaper, less experienced and mostly whiter ones. Even now, the Obama administration is withholding federal education funds from states and school districts to force nationwide implementation of these so-called “reforms.”

    Stooge number two is the Rev. Al Sharpton, whose presence allows the stooges to claim they are a “civil rights” act. Rev. Sharpton jumped aboard the corporate education reform bandwagon with both feet after receiving a half million dollar bribe last year for his National Action Network, reportedly brokered by New York City Schools Chancellor Joel Klein through a right wing not for profit agency that promotes charter schools.

    Stooge number three is the same Newt Gingrich who once advocated removal of underachieving children from their parents’ homes to boarding schools and military academies, and whose 1994 Contract For America, demanded the dissolution of the US Department of Education.

    Mass media ought to be where the studies, the facts, the experience and the voices of parents, educators, students and communities across the country wrestling with the problems of education are held up for all to examine and understand. But that would be too much like public service for our America’s privatized media. What we’ll get instead is entertainment. They’re sending in the clowns. And here they come!

    Privatization Pictures presents a No Child Left Behind Production starring the New Three Stooges, Arne Duncan, Al Sharpton and Newt Gingrich in Corporate School Reform directed by Barack Obama and produced by the Bradley, Heritage and Walton Family Foundations, featuring fake statistics, dubious studies, crackpot merit pay schemes, charter schools including military charter schools, cronyism, patronage, corruption, worse educational outcomes, thousands of school closings, mass firings of qualified teachers, community destabilization, loss of public and community control, and the privatization of education.

    For Black Agenda Report, I’m Bruce Dixon apologizing to the ghosts of the original three stooges. They’d understand. On the web, we are at http://www.blackagendareport.com.

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