Should Taxpayers Be Funding Private Schools That Teach Creationism? February 1, 2013Posted by rogerhollander in Education, Religion, Right Wing, Science and Technology.
Tags: Arizona, bobby jindal, Christianity, colorado, cory booker, creationism, education, evolution, louisiana, natural selection, privitization, public education, religion, religious right, roger hollander, school vouchers, science, texas, zack kopplin
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Roger’s note: What is at issue here is not only the question of publicly funding the idiotic notion of creationism, but the very substance of public education. Public education (advocated by Karl Marx in the Communist Manifesto) is a sine qua non of democracy. The massive effort by the extreme right to privatize public education, aided and abetted by Obama and his Education Secretary Arne Duncan, is aimed at replacing what is left of democracy in the United States with theocratic tinged militarized corporatism.
|John Scalzi (CC BY 2.0)|
|Part of an exhibit at the Creation Museum in Petersburg, Ky.|
By Zack Kopplin
According to so-called education reform advocates like former Florida Gov. Jeb Bush and his Foundation for Excellence in Education, school vouchers, which allow parents to direct state money to private schools of their choice, are essential because “families need the financial freedom to attend schools that meet their needs.” From Louisiana Gov. Bobby Jindal, a Republican, to Newark, N.J.’s Democratic Mayor Cory Booker, these programs are backed by politicians on both sides of the aisle, and they enjoy the support of powerful interest groups such as the Friedman Foundation for Educational Choice and the American Federation for Children.
Voucher programs have been established in 12 states and the District of Columbia, and they are spreading as Texas and Tennessee attempt to create ones of their own. As the use of vouchers has expanded across the country in recent years, new questions have arisen that extend beyond concerns about their appropriateness and legality. We’ve pushed standards, testing and accountability for public schools, so why shouldn’t private institutions receiving vouchers have to meet those same requirements? Should private institutions be allowed to ignore state science standards and teach their students creationism while receiving taxpayer money? Does learning about biblical creation, rather than evolution, really help to meet students’ needs?
I first investigated the relationship between creationism and voucher programs after reading an AlterNet article in June about Eternity Christian Academy in Louisiana. Now removed from the state’s voucher program, the school was using the Accelerated Christian Education curriculum to teach students that the mythical Loch Ness Monster existed and somehow disproved evolution. As I looked further into Louisiana’s program, I found that there wasn’t just one school but at least 20 private ones getting vouchers and thus receiving millions of taxpayer dollars. After reviewing my research, New Orleans Times-Picayune columnist James Gill wrote that “vouchers have turned out to be the answer to a creationist’s prayer.”
This isn’t just a Louisiana problem. It seems clear that the U.S. is facing a national creationism epidemic. In an exposé I wrote posted by MSNBC host Melissa Harris-Perry, I identified hundreds of additional voucher schools in nine states and the District of Columbia using dozens of different creationist curriculums. These schools are receiving tens of millions of dollars, and maybe even hundreds of millions, to teach religious beliefs in violation of state science standards. With 164 such campuses, Florida’s John M. McKay Scholarships for Students With Disabilities Program contained the highest concentration of creationist voucher schools I was able to uncover. Indiana, which has been marketed as the “gold standard” for voucher accountability, has at least 37 such schools teaching creationism. A couple of its campuses proudly advertise that their students are taken to the Creation Museum on field trips. So far, I’ve discovered 311 creationist voucher schools across the country.
Those 311 schools are not the only taxpayer funded institutions teaching creationism. There are likely hundreds more. Although many are difficult to find, either because they don’t have websites or don’t advertise their creationist curriculum, lots of voucher schools fit the profile of creationist campuses that are already known. On top of this, two states, Arizona and Mississippi, have voucher programs but don’t release the names of participating schools. Officials with the Arizona Department of Education confirmed to me that every private school in the state is eligible to participate in the program, and since I’ve identified private creationist schools there that could be involved, there is little doubt that Arizona is funding some of them. I believe it’s a safe bet that every school voucher program in the country is financing creationism.
These campuses would be shut if they were subject to the same standards as public institutions. The courts have shot down the teaching of creationism and intelligent design with public money over and over again, so why are we letting taxpayer funded private voucher schools teach them? The scientists and educators who devised both state science standards and the national common core standards knew creationism was pseudo-science that would not help American students get the education they need to succeed in a global, 21st century economy. That’s why we don’t teach creationism in public schools. Taxpayers should be outraged that their hard-earned dollars are enabling the mis-education of private school students.
Aside from not meeting these basic academic standards, many voucher schools suffer from other significant problems. Louisiana bloggers have exposed profiteering prophets who sought to capitalize on taxpayer funding for private schools. The Miami New Times reports that voucher schools in Florida are being run by administrators who “include criminals convicted of cocaine dealing, kidnapping, witness tampering, and burglary.” A school in Louisiana’s program was slated to receive millions of dollars from vouchers but lacked the facilities needed to house new students.
Proponents of vouchers argue that diverting money from public to private schools will help students learn by increasing inter-campus competition. But when voucher programs contain institutions that teach creationism instead of science, it’s easy to see that damage is being done to students whose futures are jeopardized by poor education.
Although a judge recently ruled that the way Louisiana funds its school voucher program is unconstitutional, it continues to operate as the state appeals the decision. Similarly, the voucher program in Colorado has been halted by a court injunction. But given the aggressive activity of taxpayer funded voucher programs across the country, we need to fight to make sure that no additional ones are created. And we need to stop politicians in states such as Indiana and Wisconsin from following through on plans to expand already existing programs. Today’s students and our nation’s future demand it.
Zack Kopplin is a science education advocate and winner of the Hugh M. Hefner First Amendment Award in Education and the National Center for Science Education’s Friend of Darwin Award.
Boycott of Standardized Tests Spreads as Seattle Teachers Revolt January 14, 2013Posted by rogerhollander in Education, Labor.
Tags: academic progress, arne duncan, ballard high, education, garfield high, map, public education, roger hollander, school boycott, school reform, seattle schools, standardized tests
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Teachers in Seattle schools refuse to administer ‘specious’ standardized tests. Will others follow their lead?
Opponents of the nation’s relentless push for standardized testing in public schools have new champions in Seattle this week as teachers at one high school and now another have refused to issue such exams to their students, calling them a waste of “time and money” amid “dwindling school resources.”
The entire teaching faculty at Garfield High School (with only three abstentions) voted to support a boycott against administering the Measures of Academic Progress (MAP) this week or ever again. Garfield is the largest of thirteen high schools in the Seattle Public School (SPS) system.
In a press release, Kris McBride, Garfield’s academic dean and testing coordinator, said the test “produces specious results, and wreaks havoc on limited school resources” during the weeks the test is administered.
On Friday, teachers at Ballard High School said they would join the boycott as well. National support for the teachers was also growing online, as a petition circulated and a facebook page for the teachers materialized.
Following some fear that the Garfield teachers could face disciplinary action, well-known education policy expert Diane Ravitch was among those using social media to garner additional support for their cause on Saturday:
In an interview with Seattle’s KUOW Radio, Ravitch said, “This is the first time, to my knowledge, that the entire staff of a school has said ‘no, we will not do this. It’s not good for the students, and it’s a waste of time and money.’”
A letter issued by the Garfield teachers said they would all “respectfully decline to give the MAP test” to any of their students this year.
“I’m teaching by example. If I don’t step up now, who will?” –Mario Shauvette, Garfield High math teacher
“We have had different levels of experiences with MAP in our varied careers, have read about it, and discussed it with our colleagues,” they said. “After this thorough review, we have all come to the conclusion that we cannot in good conscience subject our students to this test again.”
The Christian Science Monitor recounts the teachers’ press event in dramatic fashion:
Forty-five minutes after school let out Thursday afternoon, 19 teachers… at Seattle’s Garfield High School worked their way to the front of an already-crowded classroom, then turned, leaned their backs against the wall of whiteboards, and fired the first salvo of open defiance against high-stakes standardized testing in America’s public schools.
To a room full of TV cameras, reporters, students, and colleagues, the teachers announced their refusal to administer a standardized test that ninth-graders across the district are mandated to take in the first part of January. Known as the MAP test – for Measures of Academic Progress – it is intended to evaluate student progress and skill in reading and math.
First one teacher, then another, and then more stepped forward to charge that the test wastes time, money, and dwindling school resources.
“Our teachers have come together and agreed that the MAP test is not good for our students, nor is it an appropriate or useful tool in measuring progress,” McBride told the crowded room. “Additionally, students don’t take it seriously. It produces specious results and wreaks havoc on limited school resources during the weeks and weeks the test is administered.”History teacher Jesse Hagopian discusses Garfield High School teachers’ decision to refuse to the give the MAP test to their students during a press conference in Seattle on Thursday. (Photo by Erika Schultz / The Seattle Times)
In addition to the detrimental impact on students, teachers also pushed back against the test as a way to evaluate teacher performance.
“To use this (MAP) as a tool to evaluate our teaching makes no sense,” said Jesse Hagopian, a history teacher at Garfield High. “They’re setting us up for failure. And Garfield High School is not a failure. We’re the home of (former students) Jimi Hendrix, Bruce Lee and Quincy Jones.”
Hagopian told Common Dreams that Garfield has a proud tradition of teaching to the “whole student” and that its faculty came together because they understand that test results do no adequately tell the story of who students are or will go on to be. “No one cares how Jimi Hendrix scored on a high school math test,” he said. “And no one should.”
“We really think our teachers are making the right decision,” said Garfield student body president Obadiah Stephens-Terry. “I know when I took the test, it didn’t seem relevant to what we were studying in class – and we have great classes here at Garfield. I know students who just go through the motions when taking the test, just did it as quickly as possible so they could do something more useful with their time.”
Asked if teachers were worried about what lessons students might take away from their defiant boycott chairman of the math department Mario Shauvette, stepped forward and said: “I’m teaching by example. If I don’t step up now, who will? I’m taking charge of what I do here.”
For his part, Wayne Au, former Garfield student and now assistant professor of education at the University of Washington, says teachers at his alma mater are offering their students—and others involved in the fight against corporate school reform—many valuable lessons.
Writing at ReThinking Schools, where he is assistant editor, Au explains:
At the most basic level, the national corporate school reform agenda requires teachers’ compliance. So regardless of individual motives, when a group of teachers collectively and publicly says NO, that represents a fundamental challenge to those pushing that elite agenda. The growing support for Garfield teachers’ resistance to the MAP test is a testament to just how much the collective action of teachers at one school means to the rest of the world.
Having all of the teachers at a school decide to support a boycott of a high-stakes, standardized test is a rare and beautiful thing, one that hasn’t happened since some Chicago teachers did it over a decade ago. That is powerful and inspirational stuff, and as far as I’m concerned, because we don’t yet know the district’s response, the teachers at Garfield are showing a level courage and heroism that I love and admire.
When nearby Ballard High School joined the boycott, teachers there cited numerous and various reasons for aligning with their colleagues at Garfield.
The test—teachers at Ballard said in a letter explaining their decision—has “been re-purposed by district administration to form part of a teacher’s evaluation, which is contrary to the purposes it was designed for, as stated by its purveyor, making it part of junk science.”
The Ballard High teachers, who spoke as one unit, said they were in full agreement with and would stand in support of those at Garfield. “Specifically,” they said, “the MAP test program throughout Seattle Public Schools ought to be shut down immediately. It has been and continues to be an embarrassing mistake. Continuing it even another day, let alone another month or year or decade, will not turn this sow’s ear into a silk purse.”
As Reuters points out: “The revolt… comes at a time of fierce political battles over teacher evaluations that has played out in cities from Chicago to Los Angeles.” And continues:
The MAP test that has become a point of contention at Garfield is given at schools around the country but is not required by Washington state.
Unlike the tests required by the state, which are the High School Proficiency Exam and the End-of-Course exams, it has no bearing on students’ grades or their ability to graduate.
Education journalist Valerie Strauss, writing at her Answer Sheet blog, adds:
The boycotts are part of a growing grass-roots revolt against the excessive use of standardized tests to evaluate students, teachers, schools, districts and states. The high-stakes testing era began a decade under No Child Left Behind, and critics say that the exams are being inappropriately used and don’t measure a big part of what students learn.
Parents have started to opt out of having their children take the exams; school boards have approved resolutions calling for an end to test-based accountability systems; thousands of people have signed a national resolution protesting high-stakes tests; superintendents have spoken out, and so have teachers. It has been building momentum in the last year, since Robert Scott, then the commissioner of education in Texas, said publicly that the mentality that standardized testing is the “end-all, be-all” is a “perversion” of what a quality education should be.
Mayor’s Kids Private School is What Public Schools Should Be September 12, 2012Posted by rogerhollander in Chicago, Education, Labor.
Tags: arne duncan, chicago, chicago strike, ctu, education, karen lewis, labor, labour, mike elk, private schools, public education, Rahm Emanuel, roger hollander, standarized tests, teacher evaluations, teacher's strike, unions
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Director of Private School Where Rahm Sends His Kids Opposes Using Testing for Teacher Evaluations
CTU President Karen Lewis says she would love to use University of Chicago Lab School as model for public schools
Unlike occasional teacher union opponent Secretary of Education Arne Duncan, Chicago Mayor Rahm Emanuel does not send his kids to public schools. Instead, Emanuel’s children attend one of the most elite prep schools in Chicago, the University of Chicago Lab School, where the annual tuition is more than $20,000. (Emanuel has repeatedly refused to answer questions about why he eschews public schools for his children, telling reporters that it is a private family decision.)
Chicago Mayor Rahm Emanuel eschews the city’s public schools in favor of the University of Chicago Lab School, who director eschews Emanuel’s idea of “reform.” (Zol87/Flickr/Creative Commons)
The conditions at the University of Chicago Lab Schools are dramatically different than those at Chicago Public Schools, which are currently closed with teachers engaged in a high-profile strike. The Lab School has seven full-time art teachers to serve a student population of 1,700. By contrast, only 25% of Chicago’s “neighborhood elementary schools” have both a full-time art and music instructor. The Lab School has three different libraries, while 160 Chicago public elementary schools do not have a library.
“Physical education, world languages, libraries and the arts are not frills. They are an essential piece of a well-rounded education,” wrote University of Chicago Lab School Director David Magill on the school’s website in February 2009.
Chicago Teachers Union (CTU) President Karen Lewis agrees with Magill, and believes what works for Mayor Emanuel’s kids should be a prescription for the rest of the city.
“I’m actually glad that he did [send his kids to Lab School] because it gave me an opportunity to look at how the Lab school functions,” Lewis told Chicago magazine in November 2011. “I thought he gave us a wonderful pathway to seeing what a good education looks like, and I think he’s absolutely right, and so we love that model. We would love to see that model throughout.”
One of the key sticking points in union negotiations is that Emanuel wants to use standardized tests scores to count for 40 percent of the basis of teacher evaluations. Earlier this year, more than 80 researchers from 16 Chicago-area universities signed an open letter to Emanuel, criticizing the use of standardized test scores for this purpose. “The new evaluation system for teachers and principals centers on misconceptions about student growth, with potentially negative impact on the education of Chicago’s children,” they wrote.
CTU claims that nearly 30% of its members could be dismissed within one to two years if the proposed evaluation process is put into effect and has opposed using tests scores as the basis of evaluation. They’re joined in their opposition to using testing in evaulations by Magill.
Writing on the University of Chicago’s Lab School website two years ago, Magill noted, “Measuring outcomes through standardized testing and referring to those results as the evidence of learning and the bottom line is, in my opinion, misguided and, unfortunately, continues to be advocated under a new name and supported by the current [Obama] administration.”
While Magill could not be reached for direct comment on the specifics of the Chicago Teachers’ strike, his past writings on the school’s site suggest he might be supportive.
“I shudder to think of who would be attracted to teach in our public schools without unions,” Magill wrote on the school’s website in February 2009, adding that, even with unions, many teachers “have had no choice but to take on second jobs to make ends meet.“
But Magill’s writings also note just how fine a line CTU will have to walk to keep public sentiment, which currently supports the strike 47% to 39%, on its side according to one recent poll. Acknowledging the “distressing…generational change in the public’s attitude toward teachers,” Magill writes, “Some would say that teachers are responsible for this change by publicly participating in actions designed to bring attention to sub-standard working conditions and compensation. These actions often cause unintended collateral damage to students. Parents and the public at large have long memories when the education of their children is interrupted. We must find a way to conclude collective bargaining without raising doubts about the professionalism of those whose work should be valued the most.”
Tags: alec, arne duncan, charter schools, chris christie, cyber charter, diane ravitch, education, gates foundation, jeb bush, koch brothers, privatization, public education, Rahm Emanuel, right wing, roger hollander, teachers, teachers' unions
Published on Wednesday, May 2, 2012 by Bridging the Difference Blog / Ed Week
What You Need To Know About ALEC
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?
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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How to Destroy Education While Making a Trillion Dollars April 29, 2012Posted by rogerhollander in Education.
Tags: arne duncan, charter schools, education, privitazation, public education, robert freeman, roger hollander, teacher unions, teachers
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Published on Sunday, April 29, 2012 by Common Dreams
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.
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 firstname.lastname@example.org.
The New Anti-Science Assault on US Schools February 14, 2012Posted by rogerhollander in Education, Religion, Right Wing, Science and Technology.
Tags: anti-evolution, antui-science, creation science, creationism, darwin, dennis druse, discovery institute, education, evolution, heartland institute, intelligent design, katherine stewart, public education, religion, right wing, roger hollander, science, scopes, senator brecheen
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Published on Sunday, February 12, 2012 by The Guardian/UK
In a disturbing trend, anti-evolution campaigners are combining with climate change deniers to undermine public education
by Katherine Stewart
You might have thought it was all over after the 2005 decision by the US district court of Middle Pennsylvania (pdf), which ruled in the case of the Dover Area schools that teaching intelligent design is unconstitutional. You might have guessed that they wouldn’t come back after the 1987 US supreme court decision in Edwards v Aguillard, which deemed the teaching of creationism in Louisiana schools unconstitutional. Or maybe you figured that the opponents of evolution had their Waterloo in the 1925 Scopes “monkey” trial in Tennessee.
They are back. There are six bills aimed at undermining the teaching of evolution before state legislatures this year: two each in New Hampshire and Missouri, one each in Indiana and Oklahoma. And it’s only February.Charles Darwin, circa 1854: 12 February, his birthday, is marked by International Darwin Day. (photo: Corbis)
For the most part, the authors of these bills are singing a song we’ve heard before. Jerry Bergevin, the Republican sponsor of one of the New Hampshire bills, says of evolution that “It’s a worldview and it’s godless.” He blames the teaching of evolution for Nazism and Columbine. Josh Brecheen, the sponsor of the Oklahoma bill, wants to stop the teaching of “the religion of evolution.” These legislators, and their colleagues in Missouri and Indiana, trot out the hoary line that evolution is “just a theory” and that real science means saying that every point of view is just as good as any other.
Most of these bills aren’t likely to get anywhere. The Indiana bill, which specifically proposes the teaching of “creation science”, so obviously falls foul of the supreme court’s 1987 ruling that it’s hard to imagine it getting out of committee. The same could be said for the Missouri bill, which calls for the “equal treatment” of “biological evolution and biological intelligent design”.
Still, it’s worth asking: why is this happening now? Well, in part, it’s just that anti-evolution bills are an indicator of the theological temperature in state houses, and there is no question that the temperature has been rising. New Hampshire, Indiana, Oklahoma, and Missouri turned deeper shades of red in the 2010 elections, as did the US Congress.
But there are a couple of new twists that make this same-old story more interesting than usual. One has to do with the temperature in a less metaphorical sense. The Oklahoma bill isn’t properly speaking just an “anti-evolution” bill; it is just as opposed to the “theory” of “global warming”. A bill pending in Tennessee likewise targets “global warming” alongside “biological evolution”. These and other bills aim their rhetoric at “scientific controversies” in plural, and one of the New Hampshire bills does not even bother to specify which controversies it has in mind.
The convergence here is, to some degree, cultural. It just so happens that the people who don’t like evolution are often the same ones who don’t want to hear about climate change. It is also the case that the rhetoric of the two struggles is remarkably similar – everything is a “theory”, and we should “teach the controversy”. But we also cannot overlook the fact is that there is a lot more money at stake in the climate science debate than in the evolution wars. Match those resources with the passions aroused by evolution, and we may have a new force to be reckoned with in the classroom.
The other significant twist has to do with the fact that the new anti-evolution – make that anti-science – bills are emerging in the context of the most vigorous assault on public education in recent history. In Oklahoma, for example, while Senator Brecheen fights the forces of evolution and materialism, the funding for schools is being cut, educational attainments are falling, and conservative leaders are agitating for school voucher systems, which, in the name of “choice”, would divert money from public schools to private schools – many of them religious. The sponsor of Indiana’s anti-science bill, Dennis Kruse, who happens to be chairman of the Senate education committee, is also fighting the two battles at once.
The Heartland Institute – which has received funding in the past from oil companies and is a leading source of climate science skepticism – also lobbies strongly for school vouchers and other forms of “school transformation” that are broadly aimed at undermining the current public school system. The Discovery Institute – a leading voice for intelligent design – has indicated its support of exactly the same “school reform” initiatives.
If you can’t shut down the science, the new science-deniers appear to be saying, you should shut down the schools. It would be a shame if they succeeded in replacing the teaching of science with indoctrination. It would be worse if they were to close the public school house doors altogether.
Katherine Stewart is a journalist and author. She has written for the New York Times, Reuters and Marie Claire, and her new book is The Good News Club: The Christian Right’s Stealth Assault on America’s Children (2012)
Tags: charter schools, chris christie, david sirota, de-funding education, education, high-stakes testing, private schools, public education, rahm emmanuel, roger hollander, sidwell friends, tom boasberg
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America’s Dangerously Removed Elite
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.
New Hampshire’s New Scopes Trial January 7, 2012Posted by rogerhollander in Education, Religion, Right Wing, Science and Technology.
Tags: anti-evolution, atheism, church and state, creationism, darwin, diatribe media, education, evolution, evolutionary science, human rights, new hampshire, public education, religion, right wing, roger hollander, science, scopes
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New Hampshire took an early lead this year in the effort to dumb down school students and erode the separation of church and state in the education system by introducing two anti-evolution bills to its state legislature (h/t Mother Jones). The two laws are the first of their kind in the state since the late 90’s. According to the National Center for Science Education, House Bill 1149 would:
“[r]equire evolution to be taught in the public schools of this state as a theory, including the theorists’ political and ideological viewpoints and their position on the concept of atheism.”
House Bill 1457 would:
“[r]equire science teachers to instruct pupils that proper scientific inquire [sic] results from not committing to any one theory or hypothesis, no matter how firmly it appears to be established, and that scientific and technological innovations based on new evidence can challenge accepted scientific theories or modes.”
State Representative Jerry Bergevin, who introduced HB 1149, believes such legislation is necessary because he thinks evolution is tied to Nazis, communists, and the shooters in the 1999 Columbine massacre. According to Bergevin, the political and ideological views of Darwin and other believers and evolutionary scientists, along with their positions on atheism, must be taught to students as well. The New Hampshire Republican told the Concord Monitor:
“I want the full portrait of evolution and the people who came up with the ideas to be presented. It’s a worldview and it’s godless. Atheism has been tried in various societies, and they’ve been pretty criminal domestically and internationally. The Soviet Union, Cuba, the Nazis, China today: they don’t respect human rights.”
He added “As a general court we should be concerned with criminal ideas like this and how we are teaching it. . . . Columbine, remember that? They were believers in evolution. That’s evidence right there.”
Rep Gary Hopper, who introduced HB1457 said that “science is a creative process, not an absolute thing” and he wants creationism taught in classes “so that kids understand that science doesn’t really have all the answers. They are just guessing.”
The most troubling and ridiculous part of the comments from the legislators introducing these bills is not only the anti science nature of them, but the idea that atheism is on par with murder, totalitarianism, and other “criminal ideas.” The idea that the lack of faith in God by an individual is somehow a violation of human rights shows just how little these Representatives understand of both atheism and human rights. (Full disclosure – I am not an atheist. I have my own faith and religious beliefs and hold them closely and don’t evangelize or prosthelytize)
In a country which touts itself as being the freeist in the world in respect to practicing religion, a representative has no ground to call another person’s spiritual beliefs “criminal.” Furthermore, if anything in the United States violates human rights, it’s the fact that our prison system is out of control, or that the wars in Iraq and Afghanistan have killed thousands of innocent civilians, or that our President signed legislation making indefinite detention for Americans a real possibility. It’s simply incredible that these elected representatives can turn a blind eye to real human rights violations while inventing others.
To boot, both Hooper and Bergevin seem to completely misunderstand what teaching evolution involves. The belief that species evolve and change over time does not necessarily invalidate the idea that God exists. Charles Darwin once said that man “can be an ardent Theist and an evolutionist.” Even the Catholic Church accepts evolution, with the caveat that God played a role. Bergevin’s idea that a belief in evolution makes murderers implies that plenty of his own faithful friends in Christendom should be treated as criminals.
Seven other states saw similar proposals in 2011, and thankfully, all of them were defeated. The bills in New Hampshire should be pretty quickly and easily defeated, according to the National Center for Science Education. Executive Director Eugenie Scott told the Monitor:
“Evolutionary scientists are Democrats and Republicans, Libertarians and Greens and everything. Similarly, their religious views are all over the map, too. . . . If you replace atheism in the bill with Protestantism, or Catholicism, or Judaism or any other view, it’s clear to see it’s not going to pass legal muster.”
While that’s good news, it’s still troubling to even see this debate on the floors of legislative houses in this day and age. If America is to get out of the mess it’s currently in, its legislators need to start tackling present problems, rather than rehash debates settled long ago.
Using Federal Power to Resegregate American Schools September 24, 2011Posted by rogerhollander in Education, Racism.
Tags: arne duncan, charter schools, Civil Rights, civil rights act, education, esea, jim horn, Lyndon Johnson, public education, race to the top, racism, re-segregation, resegregation, roger hollander, rttt, segregated education, segregation
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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?
Matt Damon: Stop the War on Teachers July 31, 2011Posted by rogerhollander in Education, Labor.
Tags: anti-union, ecudation, labor, matt damon, public education, roger hollander, teachers, teachers union, unions, zaid jilani
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Matt Damon with Howard Zinn
Actor and activist Matt Damon spoke at the Save Our Schools rally today. Before he spoke, Damon granted ThinkProgress an exclusive interview. We asked him about how teachers unions are being demonized in much of the media and teachers are being blamed as the root of all problems in public education. Damon told us that the attacks on teachers unions are part of a larger “war on unions over the last decade” and condemned “punitive policies” that punish teachers without looking at the social factors that lead to student achievement.
Towards the end of his statements, Damon joked about the right-wing meme that unionized teachers are overpaid, noting that he grew up as the son of a unionized teacher: “Granted, I did spend my summers in the Hamptons on her teacher salary and we did live on a yacht for a long time.”
Damon also told us earlier that he supports the recall of Gov. Scott Walker (R-WI).