Charter Schools and Voucher Schools are Virtually Identical

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The stark orange monolith that was Donald Trump is starting to crumble.

And with it so are the dreams of corporate education reformers everywhere.

Where in previous administrations they could pass off their policies as Democratic or Republican depending on whichever way the wind blows, today their brand has been so damaged by Trump’s advocacy, they fear it may never recover.

Under Presidents George W. Bush and Barack Obama, they could champion both charter schools and school vouchers with impunity. But now the privatizers and profiteers hiding in progressive clothing are trying desperately to rebrand.

Not only is Trump’s voucher plan deeply unpopular, but the public has already begun to associate any kind of school privatization with a doomed President.

So like cockroaches, neoliberals have begun to skitter to one type of privatization over another. Fake Democrats hide beneath unfettered charter school expansion. Bought-and-sold Republicans cling to the idea that we should spend taxpayer dollars on private and parochial schools.

But is there a real substantial difference between each of these so-called “choice” schemes? Or are they both just scams when compared with traditional public schools?

THE DIFFERENCES

Charter Schools and Private Schools are basically the same thing.

The biggest difference between the two is funding.

Charter schools are completely funded by tax dollars. Private schools – even when school vouchers are used – often need to be subsidized by parents. For instance, many private schools charge tuition of $30,000 – $40,000 a year. Vouchers rarely provide more than $6,000. So at best they bring the cost down but still make it impossible for most students to attend private schools.

Sure they may start as an effort to allow only impoverished children to use tax dollars towards private and parochial school tuition. But they soon grow to include middle class and wealthy children, thus partially subsidizing attendance at the most exclusive schools in the country for those families who can already afford it.

Parochial schools, meanwhile, are exactly the same except for one meaningful difference. They teach religion.

Their entire curriculum comes from a distinctly religious point of view. They indoctrinate youth into a way of seeing the world that is distinctly non-secular.

Progressives complain that using tax dollars to pay for student tuition at such schools – even only partial tuition – violates a foundational principal of our nation.

Using public money to pay for religious teaching has historically been interpreted as a violation of the establishment clause of the first Amendment to the Constitution – namely, “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…” Thomas Jefferson called it “a wall of separation between Church and State.”

This is further exacerbated in many parochial schools where religious teaching includes a blatant political bias toward conservatism. Children at many of these schools are taught that supply side economics, voter disenfranchisement and prejudice are normative bedrock truths.

These are the main distinctions between voucher and charter schools.

In short, they’re not all exactly the same. And corporate reform apologist are trying to rebuild their brand on these split hairs.

But the similarities between these types of school are much more striking.

THE SIMILARITIES

The biggest commonality between these types of educational institutions is how they’re run. Unlike traditional public schools – which are governed by duly-elected school boards – charter, private and parochial schools are overseen by private interests. They are administered by independent management firms. They rarely have elected school boards. Their operators rarely make decisions in public, and their budgets and other documents are not open to review by taxpayers. This is true despite the fact that they are funded to varying degrees by public tax dollars.

So in all three cases, these schools are run privately, but taxpayers pick up the tab.

It’s ironic. Sending kids to charters, private and parochial schools with public money is called school choice. However, each of these types of schools gives taxpayers much less choice about how their money is being spent.

The community funds the school, but almost all decisions are made by people outside of the community – people appointed, in fact, by bureaucrats or business managers.

To be sure, parents can express their displeasure of administrative decisions by disenrolling their children in the school. But beyond this nuclear option, they are powerless. Even more troubling, taxpayers without children or with children who do not attend these schools have no say whatsoever about how their money is spent.

And to add insult to injury, it doesn’t even really allow the parents to choose which schools their children attend. They can put in a request for their kids to attend a choice school, but enrollment decisions are made by these same private equity managers. In short, administrators make the ultimate choice – not parents.

If the religious school doesn’t want to accept your child for whatever reason including operators’ disapproval of your religious beliefs, they don’t have to accept him. If the private school doesn’t want to accept your child based on race, gender or nationality, they don’t have to accept him. If the charter school doesn’t want to accept your child because of bad grades or troublesome behaviors, they don’t have to accept him.

The traditional public school, however, cannot refuse a child who lives in district borders for any of these reasons. In effect, school choice really isn’t about parental choice. It’s about increasing choice for the operators of privatized schools – letting them choose their students and how to spend your money without any meaningful input from you.

And it’s true at all three types of school!

Those are pretty considerable similarities. Moreover, they highlight major differences between these so-called choice schools and traditional public schools.

This is important because we don’t even have to get into the academic records of individual schools. The way each type of school is structured shows the clear inferiority of choice schools compared to traditional public schools.

By their very structure, public schools give parents and taxpayers much more agency in children’s education and how taxpayer money is spent.

Second, the latitude for school administrators to perpetrate fraud on the public is maximized in so-called choice schools and minimized in public schools. This doesn’t mean public schools are perfect, but it is much better to have a school under public scrutiny and local control than otherwise. This is demonstrated by the huge numbers of charter school scandals popping up in the news every day, where charters close suddenly, money is misspent on luxury items for operators that have nothing to do with education, and – especially in cyber charters – the quality of education students receive is literally lower than having no formal education at all.

Finally, if public schools struggle, it is almost always due to a lack of equitable funding and a surplus of impoverished students. It is no accident that poor students receive less resources and larger class sizes than middle class or wealthy ones. Nor is it an accident that we judge the effectiveness of schools primarily on standardized tests which are so good at highlighting the results of lack of resources rather than any academic deficiency.

If we spent our education dollars ensuring equitable resources instead of funneling tax dollars to charter, private and parochial schools, we would better increase the quality of children’s education. But for the last few decades that has not been the goal of education policy. It has instead been to enrich these same privatized school managers and investors – the corporate education reform industry. Nor is it a coincidence that this industry and its subsidiaries counts itself as major donors to both political parties.

Before she was elevated to Education Secretary, Betsy DeVos was exactly that – a billionaire mega-donor pushing school privatization while getting richer off investments in the same. Now that she’s driving school vouchers off a cliff in the Trump train, her co-conspirators are getting nervous.

Neoliberal Democrats may try to save the movement by claiming charter schools are completely different. But they aren’t. They are fundamentally the same.

The public sees the clear similarities between these kinds of schools. And much of that is thanks to the incompetent boobery of Donald J. Trump.

Teacher Appreciation Week is a Pathetic Joke!

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It’s Teacher Appreciation Week, America!

All over the country, millions of educators can look forward to a free burrito. Or maybe an Arby’s sandwich. Or a complimentary donut.

Because we REALLY appreciate teachers here.

What a pathetic joke!

I don’t mean to seem ungrateful.

I’ll redeem my coupon at Chipotle. I’ll take that Roast Beef Classic. I’ll grab that Dunkin’ Cruller.

But let’s be honest. These cheesy buy-one-get-one coupons don’t demonstrate appreciation. They’re guilt.

They’re a manifestation of the feeling that we SHOULD appreciate teachers, but don’t. Not really.

Not for one week, not for one day!

Why else would we begrudge them a middle class income? Why else would we provide them with so few resources and so much responsibility? Why else would we bar them from making any meaningful decisions about how their students should be taught yet hold them accountable for everything their students do?

Appreciate teachers? We don’t LISTEN to them. We don’t RESPECT them. Many of us don’t even LIKE them.

The only time we value teachers is when a maniac enters a school with a gun. Then – when they protect our children with their very lives – then we praise them as heroes!

On that day and that day only. But every other day – not so much.

We won’t do anything to keep guns out of the hands of school shooters. At most we want to arm teachersGreat! Something else to be responsible for on top of education, counseling and children’s all around well-being. But otherwise, we won’t do anything to help teachers do their jobs. And we certainly won’t listen to their professional opinions on anything!

That would be living in a culture of life. But we live in a culture of death.

We do the barest minimum for children – especially poor and minority kids. Instead we invest in parasitic business interests that provide zero value for students and parents.

We’ve got nothing for teachers or proven educational practices but we throw public money at charter, private and parochial schools that only accept the cream of the crop and turn down everyone else – yet still rarely do better than inclusive public schools. We defund public schools until they can no longer operate – and then we close them as failures. We promote lightly trained Teach for America temps to the same status as authentic educators with a 4-5 year degree and decades of experience. And we do everything we can to bust their unions and take away collective bargaining rights.

Yet everywhere I look I see people congratulating themselves for donating to some teacher’s GoFundMe project. This may come as a shock to you, but we shouldn’t be resorting to charity to fund our public schools! That should be a given!

In almost every classroom in America, teachers reach into their own pockets to make up the difference when our federal, state and local governments come up short. When kids don’t have pencils, we provide them. When kids don’t have books, we buy them. When kids come to school hungry, we even feed them.

Yet you’re getting excited that anonymous folks on the Internet put a few virtual coins in the cup!

I’ve been a public school teacher for almost 15 years. Next year I can look forward to another increase in class size. And I’ll probably have to teach an additional grade level or two. No extra resources to help me do it. No extra salary. Just more of a drain on my time to get the job done. And if I somehow stumble and fall, it will be my fault.

It won’t be the federal government’s fault even though they keep providing less financial help and more standardized testing, Common Core, and so-called school choice policies that rob my district of necessary funding.

It won’t be the state’s fault as they refuse to heal years worth of budget cuts in order to lower taxes on the wealthy, a scheme that, by the way, did nothing to boost the economy – in fact, it actually stalled business development. Nor will it be the state’s fault as they continue to blame me for the high cost of pensions they forgot to pay years ago while both my district and I paid on time. Nor will it be the state’s fault as they try to strip me of sick days, preserve loopholes that benefit charter schools at my district’s expense and experiment with a new funding scheme that further drains my district’s coffers.

It won’t be my local school board or administration’s fault, either, as they make cuts to core educational resources so they can preserve the state champion football team and less vital faculty office and administrative staff who are only working there because of nepotism and/or politics.

It’ll be MY fault. Mine and mine alone. That’s how much we appreciate teachers.

And none of it is even close to changing. No one is even considering altering the tiniest fraction of it. Democrats, Republicans, Independents, men, women, black people, white people, gay people, straight people, the young, the old – no one is doing anything about it!

And why should we? We’ve already got a scapegoat. We’ve already got someone to blame.

Well, look in the mirror, America. Because you’re the one to blame – each and every star-spangled banner and amber wave of grain.

We’ve made it like this. All of us.

I don’t mean to be so negative, but all these Pollyanna platitudes about that one special teacher obscure a basic truth. As individuals, we sometimes appreciate teachers – often when we’re years beyond graduation, or sometimes only when we’re parents, ourselves, and see what they do for our children. But that’s personal. That’s individuals.

When we think about the nations teachers, when we think about the profession in general, we don’t appreciate them one bit.
Because if we did, we’d act much differently.

If we really appreciated teachers, we’d hire more of them. We wouldn’t demand they do more with less. When we were deciding school policy at any level – federal, state or local – we’d include them in the process – in fact, they’d be the deciding factor!

If we really appreciated teachers, we wouldn’t wait – as many folks do – until they call us to find out how our children are doing in school. We’d be proactive. And if our kids aren’t doing well, we wouldn’t blame the teacher. We’d hold our own kids responsible and look for solutions.

If we really appreciated teachers, we wouldn’t blame them for their summer breaks. We’d understand that they aren’t paid for this time yet they often take professional development courses on their own dime or work retail just to make ends meet.

If we really appreciated teachers, we’d respect them as professionals, and we’d pay them accordingly. We’d respect their rights to a positive working environment both for themselves and for our own children.

So seriously – you can stuff your ridiculous Teacher Appreciation Week.

A free cookie just isn’t going to do it.

Why Schools Should NOT Be Run Like Businesses

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America loves business.

 

We worship the free market. Nothing is more infallible – not reason, not morals, not even God.

 

Money is the true measure of success – the more you have, the better a person you are.

 

This perverted ideology has taken over much of American life. Where we once cared about our country, justice and fair play, today it has all been reduced to dollars and cents.

 

Every problem can be answered by business. Every endeavor should be made more business-like. Every interaction should be modeled on the corporate contract, and every individual should try to maximize the outcome in his or her favor. Doing so is not just good for you, personally, but it’s what’s best for everyone involved. And this dogma is preached by the high priests of the market who claim that as they, themselves, get wealthier, one day we too will reap the same rewards – but that day never seems to come.

 

These principles are articles of faith so deeply ingrained that some folks can’t see past them. They have become the driving force behind our country and much of the world. Meanwhile, most people get ever poorer, our environment gets increasingly polluted and everything is up for sale.

 

One of the last holdouts against this market-driven nightmare is the public school system.

 

We still have widespread educational institutions run democratically at public expense dedicated to providing every child with the tools and opportunities to learn.

 

They’re not perfect. Far from it. But they enshrine one of the last vestiges of the America of our grandparents. Democracy and justice are the system’s core values – not profit, expansion and market share.

 

However, our schools suffer from disinvestment. Since we’ve segregated the rich from the poor into privileged and impoverished neighborhoods, it’s easy to provide more funding and resources to wealthy children and less to poor ones. That’s the main reason why some schools struggle – they haven’t the resources of the Cadillac institutions. Whenever we look at school spending, we look at an average allotment never bothering to consider that most of that money goes to children of the wealthy and much less to poor kids. Nor do we consider that more than half of our public school students live below the poverty line. Public schools strive to overcome the barriers of poverty, but the way we fund them ensures many of them are burdened by these same factors.

 

 

To make matters worse, our federal and state governments have allowed huge corporations to profit off our schools through an industry based on constant standardized testing and then selling schools the remediation materials to pass the tests. That’s all Common Core is – a more efficient way to market text books and test prep materials regardless of their inherent value (or lack thereof) to students. The same people criticizing public schools for being untouched by a business ethic often ignore how much they have already been brutalized by free market capitalism and the profit motive.

 

In any case, despite all these encumbrances, these problems are all surmountable. Doing so only requires us to go in the opposite direction away from the boardroom and the Wall Street subprime bubble. We need to work intrinsically for the good of each student. We need to see them as ends in themselves and not just incidentally for how much profit they can generate.

 

Unfortunately, such a solution is inconceivable to those in power. It goes against everything in which they believe. Too many Americans have been converted to the cult of the market so that the only solution they can support is to double down on what’s not working – to turn public schools even further into a business.

 

It’s absurd. Not everything benefits from being sold for a profit. Imagine if your spouse suggested running your marriage that way. It would turn you both into prostitutes selling yourselves at ever cheaper rates while any self respect, dignity and love disappeared.

 

Some things just are not for sale. Would you give up your deepest held convictions because doing so might help you turn a profit? Today I’m not a Christian, I believe in Baal because he’s got a bigger market share. Today I’m skeptical about gravity because the Acme Parachute Company is offering a bonus to jump out of the tenth floor naked.

 

Only fools let themselves be manipulated in this way. And that’s exactly what corporations and big business are trying to do with our public schools. Make no mistake. These are our institutions – they belong to us – yet privateers see a way to gobble up tax dollars while downgrading the services provided. They want to play us all for suckers even if it means leaving the next generation of poor and middle class children in the lurch. The only thing that matters to them is making bank.

 

They say we should run schools like a business? What kind of business exactly?

 

There are many different kinds of free enterprise. A coal company runs much differently from a restaurant, for example.

 

Public schools are nothing like any for-profit business. Sure, historically we’ve had a small percentage of private schools, but our country has never survived on an education system that is wholly private. By definition, the model does not work for everyone. That’s what the term “private” means – belonging to one person or group and not another. Our schools traditionally serve everyone. No single business in the country does that day-in-day-out. Perhaps we could find some new paradigm that would fit public schools, but let’s not pretend we can take some business model that already exists and apply it willy nilly. At the start, this mindset is naive at best.

 

Second, most businesses fail.

 

Most public schools succeed. They have a proven track record. Why are we going to jump to a model that builds its success on the failure of competitors?

 

Competition means there will be winners and losers. That’s fine in sports. It’s even fine in most goods and services. There’s not so much at stake. If I go to a bad restaurant, I have a bad meal. No big deal. I just go somewhere else tomorrow. If I get a bad education, there is no do over. I’m screwed.

 

That’s just not acceptable. Would you bet your life on opening a new restaurant? Would you bet your child’s education? Schools might not live up to your expectations, but the system isn’t set up from the outset so that some of them will eventually crash and burn.

 

Third, businesses get to choose their raw materials. If you’re making pizzas, you buy the best grains, cheese, tomatoes, etc. But public schools don’t get to choose their students. They have to teach even those who are more difficult to instruct. They accept kids with special needs, kids who’ve been abused, who live in poverty, who are undernourished, etc. And that’s how it needs to be.

 

If we were to follow the typical business model where the goal is merely profit, we would try to find ways to weed out these difficult students and make them someone else’s problem. In fact, that’s exactly what many privately-run charter schools and vouchers schools do. If they want our tax dollars, they shouldn’t be allowed to discriminate against our children. We should be seeking to stop such nefarious practices, not universalize them.

 

Finally, businesses are not essentially democratic. Corporations are beholden to their shareholders and businesses are beholden to their founders. Who, exactly, fits that role if we model our school after a business?

 

Public schools are run by democratically elected school boards. Privately run charter and voucher schools often are run by appointees. They aren’t beholden to the public who provide the tax dollars they need to operate. They are beholden to the limited group of people who would profit from them economically.

 

This is a terrible model for public schools. It gives very little back to the taxpayer. It gives less value to the student.

 

Should we run our schools like businesses? Not if we value students and taxpayers more than the handful of investors looking to profit off our dime.

What Real School Choice Would Look Like – And Why What They’re Selling Isn’t It

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I can’t hear the words “School Choice” without thinking of Inigo Montoya from the classic film “The Princess Bride.”

 

I hear Mandy Patinkin’s voice saying, “You keep using that word. I do not think it means what you think it means.”

 

Because just like the constant cries of “Inconceivable!” from Sicilian boss Vizzini (portrayed by the inimitable Wallace Shawn), policymakers seem a bit confused.

 

You would expect School Choice to mean that parents would get to choose the school their children attend. However, the policy being pushed by corporate education reformers has nothing to do with that.

 

It’s about allowing schools to choose students, not the other way around.

 

Want your child to attend a charter school? Great! In many cases he needs to meet the requirements of admission – good grades, well behaved, no learning disabilities – otherwise they boot him back to the traditional public school he came from.

 

Want your child to use a voucher to attend a private school? Fine! The voucher will pay for some of her tuition, but you’d better be able to make up the rest AND she needs to meet the criteria for admission.

 

If administrators don’t want to accept your child, they don’t have to, nor do they ever have to explain why, nor do you get a public forum where you can question them, nor do you have any power to vote them out.

 

They could decide to turn you down because your child is a minority, disabled, gay, has a belief system of which they do not approve, anything really! And they will never have to explain themselves to anyone.

 

To me, that’s not school choice. But that’s what they’re selling and some folks are buying it all up like an email sent to you by an inconvenienced Nigerian Prince who just needs your help with a funds transfer.

 

However, this isn’t to say that the idea of School Choice – REAL School Choice – is inconceivable. (Forgive me, Vizzini.)

 

You could devise a system of School Choice that actually involved parents being able to choose the school their children attend.

 

I wouldn’t suggest it. I’m opposed to all forms of School Choice for reasons I’ll make clear later. But I would certainly be more amenable to a plan that actually did what it seems to promise.

 

So what would real educational choice look like? What would we need to achieve this goal?

 

First, it would require a massive increase in school funding.

 

Think about it. You’re asking the government to pay for several separate, parallel systems of education. Students won’t just have School A to choose from. They’ll have School A, B and C.

 

So we need to construct more schools. We need to staff them. We need to provide each one with books, computers, equipment, etc. That’s going to cost an incredible amount of money.

 

We’re talking about at least doubling the amount of money we pay for public schools – more likely tripling or quadrupling it.

 

This is certainly possible. Maybe it’s even preferable. But it won’t be politically acceptable for many people. The push has been to downsize government, do things on the cheap, lower taxes, etc.

 

Strangely, School Choice cheerleaders often push their agenda as a way to save money. That’s because they don’t care about the quality of the choices they’re offering. They’re not providing enough money for several excellent schools that parents can pick from. They’re taking the money we already spend on one school and having multiple schools fight for it.

 

It’s like a dogfight for schools. They’ll rip and tear at each other, and the winner gets to take away the most funding. It’s a bad model for animals and an even worse one for schools because everyone loses. No one walks away with enough money to get the job done. You end up with several choices but none of them can really provide the best academic experience. None of them can even provide the kind of education that would come from having just one well-funded choice.

 

What’s worse, in most states even before you start adding parallel schools, the current funding system is broken. We simply don’t provide enough funding for the schools we already have without adding even more choices.

 

All public schools don’t get the same amount of money per pupil. That’s true even when you adjust for costs.

 

Under the current system, schools with a rich tax base provide Cadillac resources for their children. Meanwhile, schools with a poor tax base can’t provide everything that is needed so their kids have to do with less. That means fewer resources, fewer teachers, larger classes, etc.

 

So-called School Choice policies only make this worse. Schools that already don’t have enough funding to meet their students needs have to give larger portions of their shrinking budgets to charter schools. So instead of one school without enough funding, we have two. That doesn’t fix anything.

 

However, both of these problems are solvable and the solution is the same in both cases – money.

 

If you want real choice, you need to do two things: (1) discontinue funding schools based on local property taxes and (2) dramatically increase school funding. Both the state and federal government would have to kick in much more. Local taxes could still be collected to pay a portion for public schools – this could even be collected based on how much each community can afford – but no longer could we allow poor students to get less funding than rich kids. No matter where you lived – in the slums or in a gated community – you’d get whatever funding your school deemed necessary.

 

This would probably be paid for with a substantial tax increase, though you could also make cuts in other places in local, state, and federal budgets. For most people, I think this would be unacceptable, but it is certainly conceivable.

 

Second, you need the same rules governing these separate systems – especially when it comes to admissions.

 

This would be especially hard on charter school and private school administrators.

 

There could be no more picking and choosing which students get to attend your school. If an emotionally disturbed student with bad grades and an even worse record of behavior wants to attend your charter school, you’ve got to accept him. If a poor student whose parents don’t have the money for tuition (even with the voucher in hand) want to attend your private school, you’ve got to accept her.

 

This shouldn’t be such a burden. It’s what traditional public schools do now. They take everyone regardless of grades, ability, behavior or poverty.

 

Third, all schools would have to be transparent and democratically controlled. Their budgets and internal documents would have to be open to public record. Moreover, decisions about how to run the school could not be made behind closed doors – they would have to be made in public. And school directors would have to be subject to democratic control. Decision-makers could no longer be appointed by boards of investors, the mayor or any other bureaucrat. They’d be selected by voters. These would all be public schools, after all, and as such would be subject to rule by the public.

 

Think about what that means. If your child attends a school, you should get a say in what happens at that school. Even if your child doesn’t attend the school, even if you have no children, you should have a say simply because you pay taxes.

 

This has been the practice at traditional public schools since forever. In fact, unless the school has been taken over by the state, it’s required by law. But at charters and private schools, it’s not always the case.

 

It’s funny. In many ways under our current system, the public gets much more input, much more choice at traditional public schools than at so-called School Choice institutions.

 

Many charters and private schools would balk at this. They are not run democratically and are not beholden to the public.

 

That’s just the way they like it. Their business model requires it. If they had to be fully transparent and accountable to taxpayers, what would happen to those schools organized for-profit?

 

I would assume that they would disappear. I think very few parents and taxpayers would allow a fully transparent school to pocket a large chunk of its budget like that. I can’t imagine the public approving a decision to cut student services to boost the bottom line – but this is exactly what happens at certain charter schools every day. Only the protection of current School Choice policies that shield investors from taxpayers allows this kind of malfeasance.

 

But it doesn’t have to be this way.

 

We can have real School Choice without all the drawbacks of charters and voucher schools. We can have a system where parents get to pick their children’s schools, where the public is in control, where every child gets an excellent education.

 

To do so, we’d need a series of fully funded, fully transparent, democratically run schools subject to the same rules and expectations.

 

Hmm. But that’s not so different than the traditional public school system we have now. Perhaps doing so would give all schools the latitude to experiment that is usually given to charter schools. But for the most part, we’ve equalized our school system and simply eliminated the worst abuses of charter and voucher schools.

 

We’ve also radically increased the raw number of schools in the system. And we’ve allowed students to attend schools where they don’t necessarily live, but ensured they get adequate funding no matter where they attend.

 

The result is real Student Choice. Parents get to decide where their children attend, and – at least in theory – all choices would be excellent.

 

I’ve got to admit – from a certain vantage point – it doesn’t look so bad. Sure it’s going to cost a lot of money, but maybe it’s worth it.

 

However, finding the cash isn’t the only obstacle. For instance, how do you adequately administrate such a system?

 

I cannot imagine how administrators could decide how much money their school needs from year to year if the student population can change so dramatically in that time period. How would administrators know how many teachers they need and in which subjects? How would they be able to determine the number of classrooms, how many school lunches are necessary and a host of other things? Wouldn’t it be terribly disruptive to have teachers moving from school-to-school every year following student mobility?

 

Additionally, how do we provide transportation with students traveling hither and thither? It would be difficult just to organize buses to get kids to school. Older students could be given bus passes, but that wouldn’t be safe for elementary and middle school kids to be traveling this way unaccompanied by adults.

 

I’m not saying it’s impossible, but it would be very difficult. Perhaps someone could find a system that works. However, I fear this kind of institutional instability would result in some schools being woefully understaffed and underprepared while others have too much.

 

Moreover, such a situation would be extremely wasteful. We’d be spending much more than we need to provide children with an excellent education. We’d be duplicating services unnecessarily. Personally, I can deal with that much more than its opposite. However, flushing tax dollars down the toilet is a bad practice.

 

Is there a middle ground that provides parents and students choice without wasting so much money?

 

Yes.

 

Instead of providing a series of parallel education systems, supply one system that is able to deliver multiple services.

 

First, you’d need to fix the funding inequities mentioned above. You don’t have to double or triple what we spend, but you’d probably have to increase support somewhat. And it would have to be distributed fairly.

 

Then once every school has the funding necessary to give every student what he/she needs, we can work on individualizing that experience. This is exactly the opposite of current education policies from the Bush and Obama administrations.

 

I’m not talking about Competency Based Education, either, the latest scam to make standardization look like a student centered model. I mean no more high stakes standardized tests, no more Common Core, no more corporate education reform.

 

Imagine if every district allowed parents and students to choose what kind of education they got within the system. Your child wants to study music? We’ve got an excellent music program. You want your child to study a foreign language? We have plenty of award-winning programs to choose from.

 

Schools would be able to meet the needs of all students because they would be fully funded. No more poor schools and rich schools – just schools.

 

To meet this ideal, we need to forgo the fake School Choice being offered at present. We need to stop having schools fight over dwindling resources like pit bulls.

 

THAT would be a choice worth making.

 

It would be the best kind of school choice.

Pennsylvania Legislators Want You to Foot the Bill for Unimpeded Charter School Growth With Little Accountability

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Fund my charter school.

Come on, Pennsylvania.

Let me just swipe tax dollars you set aside to educate your children and put them into my personal bank account as profit.

Please!

I’ll be your best friend. Or at least I’ll be your legislator’s best friend.

Chances are, I already am.

That’s why lawmakers in Harrisburg are once again looking to pass a school code bill (House Bill 530) that would let charter schools expand exponentially almost completely unchecked and without having to do any of that nasty, sticky accountability stuff you demand of your traditional public schools.

Sure there are a few provisions in there to make charters fill out more paperwork, but the benefits for privatization and profitization of your child’s education are huge!

For me, that is. For your child, not so much.

For instance, the proposed legislation would set up a charter school funding advisory commission. This august body would have many duties including the ability to authorize charter schools in your local school district.

No longer would prospective charter operators have to come before your duly-elected board members and plead and beg to set up shop and suck away hard to come by education funding. They could just appear before the commission and sidestep your local democracy completely.

Who will be on this commission? I’m glad you asked.

We’ve got eight legislators. Got to give THEM a voice. But they’re usually pretty cheap. A few bucks in the re-election campaign and we’ll be golden. We’ll also have the state secretary of education and the chairman of the state board. We’ve got to make the thing look legit, right?

But here’s the best part! We’ll have four public education representatives and FIVE representatives of the charter school industry!

Isn’t that great!? There are significantly more traditional public schools throughout the state, but they’ll have less representation on the commission! It’s stacked with charter friendly votes! The forces of privatization have a built-in majority! Ring the dinner bell, Baby! Once this bill gets passed, it’s charter school time all across the Commonwealth!

Okay. There is a downside. Commissioners can’t be outright voting members of charter boards or their families. And if they’re being paid by charters they have to sign a sworn statement admitting that fact. Also, no criminals – no one convicted of fraud, theft, malfeasance.

Sucks, I know, but we’ll find a way around it. Don’t you worry.

However, the best is yet to come. Once a charter school has been given the go-ahead to exist, the proposed bill allows it to expand without getting permission from anyone!

That’s right! No commission, no local school board, nobody.

If there are children on the waiting list to get in, we have to take them first, but then we can start enrolling kids from outside the district!

Yes! Outside the district!

Here’s what the bill actually says:

“If a charter school or regional charter school and the school district from which it is authorized have voluntarily capped enrollment or the district attempts to involuntarily cap enrollment of resident students and the charter school or regional charter school has enrolled the maximum number of resident students, the charter school or regional charter school may enroll students residing outside of the district.”

This would appear to allow charters to enroll kids outside of the district and still charge the district to pay for them!

But wait, there’s more! If charter operators want to expand in any way, they can – unless they agree not to. If operators want to add more grades, they can. If we want to consolidate one charter school with another, we can! Meanwhile all this expansion sucks away local tax dollars to pay for students that don’t even live there!

I drink your milkshake,” traditional public schools!

So while public schools are shrinking due to loss of funds to unchecked charter expansion, this proposed bill adds insult to injury. If a traditional public school has to close a building or even has a few empty classrooms, charter schools get the right to buy or rent them out before anyone else!

I see you’ve got 7 empty class rooms in your school building. Charter School X will rent those from you. Maybe next year, we can rent out the rest of the floor once we’re done slurping up all your funding!

But wait! There’s more!

We now get to my favorite part of the proposed bill. (Do I keep saying that? It’s just such a gorgeous piece of legislation. ALEC has really outdone themselves writing it!)

We get educational tax credits. That’s school vouchers, folks!

I know, I know. The state legislature tried to pass a voucher system (Senate Bill 1) in 2011, and it was soundly defeated because it was so unpopular.

Three out of Four Pennsylvanians didn’t like that it gave state tax dollars to charters, private and parochial schools without any accountability. Well, guess what folks!? There’s hardly any accountability in this here bill, too!

Here’s how it works. You donate $X to a voucher school and we just take that off of your taxes. And if that’s the same or more than you’d normally pay for, let’s say, public school taxes, then all of your money goes to voucher schools.

It’s not really new. We’ve been quietly encouraging this kind of thing for a while now. This bill just expands it.

It allows public tax dollars to be used by religious schools – a clear violation of the Separation of Church and State. But who cares? Let’s leave that up to the courts. How dare they try to violate state’s rights. And all that. Etc. Etc.

But it’s not all robbing public schools and enriching corporate charter school operators. There are a few sticking points.

For the first time, the proposed bill allows local school boards access to charter financial and personnel records. We even have to submit to full audits. And our teachers will be subject to the same pseudo-scientific evaluations as traditional public school teachers.

In addition, charter schools will have to undergo a whole new evaluation “matrix” to show that they’re doing a good job.

I know. It sounds a lot like what traditional public schools have to undergo right now. It sounds absolutely untenable.

But here’s the difference. This new evaluation system for charters carries absolutely no consequences!

Tee-Hee!

That’s right! Even if charters fail these evaluations, the state can’t do diddley squat to them! Not so with traditional public schools. If THEY fail to show progress, they can be closed down and turned into… charter schools!

Oh! It is a beautiful time to be alive!

If this bill passes, charter school operators will have it made in the shade.

Cut student services and increase corporate profits? Check!

Kick out special education and other hard to teach students? Check!

Escape almost any kind of accountability for our actions? YOU BET!

Pennsylvania lawmakers could bring this bill to the floor anytime now.

It’s up to you, lawmakers. Do you want to keep getting tons of campaign cash from our industry or do you represent those – yuck – voters?

Do the right thing. Or should I say, do the right cha-ching!

Did you see that? Did you see what I just did there?

I am a cad. I mean… card.


In all seriousness, if you live in Pennsylvania, please, contact your legislators and ask them to oppose this terrible bill. The Network for Public Education has made it very easy. Just click HERE and you can shoot off a letter to your representatives in moments.

Oppose HB 530. Fight for public education.

The Arrogant Ignorance of Campbell Brown: Education Journalism in Decline

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Apparently facts don’t matter much to Campbell Brown.

 

 

Though her latest “fact” about public schools has once again been shown to be more truthiness than truth, she refuses to retract it.

 

 

During an interview published in Slate where she gave advice to the next president, she said:

 

 

“Two out of three eighth graders in this country cannot read or do math at grade level. We are not preparing our kids for what the future holds.”

 

It’s a scary statistic. The problem is it’s completely unsupported by evidence.

 

And when education experts called her out on it, she complained that SHE was being attacked.

 

When pressed, Brown admitted she got this figure from the National Assessment of Educational Progress (NAEP) a test given to random samples of students in fourth and eighth grades every two years.

 

However, Brown either misunderstands or misinterprets the scores. If one were to interpret the data in the way Brown suggests, the highest scoring countries in the world would be full of children who can’t read at grade level. Hardly anyone in the world would be literate or could add and subtract. It’s beyond absurd.

 

And when she was notified of her error by authorities in the field including Carol Burris, Tom Loveless and Diane Ravitch – who, by the way, served on the NAEP Governing Board for seven years – Brown responded by likening her critics to Donald Trump.

 

She wrote:

 

“That the people who disagree with my characterization would react by attacking me personally… speaks volumes. Those feigning outrage over the difference between “grade level” and “grade level proficiency” are the people who profit off the system’s failure and feel compelled to defend it at all costs. Sadly, in the age of Donald Trump and Diane Ravitch, this is what constitutes discourse.”

 

I especially like the bit where she attacks experts, teachers, and PhDs because they “profit off the system’s failure.” It’s pretty rich stuff coming from Brown who makes a pretty penny retelling the fairytale of “failing public schools.”

 

Once upon a time, Brown was a respected reported for NBC and anchorperson for CNN.

 

 

Now she’s a paid Internet troll.

 

 

I’m sorry if that sounds harsh, but it’s true.

 

 

She co-founded and edits a Website called The Seventy Four – a reference to the 74 million children across the country who are 18 or younger.

 

 

It might be more honest to call it The Four, instead, for the $4 million she receives annually from the mega-rich backers of school privatization to bankroll the endeavor.

 

 

She claims her site is “nonpartisan.” Funny. I guess that explains why she continually backs every cause and campaign championed by her donors.

 

 

Change all public schools to private charter schools? Check.

 

Block teachers unions from collectively bargaining? Check.

 

 

Ignore the overwhelming preponderance of stories about charter schools cheating the public and their students? Check.

 

 

When called out on her bias, she proudly proclaimed, “I have learned that not every story has two sides… Is The Seventy Four journalism or advocacy? For 74 million reasons, we are both.”

 

 

Pithy. Yet it remains unclear exactly how the nation’s school children will benefit from Bill Gates and the Walton Family having an even larger say in education policy.

 

Brown has sold her image and rep as a journalist so it can be used to purposefully mislead the public into thinking she is still dedicated to those endeavors. She’s not. What she’s offering these days is not News. It’s bought-and-paid-for public relations meant to destroy our nation’s public schools.

 

If anyone thought Brown retained even a shred of journalistic integrity left, she should have removed it when she called herself, “a soldier in Eva’s army.” This is a reference to Eva Moskowitz, the founder and CEO of a New York City charter school chain – Success Academy – where children are put under such pressure they wet themselves during testing and kids in first grade are shamed and berated for math mistakes.

 

As a public school teacher, myself, this makes me sad.

 

John Merrow, one of the elder statesmen of education journalism, recently proclaimed that we live in the “golden age of education reporting.”

 

I must respectfully disagree.

 

Yes, there is more being written about education policy and public schools than ever before.

 

But most of it is just paid advertisements from the standardization and privatization industry.

 

Look who’s funding these stories.

 

 

TV Networks such as NBC, MSNBC and Telemundo have broadcast various education segments on “Nightly News” and “Today” underwritten by Bill Gates and Eli Broad.

 

 

The Education Writers Association – which boasts more than 3,00 members – receives money from Gates and Walton. The L.A. Times receives funds from Broad for its Education Matters Digital initiative.

 

On-line publications also have been infiltrated. The Education Post took $12 million in start-up funds provided by Broad, Bloomberg and the Waltons. The site focuses on “K-12 academic standards, high-quality charter schools and how best to hold teachers and schools accountable for educating students,” according to the Washington Post.

 

Even well-respected education blogs including Chalkbeat and Education Week are funded in part by the Waltons (in the latter case, specifically for “coverage of school choice and [so-called] parent-empowerment issues.”) Education Week even tweets out paid advertisements for Teach for America as if they were news stories!

 

 

We’ve all seen “Waiting for Superman,” the infamous union bashing, charter loving propaganda film packaged as a documentary. Its popularity was helped with outreach and engagement funds by the Waltons and a host of other privatizers. It’s far from the only effort by market-driven billionaires to infiltrate popular culture with corporate education reform. They tried to sell the parent trigger law with “Won’t Back Down,” but no one was buying. Efforts continue in Marvel Studios television shows.

 

A plethora of teachers, academics and other grassroots bloggers have taken to the Internet to correct the record. But they are often ignored or drowned out by the white noise of the same corporate education reform narratives being told again-and-again without any firm footing in reality. In fact, after blogger and former teacher Anthony Cody won first prize from the Education Writers Association in 2014 for his criticism of Gates, the organization banned bloggers from subsequent consideration.

 

We bloggers are almost completely unpaid. We do it because we care about our profession. Meanwhile the so-called “news” sources are funded by corporate special interests, yet it is bloggers that are looked at as if they were somehow reprehensibly compromised and biased.

 

Education journalism is not going through a golden age. It’s a sham, a farce.

 

When we allow our news to be funded by private interests, we lose all objectivity. The stories are spun to meet the demands of the big foundations, the billionaires bankrolling them. And the real experts in the field are either not consulted or left to quixotically do whatever they can on their own time.

 

Education journalism isn’t about what’s best for children. It’s about how best to monetize the system to wring as many taxpayer dollars out of our schools as possible for corporate interests.

 

It goes something like this: reduce the quality to reduce the cost and swallow the savings as profit. But it’s sold to the public in propaganda that we call journalism.

 

As famed cartoonist and counter-culture figure Robert Crumb wrote in 2015:

 

“You don’t have journalists [in America] anymore. What they have is public relations people. Two-hundred and fifty thousand people in public relations. And a dwindling number of actual reporters and journalists.”

 

Nowhere is this as obvious as with Brown.

 

Just as Broad was initiating a plan in February to double the number of charter schools in the Los Angeles Unified School District, Brown’s site, the Seventy Four, was given control of the LA School Report, an on-line news site focusing on the second largest district in the country. Brown was expected to run interference for the takeover. She was running the propaganda arm of the privatization push.

 

And that’s really what’s happening with our education journalism.

 

I’m not saying there aren’t actual journalists out there trying to tell unbiased stories. But they are few and far between. They are beset by corporate interests. And anyone who wants to tell the truth is silenced or marginalized.

 

As we’ve seen, when you actually try to point out errors like Brown’s ridiculous assertions about eighth grade students, the media treats it as a he-said-she-said.

 

They say, “Wow! Teachers really hate Brown.” Shrug.

 

Meanwhile the truth is left murdered on the floor as our schools are pillaged and sacked.

The One Reason Bernie Sanders is the Best Mainstream Candidate for Parents and Teachers

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It really all comes down to this.

You can talk all day about delegates and superdelegates.

You can talk about polls and electability.

You can talk about political experience, likeability, and authenticity. You can talk about political dynasties, union endorsements and campaign ads. You can talk about how many people show up at who’s rallies and who did what during the Civil Rights movement.

But when push comes to shove, there is one undeniable reason Bernie Sanders is the best mainstream 2016 Presidential candidate: He is running against privatization.

That’s it. Sold.

Everything else is nice. It adds to the appeal, but that one essential reason is enough to tip the scales – knock them over, really – to Bernie’s favor.

America’s parents and teachers are fighting a battle for our children’s schools. Lawmakers on both sides of the aisle stand against us. They are giving away the store. They are selling our system of public education – once the envy of the world – to for-profit corporations piece-by-piece.

They are stealing our schools out from under us, giving them to unscrupulous charter school operators who are stripping away services for our children so that they can pad their own bottom line.

And only Bernie truly stands against them.

It’s not about who said what. It doesn’t matter if he slipped up and said something ignorant about “public charter schools.” It doesn’t matter if Hillary Clinton, too, has occasionally criticized charters.

What matters is that standing against privatization is the backbone of the Sanders campaign. It is the bedrock which supports all of his other platforms. It is the foundation of his entire career in politics.

Might he screw it up once in office? Sure. He’s only human. But the odds are in our favor that he’ll actually improve things.

Hillary Clinton is an intelligent, capable politician. She is not the evil witch that the Right paints her to be. However, her campaign is largely supported by the same people who are privatizing our schools. They aren’t giving her all that money for her to act against their interests.

Might she make some compromises that forestall the worst effects of privatization? Sure. But odds are against us that she’ll be much help. The best scenario we can expect from another Clinton administration is a continuation of the status quo – a status quo that has dramatically increased school privatization.

There are worse things, but can’t we do better than vote for 4-8 more years of slow educational death?

If privatization is the first front of the war against public schools, standardization is the second. Schools are being forced to march in lockstep with Common Core Standards while giving a barrage of high stakes tests.

Both Sanders and Clinton have spotty records here. Sanders voted against the terrible No Child Left Behind legislation that spawned the beast, while Clinton helped nurture it. However, just this year Sanders joined Congressional Democrats trying to continue the era of test and punish through the Every Student Succeeds Act (ESSA) – some of which failed and some of which became part of the final law.

But it doesn’t really matter.

Standardization is the claw of the beast. Privatization is the beast, itself.

High stakes testing is the justification for privatization. Low test scores at under-resourced schools are the excuse for turning them into charters. If Sanders stops the move to charterize, he removes the reason to standardize. A dead lion will not use its claws.

Moreover, he’s had some genuinely good ideas about how best to improve our schools. It was Sanders who inserted into the ESSA a provision allowing some states to develop alternatives to standardized testing.

While most Democrats champion increasing funding to the neediest districts, they blame their inability to do so on the Republicans. Meanwhile, Sanders has proposed rewriting the way schools are funded in the first place. He is the only mainstream candidate with a plan to ensure every school in America receives equitable funding. His solution: federalize pubic school budgets similar to the Scandinavian model that has been proven effective. Is it a risk? Sure. Might it not work? Sure. But at least Bernie has new ideas that could potentially do more than just put Band-Aids on decades of wrongheaded school policies.

This is radically more than just fighting privatization – it is turning it around in its tracks. Only Bernie is actually suggesting a robust, equitable education for all children from preschool through college.

THAT’S why I support Bernie Sanders. THAT’S why I can’t wait to cast my vote in the Pennsylvania primary. THAT’S why so many teachers, parents and concerned citizens are feeling the Bern.

Come join the Revolution already in progress.

It is our fight to win or lose.