Charter Schools 101 – Whose Choice?

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One of the mantras of charter school operators is “choice.”  They want to give parents a choice between their charter school and those nasty public schools.  Politicians and school reformers will tell you that giving kids a choice will force bad public schools to get better (or be closed).

Another thing charter school operators highlight is their wait list to get in.  They say this is proof that people want out of the pubic schools and want more charter schools.  The flip side of those wait lists is that the kids on those lists didn’t have a choice to go to that charter school – just the ones who got in had a “choice.”  If a family moves into a house next door to a charter school and try to send their kids there, the school can say, “no, we won’t take you – you have to go to the pubic school.”  This is part of the business model of a charter school – calculate the number of kids you can accept in order to be profitable and then close the door.  Of course public school’s have to enroll all the kids who reside there, regardless of how many.

Do children with special needs get the choice to attend charter schools?  Or children who not speak English? Some do, but enrollment statistics for charter schools show they enroll a disproportionately small percentage of special education students and ELL (English Language Learners) students.

How about the kids who have difficulty in school – aren’t motivated, just can’t sit still, act out?  Even if they get into a charter school, if the child isn’t a model student the school can boot them out.  Statistics show charter schools have unusually high suspension/expulsion rates.

So when you hear people talk about “school choice” realize  whose choice it is – the charter schools’ choice.  Charter school operators choose how many students they will accept, what specialized services they will provide, and what type of students they will serve.  Public schools don’t randomly exclude students – and we are better off because they don’t.

Will The Common Core Work In Honduras?

Today, in lieu of our class on charter schools, we’re going on a field trip to Honduras.  I had an opportunity to join a mission group from Hillside Church in Ft. Worth, TX for a week in the town of Danli, which is about 2 hours east of Tegucigalpa (the capital of Honduras).  If you are interested in learning more about the workHillside is supporting in schools there, go to The Honduras Education Project.

A section of Danli was wiped out by a flood four years ago so the government relocated the residents of that area to Urrutia.  Below is a look at the community:

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The people living here are the lucky ones.  Many in the area live in houses like this:

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With help from the Rotary Club, the school now has two classrooms for mixed grade-level instruction.IMG_5534

The classrooms don’t have electricity but do have a bathroom (without a sewage system).

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Kids have to walk to school on dirt roads.  None of the homes have sewage systems either so you don’t want to walk in the “water” on the road.

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Another area we visited had a multi-classroom school.  Most places in Honduras have barbed-wire on top of high walls.

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Inside the compound of this school there are about 10 classrooms and an auditorium.

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The “cafeteria” is quite different from those in the U.S.

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You can get a good tortilla there.

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Schools welcomed us in to give testimony of our faith and to pray with the students.

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Kids enjoyed the skits we put on about Jonah and the whale.

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The Gates Foundation and other supporters of the Common Core, large-scale testing, and tying test results to teacher evaluations think that those systems will help U.S. kids in poverty escape from their environment.  These “reformers” believe the existing conditions in poverty-ridden urban areas are irrelevant to improving education – just give them a better curriculum.  Do you think these “reformers” would also believe that implementing those same systems in Honduras would help these kids out of poverty?

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Charter Schools 101 – In It For The Money

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As described in Part 1 of this series, the charter school movement had noble goals – to create a new type of school that would appeal to kids who didn’t like school.  It was thought that the best way to accomplish this was to strip out the layers of regulations and accountability public schools were obligated to follow.  However, relaxing the rules made it an ideal environment for anyone to start a charter school.

For a while, idealistic entrepreneurs created charter schools around their causes – religion, science, technology, strict discipline, etc.  Since 2010 we’ve seen a change – people are starting charter schools who are in it for the money.  There are non-profit and for-profit charter schools popping up around the country.  The appeal of the $1.1 trillion public education enterprise has caught the attention of people looking to make money.  When hedge-fund managers start touting the riches to be gained, people listen.

For-profit charter schools are pretty easy to understand – your goal is to cut costs enough so there is enough left over to pay the investors.  Non-profit schools should be just that – concentrating all their funds into student services.  However, there have been numerous reports lately about non-profits that make a profit.  The investors buy the school’s property and then charge exorbitant leases – to another company the same investors have set up to run the school.  See a recent report HERE.

Either way, these charter schools are set up to minimize costs.  Since 80-85% of a school’s budget is personnel, that’s where the savings occur.  New/cheap teachers.  No unions (a side benefit of charter schools is union-busting in large urban areas).  Fewer classes in the arts (music, art, foreign language).

The bottom line (or bottom dollar) is that charter schools have become a business.  When you hear people talk about “school choice” or “privatization” they mean “profit.”  Every penny wasted on fraud or paid out to investors deprives the students in that school of a better education than they are receiving.  Money for education is tight – shouldn’t it all go to the kids?

Charter Schools 101 – Abdicating Our Right to Educate America’s Kids

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Many recall the ominous words from the “A Nation At Risk” report.  It stated that if an “unfriendly foreign power” had attempted to force America’s education system to perform as it currently was in 1983, it would have been viewed “as an act of war.”  It went on to say, “We have, in effect, been committing an act of unthinking, unilateral educational disarmament.”

Written in over 30 years ago, the report criticized America’s lack of focus on educational achievement.  But the words ring true today, only this time we are not “unthinking” but purposely disarming our public educational system.  Every time someone encourages “privatization” of schools, charter schools, or school choice they are hurting America.  Why?  Because they are supporting the removal of every citizen’s democratic right and obligation to govern and direct the education of America’s youth.

In Illinois, every school district has seven elected school board members to govern it.  Board members are local residents who care about their community’s children and schools.  They understand that schools make a positive difference in their community.  When I was superintendent, the monthly school board meeting would rotate between each school.  Parents and community members would attend these meetings and offer up their comments and suggestions during Public Participation. You can’t get any closer to the democratic process than that – constituents telling their elected officials what they thought.  This right is being purposefully taken away.

Charter schools do not have locally elected board members.  Many charter schools are now part of state-wide or national chains of schools whose governance is determined by a corporate board, who live hundreds or thousands of miles away from the community the charter school serves.  These corporate board members probably don’t know anything about the communities each of their charter schools serve, what is important to parents there, or what the needs of the community are.

When a city, like New Orleans did, turns over its entire school system to charter schools, here’s what it is in effect  saying:

  • We don’t care what our kids are learning.
  • Let someone else worry about educating ‘those’ kids.
  • It’s too much effort to figure out how to finance our kids’ education so we’ll let somebody else do it.
  • We don’t have the will to work with the teachers’ union so let’s send the kids to schools where there are no teachers’ unions.

Is that what we want, not be be bothered with deciding how to educate America’s children?  Abdicating your right to educate America’s children is like letting a foreign country take over the minds of America’s children.  But in this case it’s not a foreign country taking over, it’s corporate America.

More and more, charter schools are being seen by people outside of the community as money-makers.  What they care about is what profit they can wring from each student enrolled.  In order to do so they influence state legislators and members of congress to pass laws removing local control of schools from elected school board members. They want laws changed so they can operate outside of the rules public schools must follow (it’s cheaper that way).  They want to take away your right to govern schools so it is easier for them to make a profit.

Note:  This is Part 2 in a series about Charter Schools.  See Part 1 here.

Charter Schools 101 – History of Charter Schools

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Several people have asked me why I criticize charter schools in some of my posts.  “Why don’t you like charter schools?  Choice is a good idea, isn’t it?” they say.  In the next series of posts I will respond to their questions.  Let’s start with a quick history lesson:

Most credit Ray Budde, a University of Massachusetts educator, with first introducing the idea of charter schools.  He published a paper titled, “Education by Charter” in 1974.  The paper didn’t receive any attention so he set it aside.  In 1988 many people were grappling with education reform after the publication of “A Nation At Risk.”  Budde resubmitted his paper for publication and this time it received attention from one of the most out-spoken and flamboyant educators of the time, Albert Shanker.  Shanker was the union president of the American Federation of Teachers.  He began pushing the idea of charter schools in 1988.

Shanker’s concept (borrowed from Budde) was that a different type of school was needed for the hard-to-reach students.  He envisioned small schools, governed by a “charter” with the local school district and teachers’ union, which could experiment with new teaching techniques.  These innovative teachers would share successful techniques with their colleagues within the district.

Minnesota was the first state to authorize charter schools in 1991, with California following the next year.

Shanker’s support for charter schools abruptly ended in 1993 when the Baltimore School District awarded a private, for-profit company called Education Alternatives, Inc. a contract for nine charter schools.  The company did not raise test scores as promised, had troubled finances, and worst of all (in Shanker’s eyes) fired unionized support staff and then replaced them with cheaper non-union employees.  Shanker became an opponent of some charter schools, like the one in Michigan which was organized in 1994 for home-schoolers.  The students learned at home with state-provided computers, using a curriculum that included creationism.  The charter school had gained its foothold in the small, debt-ridden community by providing a $40,000 kickback.

Since then forty-three states have passed legislation authorizing charter schools.  As of 2012 there were six-thousand charter schools serving about two-million students (4% of the total K-12 enrollment).  Charter schools are authorized by a variety of entities.  In 2012, 39% were authorized by local school districts, 28% by state boards of education, 12% by State Commissions, with the rest by universities, cities, and other means.

The federal government, through the Department of Education, has been actively promoting charter schools for years.  President Bush’s No Child Left Behind (2000) encouraged parents to consider enrolling their student in a charter as one of their “school choice” options.  President Obama’s Department of Education upped the ante in 2009 with his Race To The Top program.  In order to be eligible for some of its $4.35 billion in funding, states had to ease limits on charter schools.

At first glance, none of this looks too ominous.  However the seeds of the past are coming to fruition – charter schools are now forming first and foremost to make money; they are draining funds away from public schools; they reduce school choice; and they take away our right to educate America’s students.  More on each of these topics in subsequent posts.

Diane Ravitch’s excellent book Reign of Error (2013) was a source of some of the information presented above.

More Charter Schools Coming to Illinois

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Illinois’ new Governor Bruce Rauner wants more charter schools, that much is clear.  His first move in this area was to hire Tony Smith as the Superintendent of the Illinois State Board of Education.  He was a proponent of charter schools as superintendent of the Oakland, CA school district.

Now word comes out that Rauner is paying $250,000 per year to his education secretary, Beth Purvis.  Ms. Purvis was the CEO of the Chicago International Charter School network, which has 16 campuses with 9,222 students enrolled.  Read more about how Governor Rauner tried to hide Purvis’ salary within an agency whose budget he intends to slash here.  Two-Hundred Fifty Thousand dollars is a lot of Illinois taxpayer money – Rauner justifies paying a consultant that kind of salary by stating you have to pay good people good money.  That money will be used to find ways to siphon more of Illinois’ taxpayer dollars away from public schools and into the pockets of private investors.

Governor Rauner is pro-business; he has disclosed his net worth is in the hundreds of millions of dollars.  Read about what Rauner thinks about how charter schools should treat ELL students and students with disabilities here.

STOP THE WASTE & BE ACCOUNTABLE! Part 3 of $900

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Graphic courtesy of http://www.hikingartist.com

The new board members at Lyons Elementary School District 103 were aghast when they learned that the outgoing board members paid the the interim superintendents $800 per day and paid the superintendent under contract to stay home.  So what did the new board members do?  The word is out – they paid their interim superintendent Kyle Hastings $900 per day and continue to pay the superintendent under contract to stay home.

$900 per day is about $207,000 annually.

From Superhero Teacher to Bad Teacher: Hollywood Films Then and Now

Did you see Cameron Diaz in the movie Bad Teacher? How about Sidney Poitier’s To Sir With Love? The hollywood portrayal of teachers over the years has changed – making teachers look worse lately. Here’s some insight from one of Larry Cuban’s doctoral students:

Larry Cuban on School Reform and Classroom Practice

Two weeks ago, I was one of the examiners of a doctoral student’s dissertation. After becoming emeritus professor, I have avoided such tasks but this student’s work captured my attention because it helped unravel a puzzle that had bugged me for the decades in which I had seen Hollywood films about teaching and schools. Like Derisa Grant, the doctoral student whose dissertation I read–she passed the oral examination–I had noticed that Hollywood’s portrayal of teachers had changed over the years. Think Dead Poets Society (1989). Think Stand and Deliver (1988). Now think Half Nelson (2006) and Bad Teacher (2011). By actually counting the Hollywood films made in the 1980s and 1990s and those in the past decade and how they depicted teachers as positive or negative characters, Grant made the point that there was a change in film portrayals of teachers.

From private school teacher John Keating (fictional) to high…

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News From the Future

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Graphic courtesy of letmecolor.com

June 1, 2095.

White House, Washington, D.C.

Today President Jeb G. H. W. Bush V held a press conference in the Rose Garden to discuss his concerns about America’s educational system. Here’s an excerpt of his opening remarks:

My fellow Americans, it has become abundantly clear that our system of educating American’s children is not working.  Yesterday the Charters Are Delightful Schools (CADS) corporation announced from its headquarters in the Cayman Islands that it would be closing all of its schools in Newark, Baltimore, New Orleans, Chicago, New York City, Los Angeles, Dallas, and Akron leaving millions of American children without a school and hundreds of thousands of staff without jobs.  CEO of CADS, Emily Broad-Gates, said they closed the schools because they were losing money.  This is hard to believe, given Ms. Broad-Gates’ salary of $45 million/year (plus stock options).  This is not the first time our children have been left school-less. You’ll recall ten years ago when Connecticut Charters shut down mid-year after they sold all their buildings to real estate investors and last year when the San Jose, California schools had to get  parents to teach the last 26 days of school because their charter school operator refused to pay its staff, who had recently tried to unionize.

I am very concerned about this trend – companies that promise to educate our youth, then abandon them a few years later.

President Bush announced that Vice President Charlotte H. Clinton III would be chairing a blue-ribbon committee which will look into alternatives to charter school systems, which educate 97% of the nation’s school children.  He went on to suggest that some schools could be turned over to concerned local citizens, “like in the good old days.”

Vice President Clinton took the podium and said, “Our nation is in peril.  When children can’t count on their schools being open, well it’s like some foreign country conspiring to hurt this great nation .”  She went on to say, “This committee will look at every means possible to assure that schools will be there for American kids.”  She even suggested cutting back on the number of federally-mandated testing days (currently 54) as a way to reduce the testing fees schools are being charged, thereby saving schools billions of dollars per year.   House Speaker Paul Pearson immediately issued a statement condemning the use of that kind of “logic without metrics.”

Questions from the press turned quickly to Vice President Clinton’s grandmother’s role in Benghazi.  She said that she would not comment until the results of this year’s congressional investigation are released, just before the fall elections.

We Didn’t Cause the Pension Problem

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A lot of finger-pointing is going on in Illinois over the notoriously under-funded pension funds.  Just to set the record straight:

I didn’t go into teaching for the pension.  I don’t know anyone who went into teaching because they were going to get a good pension 37 years later.  We did it because we loved teaching kids.  I’ll bet $100 no kid right out college said, during an interview for their first teaching job, “So, tell me about the pension system.”

I didn’t go into teaching for the money.  I don’t know anyone who went into teaching because they wanted to make a lot of money.  My wife and I moved to Chicago in 1975 because this was the place where I found a teaching job.  I started at $11,500 per year.  I drove a school bus before and after school to help make ends meet.

The constitutional amendment guaranteeing state employee’s pensions went into effect in 1970.  Years before 99.9% of all the current educators began their career.  It wasn’t their idea to guarantee pension benefits – why is it a bad idea to do so now?

All educators paid 8% of what they were being compensated to TRS until 1999.  Then we paid 9% to TRS.  In 2005 we paid 9.4%.  Over the course of my career I paid over $300,000 into the pension system.  Using TRS’s reported investment returns, when I retired in 2012 my pension nest egg should have been about $716,000.  That’s without including any contributions from the state, which were inconsistent and underfunded.  All educators have paid what they owed.  We were not allowed to participate in Social Security.  Unless we put some of our salaries into a 403(b) account, this is all we have.

TRS states that our pension fund has $61.6 billion in unfunded liabilities – two-thirds of which is attributable to the state not paying what was needed to keep the pension fund solvent.

I get defensive when the media or people around me point their finger at teachers and accuse us of doing something dastardly.  We found a job that we loved.  We worked hard.  We paid our (TRS) dues each and every paycheck.  We worked under the assumption that the Illinois constitution protected our pension.  Why are we always cast as the bad guys?