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Posts Tagged ‘funding equity’

Sin Tax Bonanza! Pot Proceeds Provide Colorado Public Schools With Avalanche of Revenue

March 29, 2015 Leave a comment

The moral debates over the legalization of marijuana are quickly disappearing as legislators look at the results of excise taxes in Colorado. As reported in Britain’s Daily Mail tabloid and the US magazine The Week, Colorado’s taxes on marijuana have increased tenfold bringing in $2.3 million in revenues. Most states I’ve worked in dedicate gambling revenues and/or alcohol revenues to schools and when it is necessary to find new revenues the solution invariably is to raise “sin taxes”. Given that there is diminishing evidence that marijuana in and of itself is a “gateway drug” and given the lack of political courage on the part of many legislators as evidenced by their unwillingness to raise broad based taxes to fund schools, it seems likely that more and more states will look at the revenues garnered by Colorado and follow suit.

I am in favor of legalization for four major reasons. First, it will end the real gateway element of marijuana use, which is breaking the law. Marijuana use requires the buyer to break the law in order to make a purchase and, consequently, the widespread use of marijuana makes lawlessness acceptable.   Secondly, given the fact that lawless people are dealing the drug, it increases the probability that the “sales personnel” will market higher potency drugs that are for more dangerous and addictive than the lower grade marijuana that a regulated marketplace would make available. It is the sale of drugs by lawless marketeers that makes marijuana into a “gateway drug”, not the drug itself. This leads to the third reason I am in support of legalization: doing so would ensure that the THC dosages are lower and less addictive. Fourth, and of greatest interest to legislators, it would bring new revenues to state coffers while arguably diminishing costs for law enforcement and prisons. The additional revenues could be earmarked for schools, drug treatment, early childhood education, or the general coffers. Legal marijuana will feed legislators’ addictions to quick and painless fixes to revenue gaps… expect to see it spread rapidly in the coming decade.

This Just In: Takeovers Don’t Pan Out!

March 21, 2015 Leave a comment

In the latest item to add to the “failed assumptions of reform” file, add this report from Detroit where Detroit News op ed writer Nolan Finley laments the failure of three “emergency managers” to rectify the financial problems with Detroit’s school system and the likely failures of the fourth one, Darnell Early, who has just taken over. But here’s the kicker: Finley mentions in passing that Governor Snyder has a plan for fixing the schools… and it’s one that will work very well from the Koch Brothers standpoint:

There’s talk of placing all schools, traditional and charter, under a new education czar, who may or may not be (Detroit) Mayor Mike Duggan. Where that leaves Earley and his plan, who knows?

Well I’ve got a wild guess as to where it leaves Darnell Early: on the outside looking in! And where does it leave Detroit school children? The same place. And where does it leave the privatizers who are likely the ones who are promoting the “talk of placing all schools, traditional and charter, under a new education czar”… laughing all the way to the bank. Welcome to the 21st century version of for-profit public schools.

George Orwell Would Have a Field Day with “Reform” Movement’s Expropriation of Civil Rights Language

March 17, 2015 Leave a comment

Late last month Empower blogger Denish Jones posted an essay describing how conservatives, neoliberals, and even Glenn Beck have expropriated the language of the civil rights movement to suit their own ends. One sentence in particular flagged the way the ideas of civil rights leaders of the 1960s have been twisted by politicians today:

King’s famous line “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character” has led some to claim that King was promoting a color-blind society that ignores race and that he would not have supported Affirmative Action policies.

While King’s support for Affirmative Action may be arguable to some, Denish Jones is very confident that Dr. Martin Luther King would roll over in his grave if he knew that corporate education advocates were using his language to “sell” their product. She identifies three areas where “…the corporate education reform movement undermines the struggle for educational equality for all”: privatization; school choice; and alternative paths to teaching like TFA. A summary of each of the undermining that is taking place:

  • Privatization: Based on the premise that in a capitalist system the best products thrive and the worst ones fail, the collateral damage in this movement is not just a failure of a particular business, it is the failure of a particular group of students: those who are raised in poverty. To quote Jones directly: “…when the business model of winners and losers is applied to public education, the losers tend to be children who struggle academically and families without the social capital needed to advocate for their children. The winners are CEO’s and stock holders who earn high salaries with public money but can use their private status to shield themselves from public accountability.”
  • School Choice: Jones cites studies and provides links to relevant articles illustrating that school choice fails to deliver on its promise to offer a high quality education for ALL students and instead skims the highest performing group and dismisses those students who fail to pass muster in classwork and behavior. Despite this skimming, only 17% of the charter school students did better than their public school counterparts. Meanwhile charter operators and their shareholders did VERY well.
  • Alternative Certification: Jones singles out Teach For America (TFA) for particular criticism because TFA has made the most blatant use of civil rights metaphors… As Jones notes: “…hidden behind these nice quotes is the assumption that other people’s children deserve underprepared “saviors” as their teacher… If the model of TFA is what is needed to improve teaching and learning, why are TFA recruits not sent to suburban schools or wealthy public school districts? Could it be that those parents would never allow someone with five weeks of training to experiment on their child? What the richest and most educated parent wants for their own child should be what we aspire to give all children.”

Jones conclusion: privatization, school choice, and programs like TFA are dis-equalizing… and the only ones who benefit from these purported “civil rights” issues are shareholders.

Grassroots Parent Movement Disrupting Education In a GOOD Way: They are Opting Out of Tests

March 13, 2015 Leave a comment

What happens if a standardized test is given and not enough students are present to make its results valid? Will the testing movement be brought to a halt? Will the parents who keep their children home be fined or penalized? Will the children who stay home be held back? Will the administrators and/or political leaders make examples of the opt-out movement?

Based on reports from schools across NYC and NYS it appears that we might get the answer to the question soon! Based on reports my daughter is feeding me from Facebook posts from schools in Brooklyn and countless articles that are arriving daily in RSS feeds, it appears that a REAL grassroots movement is occurring among public school parents who are dismayed over the time their children are losing to tests and their sense that schools will become test preparation factories instead of centers of inquiry. One of the best articles I’ve read on this topic was Jake Dobkins’, “Public School Kids to Cuomo: Don’t Destroy Our Schools” which appeared in today’s Gothamist. In the article Dobkins describes the rally in his neighborhood school in Brooklyn, PS 10, a rally that featured AFT leaders, local politicians, and a small cadre of media. The article stood out, though, because Dobkins captured the essence of everything that is wrong with the testing in a paragraph full of tough questions that “reformers” are not addressing:

Who would want to work a job where half your yearly evaluation was based on something you had very little control over? What would happen if we fired all the teachers with low-scoring classes, since most of those teachers work in schools in the poorest neighborhoods? How would you replace all those teachers? What would New York look like if all the schools were charters, free to curate their classes with high-performing kids? Where would all the other kids go?

He then describes HIS experience as a teacher, how the test-centric curriculum is affecting his twin sister who teaches in a NYC elementary school. He gives readers a behind the scenes picture of how difficult and challenging it is to be a teacher.

My concern about Dobkins coverage and that of the mainstream media is the emphasis on the union’s participation in these protests. I fear that every time the media coverage includes the name of the union president or of the teachers union’s building representative it will lead readers to the wrongheaded conclusion that these protests are being orchestrated by the unions. The coverage will also lend credence to Cuomo’s allies who will inevitably wave the press coverage and claim the union is behind this movement.

Based on my daughter’s experience as a member of the parent’s organization’s political action team at her son’s school in Brooklyn the unions are NOT directing this movement! Indeed, based on many email exchanges I’ve had with her on the issue I sense that the movement to oppose over-testing is organic to a fault. The parents in her school write their own public relations releases, compose their own letters to city, state, and federal officials, and develop strategies for changing the direction they see their school headed if Governor Cuomo’s package passes. And while the parent group’s written materials include links to information provided on teachers union websites and/or to organizations that the unions sponsor, most of their links are to other parent organizations and to articles and written material they’ve prepared reporting the economic and educational impact to their school should Governor Cuomo’s “reforms” pass. After working for 37+ years in public schools, 35+ as an administrator, I know the difference between a union led movement and a parent-led movement and what is happening in NYC and— from what I’ve read— across the state is being driven by parents and it could be formidable and viral if it succeeds…. and it gives me hope…. and as Dobkins writes in his article’s concluding paragraphs, if hope is combined with action it is possible to stop Cuomo’s “reforms” in their tracks:

The only real hope is that if enough people come out for protests like these, perhaps his political calculus will change slightly- although that seems like a long shot. As a parent with a kid in public school, though, and another one starting soon, that’s what I’m hoping for- the alternative, which is a dystopian future where all the public school kids are packed into classes with 40 kids while their buildings are given away to charter schools and their teachers flee for less stressful careers, is just too depressing to contemplate.

If you agree, consider sending the Governor a polite email, asking him to reconsider this position. The budget isn’t done yet, and there’s still time for him to change his mind.

Getting Governor Cuomo to change his mind about his “reform” initiative is an extremely long shot… but it IS possible to get parents across the state to understand the impact of Cuomo’s “reform” package on their child’s school and if parents across the state continue communicating their opposition with their Assemblymen and State Senators there is a better than 50-50 chance their voices will be heard. There is hope if action is taken now.

Painful Lessons Lead to Moynihan’s Rehabilitation

March 12, 2015 Leave a comment

Nick Kristoff’s NYTimes column, “When Liberals Blew It“, marks the nearly complete rehabilitation of Daniel Patrick Moynihan, a sub-Cabinet member of the Johnson administration who later became a member of Nixon’s cabinet and ultimately was a three term senator in New York. Moynihan was a persona non grata to the liberal wing of the Democrat party in the 60s based on a report he wrote describing the adverse impact of both slavery and single parent households on the upbringing of young blacks. At the time he issued his report, he was excoriated by many on the left and many black activists for their perception he was “blaming the victim” for their station in life. Kristof selected one quote that captured the antipathy Moynihan generated at the time:

“My major criticism of the report is that it assumes that middle-class American values are the correct values for everyone in America,” protested Floyd McKissick, then a prominent African-American civil rights leader.

When I was a graduate student at University of Pennsylvania in the early 1970s I wrote a report advocating early intervention for children being raised in poverty, recommending more funds for structured preschool education programs like the ones in Ann Arbor Michigan. Many of my classmates at the time echoed McKissick’s criticism, and others, who privately agreed with my proposals later, were quiet— as were other moderate liberals at the time.

The government’s role in mitigating against family dysfunction is not easy to define. We tend to favor keeping children with biological parents for as long as possible even if those parents have limited resources and/or limited parenting skills. We tend to impose economic penalties on wives who want to move out of abusive relationships even though remaining in those relationships exposes their children to violent and aggressive behavior. And, as Kristof notes, we tend to imprison the fathers of too many children reinforcing the vicious cycle of crime and poverty in impoverished neighborhoods. Here’s Kristoff’s analysis of the conservatives’ fundamental error in the fight against poverty:

Conservatives shouldn’t chortle at the evidence that liberals blew it, for they did as well. Conservatives say all the right things about honoring families, but they led the disastrous American experiment in mass incarceration; incarceration rates have quintupled since the 1970s. That devastated families, leading countless boys to grow up without dads.

The conservative’s belief that “government is the problem” also damaged any hope of meaningful early childhood intervention and their ongoing objections to “government schools” makes any expansion of preschool to help needy children highly unlikely. And many of today’s liberals, like their predecessors, are likely to push back at any effort to have the government impose “middle class American values”, especially if those “middle class American values” involved funding any religious organizations or advocating mindless consumption.

One thing IS clear: continuing what we’ve done for the past 50 years will get us nowhere… and one thing we HAVEN’T been doing is spending too much money on this issue. My thought: if we want to break the cycle of dysfunction that has existed for decades and is getting worse, we need to be willing to spend more on early intervention and one unarguable need is access to medical and mental health services for all children, not just those fortunate to have been born in the right zip code. Maybe a latter day Moynihan will emerge— perhaps someone like Robert Putnam— and call for something along these lines so that we can move the debate away from moral issues related to single parent households and toward ameliorating the physical and psychological pain their children struggle with on a daily basis.

New York Daily News Connects the Dots… Hedge Fund $$$ to Cuomo = More For-Profit Schools

March 12, 2015 Leave a comment

This just in! The New York Daily News reports on the link between hedge fund spending on Cuomo’s campaign and the increase in the number of charter schools! The Daily News writes:

Hedge fund executives have unleashed a tsunami of money the past few years aimed at getting New York’s politicians to close more public schools and expand charter schools.

They’ve done it through direct political contributions, through huge donations to a web of pro-charter lobbying groups, and through massive TV and radio commercials.

Since 2000, 570 hedge fund managers have shelled out nearly $40 million in political contributions in New York State, according to a recent report by Hedge Clippers, a union-backed research group.

The single biggest beneficiary has been Andrew Cuomo, who received $4.8 million from them.

Several of the governor’s big hedge fund donors, such as Carl Icahn, of Icahn Enterprises, Julian Robertson of Tiger Management, and Daniel Loeb, of Third Point LLC, are also longtime backers of charter schools.

Loeb is chairman of the board of the Success Academy network run by former City Councilwoman Eva Moskowitz. He’s given $62,000 to Cuomo, while 18 other members of the Success Academy board or their family members have given nearly $600,000 to the governor, according to state campaign records.

The article featured several pictures of the investors… including this one of Daniel Loeb:

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Oh… is that the New York Times backdrop? Hm-m-m-m….

Read the article in full and see if you can connect some other dots. Is it possible that Cuomo insistence on using tests might provide evidence to close the “government monopoly” schools? Is it possible that the massive TV and radio commercials have created the conventional wisdom that “schools are failing” and “bad teachers” are the problem? Is it possible that the oligarchs want some of the money that is being spent by the “government monopoly” schools?

The NYTimes Editorial Board’s TFA Findings Show They Are Beginning to See The Light

March 10, 2015 Leave a comment

Today’s NYTimes oped article in the Taking Note series shows that the editorial board MAY be seeing the light in terms of Teach For America…. and makes me hold out some hope that they might take a step back and examine the results of the entire reform movement! After publishing several articles championing TFA, the Times wrote this terse summary of the a study on that organization:

study has found no significant difference in test scores between students taught by Teach for America teachers and those whose teachers weren’t affiliated with the program. The Teach for America teachers in the study also felt worse about their jobs, by several measures, than those who weren’t part of T.F.A.

Now that the Times has examined the facts on TFA it might be time for them to examine the facts on the premise and the results of the “reform” movement. After all, they recently wrote about the ultimately negligible impact Jeb Bush’s test-punish-and-privatize regimen had on FL schools and the similarly negligible impact of NCLB and RTTT on one generation of students. They’ve also published several op-ed essays describing the devastating effects of poverty and violence on children and how this effects their ability to focus on school work. When these findings are examined together with the TFA results, here’s my conclusion:

=> Children raised in affluence score higher on tests than children raised in poverty

=> After an initial bump in performance that results from students learning how to take tests, the scores “stagnate”

=> Spending on schools matters. If it didn’t matter taxpayers in affluent suburbs wouldn’t support it.

=> Poverty isn’t an “excuse”. It’s effects on children are real and long-lasting.

=> Teaching is hard work and those who chose it as a profession are committed to seeing their students succeed

I hope that the Times editors will conclude that Governor Cuomo’s plan to redouble the emphasis on testing while failing to provide equitable school funding is wrongheaded. I also hope the editorial staff will see the flaws in the test-based accountability system and see that its ultimate purpose is the privatization of public schools and NOT success for ALL children.