The Network for Public Education (NPE), a non-profit organization that promotes progressive education, recently issued its first report card of State education policies, a report card that counters those devised by conservative organizations funded by pro-privatization billionaires. Mother Jones writer Kristina Riga interviewed Diane Ravitch, the founder of NPE, on why a new report crd was needed… and as expected Ms. Ravitch made a compelling case.
There were all of these state reports coming out from right-wing groups like Students First and the American Legislative Exchange Council arguing that the definition of success is getting rid of public education and taking away any right that teachers might have. These create a climate when there is report card after report card agreeing that the future should be privately managed [charter] schools. There is nobody on the other side other than the unions, which are immediately discredited. There need to be two sides to the debate. Right now [the education conversation] is presented as what Students First is promoting is all that works.
We felt it was important to set up this other criteria and show how effective school systems operate: They are adequately funded, have preschools; they make sure that their teachers are professionals, and they don’t give away their authority. This is how the best nations in the world operate. They don’t operate through vouchers and charters.
One of the factors Rizga flagged was the NPE data point that indicated the gap in spending per student in poor schools compared to rich schools had grown 44 percent in the last decade. Ms. Ravitch’s explanation for this widening gap?
One important reason is that the federal policy has tilted completely toward testing and accountability and away from equity. The Elementary and Secondary Education Act of 1965 was all about equity and equitable resources for low-income students, and then in the 1990s that began to change. In DC, policymakers think that if we can only have high enough standards, tough enough tests, and hold people accountable, we can close the achievement gap. And it hasn’t happened. Yet the new law, the Every Student Succeeds Act, is based on the same test-based and market-driven framework and ideology, except it lets the states do it.
Ms. Ravitch could have also noted that when states cut back on their funding it has an especially devastating effect on those communities that do not have the local property tax base to offset the cuts and this exacerbates the difference between per pupil spending in rich districts and poor ones. Underfunded equalization formulas lose their impact, and almost every state has diminished their funding since the 2008 market collapse and few have restored their funding since the economy “recovered”.
In the coming months it would be heartening to see the NPE report card referenced in the mainstream media the way Michelle Rhee’s StudentsFirst Report Cards were promoted… but based on my Google feed it does not appear that local small town newspapers are reporting on NPE’s findings… but then more and more of those “small town” papers are owned by the people who are drawn to “reform” and want to believe that schools can be fixed by “getting rid of bad teachers” the same way that the deficit can be closed by “eliminating waste fraud and abuse”. Wishful thinking is always preferable to hard work.
A couple of weeks ago Alternate blogger Dustin Beilke wrote up his findings on the USDOE’s spending on charter schools in a post titled “Obama Administration Enables Billionaire Takeover of America’s Public Schools.” The article describes the Herculean effort required to get the figures from the USDOE and noted that absent the provision by the Department he and some colleagues calculated that $3,300,000,000 of taxpayers funds went to deregulated charter schools, many of which were for profit enterprises funded by billionaires. What happened next?
In October 2015, after waiting for incomplete answers from ED and state agencies, CMD published “Charter School Black Hole,” a special investigation of federal charter school spending and its links to ALEC.
Two months later, on Christmas Eve 2015, ED released a list of the charter schools that had received federal funding since 2006. The list was incomplete, the dollar figures were still unclear, and everyone knows that you release information on Christmas Eve because you don’t want anyone to see it. Still, it was something.
It WAS something… and Beilke was on the mark when he identified what it showed and what he concluded. The $3,300,000,000 spent on charters shows:
…the extent to which the Department of Education’s charter school agenda matches that of the anti-education, pro-privatization movement that funds and promotes so much of the misinformation about public education.
And as Beilke accurately concludes:
This movement already gets all the support it needs from the Waltons, the Koch brothers, the DeVos family, Bill and Melinda Gates, and tech billionaires.
Let’s put the taxpayers’ money to better use.
Why are we spending millions on for-profit charters while public schools are starved for funds and subject to hostile takeovers by “emergency managers”? Could campaign contributions play a role As always, it helps to follow the money….
Today’s NYTimes editorializes against the emergency manager legislation in Michigan noting the anti-demotic nature of the law and also noting that similar laws are on the books in several other states. But they miss one huge point: it’s no accident that laws establishing an emergency manager function were passed in several states: the oligarchs wrote the law and passed it along to governors they helped elect on the platform of being “open for business” and fighting “waste fraud and abuse”.
This law came right out of the ALEC playbook… and the ultimate purpose was to eviscerate public employee unions and privatize public functions like schools, police protection, fire fighting, and—yes— water. This kind of legislation takes money out of the pockets of middle class and transfers it to the shareholders of the private corporations and it does so through the totalitarian rule of an emergency manager who does not have to pay any attention to those affected by his or her desire to run cities and schools like a business. And here’s what’s even worse: the financial problems in the cities and schools where emergency managers are in place were often the result of cuts in State funds…. cuts made to fund the private sector. Alas, I do not expect Congress to do much about this: they, like their brethren in Michigan, are beholden to their donors who, in turn, are raking in profits thanks to tax cuts. It’s a vicious circle that is hard to break.
And here’s the VERY bad news for public education. As I am writing this the ALEC think tank is writing laws to help states introduce “reforms” in public education… reforms that will work in tandem with budget cuts to drive more and more districts into financial crises and into the oversight of the states where “innovations” like vouchers will be introduced to “help those in poverty” have choices outside the “public school monopoly” that feeds teachers at the expense of students.
Here we go again! The NYTimes reports that in an effort to develop a competitive workforce the President is asking Congress for $4,000,000,000 in new funds to improve computer education in the country. And how will this money be used?
…the money will pay for teacher training and instructional materials to increase the amount of instruction in computer science, especially for girls and minorities, the officials said.
The $4,000,000,000 only scratches the surface of the funds needed if we want to improve computer instruction especially for children in poverty or in rural schools. I am currently working as a consultant in a rural VT school district that serves roughly 1000 students housed in seven different schools. As part of the project we needed to determine the costs for infrastructure in the schools in the near future. The administrator responsible for computers estimates that it will cost roughly $300,000 to $500,000 to make it possible for students and teachers to have access to wi-fi in the school. But having wi-fi and access to computers in the school is insufficient if the goal is to provide instruction in computer science. Students need to have computers available to them at home and need to have access to wi-fi in their homes as well.
So… what good is it to train teachers on the use of computers and about computer science if they are housed in schools without access to the web or classrooms without computers. Read my previous post about Flint MI schools and ask yourself what is needed in those schools in order to improve computer instruction…
I doubt that Congress will improve $4,000,000,000 to improve computer instruction even if the amount was sufficient… but if that money were earmarked to fund for-profit charter schools? It might be a different story!