Monday, December 8, 2014

HEMLOCK ON THE ROCKS: What Are My “Skelly Rights”?

HEMLOCK ON THE ROCKS: What Are My “Skelly Rights”?:

What Are My “Skelly Rights”?

What Are My "Skelly Rights"?

In the late '70's, the California Supreme Court established your "Skelly Rights." This means that public employees must be provided a "pre-disciplinary hearing" with management before they may be suspended (for five days or more,) demoted or terminated. The Court decided that this right is rooted in the federal constitution which says that a citizen cannot be deprived of property without due process. In other words, when a governmental agency threatens to take income from one of its employees, this threat to his "property" requires due process.

The "Skelly Decision" comes from Dr. Skelly, an employee who worked for the state, who also had a three-martini-lunch habit. After some significant performance problems, he was fired. He sued, and the resulting lawsuit, Skelly vs. the State of California, established the due process rights we know today. Basically, these say that an employee has the right to two levels of hearing: first, a "pre-disciplinary meeting" with the level of management proposing the discipline (The hearing officer must have the authority to modify or withdraw the discipline, but need not be an impartial third party).

The second step, if the matter isn't settled at the Skelly, is a "full evidentiary hearing before a reasonably impartial" third party. This hearing involves witnesses, presentation of evidence, cross examination, etc -- very much like a court case. Most of the time, the impartial third party is an arbitrator or a panel, such as a Personnel or Civil Service Board. However, it's legal for the City Manager to function as the hearing officer, so long as he or she has not already been involved in the case.

Many people think of the first hearing, "the Skelly" as a bit of a Kangaroo Court. After all, you are appealing to the level of management that has already decided to discipline you. It is basically an opportunity to explain why the accusations are wrong, or why the "punishment" is too severe for the "crime." But it IS a "pre-disciplinary safeguard:" the City cannot take action against you until it has heard your appeal and provided a written answer.

The City also must provide you with all information about the charges against you, prior to the hearing, so that you may intelligently defend yourself. A "notice of proposed disciplinary action" must include:

§ A statement of the nature of the proposed discipline

§ The effective date of the proposed discipline

§ The reasons for the discipline

§ The specific policy or rule violated

§ A statement advising the employee of the right to respond orally or in writing.

Skelly Rights Apply to all Permanent Public Employees. Even managers and confidential employees are covered by Skelly. If you belong to an employees association, your association is obligated to represent you. The only exception to this is that the group is NOT required to represent you through arbitration or a board hearing if a legal analysis recommends that your case "lacks merit;" in other words, if it is "unwinnable." (An arbitration or Civil Service hearing can be expensive; your Association isn't obligated to drain its members' treasury to defend people who commit serious offenses, for which there's little defense…)

Skelly applies ONLY to Public Employees. The idea that government cannot take the "property" of your job applies only IF you work for government. California is an "at-will state." Unless they have a good union contract, employees at private companies can be fired without cause. Skelly Due Process is the primary legal distinction between public and private employees in California.

Although appealing to your own Management doesn't sound like much of a right, the Courts have bolstered your Skelly rights considerably over the last twenty years, and Management has become more respectful of the Skelly process. This is partly due to other employment laws which have sprung up since the 70's: discrimination, harassment, disability, wrongful termination, etc. Today there is a substantial industry of attorneys prepared to take your case if the City doesn't fire you for truly good reasons – or if it HEMLOCK ON THE ROCKS: What Are My “Skelly Rights”?:

YAY! Carl Petersen Qualifies for the March Ballot

FOR IMMEDIATE RELEASE
Monday December 8, 2014
Contact: Carl Petersen
(818) 869-0309

Carl Petersen Qualifies for the March Ballot in LAUSD School Board Election

The Los Angeles City Clerk has completed its verification of the signatures that Carl Petersen submitted last week and qualified him for the ballot in the March election. He seeks to represent District Number 3 on the LAUSD's Board of Education, which includes most of the San Fernando Valley west of the 405 freeway and portions of Sherman Oaks, Studio City and North Hollywood. He will run with the Ballot Designation of "Businessman/Activist Parent."

"With the Miramonte sex scandal, MiSiS crisis and iPad scandal draining hundreds of millions of dollars from our children's educations, new blood is desperately need on the School Board," the candidate said. "As a father of four children enrolled in the district, I look forward to bringing a parent's perspective to the Board's proceedings and using my business experience to bring accountability back to the district."

The election will take place on March 3, 2015.

Carl Petersen is running for LAUSD School Board District 3 to give voice to the students, parents and teachers of the district. He is a father of five, including two daughters on the autism spectrum. With four children still enrolled in the district he understands the challenges facing the district and has a direct stake in seeing them addressed. He is currently the Director of Logistics for a manufacturer of security cameras in Glendale where he has been employed for the past nine years. For additional information please visit www.ChangeTheLAUSD.com or call Carl Petersen at 818-869-0309.

###

--
_______________________________________________
Carl Petersen
Candidate for Board of Education, District 3
www.ChangeTheLAUSD.com

Open Letter to Teachers Unions, Professional Organizations, and Teacher Education | the becoming radical

Open Letter to Teachers Unions, Professional Organizations, and Teacher Education | the becoming radical:

OPEN LETTER TO TEACHERS UNIONS, PROFESSIONAL ORGANIZATIONS, AND TEACHER EDUCATION

After speaking and guiding a workshop recently, I was struck by some distinct impressions I witnessed among several hundred educators.

First, although teachers and educational leaders coming to a conference are a skewed subset of teachers, I was impressed with their passion for teaching but more so for their students.

However, I must add that these teachers repeatedly expressed a lack of agency as professionals; a common refrain was “I [we] can’t,” and the reasons were administration and mandates such as Common Core (or other standards) and high-stakes testing. That sense of fatalism was most often framed against these teachers clearly knowing what they would do (and better) if they felt empowered, professionally empowered, to teach from their expertise as that intersects with their students’ needs.

This experience came just two weeks after my trip to the National Council of Teachers of English (NCTE) annual convention, this year in Washington DC—where I presented on the value of books and libraries as well as delivering the Moment of History as the Council Historian. Again, I spent several days with a skewed subset of teachers, but there I would also characterize much of the talk as “I [we] can’t”—because of administration, because of Common Core.

I must admit that during my 13 years as a teacher educator, once our students enter the field of education, I listen as my highly motivated and bright young teachers begin to speak in “I [we] can’t,” often apologizing for essentially never being able to implement in their classes the many research-based practices and robust philosophies we explored when they were in methods courses.

Let me now highlight here that the first experience above was with all unionized teachers; the second example, withactive members of a professional organization; and the third, with traditionally certified teachers from a selective university and a highly praised and accredited program.

Earlier this year, Helen Klein reported:

American teachers feel stressed out and insignificant, and it may be impacting students’ educations.
Gallup’s State Of America’s Schools Report, released Wednesday, says nearly 70 percent of K – 12 teachers surveyed in a 2012 poll do not feel engaged in their work. The study said they are likely to spread their negative attitudes to co-workers and devote minimal discretionary effort to their jobs.
…When compared to 12 other occupational groups, teachers were least likely to report feeling like their “opinions seem to count” at work.

And thus, I have a very serious question:

If being unionized, a member of a professional organization, or certified results in teachers feeling the same powerlessness, the same lack of professionalism as most other teachers, how do teachers unions, professional organizations, and teacher education justify themselves?

I think this question is valid, and I think we now stand at a watershed moment for teachers unions, professional organizations, and teacher education. And I offer this hard and blunt question because, ultimately, I believe in thepromise of teachers unions, professional organizations, and teacher education as a discipline.

My first impression about this question is that far too often unions, professional organizations, and teacher education have failed teachers and education by racing to grab a seat at the table—eager to contribute to how to implement standards, testing, and bureaucracy. All three arenas of educational leadership have failed educator professionalism by rushing to participate within the partisan political accountability movement over the past thirty years.

Leadership from unions, professional organizations, and teacher education has been overwhelming as fatalistic as the teachers I described above; diligently compromising, eagerly complying, breathlessly trying to excel at accountability and bureaucracy—in effect, leading by following.

If we return to what we know about how teachers feel, Klein noted the ultimate danger of a lack of teacher professionalism:

“The problem is that when teachers are not fully engaged in their work, their students pay the price every day,” says the report. “Disengaged teachers are less likely to bring the energy, insights, and resilience that effective teaching requires to the classroom. They are less likely to build the kind of positive, caring relationships with their students that form the emotional core of the learning process.”

And thus, compliant, fatalistic educational leadership feeds compliant, fatalistic teachers—failing the most important aspect of universal public education, students.

Instead of challenging the assumption that public education needs accountability based on standards and high-stakes testing, unions, professional organizations, and teacher educators have mostly focused on helping teachers navigate each new round of standards and tests—even praising each new round despite no evidence that standards and testing work (or are in any way address the real roots of educational inequity).

Too often, that same pattern has occurred with value-added methods for teacher evaluation and calls for reforming teacher education. [1] The responses have been about implementing policies slowly so they can be done correctly—not substantive rejecting of deeply flawed policy and the dismantling of teaching as a profession.

I do not discount that a powerful consequence of high-stakes accountability is that educators and educational leaders are on the defensive, often frantic because a failure to comply with flawed policy can result in serious consequences—risking funding, lost jobs, ruined careers even.

However, the exact reasons that teachers unions, professional organizations, and teacher education should matterare the antidotes to remaining trapped in a state of frantic reaction: Collective and professional noncooperation with any policies not supported by the knowledge-base of the field of education and the established norms of professionalism.

So this is my point: Teachers unions, professional organizations, and teacher education have a duty to their own existence and to teachers as well as the field of education; that duty includes no longer fighting for a place at the education reform table, no longer putting organizational leadership and bureaucracy before the integrity of education as a discipline and a profession.

As English educator and former NCTE president Lou LaBrant announced in 1947: “This is not the time for the teacher of any language to follow the line of least resistance, to teach without the fullest possible knowledge of the implications of his medium.”

As James Baldwin declared in Nobody Knows My Name: “The challenge is in the moment, the time is always now.”

This is about time. It is time to set aside the failed pursuit of accountability, the corrosive insistence on rigor, and the dehumanizing commitment to standardization.

It is time that teaching reclaim its rightful place as a profession, setting the table for how teachers teach, how students learn.

It is time leaders in teachers unions, professional organizations, and teacher education lead by leading.

—

[1] We do have examples of resistance, although too rare; see this response to NCTQ by NCTE.

Open Letter to Teachers Unions, Professional Organizations, and Teacher Education | the becoming radical:

Charters and $$$$: Has anyone seen anything like this? | Cloaking Inequity

Charters and $$$$: Has anyone seen anything like this? | Cloaking Inequity:

Charters and $$$$: Has anyone seen anything like this?

Has anyone seen anything like this? Charter requiring parents to pay $$$$ in lieu of required volunteer hours. In the words of Jerry McGuire:

Show me the money!

Apparently the California Charter School Association hasn’t heard of such a thing happening in practice or charter school policy, even though Public Advocates delivered the evidence to the public via parent whistleblowers and publicly available policy documents. Public Advocates’ report documented its year-long investigation into an inequitable and illegal practice by some of California’s charter schools, and calls for charter schools to end requiring payment in lieu of volunteer hours. Public Advocates is demanding that the state take immediate action to stop the practice and increase its oversight of charter schools more generally.

Of course we know that there are lots of bad apples in the charter movement. The way that charters have used to limit equity and access have been discussed extensively on Cloaking Inequity. (For all posts on charters click here). See for example Breaking News: Kevin Welner’s Charter School Dirty Dozen and Colonizing the Black Natives: Reflections from a former NOLA Charter School Dean of Students and Don’t Trust Charters More than a Sweaty Used Car Salesman (A Citizen Research Template) Do I believe that ALL charters are bad apples? No. For example see The Gem on the Hill: How to Create a Community-Based In-District Charter However, based on my peer reviewed research on charters over the past five years, I posit that Travis Heights is the exception, not the rule.

Back to Show me the Money!… The San Francisco Chronicle covered the Public Advocates report:

At least 170 California charter schools are violating the state Constitution by requiring parents to volunteer up to 100 hours a year if they want their kids to participate in field trips and other activities or remain enrolled in the school, according to civil rights lawyers in a report released Thursday.
A survey of 555 California charter schools — about half of all charters in the state — found that nearly a
Charters and $$$$: Has anyone seen anything like this? | Cloaking Inequity:

Sunday, December 7, 2014

TEN TEACHERS FROM ACROSS THE U.S. ANNOUNCED AS FINALISTS FOR SECOND ANNUAL MUSIC EDUCATOR AWARD

Grammy in the Schools:

TEN TEACHERS FROM ACROSS THE U.S. ANNOUNCED AS FINALISTS FOR SECOND ANNUAL MUSIC EDUCATOR AWARD™ PRESENTED BY

THE RECORDING ACADEMY^® AND THE GRAMMY FOUNDATION^®

Recipient and Finalists to Receive Cash Honorariums, with Generous Support and Resources Provided by the GRAMMY Foundation^®'s Education ChampionsConverse, Disney Performing Arts, Ford Motor Company Fund, and Journeys

Second Annual Award will be Presented at the Special Merit Awards Ceremony & Nominees Reception on Saturday, Feb. 7, 2015, during GRAMMY^® Week

WHO: A total of 10 music teachers from 10 cities across nine states have been announced as finalists for the second annual Music Educator Award™ presented by The Recording Academy^® and the GRAMMY Foundation^®. In total, more than 7,000 initial nominations were submitted from all 50 states.

WHAT: The Music Educator Award was established to recognize current educators (kindergarten through college, public and private schools) who have made a significant and lasting contribution to the field of music education and who demonstrate a commitment to the broader cause of maintaining music education in their schools. A joint partnership and presentation of The Recording Academy and the GRAMMY Foundation, this special award will be presented at the Special Merit Awards Ceremony & Nominees Reception (honoring recipients of the Lifetime Achievement Award, Trustees Award and Technical GRAMMY^®Award) on Saturday, Feb. 7, 2015, during GRAMMY Week.

As announced on the 55th Annual GRAMMY Awards^® by President/CEO of The Recording Academy and GRAMMY Foundation Neil Portnow, TV and radio host/producer and GRAMMY Foundation Honorary Board Chair Ryan Seacrest, and nine-time GRAMMY winner Justin Timberlake, the award is open to current U.S. music teachers, and anyone could nominate a teacher — students, parents, friends, colleagues, community members, school deans, and administrators. Teachers are also able to nominate themselves, and nominated teachers are notified and invited to fill out an application.

Kent Knappenberger of Westfield Academy and Central School in Westfield, N.Y., was the recipient of the first annual Music Educator Award. Knappenberger was recognized during the 56th Annual GRAMMY Awards telecast in a segment featuring Portnow along with nine-time GRAMMY winner John Legend and Seacrest.

One recipient will be selected from 10 finalists each year, and will be recognized for his/her remarkable impact on students' lives. The 2015 winner will be flown to Los Angeles to accept the award, attend the 57th Annual GRAMMY Awards ceremony, and receive a $10,000 honorarium. The nine finalists will receive a $1,000 honorarium, and the schools of all 10 finalists also will receive matching grants. The honorariums and grants provided to the finalists and schools are made possible by the generosity and support of the GRAMMY Foundation's Education Champions Converse, Disney Performing Arts, Ford Motor Company Fund, and Journeys.

WHEN: A complete list of finalists is below. The winner will be announced in February. Applications for the second annual Music Educator Award are currently online; to nominate a teacher, visit GRAMMYMusicTeacher.com. The deadline to nominate a teacher for the 2016 Music Educator Award is March 15, 2015. The application process will adjust each year to allow the broad array of effective teaching styles and methods used in the discipline to be recognized and awarded.

First Name Last Name School City State

Steven Acciani Diamond Bar High School Diamond Bar CA

William Bennett Cane Bay High School Summerville SC

Jared Cassedy Windham High School Windham NH

Charles Cushinery Ed W. Clark High School Las Vegas NV

Krista Fanning Caddo Middle Magnet Shreveport LA

Richard Maxwell Arcadia High School Phoenix AZ

Debra Reilly Springhouse/Orefield Middle Schools Allentown PA

Huber Smith Maplewood Middle School Sulphur LA

Nancie Tobison Barrington High School Barrington IL

Danny Yancey Martin Gifted & Talented Magnet School Raleigh NC

Established in 1957, The Recording Academy is an organization of musicians, songwriters, producers, engineers and recording professionals that is dedicated to improving the cultural condition and quality of life for music and its makers. Internationally known for the GRAMMY Awards — the preeminent peer-recognized award for musical excellence and the most credible brand in music — The Recording Academy is responsible for groundbreaking professional development, cultural enrichment, advocacy, education and human services programs. The Academy continues to focus on its mission of recognizing musical excellence, advocating for the well-being of music makers and ensuring music remains an indelible part of our culture. For more information about The Academy, please visit www.grammy.com. For breaking news and exclusive content, follow @TheGRAMMYs onTwitter, like "The GRAMMYs" on Facebook, and join the GRAMMYs' social communities on Foursquare, GetGlue, Google +, Instagram, Pinterest, Tumblr, and YouTube.

The GRAMMY Foundation was established in 1988 to cultivate the understanding, appreciation and advancement of the contribution of recorded music to American culture. The Foundation accomplishes this mission through programs and activities that engage the music industry and cultural community as well as the general public. The Foundation works in partnership year-round with its founder, The Recording Academy, to bring national attention to important issues such as the value and impact of music and arts education and the urgency of preserving our rich cultural heritage. In recognition of the significant role of teachers in shaping their students' musical experiences, The Recording Academy and the GRAMMY Foundation partnered to present their first Music Educator Award in 2014. Open to current U.S. music teachers in kindergarten through college, the second annual Music Educator Award will be presented at the Special Merit Awards Ceremony & Nominees Reception during GRAMMY Week 2015. For more information about the Music Educator Award, please visit GRAMMYMusicTeacher.com. For more information about the Foundation, please visit www.grammyfoundation.org. For breaking news and exclusive content, please like "GRAMMY in the Schools^®" on Facebook, follow the GRAMMY Foundation on Twitter (@GRAMMYFdn) and join us on Instagram (@GRAMMYFdn).

Converse Inc., based in N. Andover, Massachusetts, is a wholly owned subsidiary of NIKE, Inc. Established in 1908, the Converse brand has built a reputation as "America's Original Sports Company"^™ and has been associated with a rich heritage of legendary shoes such as the Chuck Taylor^® All Star^® shoe, the Jack Purcell^® shoe and the One Star^®shoe. Today, Converse offers a diverse portfolio including lifestyle men's, women's and children's footwear, apparel and accessories. Converse product is sold globally by retailers in over 160 countries and through 87 company-owned retail locations in the U.S. For more information, visit Media.Converse.com.

Disney Performing Arts unlocks student potential and helps young people make their own dreams come true — whether it's performing in front of an international audience of thousands at Disney theme parks and resorts or honing their craft in enriching workshops and clinics taught by entertainment professionals. Every year, thousands of vocal, instrumental, and other ensembles travel from around the world to participate in Disney Performing Arts programs at the Disneyland Resort in Southern California and the Walt Disney World Resort in Florida. Disney delivers workshops and performance opportunities that enrich, inspire and often lead to life-changing personal achievement.

Ford Motor Company Fund & Community Services works with community partners to advance driving safety, education and community life. For more than 60 years, Ford Motor Company Fund has operated with ongoing funding from Ford Motor Company. The award-winning Ford Driving Skills for Life program teaches new drivers through a variety of hands-on and interactive methods. Innovation in education is encouraged through national programs that enhance high school learning and provide college scholarships and university grants. Through the Ford Volunteer Corps, more than 25,000 Ford employees and dealers work on projects each year that better their communities in more than 30 countries. For more information, visit www.community.ford.com.

Drive 4 UR School was developed as a fun, efficient way to help high schools raise money to support their sports and extracurricular activities while engaging with Ford vehicles. Ford dealerships partner with a local high school to conduct a test-drive fundraising event. For every valid test-drive completed, Ford Motor Company donates $20 to the participating high school, up to $6,000. Since 2007, Ford has donated nearly $25 million to high schools nationwide.

Journeys is a leader in the teen specialty retail scene, with more than 800 stores in all 50 states, Puerto Rico and Canada. Journeys uses fashion savvy and merchandising science to keep in step with the fast-paced footwear and accessories market for 13- to 22-year-old guys and girls. Journeys offers a wide variety of trendy, relevant brands that cater to teens that seek the hottest, new styles. However, the Journeys store is more than a retail environment — it's an extension of the teen lifestyle. From the plasma TVs playing exclusive content and the latest music videos, to the visual merchandising strategy and promotions, to the employees whose image and style reflect the customers' lifestyle and attitude. In addition, Journeys reaches its customers through www.journeys.com, a mobile website, catalog, national advertising, strategic cross-promotions, social media and grass-roots events like the Noise Tour. Journeys — An Attitude You Can Wear! Journeys is a division of Genesco Inc.

Teachers union candidates win Jefferson Parish School Board majority | NOLA.com

Teachers union candidates win Jefferson Parish School Board majority | NOLA.com:

Teachers union candidates win Jefferson Parish School Board majority

The high-profile battle for control of the Jefferson Parish School Board reached a climax Saturday when candidates backed by the Jefferson Federation of Teachers regained a majority of the nine seats. Melinda Doucet andRicky Johnson, union picks in the 2nd and 7th Districts, defeated business-backed opponents in the runoff elections, putting organized labor candidates in five seats on the board that takes office in January.

Their victories mean that the union achieved the voting bloc that business activists won in 2010. For 2015, Doucet and Johnson join Ray St. Pierre, Cedric Floyd and Marion Bonura. The business-backed slate is comprised of Larry Dale, Sandy Denapolis-Bosarge and Melinda Bourgeois. Mark Morgan, the union-endorsed board president, has emerged as the swing vote.

The races was closely watched and financed by the American Federation of Teachers, and its president, Randi Weingarten, cheered the outcome on Twitter: "Public schooling won tonite" (sic). The national union funneled almost $650,000 into the races in recent months, with $200,000 of that coming just before the election.

Business interests, by contrast, contributed $400,000 to their candidates over two years. The spending disparity caused business leaders to charge that the national union was out to influence local politics.

Money wars aside, the two newly elected union-backed candidates have outlined their stances, to an extent, on key issues. Johnson has indicated that he would push for another collective bargaining contract with the union, after the School Board scrapped that contract in 2012. Doucet said she wouldn't push for collective bargaining, though she said teachers should be better treated.

Johnson has decried the board's move to close seven schools. Doucet has criticized its accounting practices.

No matter the politics, the School Board has some important decisions to make next year. Superintendent James Meza Jr. is on the verge of retirement, which means the search for a new leader is forthcoming. And a recent spike in Central American immigrant students has forced officials to find long-term funding and resources, especially for new students struggling to learn English.

The Jefferson Business Council's executive director, Tony Ligi, who has supported business-backed incumbents, said as much Saturday. "The bottom line, in whatever should happen, is we need to continue to improve the Jefferson Parish school system," he said. "Kids are depending on that."

Doucet and Johnson are not alone in their criticism of Meza and the School Board's reforms. Some teachers have loudly opposed the rejection of collective bargaining.

Ligi said that if a union contract is reinstated, he hopes for a "happy medium," chiefly one in which principals still have freedom to fire ineffective teachers. Teachers now work under individual contracts that are up for renewal at the end of each school Teachers union candidates win Jefferson Parish School Board majority | NOLA.com:

ALEC clears path for for-profit charter companies to cash in after school closures « Education Votes

ALEC clears path for for-profit charter companies to cash in after school closures « Education Votes:

ALEC clears path for for-profit charter companies to cash in after school closures

Posted March 23, 2014

TAGS: ALEC, American Legislative Exchange Council, for-profit charter schools, school closures

by Félix Pérez

Memphis, Tenn., is no stranger to school closures. The Shelby County School District closed four schools in 2012 and 2013 each. And the district, despite a wave of parent- and clergy-led protests and a petition that generated 6,000 signatures, voted last month to close nine schoolsand combine two others.

TAKE ACTION ›

Sign the petition to tell ALEC to stop cashing in on kids. CLICK HERE ›

At a recent school board meeting, the Rev. Dwight Ray Montgomery said, “If Dr. King were here today, he’d be standing where I’m standing today, unafraid.”

In Newark, N.J., parents and educators are organized and speaking out against a proposal by the state-appointed superintendent to close or consolidate more than a dozen schools.

Last week, special education teacher Marie Blistan, testifying before the state Legislature’s Joint Committee on Public Schools, called the plan “misguided, top-down and illegal.”

The proposal “poses a threat to the very notion of universal public education designed to serve every school-age child in New Jersey,” said Blistan, vice president of the New Jersey Education Association.

Whether in Memphis, Newark, Philadelphia, Washington, DC, or Chicago, communities hit by school closures bemoan the loss of a longstanding neighborhood asset. Residents say school board members and local elected officials give short shrift to displaced students, many of whom have to walk long distances through dangerous neighborhoods to reach their new schools, some of which have poor records on academics, discipline and safety.

In Chicago, where some 100 schools have been closed since 2001 and 88 percent of the affected students were black, students commute to their new schools through gang areas using “safe passage” routes designated by the police department.

Aside from the less-than-anticipated savings realized by school districts and the likelihood that many students are moved to academically underperforming schools, critics of school closures take issue with the influx of out-of-state for-profit charter school companies that benefit financially from distressed communities and siphon money from underfunded public schools. In many instances, these for-profit schools are not accountable to parents or school boards, have mixed records of academic success, and are exempted from many of the standards and requirements with which public schools must comply.