Latest News and Comment from Education

Friday, May 29, 2015

Wall Street Billionaires Backing Charter Schools, Malloy - Hartford Courant

Wall Street Billionaires Backing Charter Schools, Malloy - Hartford Courant:

Hedge Fund Managers Back Charter School Movement, Democrats' Campaigns


Related: Could Malloy’s push to fund charter schools jeopardize budget approval? | The CT Mirror http://bit.ly/1Jdo89i

Several Wall Street billionaires who have invested heavily in the expansion of charter schools contributed over $200,000 to Democrats in the 2013-2014 election cycle, helping Gov. Dannel P. Malloy secure re-election.

The campaign contributors earned their fortunes as hedge fund managers and private equity investors before earning reputations as "education philanthropists." They have helped bankroll charter school movements across the country, spending to influence elections and to support advocacy monvements.

Gov. Malloy opened this year's legislative session with a budget proposal that included $4.6 million in funding to open two new privately-managed charter schools in the state, and an additional $17 million for new charter school seats over the next two years. Funding for local school districts would have remained flat.

The charter school funding became a sticking point in budget negotiations this year after a state legislative committee voted down the governor's proposal, and remained a point of contention as talks reached the final days. As of Friday night, a budget deal still had not been announced.

On the campaign trail last fall, Malloy was relatively quiet on the issue of charter school expansion, while Republican challenger candidate Tom Foley ran on a platform of increased school choice. But a review by The Courant of spending records show that charter school donors still chose to support Malloy.

The campaign contributions last cycle came from board members at and top donors to pro-charter school groups like Connecticut Coalition for Achievement Now (ConnCAN), Achievement First, Families for Excellent Schools, and others that have spent nearly Wall Street Billionaires Backing Charter Schools, Malloy - Hartford Courant:

ALEC Wants to Educate High Schoolers on Balanced Budgets and Fiscal Austerity

ALEC Wants to Educate High Schoolers on Balanced Budgets and Fiscal Austerity:

ALEC Wants to Educate High Schoolers on Balanced Budgets and Fiscal Austerity



(Photo: Light Brigading)
(Photo: Light Brigading)



The right-wing push to amend the US Constitution by requiring a balanced federal budget is gaining momentum. In January, GOP Governor John Kasich of Ohio went on a six-state tour to rally support, and so far this year, New JerseyUtah and North Dakota have passed resolutions calling for a Constitutional Convention to propose a balanced budget amendment. By some counts, 27 states have passed such resolutions; 34 are needed to trigger a convention.
Ronald Reagan called for a balanced budget amendment in the 1980s, Newt Gingrich included it in the 1994 Contract With America. A year later, ALEC joined the fray with a model resolution for states. Those who advocate for an amendment often cite "common sense" concerns about "fiscal responsibility." But as history shows, the rhetoric often masks the outright hostility many proponents of the amendment have for key federal programs like Social Security, Medicare and Medicaid, and for the regulatory infrastructure that protects consumers and the environment.
Plus, prominent economists warn that such an amendment could have catastrophic results during economic downturns and is exactly the wrong prescription for today's sluggish economy.
"A balanced budget amendment would force the government to reduce demand in the economy and eliminate jobs by cutting spending and/or raising taxes any time the economy slowed," Dean Baker, co-director of the Center for Economic & Policy Research, told CMD, adding that "in an economy that desperately needs more demand to boost growth and employment, the promoters of a balanced budget amendment are working hard to push in the other direction."
ALEC has indeed been working hard, and now the corporate bill mill has opened up a new front in the decades-long battle for a constitutional amendment: high school kids.
The "Founding Philosophy and Principles Act" requires every student to take a semester-length course on the founding philosophy of the United States - with particular focus on "the limitations on government power to tax and spend and prompt payment of public debt." The bill recently passed in the North Carolina Senate in April, and is currently heading to the Assembly for approval. In March, the same bill was introduced in Georgia and South Carolina.
ALEC Advances Ideological Agenda
Approved by ALEC's board of directors in 2012, the bill is a more extreme and ideological version of a decades-old model - the similarly named Founding Principles Act that mandates a high-school course on the "founders' principles" of Federalism. Not content with the original model, however, Don Vaughan - a former Democrat state senator and longterm ALEC member in North Carolina - decided to turn what was largely a call for a conservative civics into a tutorial on the moral virtues of private property, balanced budgets and the gold standard by introducing an amended version of the bill.
In this version, student must be taught to exercise "eternal vigilance" against government spending. They will also be instructed on:
  • Freedom of individual enterprise
  • A virtuous and moral people educated in the philosophy and principles of government of a free people
  • Constitutional limitations on government power to tax and spend and prompt payment of public debt
  • Money with intrinsic value
Remarkably, none of these items are in the US Constitution, at least not inALEC Wants to Educate High Schoolers on Balanced Budgets and Fiscal Austerity:

Mayor Kevin Johnson On Ed Reform: “Parents Have To Have Choices” | News One

Mayor Kevin Johnson On Ed Reform: “Parents Have To Have Choices” | News One:

Sacramento Mayor Kevin Johnson Weighs In On Education Reform: “Parents Have To Have Choices”








Why are so many African Americans against school choice when it is a viable option to educate the children who are being underserved by the education system in this country?
Many have said supporting alternative educational systems will somehow destroy public schools, butRoland Martin, host of NewsOne Now says, “Tell that to the kids that are not getting an education right now.”
Martin displayed a school feeder pattern which details how students in a Tulsa, Oklahoma, Atlanta, Georgia and in Nashville Tennessee funnel students from failing or low proficiency elementary schools to failing or low proficiency junior high schools to failing or low proficiency high schools.
Sacramento Mayor Kevin Johnson, a staunch proponent for school choice, called the feeder school systems highlighted by Martin as being in “crisis.”
“It’s unfortunate that a lot of families and communities don’t understand it. How can you go to a failing elementary school … and then you feed into a middle school … You have no choice but to end up in a failing high school.”
Johnson continued, “We’ve got to be able to have our families understand what’s at stake. We need our families to be able to have choices.”
“It is so important to be able to put our kids first, to make sure you have quality teachers in the classroom, but parents have to have choices and it’s not an either or. In this world it’s parents have to have choices, you cannot be trapped in failing schools and that is what choice is all about and the African American community going back 40, 50, 60 years ago we were for choice, we were for options.”
Later in their discussion, Mayor Johnson discussed the impact low proficiency in reading saying, only 20 percent of our children are reading at the correct grade level.
“That means you’re not going to graduate [from] high school. It means your not going to get a good job. It means you have to be very creative on how you earn a living. You’re 
Mayor Kevin Johnson On Ed Reform: “Parents Have To Have Choices” | News One:
KJ Says Be Like Me:




Big Education Ape: How Kevin Johnson Destroyed A Black Mayors Group To Promote His Brand http://bit.ly/1HSy0qa



Big Education Ape: Mayor Kevin Johnson’s latest moves and mishaps prove more than worrisome -Sacramento News & Review http://bit.ly/1KntOPN



Big Education Ape: KJ Got Some Splainin to Do | The Sacramento Bee http://bit.ly/1S79iVS



Big Education Ape: Opinion: Controversy, ambition continue to define Sacramento Mayor Kevin Johnson | The Sacrament... http://bit.ly/1FSCnzf

2015-16 Annual Charter School Survey. - (CA Dept of Education)

2015-16 Annual Information Survey Instructions - Announcements & Current Issues (CA Dept of Education):

2015-16 Annual Information Survey Instructions

Directions for completing the 2015-16 Annual Charter School Survey.



The information on this survey will update the California Department of Education's (CDE's) charter schools information. Please make any necessary additions, corrections, or modifications to the online survey to update charter school data for the 2015-16 fiscal year (FY).
Required fields are noted with an asterisk (*).

Section 1 - Charter School Location(s) and Contact School Information

School Information

Please review and edit the school information. The physical address refers to the physical location of the school or main site for non-classroom-based charter schools. Please include a mailing address if different.
If the physical address is not yet secured please use the mailing address. If neither a physical address nor mailing address is available, please use the mailing address of the authorizing local educational agency (LEA) in the interim.
Updates will be made upon finalizing a permanent school address by notifying the CDE. The CDE employs an online Web application called the Online Public Update for School (OPUS). By working with your authorizing LEA, you update their OPUS records as well as the CDE’s. The CDS Coordinator is listed on the California Public School Directory, under your charter school information.
DUNS Number

In accordance with the Federal Funding Accountability and Transparency Act, sub-grantees are required to report information, including a Dun and Bradstreet Data Universal Numbering System (DUNS) number, to the CDE to receive funding. Pursuant to 2 Code of Federal Regulations Part 25.205, failure to register and submit this information may result in delayed grant distributions or cancellation of a grant award. For additional information on this requirement and how to register for a DUNS number, please refer to http://www2.ed.gov/about/offices/list/ope/dunsguide.pdf External link opens in new window or tab. (PDF) andhttp://www2.ed.gov/about/inits/list/fbci/duns.pdf. External link opens in new window or tab. (PDF)
Primary School Contact

The contact and e-mail address provided in this section are used to compile the Listserv used by the CDE to notify charter school contacts of important information. Please name the most suitable contact for the charter school, which is often the following: charter administrator or principal, business manager, or chief executive officer of a charter management organization.
Location of Additional Sites

If the charter school operates at additional sites, including resource centers, meeting spaces, and/or other satellite facilities, please list the site name and addresses of ALL locations.

Section 2 - Education Agency that Approved the Charter

Enter the web address for the local educational agency in addition to the contact information in the provided boxes.

Section 3 - Site, Curriculum and Governance Information

Operation

This is the first date of instruction, i.e., the first date the charter school enrolled and began serving pupils. This does not refer to the date the charter school will begin instruction in the 2015-16 school year, unless the charter school is newly operational in 2015-16.
Note that pursuant to California Education Code EC Section 47652 External link opens in new window or tab., a charter school must commence instruction between July 1 and September 30 to be eligible for any state apportionment in the current fiscal year.
Renewal and Expiration Dates

These dates will be viewable, but edits cannot be made. If the charter has been recently renewed, please e-mail an electronic copy of the renewed charter petition, and a copy of the authorizing LEA’s approved minutes showing the charter renewal to:cschmid@cde.ca.gov. Remaining questions may be directed to this email account as well charterdata@cde.ca.gov.
Type of School

Please select or verify that the charter school is correctly identified as a conversion of a public school or a startup school.
Classroom-based Instruction and Non-classroom-based Instruction

Please select or verify that the type of instruction offered by the charter school is correctly identified as a classroom-based or non-classroom-based. Please refer to EC Section 47612.5 External link opens in new window or tab. and EC Section 47634.2 External link opens in new window or tab. for clarification.
Workforce Partnership

If the charter school has an exclusive partnership with one or more entities pursuant to EC Section 47612.1 External link opens in new window or tab., please check all that apply. For each entity selected, provide the effective date that instruction commenced for that charter school program.
Multi-track Calendar

If the charter school operates on a multi-track calendar, for additional information please refer to EC Section 47612 External link opens in new window or tab..
Incorporation

Please select or verify that the charter school is operated by, or as, a non-profit, for-profit or neither. If the charter school has completed legal incorporation proceedings, please send proof of incorporation to the CDE. If the charter school has not completed legal incorporation proceedings, select, “Charter School is not operated by, or as, a corporation." Upon completion, please send notification and proof of incorporation to the CDE so as to update the data accordingly. Notification and proof of incorporation may be sent directly to charters@cde.ca.gov.
Management Organization

Please select yes or no if you are part of either a Charter Management Organization or an Education Management Organization. If yes, enter the name of the organization in the provided box.

Section 4 - Facilities, Retirement and Services Information

Facilities

Proposition 39 requires school districts to provide charter schools with facilities that are sufficient and reasonably equivalent to other buildings, classrooms, or facilities in the district.

CCR Section 11969.7 External link opens in new window or tab. requires charter schools that receive or occupy Proposition 39 facilities shall report the per-square-foot charge it is paying to the CDE. The CDE shall post the per-square-foot amounts reported by charter schools on its publicly accessible Web site. The CDE shall offer the opportunity to each school district to provide explanatory information regarding its per-square-foot charge and shall post any information received.
If you have questions regarding this section, please refer to the Proposition 39 and Charter Schools Web page, or contact the Charter Schools Division by phone at 916-322-6029 or by e-mail at charters@cde.ca.gov.
Services

Please check the appropriate box. If the charter school is NOT providing educational instruction (i.e., claiming attendance) for FY 2015-16, please answer "No" and provide an explanation. The survey may then be submitted.

Section 5 - Funding

All charter schools must be either directly or locally funded. The decision on whether to be funded direct or local generally impacts the method of allocating funds rather than the amount of the allocation. For example, Local Control Funding Formula (LCFF) apportionment funds for a locally funded charter school flow through its local chartering authority whereas funds for a direct funded charter school may flow directly to the county treasurer and then to the charter school. However, the fund type decision may impact the amount of other state and federal funds that a charter school receives, outside the LCFF. This decision may be reconsidered on an annual basis. Note that due to the impact the fund type selection has on many programs, the fund type selected may not be changed during the fiscal year.
In addition to how a charter school receives its funding, the direct fund type selection also affects the manner in which a charter school participates in the California Assessment of Student Performance and Progress (CAASPP) system. A charter school selecting the direct funding type is fully responsible for all CAASPP administration and is reported as its own Local Educational Agency (LEA). A charter school selecting the local funding type will administer all CAASPP assessments with the authorizing LEA and scores will be reported with the authorizing LEA
The CDE encourages charter schools that may want to select the direct fund type to review the direct funding option information on the Apportionment and Categorical Funding Guidance Web page found athttp://www.cde.ca.gov/sp/cs/as/appcatbgguidtoc.asp and the CAASPP Web page found at http://www.cde.ca.gov/ta/tg/ca/ to discuss this decision with their chartering authority.
Continuing Schools Funding Selection on File at the CDE for FY 2015-16

The pre-populated answer to the survey statement '2014-15 funding type:' indicates the current fund type selection on file at the CDE for charter schools that operated in FY 2014-15. A continuing charter school is one that was operating and received funding in FY 2014-15. A continuing school with 'Local' or 'Direct' as the fund type that wants to change its funding selection for FY 2015-16, must do so in the next question on the survey.
New Charter Schools Choice of Local or Direct Fund Type

Each newly operational charter school - including conversion charter schools - must make a fund type selection.
The fund type decision may impact the amount of funding a charter school receives for programs outside of the LCFF. This is because funding for programs not in the LCFF may be based on prior-year enrollment or requires a separate application process, and a new charter school may not have the eligibility, resources, or expertise to independently access these funds in a timely manner. Therefore, the CDE encourages funding locally through the charter school's local chartering authority, in the first year of operation.
County Charters

This section pertains to charter schools approved as:
  • A county program charter pursuant to EC Section 47605.5 External link opens in new window or tab. (i.e., provides direct education and related services to pupils for whom the county office of education is otherwise responsible).
  • A countywide charter pursuant to EC Section 47605.6 External link opens in new window or tab. (i.e., provides instructional services that are not generally provided by a county office of education; operates one or more sites within the geographic boundaries of the county; and provides educational services to a pupil population that will benefit from those services and that cannot be served as well by a charter school that operates in only one school district in the county).
Please check the applicable box(es). Check option C only if the school's charter has been approved as a countywide charter school pursuant to EC Section 47605.6 External link opens in new window or tab. (see second bullet above).
The district of residence may be responsible for the transfer of the in-lieu of property tax portion of the charter school's general purpose entitlement pursuant to EC Section 47632 External link opens in new window or tab. and EC Section 47635 External link opens in new window or tab.. The transfer of the in-lieu of property taxes is required to be made monthly based on the amount certified by the State Superintendent of Public Instruction. As such, the CDE recommends that the charter school contact each school district of residence as early as possible to identify the average daily attendance (ADA) that will be reported to the CDE and to discuss the methodology for the transfer of the in-lieu of taxes.

End of Survey

Certification
The 2015-16 CDE Charter Schools Annual Information Survey should be completed and the information certified by an authorized representative of the charter school.
A copy of the survey should be maintained on file by the charter school.



Bernie Sanders On Education: 5 Things The Presidential Candidate Wants You To Know - Forbes

Bernie Sanders On Education: 5 Things The Presidential Candidate Wants You To Know - Forbes:

Bernie Sanders On Education: 5 Things The Presidential Candidate Wants You To Know


Vermont Senator Bernie Sanders is challenging front-runner Hillary Clinton for the 2016 Democrat party presidential nomination. Though he is a registered Independent and is proud to call himself a democratic socialist, he will run as a Democrat. In his campaign announcement today he called once again for a move to “make college tuition in public universities and public colleges free.”
He has not had much to say recently on the hot-button issues of school choice, Common Core curriculum standards, charter schools or vouchers, but over the years he has decried a move toward “privatizing” education. Before his election to the Senate in 2006, he served as Vermont’s lone Congressman and voted against voucher programs and for No Child Left Behind. Here are some of his views on education:
Federal spending to cut college tuition:

If the federal government were to invest $18 billion a year, with a dollar-for-dollar match from state governments, we would slash college tuition in the United States by more than half. Many of my colleagues in Washington would look at that number – $18 billion a year – and tell you that we can’t afford to make that kind of investment in our nation’s young people. To put it simply, they are wrong. In the budget proposal President Obama released two weeks ago, he requested $561 billion for the Department of Defense – $38 billion over budget caps that are currently in place. If we were to reduce the President’s proposed increase in military spending by less than half, and instead invest that money in educational opportunities for today’s college students, we could cut tuition by 55%. So I challenge all of you… ask yourselves, where should our priorities lie?
University of Iowa speech, February 2015
Student debt:
U.S. Senator Bernard “Bernie” Sanders (I-VT) announces his run for the White House during a news conference on Capitol Hill on April 30, 2015  (Photo by Alex Wong/Getty Images)
In my view, the most revolting aspect of the student loan crisis is that every year, the federal government makes billions of dollars in profits off of student loans – $127 billion over 10 years, according to the Congressional Budget Office. We must end the practice of the government making billions in profits from student loans taken out by low and moderate income families. That is extremely regressive public policy. It also makes no sense that students and their parents are forced to pay interest rates for higher education loans that are much higher than they pay for car loans or housing mortgages. We must restructure our student loan programs to take the profits out of our system, and return them to borrowers in the form of loan forgiveness and lower interest rates.

Today’s borrowers should be able to refinance their student loans at much lower interest rates. This will allow millions of people to pay off their debt sooner, and have more money to buy a car, buy a house, or invest in their own children’s future education.

University of Iowa speech, February 2015

Teacher pay:

The great moral, economic and political issue of our time is the grotesque level of income and wealth inequality we are experiencing. Something is very wrong when, last year, the top 25 hedge fund managers earned more than the combined income of 425,000 public school teachers. We have got to get our priorities right.

Facebook post, February 2015

Pre-school:

There is perhaps no issue more important than how we educate our youth. I am very concerned that, on many levels, we are failing our youth. We must do away with the Bernie Sanders On Education: 5 Things The Presidential Candidate Wants You To Know - Forbes:

StudentsFirst’s Rebecca Sibilia and Her “Charter’s Little Helper,” EdBuild | deutsch29

StudentsFirst’s Rebecca Sibilia and Her “Charter’s Little Helper,” EdBuild | deutsch29:

StudentsFirst’s Rebecca Sibilia and Her “Charter’s Little Helper,” EdBuild



One of the characteristics of those pushing the test-score-driven privatization of public education is that they easily hop from “venture” to “venture.” If time is up for them at one nonprofit or education business, they just hop onto another corporate reform nonprofit or business, or they easily secure corporate-reform-philanthropy, hedge-fund, or other bucks to mushroom into yet another, likely “nonprofit, nonpartisan”-styled venture.
They might even a preserve some tertiary connection to the former, uh, venture.
Such is the case of Michelle-Rhee-gravy-train associate Rebecca Sibilia and her new venture, EdBuild.
In August 2014, it was announced that Rhee planned to resign by the end of 2014 as StudentsFirst CEO to work at (of all places) Scott’s Miracle Gro. She is supposedly still on the StudentsFirst board of directors. Meanwhile, in January 2015, Rhee was appointed to a three-year term on the Scott’s board.
Sibilia has been working in DC in ed policy and connected to DC Public Schools since at least 2001. In 2000, Rhee’s The New Teacher Project (TNTP) began work in DC schools, “redesigning the city’s recruitment and hiring practices.” During Rhee’s time as DC chancellor (2007-10), Sibilia became chief financial officer for the Office of State Superintendent of Education (OSSE), where she remained until August 2011, when she joined Rhee’s StudentsFirst as chief operating officer and vice president of fiscal strategy. According to Sibilia’s Linkedin bio, Sibilia continues to hold this StudentsFirst post even as she became “founder and CEO” of EdBuild (located in Jersey City, NJ) in November 2014.
One curiosity from Sibilia’s Linkedin bio is that she states that she actually created EdBuild sooner, and with other people, when she was president of Resources and Strategies, LLC (July 2005-September 2009). Here is how she describes EdBuild:
Participated in the creation of EdBuild, a venture capital project to utilize charter school facility funding and practices to renovate District of Columbia Public Schools buildings, in partnership with the New Schools Venture Fund.
Thus, it seems that the purpose of EdBuild is to help DC charter schools secure and maximize facilities.
New Schools Venture Fund (NSVF) is known for supporting test-score-driven, StudentsFirst’s Rebecca Sibilia and Her “Charter’s Little Helper,” EdBuild | deutsch29:

Just Like Michelle Rhee's Students first only BETTER


Astroturf lobbying refers to political organizations or campaigns that appear to be made up of grassroots activists but are actually organized and run by corporate interests seeking to further their own agendas. Such groups are often typified by innocent-sounding names that have been chosen specifically to disguise the group's true backers

Just Like Michelle Rhee's
 Students first Astroturf lobbying (only Better) 

Today By: UndercoverBAT - Badass Teachers Association

Badass Teachers Association:

Today By:  UndercoverBAT



moon


Originally posted on:    https://undercoverbat.wordpress.com/2015/05/28/today/



I enter my home, my hands overflowing with all of my end of year stuff. It’s not enough that you have to do report cards, student records, and everything else for the end of the year, but I take it upon myself to do a special present for all my kids too.

Because I don’t have enough on my plate, and I don’t spend enough money on my kids as it is.
So my hands are overflowing. Things are trying to fall out of the teacher bag over my shoulder, and I set it all down. Because really, that’s not what I’m thinking about.

Today I lost my  job.

There. There it is in print. Today I lost my job.

Today I lost my job. Today.I.Lost.My.Job. I lost my job. I lost my job I lost my job I lost my job oh my God I LOST MY JOB.

I have suspected this day was coming; I’ve seen the writing on the wall. And even with my undercover status, I’m not the person the administration’s looking for, and I know that. But I wanted the choice to leave to be mine, and I’ve been trying to make it mine. But no one would call back. No one would return an email. And I was starting to resign myself to the fact that leaving wasn’t going to be an option.

And now leaving is the only option.

Because they told me so.

The thing is, I know I’m not a horrible teacher. I’m not the world’s best teacher, but I’m a pretty damn good teacher. And my kids leave my class knowing a lot more than ABCs and 123s. And I’ve got several years’ worth of students in that building to prove that.

But…

That’s not the way the game works. It’s about politics. It’s about who you’re friends with, and who you’re not friends with.

Standing up for children is irrelevant.

Caring about children is irrelevant.

Today I lost my job.

Today I also got the information about how my summer paychecks will work. Except mine won’t work that way for me because I lost my job. And I got a letter that tells how long my health insurance lasts. And it really sunk in that this could be it. These next few days could be the last days that I’m a 
Badass Teachers Association:

*Hope Always Wins the Day* | EduShyster

*Hope Always Wins the Day* | EduShyster:

*Hope Always Wins the Day*



City-councilor-to-be Helen Gym talks about the movement behind her win—and a clear defeat for the education reform vision…
Helen 1EduShyster: That sound you just heard was me uncorking a box of champagne. But you still have to win the general election in November. Did I start celebrating too soon?
Helen Gym: No—you didn’t celebrate too early. I’m not worried about the race but I definitely want to make sure that in the final tally in November that I move up in votes and send a clear message about voters prioritizing public education and communities. And just to put things in perspective, Democrats outnumber Republicans in Philly by more than 7 to 1.
EduShysterI’m going to ask the question that’s on a lot of readers’ minds, which is *why am I so obsessed with a city council race in a city where I don’t even live?*
Helen 2Gym: This wasn’t about just one race. In November, we helped to topple the first sitting governor in Pennsylvania history, since the two-term system was implemented. It was one of the few bright spots in otherwise depressing national mid-term races. We were then able to roll that energy into the municipal elections this spring and not only elect a mayor and a city council candidate who touted a pro-public schools agenda but in the process, delivered a resounding rejection to a pro-privatization, corporate education reform movement that had consolidated behind other candidates. It was remarkable on so many levels, but for me, it was an uplifting, exhilarating campaign built on years of collaboration, partnership and base building. 
EduShyster: Enough with the inspirational talk—let’s go back to the voters’ *resounding rejection* of a pro-privatization, corporate education reform movement. I’m just going to have a tiny bit more champagne.
Gym: Philadelphia is a place where corporate education reform has done so much damage. No one is a bigger symbol of that damage than the hedge fund billionaires behind the Susquehanna GroupThey poured nearly $7 million into a municipal *Hope Always Wins the Day* | EduShyster:

Albany Continues to Ignore Parents Ensuring the Opt­Out Movement Will Grow - NYS ALLIES for Public Education

Albany Continues to Ignore Parents Ensuring the Opt­Out Movement Will Grow - NYS ALLIES for Public Education:

Albany Continues to Ignore Parents Ensuring the Opt--Out Movement Will Grow




With the secretive appointment of MaryEllen Elia to the post of  NYS Commissioner of Education, the Board of Regents has ensured that the opt-out movement will continue to grow. The Board of Regents blatantly ignored the concerns of parents and entrusted the education of New York State’s three  million children to a vocal proponent of high stakes testing, evaluating teachers based on student test scores, merit pay, and career advancement based on test scores.


Praised by Arne Duncan and Jeb Bush, MaryEllen Elia (former recipient of a 100 million dollar Gates Foundation grant) is the wrong choice for New Yorkers who have become increasingly more opposed to high stakes testing and the Common Core.  Although union leaders and some advocacy groups have inexplicably praised the appointment of the new Commissioner, this  violation of the public trust reaffirms the obligations of  parents to protect the children of New York by refusing harmful high stakes tests.

“It is very disappointing that the selection of Ms. Elia was debated behind closed doors without public knowledge or input.  If the Regents want to repair the lack of confidence in our state education department, they should be listening and partnering with all stakeholders,” stated Chris Cerrone, school board member from Erie County.

Anna Shah, Dutchess County public school parent concurred, “Given Elia's history of compromising the rights of students of color and special education students, the hasty decision to hire her is of deep concern. Tuesday’s appointment demonstrates that there should be greater checks and balances between the Regents and the public to assure accountability.”

Rockville Centre high school principal Carol Burris said, “Just last week members of the Board of Regents roundly criticized the new law mandating the increased use of test scores to evaluate teachers, going so far as to call the practice ‘indefensible’.  Yet this week the very same Board of Regents appointed a commissioner of education who openly supports not only high stakes testing but also merit pay and evaluation based on test scores. Clearly the message of opt-out was not heard--parents and rank and file teachers want child-centered, not test-centered schools.”

“Parents and civil rights leaders in the Tampa area were understandably concerned about the  disproportionately high rates of suspension of African American students during MaryEllen Elia’s tenure. It is disturbing that we now have a Commissioner of Education who was not only fired from her last job but who also generated criticism for strict disciplinary policies and racial disparities,“ said Nancy Cauthen, a New York City public school parent and a leader of Change the Stakes.

Bianca Tanis, an Ulster County public school parent and founding member of NYSAPE said, “It is a sad day when the leadership of organizations like NYSUT, UFT, and AFT are willing to throw our children under the bus for a seat at the table with a new commissioner who clearly supports the harmful testing policies and practices that Karen Magee, Michael Mulgrew, and Randi Weingarten claim to oppose. Rank and file teachers are appalled by the behavior of the current union leadership.”

Jeanette Deutermann, a Nassau County public school parent and founder of Long Island Opt Out said, “The leadership of these organizations no longer represent the teachers in our classrooms that we know and love, the teachers who are willing to stand up for our children.  Parents will continue to lead this movement and urge teachers to demand new union leadership that puts children before politics.”

“We don’t have a communications problem as parents fully understand what is happening in their children’s classroom. Despite a half a million opt-outs & letters, Chancellor Tisch and Governor Cuomo are clearly full steam ahead with their corrupt school privatization agenda at the expense of common sense and amid the  outrage of the public school parents they serve,” said Lisa Rudley, Westchester County public school parent and founding member of NYSAPE.



Beth Dimino, Chair of the Stronger Together Caucus, a caucus within NYSUT, said, “It is the hope of ST Caucus that Ms. Elia will reverse her past positions on Common Core, high stakes testing, and teacher evaluations as her positions do not align with those of ST Caucus and those shared by the Board of Regents at their May 18th meeting.”

“During her first school visit, Elia told teachers, ‘Opt-outs are no good for teachers and no good for parents.’ It is concerning that she would make such a judgement prior to reviewing New York State Common Core tests or exploring why the resistance to those tests has been so strong.” said Ruth Quinn, a school board member from Ulster County.

The appointment of MaryEllen Elia represents a concerted effort to diminish the rights and concerns of public school parents. Her appointment ensures that the test refusal movement will grow as NYSAPE members continue to advocate for the elimination of test driven reforms that fly in the face of research and best educational practice.

NYSAPE is a coalition of over 50 grassroots parent and educator organizations across the state. 
- See more at: http://www.nysape.org/albany-continues-to-ignore-parents-ensuring-the-optshyout-movement-will-grow.html#sthash.hkOv7eT7.dpuf