LAUSD chief signals desire to limit teacher job protections and change funding rules

LAUSD chief signals desire to limit teacher job protections and change funding rules

LAUSD chief signals desire to limit teacher job protections and change funding rules

Los Angeles schools Supt. Austin Beutner has yet to lay out his plans to help the nation’s second-largest school district shore up its finances and improve its academics. But on Thursday, in a speech to an invitation-only audience, he gave strong signals that he might fight to place some limits on job protections for teachers and to get Sacramento to change the way it determines funding.

Beutner defended the concept of tenure but expressed dissatisfaction with the results.

“We need a transparent, efficient and fair process to manage ineffective teachers out,” he told the crowd of students, parents, district leaders and representatives of community organizations gathered in the library of the Robert F. Kennedy Community Schools complex in Koreatown. “In the same way we need to support teachers, we need to support students and make sure that they have great teachers in their classrooms.”

Only “a few, a very few, people in the teaching profession are not helping students succeed,” he said, but “an ineffective teacher can cause students to lose more than a year of learning, which is setting students up for failure.”

Tenure rules in California’s traditional public schools provide strong protections for fully trained teachers after two years.

Changing teachers’ job protections or the way in which they are evaluated would most likely have to be accomplished through contract negotiations, state legislation or a ballot initiative. Beutner acknowledged the Los Angeles Unified School District could not just decide such highly contested matters on its own.

His speech was part of a public relations counter-offensive against the teachers union, which Continue reading: LAUSD chief signals desire to limit teacher job protections and change funding rules

The New Standardized Morality Test. Really.

The New Standardized Morality Test. Really.

The New Standardized Morality Test. Really.

I'm not really sure how to start this, because -- well, I'll just let the lede on this press release speak for itself:

IOWA CITY, Iowa—ACT, the nonprofit developer of the ACT® test and other assessments taken by millions of individuals worldwide, announced today that it was selected by the Crown Prince Court in Abu Dhabi to provide the Moral Education Standardized Assessment (MESA) for the Moral Education program in the United Arab Emirates (UAE). 

That's right. The ACT folks have developed a standardized test for measuring morality.

It goes with the moral education program developed for the UAE. If you look at it, it seems relatively benign. Based on four pillars, which are Character & Morality, Individual & Community, Civic Studies, and Cultural Studies. The four goals are to build character, instill ethical outlook, foster community, and endear culture.  The local goal is to "develop responsible, cultured, engaged adults ready for the wider globalized world. The global objective is to "develop student awareness of the shared human experience and make them messengers of the values they embody."

As one might expect, there is all manner of moral irony in this plan for a nation that is not exactly an egalitarian haven for freedom of expression and the rights of women and children (the penal code allows the "chastisement by a husband of his wife and … minor child" as long as he doesn't go to far. Homosexuality is not explicitly forbidden throughout the UAE (ten years for sodomy in Dubai), though certain emirates do forbid it and all the UAE criminalizes Continue reading: The New Standardized Morality Test. Really.

Discriminatory School Discipline is a Crisis! We Must Lead. | Cloaking Inequity

Discriminatory School Discipline is a Crisis! We Must Lead. | Cloaking Inequity

DISCRIMINATORY SCHOOL DISCIPLINE IS A CRISIS! WE MUST LEAD.

When I was teaching at UT Austin, school discipline was a dissertation topic that students wanted to investigate, but there weren’t available faculty at the institution that were conducting research in the area at the time. As a result, student interest in the disparate and unequal discipline practices occurring in schools began to drive my own interest in the area. So we began an informal research group that would meet once a month or so to coordinate and discuss our school discipline research. While there were several students working on the issue, I’d like to quickly highlight two of the students that I worked with. Rebecca Cohen was probably one of the sharpest graduate students I chaired at UT. Her dissertation was entitled Discipline without Derailing: An Investigation of Exclusionary Discipline Practices in Schools. She found:

Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense.

I tried to recruit Dr. Rebecca Cohen to California State University. She’d make a fantastic faculty member.

Then there is Dr. Heather Cole. I don’t think I have encountered a graduate student who was more prolific writer during graduate school. We published six pieces together while she was in graduate school! 6! Relevant to this blog, we also took on school discipline in two pieces about school-based Youth Courts.

Cole, H. & Vasquez Heilig, J. (2011). Developing a school-based youth court: A potential alternative to the school to prison pipeline. Journal of Law and Education, 4(2), 1-17.

Cole, H., Vasquez Heilig, J., Fernandez, T., Clifford, M., & Garcia, R. (2015). Social Justice in action: Urban school leaders address the school to prison pipeline via a youth court. In M. Khalifa, C. Grant, N.W. Arnold and A. Osanloo (Eds.), Handbook of Urban Educational Leadership (pp. 320-328). New York, NY: Rowman and Littlefield.

I’ll come back to Youth Courts in a moment. Last night, here in Sacramento, the NAACP sponsored a community-town hall to address school discipline.

A new report entitled The Capitol of suspensions: Examining the racial exclusion of Black male in Sacramento countyauthored by Luke Wood, Frank Harris and Tyrone Howard shows the Sacramento City Unified School District suspends Black students more than any other school district in the state. The report also shows that several other districts in the Continue reading: Discriminatory School Discipline is a Crisis! We Must Lead. | Cloaking Inequity

Since 'Citizens United,' Just 15 Groups Account for 75 Percent of the $800+ Million in Dark Money Spent on US Elections

Since 'Citizens United,' Just 15 Groups Account for 75 Percent of the $800+ Million in Dark Money Spent on US Elections

Since 'Citizens United,' Just 15 Groups Account for 75 Percent of the $800+ Million in Dark Money Spent on US Elections
"Policy ideas and candidates' positions should be promoted by organizations who are proud to be engaged in our public arena, not secretive front groups designed to deceive voters, hide donors, and deploy deceptive tactics."

Just 15 groups were responsible for more than 75 percent of dark money political spending from 2010 to 2016, and together poured more than $600 million—out of a total of $800+ million—into campaigns in the wake of the landmark Citizens Unitedcase, according to a new analysis from Issue One, a nonpartisan nonprofit that advocates for stricter campaign finance rules.

"The dark money groups and anonymous donors behind them that endlessly bombard Americans with television ads spouting half-truths and outright lies do a disservice to voters."
—Nick Penniman, Issue One

"Dark money groups hold enormous sway over what issues are, and are not, debated in Congress and on the campaign trail," the report explains. "But the donors behind these groups rarely discuss their motivations for bankrolling these efforts, leaving the public in the dark about who funds these increasingly prominent and potent organizations."

In addition the new Dark Money Illuminated (pdf) report, which identifies about 400 donors and organizations bankrolling these 15 secretive groups, the researchers also developed profiles for each dark money group and an "extensive, first-of-its-kind databasecontaining nearly 1,200 transactions, each supported by primary source documents."

"Right now, the dark money groups and anonymous donors behind them that endlessly bombard Americans with television ads spouting half-truths and outright lies do a disservice to voters," said Issue One CEO Nick Penniman. "In the internet age, every American should be able to know where the money is being spent and who is giving it in near real-time."

Of course, overall political spending since 2010 is in the many billions of dollars, but the Issue One report specifically focuses on groups that have been allowed to conceal their donor lists.

While the groups examined by Issue One have supported both Democrat and Republican candidates at various levels of politics, the only ones to break $100 million primarily back the GOP. The U.S. Chamber of Commerce—which gets substantial funding from big banks, pharmaceutical companies, and polluting industries—spent $130 million, and Crossroads GPS, co-founded by former White House strategist Karl Rove, spent $110 million. The third highest spender was the right-wing billionaire Koch Brothers' Americans for Prosperity.

Check out the full list:

"Whether you're a conservative Republican or a progressive Democrat, policy ideas and candidates' positions should be promoted by organizations who are proud to be Continue reading: Since 'Citizens United,' Just 15 Groups Account for 75 Percent of the $800+ Million in Dark Money Spent on US Elections

Students are waging war on sexist and racist school dress codes — and they’re winning - Vox

Students are waging war on sexist and racist school dress codes — and they’re winning - Vox

Students are waging war on sexist and racist school dress codes — and they’re winning
Traditional dress codes punish marginalized students disproportionately, but this anti-racist, anti-sexist dress code could fix that.

Emma Stein was just a freshman when she was cited for a dress code violation at her school, suburban Chicago’s Evanston Township High School. A security guard said her dress was too short, so Stein had to pull a pair of sweatpants over her clothes. She was not punished for the infraction, but it was still a really upsetting experience.

“It added a level of insecurity to this already stressful time,” Stein recalled.

Stein wasn’t the only one troubled by the dress code at the 3,700-student school. In 2016, students staged a protest demanding a new policy that didn’t discriminate along gender or racial lines.

And the school’s administration listened.

“We needed to look at getting a new dress code, and we wanted to make sure it was body-positive and didn’t marginalize students,” the school’s principal, Marcus Campbell, said.

In 2017, Evanston Township High School debuted its new dress code, which permitted tank tops, leggings, hats, and other previously banned items. The policy also stated that students were not to be marginalized based on race, class, gender, sexual orientation, or other identity markers.

The story of Evanston Township High School’s dress code is an increasingly common one. As dress code controversies sweep the education system, parents and students are fighting back against policies that they see as sexist, racist, or both. And more and more schools are listening to these protests, adopting guidelines that reflect a new understanding of what constitutes “appropriate” student dress.

Oregon NOW’s model dress code has had an international impact

Adopting a new dress code isn’t easy when most existing policies are several years old and contain many of the biases schools are edging away from now. So, the Oregon chapter of the National Organization for Women devised a model policy for Portland Public Schools that took effect in 2016 and has since spread across the country.

School districts such as Evanston’s District 202 and California’s San Jose Unified have either borrowed heavily from the dress code policy or adopted it outright. Praised for being inclusive, progressive, and body-positive, the Oregon NOW model may be the Continue reading; Students are waging war on sexist and racist school dress codes — and they’re winning - Vox

Wealthy People Are Destroying Public Schools, One Donation At A Time

Wealthy People Are Destroying Public Schools, One Donation At A Time

Wealthy People Are Destroying Public Schools, One Donation At A Time

Recent news stories about wealthy folks giving multi-million donations to education efforts have drawn both praise and criticism, but two new reports by public education advocacy groups this week are particularly revealing about the real impact rich people have on schools and how they’ve chosen to leverage their money to influence the system.

‘The Education Debt’

The first report, “Confronting the Education Debt” from the Alliance to Reclaim Our Schools examines the nation’s “education debt” – the historic funding shortfall for school systems that educate black and brown children. The authors find that through a combination of multiple factors – including funding rollbacks, tax cuts, and diversions of public money to private entities – the schools educating the nation’s poorest children have been shorted billions in funding.

One funding source alone, the federal dollars owed to states for educating low-income children and children with disabilities, shorted schools $580 billion, between 2005 and 2017, in what the government is lawfully required to fund schools through the provisions of Title I of the Elementary and Secondary Education Act and the Individuals with Disabilities Education Act.

The impact of not fully funding Title I is startling, the report contends, calculating that at full funding, the nation’s highest-poverty schools could provide health and mental health services for every student including dental and vision services, and these schools would have the money to hire a full-time nurse, a full-time librarian, and either an additional full-time counselor or a full-time teaching assistant for every classroom.

State and local governments contribute to underfunding too by keeping in Continue reading:Wealthy People Are Destroying Public Schools, One Donation At A Time

Stunning New Report: How Can Our Society Repay A Long Education Debt to Our Poorest Communities? | janresseger

Stunning New Report: How Can Our Society Repay A Long Education Debt to Our Poorest Communities? | janresseger

Stunning New Report: How Can Our Society Repay A Long Education Debt to Our Poorest Communities?

How can our society overcome nearly a quarter century of catastrophic public education policy designed by neocons, supply side economists, billionaire privatizers, and the American Legislative Exchange Council?  A new report, released yesterday by the Alliance to Reclaim Our Schools, outlines three steps by which we can recommit ourselves to a public school system prepared to serve and nurture all of America’s children.

1. Congress must fund fully two federal programs designed to help school districts serving concentrations of children in poverty and children with special needs: Title I and the Individuals with Disabilities Education Act (IDEA);
2. Together the federal government, states and local school districts must, by 2025, launch 25,000 sustainable, wraparound Community Schools to ensure that children and families in our poorest communities have access to supports that will enable the children to achieve at school; and
3. The U.S. Department of Education must recommit itself to its primary purpose: ensuring equity across America’s over 90,000 public schools.

The report challenges federal and state governments together to address today’s reality: “Districts serving white and more affluent students spend thousands to tens of thousands of dollars more, per-pupil, than high poverty school districts and those serving majorities of Black and Brown students. The challenges faced by these schools—larger class size, fewer experienced teachers, the lack of libraries, science equipment, technology and counselors—all reflect a lack of resources. By failing to provide adequate funding, we deny these children the chance to fulfill their potential.”

School finance is a three part bargain, with each school district taxing itself (currently roughly 45 percent of school funding); states providing revenue (currently about 47 percent) and creating a state distribution formula to overcome disparities in local capacity; and the federal government providing a relatively smaller amount (currently roughly 8 percent) to support students with particular needs and to oversee civil rights. The Alliance to Reclaim Our Schools outlines five policy mistakes which have compounded a fiscal crisis over time for public schools in poor communities and areas without sufficient capacity to raise funding locally:

1. Congress has failed to fund Title I and the IDEA at the levels promised when these programs were enacted.
2. Local funding in the poorest communities is inadequate even when the citizens make a Continue reading: Stunning New Report: How Can Our Society Repay A Long Education Debt to Our Poorest Communities? | janresseger

Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’

Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’
Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’

Sacramento Charter High School’s top administrator has resigned just days after students left classes in protest and she blasted St. Hope administrators for what she said was the school’s “sustained history of neglect from above” and their “reactionary finger-pointing” in their handling of the student walkout.

Christina Smith in a strongly worded one-page letter dated Monday and obtained Wednesday by The Sacramento Bee, threw her support behind the students, saying the demonstrations and the blame laid at Smith’s feet in its wake by leaders of St. Hope Public Schools, which runs the charter high school, were among the tipping points that led to her resignation as the school’s site lead.
Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’

Smith, the site lead for grades 10-12, was in the position for two months, said St. Hope officials.

“I’m resigning because I am frustrated that our upper leadership does not appreciate education as a collaborative enterprise. ... that our schools were reorganized with little planning and without staff and community consultation and that there is no accountability mechanism for addressing student, teacher and site lead concerns – and that St. Hope’s executives and board remain unresponsive to that fact.”

St. Hope Chief of Schools Kari Wehrly, who is in charge of overseeing academic alignment at St. Hope schools including Sac High, will assume Smith’s role on an interim basis, St. Hope officials announced in a statement Wednesday.

“It is unfortunate to lose Ms. Smith only three weeks into the school year and we recognize the concern this creates for scholars, staff and families,” the statement read in part. “We are currently developing a plan for additional staff realignment within St. Hope Public Schools to ensure Sac High is properly staffed for both teaching and administration.”

Some 100 students staged four days of walkouts frustrated that student-led changes to the campus’ handbook approved at the end of the 2017-2018 school year were set aside by St. Hope officials and that students were ordered by the officials to wear costly school-mandated uniforms.

“We feel like we’re being stripped of our voices,” said senior Keishay Swygert during Friday’s demonstration, part of four days of protest against St. Hope administrators. “We want our school back.”

Other students on Wednesday bemoaned a high teacher turnover rate, a lack of textbooks, arbitrary rule-making by school leaders and an environment that does not properly prepare its students for college.

Sac High, is “portrayed as a college-prep school, but there’s no system to help (students) get to college and no focus on keeping the students that are here”, said senior Andwele Fletcher. “As a freshman, I thought the seniors then were a lot more prepared to go to college than we are now.”

Student demonstrators, who have dubbed themselves “next-level advocates,” met with board representatives including St. Hope’s chief director of schools and its CEO Jake Mossawir on Monday afternoon, said Berry Accius, leader of Sacramento community advocacy Voices of Youth, who joined the students.

Saying “change is never easy or comfortable,” St. Hope officials on Wednesday characterized the changes that ignited students’ ire as “adjustments to our staffing and classroom structures, while also working hard to bring new services, resources, and extracurricular opportunities to our campuses.”
Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’

Officials in the statement said St. Hope made a “series of modifications to Sac High policies” after talking with students. Officials did not elaborate on the policy changes.

In her letter, Smith lambasted administrators’ response to the protests, saying leaders “immediately interpreted their own students as a threat” and suggested the walkouts resulted from her leadership of the school.

“As if Sac High had no sustained history of neglect from above and as if protesting voices could be turned off like a faucet,” Smith wrote. Smith also called out failures in St. Hope’s leadership that she said has led to an exodus of talented teachers and staff, alienated community members and sowed resentments among its student body.

“Until St. Hope engages in an honest reckoning with its executive leadership failures, initiates an external evaluation and adopts best practice models for charter schools, the system will only frustrate our mission, intensify resentments and keep driving away the most dedicated teachers and staff,” she wrote. 

The charter school operated by St. Hope had been in flux for months, say observers critical of the school’s recent realignment, the loss of teachers and staff and perceived hard lines on policies governing students’ uniforms, cell phone use and how students enter and leave campus.

“Everything’s locked, the school’s just shut down” once instruction ends, one 10th-grade student said at an Aug. 11 meeting of parents, students and advocates, describing how the school’s 750-plus students were forced out one door at the end of the first day of school. The student likened the scene to herding cattle, but said she did not want her name disclosed fearing retribution from school officials. “They won’t even let kids go to the bathroom,” the student said.

The frustrations laid out in Smith’s Monday missive to St. Hope came to a head with the student protests, but had been simmering long before.

Parents, students and advocates at that Aug. 11 meeting sounded alarm bells about the first week of instruction at the Oak Park campus.

They ticked off grievances from class sizes (too large) to communication between Sac High and parents (nonexistent) to insufficient honors classes for high-achievers.

“After we had demanded that we wanted an honor course, they threw a title on an English 10 class and said, ‘Oh, here’s your honors course,’” the 10th grade student said.

She added that the school did not adequately check student test scores.

“That’s why we have 40 kids in the honors class. They’re not supposed to be in there.”

Wehrly at the time disputed the accounts and defended the campus’ entrance-and-exit policy as a safety measure implemented after concerns raised by parents.

Reaction Wednesday to the news of Smith’s resignation was swift from parents allied with Smith and who see a school losing its way.

“She’s an excellent person, an excellent teacher and was becoming an excellent principal. She was always on the side of students,” said Ursula Yisrael, a member of the Black Parallel School Board, a community organization that advocates for low-income and minority students in the district. Yisrael is also a parent of a daughter who attends Oak Park Prep, the school Smith led before taking the Sac High job.

Yisrael said after the restructuring that led so many teachers and staff to leave the campus, she and other parents were hopeful that Smith would remain at the helm.

“I was excited to know that she would be around. We felt she would give the students a person they could rely on,” Yisrael said. Instead, with Smith’s departure and what Yisrael said was a “revolving door” of teachers at the school, “we’re reverting back to the same position we were in last year. It’s sad for the kids, but we won’t stop asking for what the kids deserve.”

Sacramento Charter High School’s top administrator, Christina Smith, resigned just days after students left classes in protest and she blasted St. Hope administrators for what she said was the school’s “sustained history of neglect from above” and their “reactionary finger-pointing” in their handling of the student walkout. St. Hope Schools

Sac High boss resigns, blasts St. Hope leaders for ‘history of neglect’

Education Law Prof Blog: Network for Public Education Conference to Feature Groundbreaking Report on the Privatization of Education | National Education Policy Center

Education Law Prof Blog: Network for Public Education Conference to Feature Groundbreaking Report on the Privatization of Education | National Education Policy Center

Education Law Prof Blog: Network for Public Education Conference to Feature Groundbreaking Report on the Privatization of Education

This summer, the Network for Public Education and the Schott Foundation released on new report on the privatization of public education titled, Grading the States: A Report Card on Our Nation’s Commitment to Public Schools. The report was the one I had been waiting for. It filled in key facts that have been missing from the public debate and will help move it in a more positive direction. The Network's national conference on October 20 to 21 will feature a panel on the report.  John Jackson, President of Schott, and Tanya Clay House, a long time civil rights advocate and former Obama appointee, will be on the panel along with myself.  Registrationn for the event is still open here.

The panel promises to be an important one.  As I argue in Preferencing Educational Choice: The Constitutional Limits, the analysis of charter schools and vouchers needs to be reframed.  Toward that end, I identify a handful of categorical ways in which states have actually created statutory preferences for charters and vouchers in relation to traditional public schools.  I explain why a statutory preference for these choice programs contradicts states’ constitutional obligations in regard to education.  I also explain how, even if there is no statewide statutory preference, choice programs can have the effect of undermining the delivery of adequate and equitable education opportunities in particular locations.  When they do, the programs violate state education clauses. We just have to examine the facts on a case by case basis.

My research, however, analyzes the issues from a relatively high level of abstraction, highlighting problematic examples in particular states and districts and synthesizing constitutional principles from various states.  The NPE/Schott report drills down into the facts deeper than anyone before.  It offers a systematic examination of charter and voucher laws in each state.  As a result, it clearly shows the extent to which each state’s laws represent a decommitment to public education.

The report is the “yin” to the National Alliance for Public Charter Schools’ “yang.” Each year, the National Alliance for Public Charter Schools (NAPCS) releases a report detailing charter school laws, with the frame of reference being the extent to which states have law that promote the expansion of charters.  The report normatively assumes that charter schools are good and state laws that overly restrict them are bad.  So the states that it labels as having excellent charter school laws will probably fair poorly on the Network for Public Education (NEP)/Schott Foundation report.  For instance, NAPCS ranks Indiana as the top state for charters, but NEP and Schott rank Indiana in the 40s.

But that is what makes this report so important.  Because there hasn’t been any systemic to response to NAPCS’s reports, it has been able to skew the conversation. This new report brings balance.

Here are some key paragraphs from the executive summary:

Public schools remain a source of pride and hope, helping to level the playing field for children from incredibly diverse racial, ethnic, religious and socioeconomic groups. Even amid concerns and often unsubstantiated criticism, Americans continue to view public schools as a defining hub for their communities. In the spring of 2001, a national poll found that Americans ranked public schools as “the most important public institution in the community” by at least a five-to-one margin over hospitals, churches and other institutions. Nonetheless, within the past two Continue reading: 

Education Law Prof Blog: Network for Public Education Conference to Feature Groundbreaking Report on the Privatization of Education | National Education Policy Center

Privatization Report Card - Network For Public Education -https://wp.me/P3bR9v-2IA via @Network4pubEd

Privatization Report Card - Network For Public Education -https://wp.me/P3bR9v-2IA via @Network4pubEd

Arizona charter schools are behaving badly, and only you can stop it

Arizona charter schools are behaving badly, and only you can stop it

Angry over sleazy charter school financial dealings? Don't get mad. Vote

Arizonans are upset over state Rep. Eddie Farnsworth’s scheme to walk away from his charter schools with up to nearly $30 million of taxpayer dollars.

The outburst of indignation and disgust is fitting, given that this is just the latest of Republic reporter Craig Harris's stories exposing all sorts of schemes by charter school operators to enrich themselves.

Only you can end this

But now what? What are you doing to do about it? Are you going to keep expressing indignation and merely wait for the next installment of charter schools' sleazy financial dealings?

This has to end, one way or the other.

And it has to come from you, the parent whose kids are struggling in crumbling traditional public schools while the likes of Farnsworth pocket millions.

It has to come from you, the overworked teacher earning meager salaries. It has to come from you, the average Arizona taxpayer who sweats every dollar.

It has to come from you, the senior citizen on fixed income who can’t afford to keep pouring your dollars into private bank accounts.

But exactly can you about it?

What you can do to stop it

Charter schools have become more popular in recent years. Reporter Craig Harris talks about investigating Arizona's charter schools. Arizona Republic

You can begin by asking Gov. Doug Ducey and the Republican-controlled Legislature why aren't they doing anything. We know their deafening silence means they're sanctioning this type of behavior. We know they're the school choice champions  diverting taxpayers’ money to pay for private education.

But ask, anyway. Hold them accountable and demand an overhaul of charter schools or vote them out this November.

ROBERTS: Farnsworth is a charter school millionaire, and you helped pay for it

Talking about killing charter schools altogether might be premature because the Continue reading: Arizona charter schools are behaving badly, and only you can stop it

Privatization Report Card - Network For Public Education -https://wp.me/P3bR9v-2IA via @Network4pubEd

Privatization Report Card - Network For Public Education -https://wp.me/P3bR9v-2IA via @Network4pubEd