School Privatizers Attack a Central Institution of American Democracy | janresseger

School Privatizers Attack a Central Institution of American Democracy | janresseger

School Privatizers Attack a Central Institution of American Democracy

Introducing a column by the Network for Public Education’s Carol Burris on the explosion this year of legislation across the 50 state legislatures to expand school privatization, the Washington Post‘s Valerie Strauss begins: “While many Americans see 2021 as the year that may bring back something close to normalcy after the coronavirus pandemic, it has instead been declared the ‘Year of School Choice’ by the American Federation for Children, an organization that promotes alternatives to public education and that was once headed by Betsy DeVos. Anyone who twas thinking that the departure of DeVos as U.S. education secretary would stem the movement to privatize public education should think again. In numerous states, legislatures have proposed or are considering legislation to expand alternatives to the public schools that educate most American schoolchildren, often using public funding to pay for private and religious school.”

In the piece that follows, Carol Burris examines the contention by Paul Petersen, the Harvard government professor who Burris reminds us is “a longtime cheerleader for market-based school reforms,” and Jeanne Allen who runs the Center for Education Reform, and who, “has never been shy in her hostility toward unions and traditional public schools,” that the legislatures considering school choice are doing so because parents are angry that public schools shut down during the pandemic.

Burris demonstrates that Petersen and Allen are wrong.  The states most active in promoting privatization are instead places where legislatures have tipped toward Republican majorities and in some cases Republican supermajorities.  And they are states where well-funded CONTINUE READING: School Privatizers Attack a Central Institution of American Democracy | janresseger

Why Our Many Big Plans to Raise Educational Standards Will Never Work (Jay Mathews) | Larry Cuban on School Reform and Classroom Practice

Why Our Many Big Plans to Raise Educational Standards Will Never Work (Jay Mathews) | Larry Cuban on School Reform and Classroom Practice

Why Our Many Big Plans to Raise Educational Standards Will Never Work (Jay Mathews)

Jay Mathews is a veteran journalist for The Washington Post who has covered education for more than three decades. He has written books on Jaime Escalante, a Los Angeles high school math teacher and KIPP charter schools. This article appeared in the Post April 17, 2021.

As one of our most celebrated education reforms — the Common Core State Standards — sinks into oblivion, will we finally give up on big-time top-down plans to save our schools?

I bet we won’t. We can’t help ourselves, even with convincing proof from an intriguing new book that any further outsized attempts to raise achievement with better standards will fail, as all the others have.You can feel the exasperation in every word as Tom Loveless, a former senior fellow at the Brookings Institution, sums up his main conclusion in “Between the State and the Schoolhouse: Understanding the Failure of Common Core.”

“The idea of standards-based reform should be abandoned. It doesn’t work,” he wrote.

Those of us who put our faith in bottom-up reforms, with individual teachers raising standards for each child, can find some hope here. “It could be that CONTINUE READING: Why Our Many Big Plans to Raise Educational Standards Will Never Work (Jay Mathews) | Larry Cuban on School Reform and Classroom Practice

Dana Milbank: The War Over Civics Education | Diane Ravitch's blog

Dana Milbank: The War Over Civics Education | Diane Ravitch's blog

Dana Milbank: The War Over Civics Education

Dana Milbank believes that Republicans are terrified of restoring civics education for fear that the younger generation will learn how our government is supposed to work.

He wrote in the Washington Post:

Pretty much everything the Trump-occupied Republican Party has been doing these days violates the basic tenets of democracy that American schoolchildren are taught.

But the Trumpy right has come up with an elegant remedy to relieve the cognitive dissonance: They want to cancel civics education. If the voters don’t know how the government is supposed to function, they’ll be none the wiser when it malfunctions — which has been pretty much all the time.

First, Republican officials indulged President Donald Trump’s four years of sabotaging the rule of law and CONTINUE READING: Dana Milbank: The War Over Civics Education | Diane Ravitch's blog

Carol Burris: Choice Zealots Accelerate Their Drive to Put Public Money into Private Schools | Diane Ravitch's blog

Carol Burris: Choice Zealots Accelerate Their Drive to Put Public Money into Private Schools | Diane Ravitch's blog

Carol Burris: Choice Zealots Accelerate Their Drive to Put Public Money into Private Schools

Carol Burris, executive director of the Network for Public Education explains in an article at Valerie Strauss’ Answer Sheet in the Washington Post, that choice zealots have redoubled their drive to divert public money away from public schools and hand it over to unregulated private schools, religious schools, homeschooling, virtual schools, and entrepreneurs.

The privatization lobbyists claim that the pandemic inspired the drive for school choice because parents are angry that stubborn unions and school boards refused to open the schools.

Burris demonstrates that this assertion is false. The choice bills have moved fastest in states where most schools were open, and moved not all in states where there were lengthy school closures.

Bottom line: school choice bills have been most CONTINUE READING: Carol Burris: Choice Zealots Accelerate Their Drive to Put Public Money into Private Schools | Diane Ravitch's blog

The movement to privatize public schools marches on during covid-19 pandemic - The Washington Post

The movement to privatize public schools marches on during covid-19 pandemic - The Washington Post

The movement to privatize public schools marches on during covid-19 pandemic

While many Americans see 2021 as the year that may bring back something close to normalcy after the covid-19 pandemic, it has instead been declared the “Year of School Choice” by the American Federation for Children, an organization that promotes alternatives to public education and that was once headed by Betsy DeVos.

Anyone who was thinking that the departure of DeVos as U.S. education secretary would stem the movement to privatize public education should think again.

In numerous states, legislatures have proposed or are considering legislation to expand alternatives to the public schools that educate most American schoolchildren, often using public funding to pay for private and religious school.

This post looks at some of the latest state actions. It was written by Carol Burris, a former prizewinning principal in New York and now executive director of the nonprofit advocacy group the Network for Public Education, which opposes charter schools and the privatization of public education.

Former lobbyist details how privatizers are trying to end public education

By Carol Burris

Legislatures in 35 states have proposed bills to enact or expand voucher programs or charter schools. A few have passed; others have failed. Still others are sitting on governors’ desks or are stalled in the state’s House or Senate. Several are obvious attempts to please right-wing donors with no chance of moving out of committee. So far, eight states have enacted one or more bills. CONTINUE READING: The movement to privatize public schools marches on during covid-19 pandemic - The Washington Post

Bill Gates acknowledges an affair with an employee, which Microsoft investigated - The Washington Post

Bill Gates acknowledges an affair with an employee, which Microsoft investigated - The Washington Post

Bill Gates acknowledges an affair with an employee, which Microsoft investigated

The confirmation of the affair and investigation comes two weeks after Gates and Melinda French Gates announced plans to divorce

SEATTLE — Bill Gates acknowledged through a spokeswoman that he had an extramarital affair with a Microsoft employee, which Microsoft said led its board to investigate the “intimate relationship” shortly before he resigned from the board last year.

It is not clear what role the investigation or the affair, which took place two decades ago, played in the decision the Microsoft co-founder and his wife, Melinda French Gates, made to divorce after 27 years of marriage. When they announced their divorce earlier this month, the couple posted identical and simultaneous tweets saying that “after a great deal of thought and a lot of work on our relationship, we have made the decision to end our marriage.”

In a divorce filing that day, French Gates called the marriage “irretrievably broken.”

“There was an affair almost 20 years ago which ended amicably,” Gates’s spokeswoman, Bridgitt Arnold, said in an emailed statement.

French Gates’s divorce lawyer, Robert Cohen, did not immediately respond to a request for comment.

Members of Microsoft’s board in 2019 looked into a Microsoft engineer’s allegations that she had a sexual relationship with Gates, according to Microsoft spokesman Frank Shaw.

“Microsoft received a concern in the latter half of 2019 that Bill Gates sought to initiate an intimate relationship with a company employee in the year 2000,” Shaw said in an emailed statement. “A committee of the Board reviewed the concern, aided by an outside law firm to conduct a thorough investigation. Throughout the investigation, Microsoft provided extensive support to the employee who raised the concern.” CONTINUE READING: Bill Gates acknowledges an affair with an employee, which Microsoft investigated - The Washington Post

Breaking up with your favorite racist childhood classic books - The Washington Post

Breaking up with your favorite racist childhood classic books - The Washington Post

Breaking up with your favorite racist childhood classic books

Philip Nel is the author of “Was the Cat in the Hat Black?: The Hidden Racism of Children’s Literature and the Need for Diverse Books,” a 2017 book that helped launch a conversation about racism in children’s books that led to a recent decision by Dr. Seuss Enterprises to stop publishing six of the prolific author’s books.

Nel, who is a professor of English at Kansas State University and director of the children’s literature program there, spoke with me about the book a few years ago. I republished the conversation here earlier this year when it was falsely reported that a Virginia school district had banned the books of Dr. Seuss, the pen name of Theodor Seuss Geisel.

No, a Virginia school district didn’t ban Dr. Seuss books. Here’s what really happened.

Nel is back with this post, in which he discusses racism in children’s books and the way the issue has become politicized. At the heart of his piece is this:

“Why not break up with your favorite racist childhood classics? Maybe doing so will break your heart a little. But, to quote a line attributed to Rumi (but which is probably not him), ‘You have to keep breaking your heart until it opens.’"

By Philip Nel

It is possible to cancel a culture. More than 300 Indigenous languages were once spoken in the United States. Only about 175 of those languages remain today. Colonization, genocide, forced assimilation have all been very effective at canceling cultures.

However, the “cancel culture” that animates professional grievance actors today refers to culture under no threat of cancellation. Dr. Seuss books. Muppets. Disney. White innocence. Because it’s hard to cancel a dominant culture. “Cancel culture” is a White supremacist fantasy that creates villains and then mobilizes anger against the villains it CONTINUE READING: Breaking up with your favorite racist childhood classic books - The Washington Post

What the divorcing Bill and Melinda Gates did to public education - The Washington Post

What the divorcing Bill and Melinda Gates did to public education - The Washington Post

Let’s review how Bill and Melinda Gates spent billions of dollars to change public education

Now that the philanthropic Bill and Melinda Gates have announced they are divorcing after 27 years of marriage, let’s look at the controversial investments they made together to reform K-12 public education — and how well those worked out.

Together, the two have been among the most generous philanthropists on the planet, spending more over the past few decades on global health than many countries do and more on U.S. education reform than any of the other wealthy Americans who have tried to impact K-12 education with their personal fortunes.

The Bill & Melinda Gates Foundation has spent billions of dollars on numerous education projections — such as creating small high schools, writing and implementing the Common Core State Standards, evaluating teachers by standardized test scores — and the couple has had enormous influence on what happened in classrooms across the country.

Their philanthropy, especially in the school reform area, has been at the center of a national debate about whether it serves democracy when wealthy people can use their own money to drive public policy and fund their pet education projects. The foundation’s financial backing of some controversial priorities of the Obama administration’s Education Department put the couple at the center of this national conversation.

Critics have said that many of the foundation’s key education projects have harmed public schools because they were unworkable from the start and consumed resources that could have been better spent.

But you don’t have to go any further than the Gateses themselves to learn that some of the billions of dollars they put into public education reform efforts did not go as well as they liked.

In 2013, Bill Gates said, “It would be great if our education stuff worked. But that we won’t know for probably a decade.”

It didn’t take 10 years for them and their foundation to acknowledge that key education investments didn’t turn out as well as they hoped.

In the foundation’s 2020 annual letter, Melinda Gates said: “The fact that progress has been harder to achieve than we hoped is no reason to give up, though. Just the opposite.”

That same annual letter had a rather remarkable statement from Melinda Gates about the role of the wealthy in education policy, given her and husband’s role in it:

We certainly understand why many people are skeptical about the idea of billionaire philanthropists designing classroom innovations or setting education policy. Frankly, we are, too. Bill and I have always been clear that our role isn’t to generate ideas ourselves; it’s to support innovation driven by people who have spent their careers working in education: teachers, administrators, researchers, and community leaders.

Bill and Melinda Gates have spent billions to shape education policy. Now, they say, they’re ‘skeptical’ of ‘billionaires’ trying to do just that.

The Gates Foundation began its first big effort in education reform about two decades ago with what it said was a $650 million investment to break large, failing high schools into smaller schools. CONTINUE READING: What the divorcing Bill and Melinda Gates did to public education - The Washington Post

New report provides reality check on virtual schools - The Washington Post

New report provides reality check on virtual schools - The Washington Post

New report provides reality check on virtual schools

Online education has been at the center of the national education discussion since the coronavirus pandemic forced schools last year to close and teachers to find ways to teach virtually — often online. While some students thrived learning virtually, educators and parents around the country have said that most did not.

But online learning has been with us for years before the coronavirus pandemic in the form of virtual schools, many of them operated by for-profit organizations. The growth of these schools has been tracked since 2013 by the National Education Policy Center (NEPC), a nonprofit education policy research center located in the School of Education at the University of Colorado at Boulder.

This post, written by Alex Molnar and Faith Boninger, explains the findings of a new report about the state of virtual schools that was released Thursday by the NEPC, titled “Virtual Schools in the U.S. 2021.”

The report finds virtual school enrollment growing despite a persistent lag in student performance as compared with brick-and-mortar schools. It examines the characteristics and performance of full-time, publicly funded K-12 virtual schools and reviews relevant research on virtual school practices.

Molnar is a research professor at the University of Colorado at Boulder and the NEPC publications director, as well as co-director of the NEPC’s Commercialism in Education Research Unit. Boninger is the NEPC’s publications manager and co-director of the Commercialism in Education Research Unit.

(I ordinarily don’t publish footnotes, but I am in this case because the blog is based on a report that includes them and you may find them useful.)

By Alex Molnar and Faith Boninger

“Virtual Schools in the U.S. 2021,” a report released on Thursday by the National Education Policy Center, finds that: New report provides reality check on virtual schools - The Washington Post

Former lobbyist details how privatizers are trying to end public education - The Washington Post

Former lobbyist details how privatizers are trying to end public education - The Washington Post

Former lobbyist details how privatizers are trying to end public education

A few years ago I ran a piece by Joanne Barkan about the long history of the movement to privatize public education. It began:

When champions of market-based reform in the United States look at public education, they see two separate activities — government funding education and government running schools. The first is okay with them; the second is not. Reformers want to replace their bête noire — what they call the “monopoly of government-run schools” — with freedom of choice in a competitive market dominated by privately run schools that get government subsidies.

Today, that privatization movement is alive and pushing ahead, with Republican legislators in 16 states actively pushing bills to create or expand school vouchers and/or charter schools that are part of that movement.

What and who are fueling the movement to privatize public education — and why you should care

This post — a continuation of sorts of the Barkan article — is a discussion with a man named Charles Siler, who was once a lobbyist for school privatizers but who came to oppose the very thing he was working toward. Siler worked for two privatization organizations, including the Goldwater Institute in Arizona, where his job was to convince legislators to pass laws that privatize public services, especially K-12 schooling.

In March, Siler had a conversation with education historian and activist Diane Ravitch as well as with podcaster Jennifer Berkshire, in which he provided insight into the playbook used by “school choice” proponents, the belief system that drives them and their long-term objective. He makes it very clear: their ultimate goal is to dismantle K-12 public schools. CONTINUE READING: Former lobbyist details how privatizers are trying to end public education - The Washington Post

Why the Common Core standards failed — and what it means for school reform - The Washington Post

Why the Common Core standards failed — and what it means for school reform - The Washington Post

Why the Common Core standards failed — and what it means for school reform

A new book tells the story

The Common Core State Standards was one of the biggest initiatives in decades aimed at changing public education — and like many school “reforms” in the era of high-stakes standardized testing, it did not accomplish what its promoters said it would.

(Harvard Education Press)

How and why that happened is the subject of a new book by Tom Loveless, an expert on student achievement, testing, education policy and K-12 school reform — “Between The State And The Schoolhouse: Understanding The Failure of Common Core.” Below is an excerpt.

Common Core was an initiative to create and implement new math and English language arts standards that would be used by all schools. The Bill & Melinda Gates Foundation funded their creation, and they were promoted by the Obama administration.

Then-Education Secretary Arne Duncan used a federal grant program, Race to the Top, to pressure states to adopt them — and the vast majority did during Obama’s first term. The Obama administration spent some $360 million for two multistate consortia to develop new Core-related standardized tests, with Duncan promising that the new tests would be “an absolute game-changer” in public education. They weren’t. CONTINUE READING: Why the Common Core standards failed — and what it means for school reform - The Washington Post

Washington Teachers' Union president Liz Davis dies in car crash - The Washington Post

Washington Teachers' Union president Liz Davis dies in car crash - The Washington Post

Elizabeth Davis, president of the Washington Teachers’ Union, killed in car crash on Easter Sunday

Elizabeth Davis, president of the Washington Teachers’ Union, was killed in a two-car crash in Prince George’s County Sunday night, the union confirmed Monday.

She was 70.

Davis was driving south in the Bowie area near Route 301 and Harbor Way when her car and another car driven by John Starr, 68, of Annapolis, collided, Maryland State Police said.

Davis was taken to Prince George’s Hospital where she later died. Starr died at the scene, police said.

Known as Liz to her colleagues and friends, Davis was elected to one of the city’s most powerful labor positions in 2013, and had spent the last year leading the more than 4,000-person union through a year of unprecedented school closures amid the pandemic. She had previously been a teacher for four decades, working at a half dozen or so schools during her career.

“President Davis has been at the forefront of public education advocacy and reform,” a statement from the union read. “We are confident that her legacy will continue to shape the WTU as well as education across the District.”

Mayor Muriel E. Bowser held a moment of silence at her biweekly press conference Monday and called her “a champion.”

Davis was a straight-talking and tireless old-school organizer who helped to revamp the beleaguered union when she took it over, imbuing it with a broad social justice mandate.

Teachers frequently would get frustrated because Davis allowed everyone to speak at union meetings, making them drag into the late evening hours. And she was known to give every teacher her cell phone CONTINUE READING: Washington Teachers' Union president Liz Davis dies in car crash - The Washington Post

Are Social Studies Teachers Politically Biased? | Larry Cuban on School Reform and Classroom Practice

Are Social Studies Teachers Politically Biased? | Larry Cuban on School Reform and Classroom Practice

Are Social Studies Teachers Politically Biased?

A journalist I have known for decades and have great respect for recently asked me a question that required me to think, click on a bunch of websites, and re-read the work of a popular historian who died in 2010.

The Washington Post‘s Jay Mathews has written about education for nearly a half-century.* He emailed me the following question:**

Hi Larry—I hope you are well. In any of your wonderful excursions into actual classrooms, have you ever tested the thesis that US history teaching has gotten kind of lefty in recent decades? I think it’s untrue but I have no data.—jay**

Here is my response to Mathews:

Hi Jay,
Hope you and your family are in good health.

When I got your query, Jay, I looked up the most obvious “lefty” influence insofar as textbooks and readings are concerned: Howard Zinn and his People’s History.

The Poynter Institute  did a piece on Zinn’s influence on teaching U.S. history in 2015 (see: https://www.politifact.com/factchecks/2015/apr/15/rick-santorum/book-howard-zinn-most- [politifact.com]  ). There is no data on how many teachers in U.S. public schools use the book, popular as it has been since CONTINUE READING: Are Social Studies Teachers Politically Biased? | Larry Cuban on School Reform and Classroom Practice

Education Secretary Cardona stands firm on standardized testing mandate amid criticism - The Washington Post

Education Secretary Cardona stands firm on standardized testing mandate amid criticism - The Washington Post

Education Secretary Cardona stands firm on standardized testing mandate amid criticism

A day after more than 500 education researchers asked Education Secretary Miguel Cardona not to force school districts to administer federally mandated student standardized tests this year during the coronavirus pandemic, Cardona said Tuesday that policymakers needed the data obtained from the exams.

Appearing at the 2021 legislative conference of the Council of Chief State School Officers (CCSSO), Cardona said giving school districts flexibility in how and when they administer the exams — as the department has already given — was the right thing to do. “One size does not fit all,” he said.

But he said, student data obtained from the tests was important to help education officials create policy and target resources where they are most needed. When federal funding is distributed to states, he said, “we have to make sure we are laser-focused on addressing inequities that have existed for years. ... Every bit of data helps.”

The Education Department announced this week how much money each state, the District of Columbia and Puerto Rico would receive from the $122 billion in funding for K-12 schools that was included in the $1.9 trillion American Rescue Plan Act.

Cardona made the comment during a question-and-answer period at the CCSSO conference when he was asked what he hoped to learn from the exams. His CCSSO appearance came a day after 548 members of the academic research community sent Cardona a letter, urging him to award states waivers from the exams because they will “exacerbate inequality” and “produce flawed data.”

They also urged Cardona to invest in “more holistically evaluating school quality” by “developing new measures of educational opportunities.”

Don’t force schools to give standardized tests this pandemic year, research scholars ask Education Secretary Cardona

Cardona said Tuesday that he would be willing to “reexamine what role assessments” play in education — but not immediately. CONTINUE READING: Education Secretary Cardona stands firm on standardized testing mandate amid criticism - The Washington Post

Don’t force schools to give standardized tests this pandemic year, research scholars ask Education Secretary Cardona - The Washington Post

Don’t force schools to give standardized tests this pandemic year, research scholars ask Education Secretary Cardona - The Washington Post

Don’t force schools to give standardized tests this pandemic year, research scholars ask Education Secretary Cardona

More than 540 education researchers and scholars are asking Education Secretary Miguel Cardona to reconsider his department’s decision requiring school districts to administer federally mandated standardized tests this pandemic year, saying the exams will “exacerbate inequality” and “produce flawed data.”

A letter signed by 548 members of the academic research community was sent to the Education Department on Monday, urging that Cardona award states waivers from federal testing mandates. It also urges the department to invest in “more holistically evaluating school quality” by “developing new measures of educational opportunities.”

The Education Department announced in February — before Cardona was confirmed by the Senate — that public school districts had to administer exams in math and English Language Arts required annually by the federal 2015 Every Student Succeeds Act, which replaced the 2002 No Child Left Behind law.

One month in, Biden angers supporters who wanted him to curb standardized testing

And as late as last week, Cardona said at an education forum that the department was planning to go ahead with its testing decision.

The high-stakes tests are given every spring as a central part of the two-decade-old school reform movement. Testing advocates say the exams provide vital data on how all student groups are performing in school. Student test scores are used — at least in part — by some states to evaluate teachers and by states to evaluate districts and schools.

The academics’ letter notes that critics of high-stakes testing have warned for decades that “the high-stakes use of any metric will distort results,” and that documented consequences include “curriculum CONTINUE READING: Don’t force schools to give standardized tests this pandemic year, research scholars ask Education Secretary Cardona - The Washington Post