Latest News and Comment from Education

Saturday, October 24, 2015

Panel re-doing illegal charter school evaluations is meeting in private | cleveland.com

Panel re-doing illegal charter school evaluations is meeting in private | cleveland.com:

Panel re-doing illegal charter school evaluations is meeting in private








COLUMBUS, Ohio - Discussion of how to re-do the state's illegal evaluations of charter school oversight agencies isn't open to the public.
That's because the Ohio Department of Education and Superintendent Richard Ross consider those discussions "internal" and not subject to state open meetings laws.
That doesn't sit well with some state school board members, like Mary Rose Oakar of Cleveland.
"Can you tell me why they are not open?" Oakar asked at this week's board meeting. "What's the big secret?"
Ross named a three-person panel in August to help it create a new system to evaluate charter oversight agencies, known as "sponsors" or "authorizers," after having to throw out evaluations it completed earlier this year.
David Hansen, the state's school choice director and husband of Gov. John Kasich's campaign director, had deliberately left F grades for online charter schools out of the evaluations. That was a violation of state law, according to state school board members.
Hansen resigned July 18 and the state now has to recalculate ratings that were meant to be the cornerstone of Gov. John Kasich and the state's roundabout plan to improve Ohio's charter schools.
The Plain Dealer requested a meeting schedule for that panel at the September school board meeting , but ODE did not respond until the following week – after the panel had already met again. 
"The panel that is meeting is not a public body that requires a public meeting notice – it is an internal meeting," ODE spokesperson Kim Norris replied. "Therefore, it does not require a public meeting notice."
Oakar disagreed at the board's meeting this week.
"If it's such a great idea - and you know it (the rating plan) was controversial to begin with - they should be open meetings so people can know what you're talking about," she said.
Board President Tom Gunlock said that the department has to perform many administrative functions and needs to be able to meet and discuss issues without having to give public notice every time. Otherwise, nothing would ever be accomplished, he said.
Should these meetings be open? Tell us below.
Board attorney Diane Lease also said that if enough board members attend, without it being posted as a board meeting, that would violate state open meetings laws.
But others disagreed and said board members attending to observe, not participate, would not violate the law.
Ross and ODE have also promised to update the board on the panel's recommendationPanel re-doing illegal charter school evaluations is meeting in private | cleveland.com:

Obama Administration Calls for Limits on Testing in Schools - The New York Times

Obama Administration Calls for Limits on Testing in Schools - The New York Times:
Obama Administration Calls for Limits on Testing in Schools




Faced with mounting and bipartisan opposition to increased and often high-stakes testing in the nation’s public schools, the Obama administration declared Saturday that the push had gone too far, acknowledged its own role in the proliferation of tests, and urged schools to step back and make exams less onerous and more purposeful.
Specifically, the administration called for a cap on assessment so that no child would spend more than 2 percent of classroom instruction time taking tests. It called on Congress to “reduce over-testing” as it reauthorizes the federal legislation governing the nation’s public elementary and secondary schools.
“I still have no question that we need to check at least once a year to make sure our kids are on track or identify areas where they need support,” said Arne Duncan, the secretary of education, who has said he will leave office in December. “But I can’t tell you how many conversations I’m in with educators who are understandably stressed and concerned about an overemphasis on testing in some places and how much time testing and test prep are taking from instruction.”
“It’s important that we’re all honest with ourselves,” he continued. “At the federal, state and local level, we have all supported policies that have contributed to the problem in implementation. We can and will work with states, districts and educators to help solve it.”
Teachers’ unions, which had led the opposition on the left to the amount of testing, declared the reversal of sorts a victory. “Parents, students, educators, your voice matters and was heard,” said Randi Weingarten, the president of the American Federation of Teachers.
And even some proponents of newer, tougher tests said they appreciated the administration’s acknowledgment that it had helped create the problem, saying it had done particular damage by encouraging states to evaluate teachers in part on test scores.
But the administration’s so-called “testing action plan” — which guides Obama Administration Calls for Limits on Testing in Schools - The New York Times:

Parents Can Opt Out - United Opt Out National

Click Here to go to United Opt Out National: 

Russ on Reading: Should Reading Be Taught in Kindergarten?

Russ on Reading: Should Reading Be Taught in Kindergarten?:

Should Reading Be Taught in Kindergarten?





In a rather snarky post in the Thomas B. Fordham Institute's Flypaper blog last week, literacy expert and professor emeritus from the University of Illinois at Chicago, Tim Shanahan, mocked a recent article in The Atlantic, by Tim Walker, entitled "The Joyful Illiterate Kindergartners of Finland.The Atlantic article reports on the play oriented kindergarten practices of Finland.

In response Shanahan says essentially, "We're not Finland!" Personally, I am glad to hear this in a blog from the conservative Fordham Institute, since our failure to match Finland's (and other places like Singapore, Japan and Lichtenstein) performance on international tests like PISA has been a chief driver behind the education reform movement.

The United States is different from Finland, of course. Finnish children are much less likely to be poor and are much more likely to be raised in a household with two college graduates. Finnish kindergartners also learn to read in a language that is far easier to decode than English.. But five-year-olds in Finland are not developmentally that much different from five-year-olds in the US. Five-year-olds around the world learn best through structured play. As Mr. Rogers said long ago, "Play is really the work of childhood."

Shanahan says he has read the research and that to argue that literacy should not be taught in kindergarten is a claim you can make "only if you 
Russ on Reading: Should Reading Be Taught in Kindergarten?:


FL high stakes & the resignation of teacher Wendy Bradshaw, Ph.D. | The Edvocate Blog

FL high stakes & the resignation of teacher Wendy Bradshaw, Ph.D. | The Edvocate Blog:

FL high stakes & the resignation of teacher Wendy Bradshaw, Ph.D.





Privatizing public education is a cruel and dishonest process. Despite 17 years of Florida “education reform,” teachers continue to stand on the front line to be there for our children.  They know hearts have been breaking for years in Florida classrooms. Far too many children are losing hope wondering if they’ll ever measure up to the state’s arbitrary and final high-stakes yardstick of success.
All of this wears on the heart and conscience of teachers who feel a moral obligation to their students.  It’s incredibly painful for teachers to watch the Florida A-F Accountability scheme destroy their profession. Politicians claim to prize “effective teachers,” but their disrespectful reforms drive the best teachers away in frightening numbers.
Florida lost one of those teachers this week. Wendy Bradshaw, Ph.D., tendered her resignation to the Polk County School Board. Her poignant, wise words say everything about the failure of high stakes school “reform.” Florida legislators, Governor Scott, the Board of Education, school “reform” lobbyists and foundations preside over a shameful mess today. The loss of teachers like Dr. Bradshaw is on them.  The removal of these people from office is on us.
Please read and share. Our public school children cannot afford a loss like this.
To: The School Board of Polk County, Florida
I love teaching. I love seeing my students’ eyes light up when they grasp a new concept and their bodies straighten with pride and satisfaction when they persevere and accomplish a personal goal. I love watching them practice being good citizens by working with their peers to puzzle out problems, FL high stakes & the resignation of teacher Wendy Bradshaw, Ph.D. | The Edvocate Blog:

Study says standardized testing is overwhelming nation’s public schools - The Washington Post

Study says standardized testing is overwhelming nation’s public schools - The Washington Post:

Study says standardized testing is overwhelming nation’s public schools






The number of standardized tests U.S. public school students take has exploded in the past decade, with most schools requiring too many tests of dubious value, according to the first comprehensive survey of the nation’s largest school districts.
A typical student takes 112 mandated standardized tests between pre-kindergarten classes and 12th grade, a new Council of the Great City Schools study found. By contrast, most countries that outperform the U.S. on international exams test students three times during their school careers.
The heaviest testing load falls on the nation’s eighth-graders, who spend an average of 25.3 hours during the school year taking standardized tests, uniform exams required of all students in a particular grade or course of study. Testing affects even the youngest students, with the average pre-K class giving 4.1 standardized tests, the report found.
The study analyzed tests given in 66 urban districts in the 2014-2015 school year. It did not count quizzes or tests created by classroom teachers, and it did not address the amount of time schools devote to test preparation.
It portrays a chock-a-block jumble, where tests have been layered upon tests under mandates from Congress, the U.S. Department of Education and state and local governments, many of which the study argues have questionable value to teachers and students. Testing companies that aggressively market new exams also share the blame, the study said.
“Everyone is culpable here,” said Michael Casserly, executive director of the Council of the Great City Schools. “You’ve got multiple actors requiring, urging and encouraging a variety of tests for very different reasons that don’t necessarily add up to a clear picture of how our kids are doing. The result is an assessment system that’s not very intelligent and not coherent.”
Ahead of the study’s release, the U.S. Department of Education offered a mea culpa of sorts, issuing a 10-page guidance document to states and local districts that spells out ways to reduce redundant and low-quality testing. The department pledged to make money and staff available to help and promised to amend some of its policies.
“At the federal, state and local level, we have all supported policies that have contributed to the problem in implementation,” Education Secretary Arne Duncan said in a statement. “We can and will work with states, districts and educators to help solve it.”
The council’s report adds fuel to the national debate about testing that has Study says standardized testing is overwhelming nation’s public schools - The Washington Post:

CURMUDGUCATION: Eva & Charter Priorities

CURMUDGUCATION: Eva & Charter Priorities:

Eva & Charter Priorities






Yes, we're getting a little tired of the story of how Eva Moskowitz's Success Academy got some bad press and Eva went berserk, throwing a ten year old child under the bus in response.

But there's one more point I want to make.

After many critics cried FERPA rights violation and the mom in the case slapped Moskowitz with acease and desist letter, here comes the First Amendment argument. Roughly summarized, it goes something like this: if a person bad mouths you to the press, you have the right to violate their privacy.






It's an interesting argument, and one that I'm a little familiar with. A few years back, a film-maker "featured" our school in a film about two young men who claimed to be victimized in their school settings. It had a moment, and our school took a lot of heat for it, and it was a challenging time for us because a quick stroll through the student's disciplinary file or life after the filming would have created a much different picture. In short, we could have defended ourselves by simply opening the student's confidential files to public scrutiny. But we didn't do that-- and I'm not being more specific with you right now-- because that would be the grossest kind of violation of that student's rights as well as a violation of our most fundamental ethics as a school.

As teachers and school systems, we know things about students and their families that nobody knows, and we have a front row seat to an unending cavalcade of Youthful Indiscretions. Yes, at times it can be hugely frustrating when our hands are tied and people are playing fast and loose with the truth, but the power differential between schools, with our access to a massive amounts of personal and private information, and students, who are just children-- that power differential is so huge that our hands need to be tied, both by the law and by our own professional restraint. It can be hugely frustrating to be under attack in the public sphere from which we can't defend ourselves, but the alternative is to become an institution collecting ammo to use against our most vulnerable 
CURMUDGUCATION: Eva & Charter Priorities:



Staying the Common Course






I've asked (and answered) the question before-- is there any conceivable argument that a teacher could muster in favor of the Common Core? I remain certain that the answer is, "No." But I've now read one that makes a lightly better attempt.

A friend sent me a copy of a guest editorial for the Association of Mathematics Teachers of New York State (teachers belong to all the best-sounding organizations) by teacher Michael Siuta, who wants to make a case for staying the course. Siuta is in his 22nd year of teaching, which means he counts four different high school mathematics curricula in his career. And he would like not to change again.

This is the inertia argument that is often made for the Core-- we've already come so far and invested so much. It's a weak argument, like riding in a car, discovering you're on the wrong road, and deciding that you'll just keep driving in the wrong direction because you've already come so far. And Siuta echoes the worst part of that argument:

Change is not always a bad thing; change just for the sake of change, however, is never a good thing and does more harm than good. 

Yeah, I've heard that argument before, somewhere, some-- oh, yeah. From every single person who fought against the implementation of Common Core in the first place. It was supposedly a terrible 
Staying the Common Course

Louisiana Lies That Billionaires Buy: Please Help Carolyn Hill Fight Viscious Attacks

Louisiana Educator: Please Help Carolyn Hill Fight Viscious Attacks:
Please Help Carolyn Hill Fight Viscious Attacks




This ad was so viscious that the television stations had it pulled off the air. I personally know Carolyn Hill and I can assure the voters in her district that she is an excellent BESE member who fights for the truth on BESE in opposition to corporate forces that will resort to any tactics to take over our schools. These people think they know better what is good for our children than our local parents do. They want to subject Louisiana children to a mindless cycle of test and punish with the end result leading to privatization. Please vote for Carolyn Hill if you live in her district.

If you live in the eastern and southern part of Baton Rouge or Ascension, Livingston, Tangipahoa, or Washington Parishes, you live in District 6. In that district, the school takeover forces are supporting Jason Engen and Laree Taylor. Don't believe the fancy TV ads. These candidates are bought and paid for with hundreds of thousands of dollars of out-of-state money. It would be practically impossible for them to listen to the parents and voters of Louisiana. You have other good choices in this race. See Flip BESE here. Any of them are excellent choices as opposed to the ones with the big money campaigns.


Please vote to Support our Pro-Public school candidates Saturday!Louisiana Educator: Please Help Carolyn Hill Fight Viscious Attacks:

Big Education Ape: Why are out-of-state billionaires pouring big money into Louisiana board of education elections? http://bit.ly/1XpfaLY


Mike Klonsky's SmallTalk Blog: CPS enrollment down by design. Black students being 'reformed' out.

Mike Klonsky's SmallTalk Blog: CPS enrollment down by design. Black students being 'reformed' out.:

CPS enrollment down by design. Black students being 'reformed' out.





Now comes the "stunning" news that CPS enrollment is down by 4,400 studentsthis year. The district reports that student enrollment on the 20th day of school was at 392,285, falling below 400,000 for the first time in over 20 years. As a result, the district will lose millions more in state and federal funds on top of the already major budget cuts slated for public education.

But why should anyone be surprised by the numbers? Or by the fact that most of the decline was seen on the city's south and west sides among mainly African American students? Or by the fact that the decline was seen primarily in district-run schools while privately-run, publicly-funded charters schools grew slightly (3%)?

Wasn't this exactly Rahm Emanuel and Barbara Byrd-Bennett's plan when they closed 50 schools on the south and west sides, replacing them with dozens of new privately-run charters and selective-enrollment schools on the north side?

Now, despite the drop in enrollment, the board is planning to open dozens of new Mike Klonsky's SmallTalk Blog: CPS enrollment down by design. Black students being 'reformed' out.:

With A Brooklyn Accent: Is Great Hip Hop Compatible With Broken Windows Policing? A New York Story

With A Brooklyn Accent: Is Great Hip Hop Compatible With Broken Windows Policing? A New York Story:

Is Great Hip Hop Compatible With Broken Windows Policing? A New York Story





When you look at videos from the Golden Age of Hip Hop in NYC, whether it is from Gang Starr, MC Lyte Eric B and Rakim,and Public Enemy, or slightly later,Jay-Z, Nas, Wu-Tang or Biggie, you will see scenes of young Black man and women gathered in large numbers in streets, and schoolyards and in front of stores in ways which would never be tolerated in today's gentrifying New York. Gatherings of that size by young men and women wearing hoodies or thick jackets, looking fierce and defiant, would be broken up by police, whether in Red Hook, Harlem,Bed Stuy, Soundview or the Stapleton section of Staten Island. The Cypher, where MC's test their skills against each other in publc settings, sometimes in front of crowds, would have a hard time surviving the vigilance of Broken Windows Policing with a hugely expanded NYPD. It would also not find much of a welcome in schools which are far more heavily policed than they were 30 years ago, and where the model of zero tolerance disciplinary policies have spread from charters into many public schools
But that raises a question. Can you have great hip hop where young people of color can't gather in large numbers without being arrested or told to move by police? Where you can't have With A Brooklyn Accent: Is Great Hip Hop Compatible With Broken Windows Policing? A New York Story:

Perdido Street School: How Did Mary Ellen Elia Get Hired At NYSED Given the Mess She Left In Hillsborough?

Perdido Street School: How Did Mary Ellen Elia Get Hired At NYSED Given the Mess She Left In Hillsborough?:

How Did Mary Ellen Elia Get Hired At NYSED Given the Mess She Left In Hillsborough?






The Tampa Times has another piece about the mess former Hillsborough Superintendent MaryEllen Elia left in the school district as a result of the "innovative" evaluation teacher evaluation system she pushed in partnership with the Gates Foundation.







Here's a summary of their findings: 



• The Gates-funded program — which required Hillsborough to raise its own $100 million — ballooned beyond the district's ability to afford it, creating a new bureaucracy of mentors and "peer evaluators" who don't work with students.

• Nearly 3,000 employees got one-year raises of more than $8,000. Some were as high as $15,000, or 25 percent.

• Raises went to a wider group than envisioned, including close to 500 people who don't work in the classroom full time, if at all.

• The greatest share of large raises went to veteran teachers in stable suburban schools, despite the program's stated goal of channeling better and better-paid teachers into high-needs schools.

• More than $23 million of the Gates money went to consultants.

• The program's total cost has risen from $202 million to $271 million when related projects are factored in, with some of the money coming from private foundations in addition to Gates. The district's share now comes to $124 million.

• Millions of dollars were pledged to parts of the program that educators now doubt. After investing in an elaborate system of peer evaluations to improve teaching, district leaders are considering a retreat from that model. And Gates is withholding $20 million after deciding it does not, after all, favor the idea of teacher performance bonuses — a major change in philosophy.

• The end product — results in the classroom — is a mixed bag.

Hillsborough's graduation rate still lags behind other large school districts. Racial and economic achievement gaps remain pronounced, especially in middle school.

And poor schools still wind up with the newest, greenest teachers.

Financial instability and debt were not Elia's only track missteps - there were also the multiple instances of children dying under her watch without the 
Perdido Street School: How Did Mary Ellen Elia Get Hired At NYSED Given the Mess She Left In Hillsborough?:




The perils of ‘philanthrocapitalism’ | Times Higher Education

The perils of ‘philanthrocapitalism’ | Times Higher Education:

The perils of ‘philanthrocapitalism’

Are corporations profiting from philanthropy? Do mega-donors acquire too much influence? Linsey McGoey on ‘saint’ Bill Gates and the downsides of giving away $16 billion







For many on the political Left, Bill Gates is “the saint of Seattle”. He has long been in favour of gun control and access to contraception, and is unafraid of offending the powerful Christian Right. He is plainly well-intentioned and, through the Bill and Melinda Gates Foundation, has donated vast sums – about $16 billion (£10 billion) – to global health initiatives. He has urged his fellow billionaires to give at least half their fortunes to charity.

Some such peers pursue overtly right-wing causes such as crusades against ObamaCare. Peter Thiel, former chief executive of PayPal, has made a stand against death, or what he calls “the ideology of the inevitability of the death of every individual”, and has complained that developments since the 1920s such as “the vast increase in welfare beneficiaries and the extension of the franchise to women have rendered the notion of ‘capitalist democracy’ into an oxymoron” (although he later clarified that he was not opposed to female suffrage).
In such company, it is hardly surprising that Gates is something of a hero to liberals. The rapper Puff Daddy once strode up to him in a bar and told him – in the most complimentary way possible – “You are a motherfucker.” Bono praised him for “getting shit done”.
Yet this is only one side of the story – as Linsey McGoey, senior lecturer in sociology at the University of Essex, discovered while researching her first book, No Such Thing as a Free Gift: The Gates Foundation and the Price of Philanthropy.
The Gates Foundation now contributes about 10 per cent of the total budget of the World Health Organisation, leading to allegations that it has undue influence on the organisation’s policies: a worry all the more serious given the contentious positions it has taken on, for example, the right balance between treatment and prevention in addressing HIV/Aids. There are studies, McGoey’s book reports, indicating that “voluntary contributions to the WHO are far less aligned with the actual global burden of disease than assessed contributions [from member states]”. Yet some health researchers are said to be reluctant to criticise the Gates Foundation’s priorities too openly for fear of being put on a funding blacklist, even though there is scant evidence that this has ever happened. In venturing into this territory, McGoey – who has never received Gates Foundation funding – was sometimes told that she was “very brave” or “very foolhardy”. At one conference on global health, she told a fellow delegate that she was doing “a qualitative, interview-based study of how other stakeholders perceive the Gates Foundation”. This might not seem particularly inflammatory or controversial, but the woman responded in all seriousness: “You’ll never get funding again!”
In the event, McGoey found the foundation to be fairly open and responsive to her queries. Although she never secured an interview with Bill or Melinda Gates, or a senior figure working in global health, press officers arranged for her to speak to both the foundation’s head of advocacy and policy for US programmes and its deputy director for the charitable sector. She also had an off-the-record conversation with a senior official working on HIV policy. But although she was never particularly worried on her own behalf, the sociologist in her was intrigued by some of the reactions that her project provoked.
So why has one man and one foundation attracted such a divided response, and how did McGoey get interested in the subject? After studying journalism and English literature at Carleton University in Canada, she went on to a master’s in social anthropology and a PhD in sociology at the London School of Economics. The latter focused on the regulation of antidepressant drugs, the manipulation of clinical trial results and how organisations exploit scientific uncertainty to serve their economic goals. She spent a year as a fellow in the University of Oxford’s School of Geography and then transferred to the Saïd Business School, where she worked with the science and technology studies group.
It was at Saïd that she became aware of the “philanthrocapitalism” movement, which is studied and promoted at the business school’s Skoll Centre for Social Entrepreneurship – and defined in her book as “a novel way of doing philanthropy, one that emulates the way business is done in the for-profit capitalist world”. She even got a chance to attend the glitzy and exclusive Skoll World Forum, held at Oxford each year, which in 2012 included talks and performances by Arianna Huffington, Annie Lennox and George Soros. Through such experiences, she says, she “gained a very close perspective on the growing trend of social entrepreneurship and social impact investment”.
But while the students and other enthusiasts for social entrepreneurship were “engaged with exciting new developments”, McGoey recalls, these were “often not rooted in an understanding of the history” or detail of development issues (one student even asked her, “What’s the IMF?”). Their solutions for eradicating world poverty seldom reflected the insights or concerns of those actually working on the ground. Here, she thought, was “a phenomenon which required academic observation and analysis”.
One approach she adopts is historical. Some of the early industrialists turned philanthropists – Andrew Carnegie, Henry Ford and John D. Rockefeller – attracted vigorous “critiques which are still central to debate today over public welfare. The canonisation of people like Carnegie has eroded consideration of the ways that his labour policies were very contentious at the time. I wanted to bring historical context to today’s arguments.”


It was Rockefeller who once declared that “not even God himself can stop me from giving my money to the University of Chicago”. We might think such beneficence all well and good until we remember that Ford had a notorious history of publishing viciously anti-Semitic tracts that were greatly admired by Hitler. If we accept the right of philanthropists to fund causes we happen to like, do we also accept their right to support things we detest? If we don’t, as No Such Thing as a Free Gift points out, it is a bit like “professing you believe in democracy but only if your preferred party is the sole candidate”.
The “charitable” activities of Gates’ most obviously reactionary fellow billionaires have been well scrutinised, but he himself has received much less critical attention – and is often cited as the good mega-rich philanthropist compared with people such as US industrialists the Koch brothers, who oppose policies to redress climate change. “I saw a need for some engagement,” explains McGoey. “Any powerful organisation should be subject to critical investigation.” Although there was evidence that the Gates Foundation had sometimes (admirably) changed its mind, such as in relation to HIV/Aids, “that’s not to say that criticism is now irrelevant – they’ve only moved in response to external criticism”.
More than this, however, McGoey “wanted to pick the hardest case. The Left has been very unquestioning in support of Gates, Soros and other liberal funders. Yet any time we commend an organisation for doing whatever it wants, we have no pressure or very limited pressure for reining in foundations that are doing quite serious things we don’t like. There has to be a rule of law that applies equally to funders of different ideological stripes.”
The publisher’s press release describes No Such Thing as a Free Gift as a “scathing take-down of philanthrocapitalism”. The book is not nearly as polemical (or luridly readable) as that might sound, but it does raise some key questions about “transparency and accountability” and about whether “many philanthropists, both today and in the past, earned their fortunes through business strategies that greatly exacerbate the same social and economic inequalities that [they] purport to remedy”. It also looks at whether “philanthropy, by channelling private funds towards public services, erodes support for governmental spending on health and education”.
Turning to the Gates Foundation itself, McGoey examines the hard line it takes on patent protection, its support for private initiatives within the US school system and its lack of interest in “mission-related investment” (where foundations attempt to align their investment decisions with their core values). Yet, when asked about her area of greatest concern, she declares herself “most outraged” by the money that goes directly from foundations to for-profit corporations.
“It is a long-standing trend”, she admits, for “philanthropic organisations to give money to for-profit media outlets, as a way of recognising the difficulties they face in the current climate or creating alternative perspectives”. But support for businesses has now spread well beyond that.
The Gates Foundation, for example, provides non-repayable grants to Scholastic Inc, a large publisher of education material. And the book describes an extraordinary project, called M‑Pesa, for which Vodafone and its subsidiaries built, in Kenya and then Tanzania, a system that allowed villagers access to mobile phone banking. This may well be a good thing in itself, but the UK’s Department for International Development and the Gates Foundation both provided major donations to Vodafone, which was then praised in articles for its entrepreneurial flair without any reference to the money it had received.
Most importantly, the case raises issues about whether hugely profitable companies really need financial support from public and philanthropic sources. Meanwhile, the US Treasury lost out from the tax relief that the Gates Foundation has been granted – and London-based Vodafone managed to avoid paying any UK corporation tax for three years in a row.
“Corporate philanthropy” once meant money given by corporations. That is now in decline in the US as a proportion of gross national product and McGoey worries that the new trend is for philanthropic funding to be given to corporations instead.
“I don’t believe it is justifiable for for‑profits to receive tax-deductible foundation resources,” she stresses. “That’s my main concern right now. The push from business schools for philanthrocapitalism…and social entrepreneurship has opened a door towards direct enrichment of corporations by philanthropic foundations that we simply didn’t see in the past.”

Linsey McGoey’s No Such Thing as a Free Gift: The Gates Foundation and the Price of Philanthropy is shortly to be published by Verso Books.

In Newark school reform efforts, gains come at a price

In Newark school reform efforts, gains come at a price:

In Newark school reform efforts, gains come at a price







Five years ago, Gov. Chris Christie, Facebook founder Mark Zuckerberg and former Mayor Cory Booker launched an ambitious plan to remake Newark’s schools by creating a network of charter schools that would operate almost like a business -- a model they hoped could be adopted nationally. William Brangham speaks to Dale Russakoff about her new book, “The Prize,” which chronicles the reform efforts.

TRANSCRIPT

JUDY WOODRUFF: It was meant to be a game-changer for public education in Newark, New Jersey, a plan launched five years ago that might show the entire country how to remake failing urban schools.
Reporter Dale Russakoff chronicled what became of those efforts in her new book, “The Prize: Who’s in Charge of America’s Schools?”
William Brangham recently spoke with her for our NewsHour Bookshelf.
WILLIAM BRANGHAM: It started with an unlikely trio, Newark’s Democratic Mayor Cory Booker, the state’s Republican Governor Chris Christie, and Facebook billionaire Mark Zuckerberg, who offered a whopping $100 million grant. They made the announcement on “Oprah.”
The money was to be used to help implement many oft school reform efforts being tried out nationwide, boost pay for the best teachers, open more charter schools and close the failing ones. And there have been successes. Last year, 20 percent of Newark’s black students were enrolled in — quote — “above-average schools.” That’s up from 12 percent in 2010, but those gains came at a price. The community remains distrustful of the reforms and the exodus to charter schools has fueled a budget crisis.
In her new book, “The Prize: Who’s in Charge of America’s Schools?” former Washington Post reporter Dale Russakoff details where reformers got it right and where things went wrong.
I talked with her recently about how Newark’s schools and students are doing five years on.
Dale Russakoff, thanks for joining us.
DALE RUSSAKOFF, Author, “The Prize”: Thanks for having me.
WILLIAM BRANGHAM: In your book, you write that the trio behind this initial effort, Cory Booker, Chris Christie, and Mark Zuckerberg, you write about them this way — quote — “Their stated goal was not to repair education in Newark, but to develop a model for saving it in all of urban America and to do it in five years.”
That is a breathtakingly ambitious goal. What was their plan?
DALE RUSSAKOFF: Well, actually, I think they wanted, first of all, to repair education in Newark first, but they saw that they could create some kind of a model that could then be scaled up almost like a start-up business, which is the way Zuckerberg would be comfortable thinking about it at that time.
But what they thought they would do was bring in charter schools and dramatically expand the existing footprint of the charter schools, and then also turn the school district into their version of a high-performing business, with accountability all through the system for the teachers and the principals and using the student performance as the metric that everyone had to focus on.
WILLIAM BRANGHAM: I mean, it has been now five years, their stated time frame. How is it going in Newark? How are the kids doing?
DALE RUSSAKOFF: Well, the charter schools in Newark have doubled in — the enrollment has doubled, and 40 percent of children in Newark now go to charter schools, and almost 50 percent of African-American children go to charter schools.
There has been a big exodus, particularly in the most high-poverty districts, which also are the ones with the most — the highest proportion of African-American kids. Those In Newark school reform efforts, gains come at a price:

Mark Zuckerberg opening K-12 school that provides health benefits to all students | New York's PIX11 / WPIX-TV

Mark Zuckerberg opening K-12 school that provides health benefits to all students | New York's PIX11 / WPIX-TV:

Mark Zuckerberg opening K-12 school that provides free health benefits to all students

Mark Zuckerberg, Facebook Founder, Chairman and Chief Executive Officer
Mark Zuckerberg, Facebook Founder, Chairman and Chief Executive Officer


PALO ALTO, Calif. — Mark Zuckerberg is making a big bet on a different sort of business.
The Facebook founder and his wife Priscilla Chan are starting a school with a unique twist. It will offer healthcare services to all of its students from birth to graduation.
The K-12 school, called “The Primary School,” will be a private, nonprofit institution opening in August 2016 in East Palo Alto, California.
“It’s a new kind of school that brings education and healthcare together,” Zuckerberg said in a Facebook post Friday.
Funded by the Mark Zuckerberg and Priscilla Chan Donor Advised Fund, the school will be geared toward low-income students and attendance will be free.
In some cases, the school will even accept students even before they’re born and offer prenatal support for their families. The goal is to literally offer healthcare and education from birth through graduation.
It will also have an on-site clinic, primarily for students, and a partnership with the Ravenswood Family Health Center. Located near the school, Ravenswood will provide comprehensive health and dental care to children from the school and their families.
“Health and education are closely connected,” said Zuckerberg in his post. “When children aren’t healthy, they can’t learn as easily. Many kids and teachers across the country deal with the consequences of poor health in classrooms every day.”
Zuckerberg said Chan, a pediatrician who at one point also taught 4th and 5th grade science, has been working on the school initiative for over a year.
When the Primary School launches next year, it will offer full-time classes for 4-year-olds and support programs for parents of infants and two-year-olds. The school will add a grade each year.
In her own Facebook post, Chan said her personal experiences pushed her to “find a better way of caring for and educating our children.”
Chan previously ran an after-school program in a housing project and worked as a pediatrician in a hospital for low-income and uninsured patients.
Zuckerberg and Chan are also expecting their first child, a daughter.
The Zuckerbergs have previously supported schools with innovative models, including investments in AltSchool, a private school that features mixed-age classes. It was founded in San Francisco in 2013.Mark Zuckerberg opening K-12 school that provides health benefits to all students | New York's PIX11 / WPIX-TV:
Mark Zuckerberg with Priscilla Chan
39,940,215 followers
October 22 at 11:54pmEdited
I'm so proud of Priscilla for starting The Primary School -- a new kind of school that brings education and healthcare together.
Health and education are closely connected. When children aren't healthy, they can't learn as easily. Many kids and teachers across the country deal with the consequences of poor health in classrooms every day.
Priscilla has seen this in her work as a pediatrician and a teacher, so over the past year she's been working with our local community to set up a new type of school in East Palo Alto. In addition to early childhood and K-12 education, The Primary School will also provide prenatal support for families and on-site healthcare for children. By bringing healthcare and education together in one place, the goal is to support families and help children from underserved communities reach their full potential.
On a personal note, it's inspiring to see Priscilla grow as an entrepreneur and leader. I'm looking forward to watching with pride as she develops The Primary School into a great resource for our community.
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