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Friday, October 30, 2015

Malloy kicks the can so far down the road that it land’s right on our children’s heads - Wait What?

Malloy kicks the can so far down the road that it land’s right on our children’s heads - Wait What?:

Malloy kicks the can so far down the road that it land’s right on our children’s heads





The voters of Connecticut need to pay special attention to Governor Dannel Malloy’s irresponsible proposal to change the way that Connecticut funds its pension program for state employees.
Governor Malloy’s plan is nothing more than an outrageous maneuver to balance his failed state budgets on the backs of our children and their future.  As the title of yesterday’s Wait, What? blog stated – Connecticut: BEWARE of Governor Malloy’s most fiscally irresponsible budget proposal yet.
The CT Mirror’s Keith Phaneuf provides more information about Malloy’s proposals in his latest article, explaining that the new initiative violates one of the most fundamental promises Dannel Malloy made when he was running for governor in 2010.
“One year after taking office, Gov. Dannel P. Malloy vowed to accelerate payments into the state’s cash-starved pension fund, much as a family might make extra mortgage payments now to lessen balloon payments looming in future years.”
But not surprisingly, although Malloy pushed through significant tax increases in 2011 and 2015, he used the additional funds to pay for other things and never followed through on his commitment to make those extra pension payments.
Now, in the face of new state budget problems, Malloy is completely reversing his stand on Malloy kicks the can so far down the road that it land’s right on our children’s heads - Wait What?:

Death threats, big money become part of Jeffco school board recall - The Denver Post

Death threats, big money become part of Jeffco school board recall - The Denver Post:

Death threats, big money become part of Jeffco school board recall 

Allegations of bullying, death threats part of increasingly partisan campaign in Jefferson County school board recall election

Rally attendees wait in line to turn in thousands of petitions, which demand that the recall of three school board members be placed on November’s




Death threats, allegations of bullying and fake social media accounts have all become part of the contentious school board recall election in Jefferson County, which is drawing large amounts of money and national attention.
The tension is rooted in philosophical differences about the use of charter schools, how teachers are paid and who should have access to free kindergarten. But, increasingly, the discussions have become about personal and partisan attacks.
"School boards were never meant to become a bully pulpit for politics," said Thomas Alsbury, a professor at Seattle Pacific University who researches school boards and district governance. "There's too much power and too much money involved now."
Campaign finance reports released this week show more than $450,000 has been raised by candidates and committees involved in the recall. But other organizations that act indirectly — including Americans for Prosperity, which supports the current board — do not have to file their spending. There are estimates that as much as $1 million already may have been spent on the recall.
Still, Alsbury says, the situation in Jefferson County is rare.
Tuesday's ballot includes a recall for three seats and a general election for the board's other two seats where members are not seeking re-election. If the recall is successful, the entire board for the state's second-largest school district could be new.
Ballotpedia, a nonprofit online publication that tracks elections and legislation, named theJefferson County school board election "the top election to watch" in the country this year — ahead of Louisiana's race for governor and Pennsylvania's filling of vacancies on its Supreme Death threats, big money become part of Jeffco school board recall - The Denver Post

At the Intersection of Money & Reform Part I: Teacher Compensation | School Finance 101

At the Intersection of Money & Reform Part I: Teacher Compensation | School Finance 101:

At the Intersection of Money & Reform Part I: Teacher Compensation


Charter Schools - Dividing Communities since 1991


Pondering Chartering: Balancing Portfolios

October 30, 2015
The blogging has been quiet for a while. This is partly because I feel like most issues that arise have already been dealt with somewhere on this blog. Also because I’ve been involved in several, simultaneous, long-term projects. These projects intersect with many topics I’ve addressed previously on this blog. At times, this blog serves […]
Posted in: Uncategorized

Pondering Chartering: Importance of Public/Private Distinctions

October 30, 2015
The blogging has been quiet for a while. This is partly because I feel like most issues that arise have already been dealt with somewhere on this blog. Also because I’ve been involved in several, simultaneous, long-term projects. These projects intersect with many topics I’ve addressed previously on this blog. At times, this blog serves […]
Posted in: Uncategorized

At the Intersection of Money & Reform Part II: Charter Schools

October 30, 2015
The blogging has been quiet for a while. This is partly because I feel like most issues that arise have already been dealt with somewhere on this blog. Also because I’ve been involved in several, simultaneous, long-term projects. These projects intersect with many topics I’ve addressed previously on this blog. At times, this blog serves […]
Posted in: Uncategorized

At the Intersection of Money & Reform Part I: Teacher Compensation

October 30, 2015
The blogging has been quiet for a while. This is partly because I feel like most issues that arise have already been dealt with somewhere on this blog. Also because I’ve been involved in several, simultaneous, long-term projects. These projects intersect with many topics I’ve addressed previously on this blog. At times, this blog serves […]
Posted in: Uncategorized

Schools Matter: Asshat!

Schools Matter: Asshat!:

Asshat!






When she reminded us the other day of Arne Duncan's spin after the 2013 bump in NAEP scores and after the 2015 dip in NAEP scores, Valerie Strauss captured for us what blatant ideology can breed in the ethically septic mouth of a fool:

. . . . reformers who have touted NAEP score increases in the past as evidence of  success are now trying to spin the newest results as anything but their the failure of their reforms. Education Secretary Arne Duncan, in 2013 for example, credited Common Core implementation for higher NAEP scores in some states. He said:
“In 2013, reading and math scores edged up nationally to new highs for fourth and eighth graders. It is particularly heartening that reading scores for eighth graders are up, after remaining relatively flat for the last decade. Achievement among the largest minority group in our nation’s public schools—Hispanic students—is also up since 2011. And higher-achieving students as a whole are making more progress in reading and math than in recent years.

“While progress on the NAEP continues to vary among the states, all eight states that had implemented the state-crafted Common Core State Standards at the time of the 2013 NAEP assessment showed improvement in at least one of the Reading and/or Mathematics assessments from 2009 to 2013—and none of the eight states had a decline in scores. [Emphasis added]
Fast forward to today, and Duncan has a different explanation for the lower scores. Brown reported:
Duncan defended those policies in a call with reporters Tuesday, saying that massive changes in schools often lead to a temporary drop in test scores while teachers and students adjust. But the new 
Schools Matter: Asshat!:

55 kids in a class? Typical at some Oregon online schools | OregonLive.com

55 kids in a class? Typical at some Oregon online schools | OregonLive.com:

55 kids in a class? Typical at some Oregon online schools






Classes at Oregon's two huge online public schools, Oregon Connections Academy and Oregon Virtual Academy, routinely include 55 students or more, the state reported Thursday.
No brick-and-mortar schools packed that many students into any math, English or science class last year, and few if any had a core course with 45 students, the state report and check-ins with principals indicate.
The new data constituted Oregon's most detailed look ever at how class sizes vary statewide. They make it possible to see which schools have not merely above average classroom rosters, but the very biggest in the state.
The two virtual schools, which receive roughly the same $7,000 per student of state and local taxes as other public schools, hire far fewer teachers in proportion to the number of students they serve. They rely on technology and on parents to help teachers motivate, teach, monitor and grade 50 or more students per online course.
Courses in online schools are run in a variety of ways that can differ by grade level, school and course design. Teachers generally offer some real-time instruction to the whole class delivered via web cam to students in their homes all over Oregon. But students also read textbooks and watch recorded online lessons on their own. Some quizzes and tests are graded by computer. The teacher is responsible for monitoring progress, answering questions, grading assignments and issuing course grades for every student in the class.
At Oregon Virtual Academy, which enrolled more than 1,600 students last year, the median class had 48 students and one teacher. A total of 24 core academic classes contained more than 55 students apiece.
Oregon Connections Academy, which enrolled nearly 4,000 students, had 54 core classes that included more than 55 students, including 15 science classes and 12 each of math and social studies, the state said. The online school provided incomplete information to the state, making it impossible to accurately determine its typical class size.
Statewide, the typical Oregon school had elementary classes averaging 25 students. In middle and high schools, the typical core academic course had 24 to 26 students, the state reported.
How online schools differ
Maintaining very large classes, as the online schools did, can drive down 55 kids in a class? Typical at some Oregon online schools | OregonLive.com:

What If Every High School Had A 'Justice Program' Instead Of A Cop? : NPR Ed : NPR

What If Every High School Had A 'Justice Program' Instead Of A Cop? : NPR Ed : NPR:

What If Every High School Had A 'Justice Program' Instead Of A Cop?

Man holding two large, boxing gloves apart




This week's viral videos of a Columbia, S.C. deputy's push-the-chair-over-and-drag-the-student arrest of a 16-year-old high school girl in her classroom has refocused attention on the expanding role of police in schools, "zero tolerance" discipline policies and the disproportionate punishment of minorities. The student in the case was African-American and the deputy, Ben Fields, is white.

The Richland County sheriff, Leon Lott, fired Fields on Wednesday. Witnesses say the student was disruptive and refused to leave the classroom. "What she did doesn't justify what our deputy did," Lott said. "He should not have thrown the student."

An attorney for Fields has said the deputy's actions were "justified and lawful."

NPR Ed has done lots of reporting on the racial gap in school discipline, including stories here, here and here. We've also written extensively about alternative discipline policies in schools. NPR's Code Switch team has also covered the topic.

We've also reported on the growing number of alternatives that seek to move school discipline away from approaches centered around punishment and law enforcement. As my earlier visit to an Oakland, Calif., middle school shows, district programs that bring students, teachers and parents together to talk through discipline problems is one such alternative. These "restorative justice" programs — when done right — can often work wonders.

An Alternative To Suspension And Expulsion: 'Circle Up!'What If Every High School Had A 'Justice Program' Instead Of A Cop? : NPR Ed : NPR:

Education Reform’s Very Bad Week

10/29/2015 – Education Reform’s Very Bad Week:

Education Reform’s Very Bad Week




THIS WEEK: Now Who’s Making Excuses … Capping Tests Won’t Help … School-To-Prison Pipeline … Online Charters Stink … Deaths From High School Football

TOP STORY

Education Reform’s Very Bad, God-Awful Week

By Jeff Bryant

“Because of all the big money behind current education policies, it’s difficult to see any real break in the status quo, but anyone who believes that cracking down harder on neighborhood schools while pushing for privately operated charters are the necessary “reforms” our education system needs has to admit this past week was a huge downer … The big take-away is that education reform has never been as much about getting policy right as it has been about getting the politics right. So any work to improve education in the policy shop will be for naught if we don’t match or exceed that level of effort on the political front.”
Read more …

NEWS AND VIEWS

NAEPscuses: Making Sense Of Excuse-Making From The No-Excuses Contingent

National Education Policy Center

NEPC Director Kevin Welner and Managing Director William Mathis write, “Lower grades on the Nation’s Report Card are … bad news for those who have been vigorously advocating for ‘no excuses’ approaches – standards-based testing and accountability policies like No Child Left Behind … Promises of education’s test-driven reformers over the past couple decades have been unfulfilled … It has distracted policymakers’ attention away from the extensive research showing … achievement is caused by opportunities to learn … They assured us that success was a simple matter of adults looking beyond crumbling buildings and looking away from the real-life challenges of living with racism or poverty. As a substitute, we were told to look toward a ‘no excuses’ expectation for all children … Any benefits of test-based accountability policies are at best very small, and any meager benefits teased out are more than counterbalanced by negative unintended consequences.”
Read more …

Why Obama’s New Plan To Cap Standardized Testing Won’t Work

The Washington Post

Education journalist Valerie Strauss writes on her blog, “Solutions offered by the [Obama] administration – apparently to calm an anti-testing rebellion around the country – don’t much move the needle. They won’t cut into testing time and test prep all that much, if at all, and they won’t eliminate what is arguably a bigger problem: the high stakes associated with the exams … The Testing Action Plan does not, incidentally, recommend a specific limit on test prep time … The Testing Action Plan also does not call for the elimination of using standardized test scores to evaluate educators … For years we’ve heard teachers complain that test scores don’t come in a timely manner for them to use the scores to help individual students … The testing culture is entrenched in our schools and that those who profit both financially and academically from the tests won’t let it go easily.”
Read more …

The School-To-Prison Pipeline, Explained

Vox

“Juvenile crime rates are plummeting … But school discipline policies are moving in the opposite direction: out-of-school suspensions have increased about 10% since 2000. They have more than doubled since the 1970s … Black students are three times more likely to be suspended or expelled than white students … Administrators started relying more heavily on actual police … About 92,000 students were arrested in school during the 2011-2012 school year … And most of those are low-level violations… When a school allows a School Resource Officer to arrest a student … they’re turning that student over to the juvenile justice system. That makes it that much easier for a student to get a juvenile record … Punishment for a second offense is likely to be much harsher … [Some] schools are exploring restorative justice programs, which focus on forming relationships between teachers, students, and administrators and giving students an opportunity to resolve problems by talking about them.”
Read more …

Cyber Charters Have ‘Overwhelming Negative Impact,’ CREDO Study Finds

Education Week

“Students who take classes over the Internet through online charter schools make dramatically less academic progress than their counterparts in traditional schools … Gains that online charter students saw in math were so limited, it was ‘literally as though the student did not go to school for the entire year’ … Such schools enroll about 200,000 full-time students across 26 states … More than two-thirds of online charter schools had weaker overall academic growth than similar brick-and-mortar schools. In math, 88% of online charters had weaker academic growth than their comparison schools … Full-time online charter schools now enroll about 8% of charter students nationwide.”
Read more …

We Had No Idea This Many Kids Have Died Playing High School Football This Year

Mother Jones

“Since the start of the high school football season, five high school football players have died following on-field injuries, matching both last year’s total and the average number of football-related deaths since the late 1990s … Between 2005 and 2014, another 92 high school football players died indirectly from the sport, with causes ranging from heart-related issues to heat stroke and water intoxication … Amid lingering unease over the long-term effects of concussions, some schools have considered getting rid of football altogether … Notably, only 37% of public high schools had access to a full-time athletic trainer … Historically, compared to other high school sports, football has accounted for a large majority of catastrophic injuries.”
Read more …
10/29/2015 – Education Reform’s Very Bad Week:








Florida teacher's 'deeply personal' resignation letter goes viral

Florida teacher's 'deeply personal' resignation letter goes viral:

Florida teacher's 'deeply personal' resignation letter goes viral





There's been more than a little talk about our education system lately; parents and teachers alike are frustrated over the test-focused curriculum they're asked to put kids through. Former Polk County Florida teacher Wendy Bradshaw is finished with the system and isn't shy about why.
Bradshaw, who has both a master's and doctorate degree in education, is fed up with the way we teach our children, and when it came time for her to quit, she didn't mince any words in why she was leaving the field she loves. She shared her resignation letter on a public Facebook post, and now it's spreading like wildfire:

Her clearly heartfelt letter is long but worth the read. It covers a lot of what parents are frustrated about with the education system as a whole, particularly the aspect of testing, which Bradshaw says flies in the face of everything educators know to be appropriate about teaching kids.
Bradshaw begins by talking about how much she loves the field of education, and to be sure, you really must love a job that is so overtaxing and underappreciated (not to mention underpaid) as teaching to put yourself through what could potentially take a decade or more of education to do it. But in the end, there's one thing that is keeping her from continuing in the classroom, and it would break any parent's heart:
I just cannot justify making students cry anymore. They cry with frustration as they are asked to attempt tasks well out of their zone of proximal development. They cry as their hands shake trying to use an antiquated computer mouse on a ten year old desktop computer which they have little experience with, as the computer lab is always closed for testing. Their shoulders slump with defeat as they are put in front of poorly written tests that they cannot read, but must attempt. Their eyes fill with tears as they hunt for letters they have only recently learned so that they can type in responses with little hands which are too small to span the keyboard.
Some kids are great at tests. Some even thrive in that environment. But the majority of children, particularly at the age Bradshaw is referring to — kindergarten through second grade — don't and shouldn't be expected to. It isn't developmentally appropriate and in essence sets children up to fail. At that age, school serves a different purpose. It's for learning the ropes, for making friends and for play-driven learning, not for getting familiar with scan-tron machines and learning how to manage test-induced stress.
Any parent with a child of testing age knows exactly where she's coming from. With so much money tied up in how kids perform on arbitrary tests, there is way too much pressure on kids to perform at an age where they aren't equipped to manage the havoc that pressure can wreak on their little brains and bodies.
Indeed, it was the birth of her own child that spurred her to action. In what might be the most poignant part of her letter, Bradshaw talks about the birth of her daughter: 
On June 8, 2015 my life changed when I gave birth to my daughter. I remember cradling her in the hospital bed on our first night together and thinking, “In five years you will be in kindergarten and will go to school with me.” That thought should have brought me joy, but instead it brought dread. I will not subject my child to this disordered system, and I can no longer in good conscience be a part of it myself. Please accept my resignation from Polk County Public Schools.
We ask a lot of our teachers. We want them highly trained. We want them to do Florida teacher's 'deeply personal' resignation letter goes viral:


Obama administration weighs in on transgender bathroom debate - Yahoo News

Obama administration weighs in on transgender bathroom debate - Yahoo News:

Obama administration weighs in on transgender bathroom debate

The US Department of Education and the Department of Justice issued a joint statement in a friend-of-the-court brief in support of a student suing for the right to use the boys' restroom.





Schools that prevent transgender students from using restrooms for the gender with which they identify may be violation of federal law, according to the Obama administration.
This is not the first time the Obama administration has moved in favor of transgender rights. In April of this year, the White House announced that it would be opening its first gender-neutral restroom, which would allow more federal employees and visitors who identify as transgender greater peace of mind.
The argument was initially put forward by the Department of Education (DOEd) and the Department of Justice (DOJ) in a friend-of-the-court brief backing a Virginia teenager named Gavin Grimm who is suing for the right to use the boys’ restrooms at his Virginia high school.
The brief suggests that the Gloucester County School Board's requirement that Gavin must use either the girls’ restrooms or a unisex bathroom can be considered unlawful bias under Title IX, the federal law prohibiting gender-based discrimination.
The policy prevents Gavin from enjoying “a benefit that every other student at this school enjoys: access to restrooms that are consistent with his or her gender identity," lawyers with DOEd and DOJ wrote in their filing. “Treating a student differently from other students because his birth-assigned sex diverges from his gender identity constitutes differential treatment on the basis of sex under Title IX."
The brief, while not legally binding, "sends a crucial message to schools across the country – transgender youth are valuable members of our community who are entitled to full protection of the law," Human Rights Campaign President Chad Griffin told the Associated Press. "No one should be humiliated or marginalized by the adults responsible for helping them to achieve."
Gavin was born female but identifies as male. He came out as transgender to his parents in the spring of 2014, and was allowed to use the boys’ restrooms at Gloucester High School until some other families complained. The school board then voted to restrict transgender students to single-stall unisex facilities and those bathrooms that correlate with their biological sex.
The American Civil Liberties Union sued to overturn that policy in June, claiming that the policy was grounds for sex discrimination.
In July, when the Justice Department first expressed a desire to weigh in on Gavin’s lawsuit, Gloucester County Attorney Ted Wilmot told the Daily Press newspaper in Newport News, Virginia that “existing court precedents do not support the idea that the school board's restroom rules violate Title IX.”
In September, a federal judge sided with the school board, dismissing the ACLU’s sex discrimination claim. The case is now pending before the 4th US Circuit Court of Appeals.
This report contains material from the Associated PresObama administration weighs in on transgender bathroom debate - Yahoo News:

Damning Report Shows How Charter Schools Dump Struggling Students: Gothamist

Damning Report Shows How Charter Schools Dump Struggling Students: Gothamist:

Damning Report Shows How Charter Schools Dump Struggling Students






Parents like charter schools because they are intensely student-focused. Hedge fund managerslike charter schools because they provide a model for private education that is publicly funded. Governor Cuomo likes charter schools because hedge fund managers like charter schools (and because the Mayor ran opposing them). Sure they might be "polarizing," with their strict discipline, higher suspension rates, and frequent teacher burnout, but they get (test) results. Now a New York Times investigation reveals what charter opponents have been saying all along: they actively try to shed struggling students and those with special needs to keep their success rate high.
Using a bevy of anonymous sources, Kate Taylor reports that Success Academy, the largest charter network in the city, targets underperforming students who misbehave as potential candidates for expulsion.
While it's difficult to formally expel children from charter schools because of the public funds they receive, it's much easier to repeatedly suspend problem children and hope their parents take the hint.
Monique Jeffrey said her son, who was in kindergarten last year, was suspended so many times she “stopped counting.” In the middle of the year, Ms. Jeffrey said, the school’s education manager, Rebecca Fleischman, told her that her son had emotional and behavioral issues the school could not handle and that she should look for another school. Ms. Jeffrey withdrew him at the end of the year.
At Success Academy in Fort Greene, the principal made a list of 16 students under the headline "Got to Go." Nine of those students later left.
Other emails obtained by the Times show administrators and teachers at Success schools mulling how to designate a child as a special needs student so that the Success could plausibly tell their parent they were unequipped to teach them.
The notes also appear to allude to the possibility of getting one child on the “Got to Go” list classified as a 12:1:1 special education student. Those students are entitled to classrooms limited to 12 students, with one teacher and one aide, so Success Academy, which offers Damning Report Shows How Charter Schools Dump Struggling Students: Gothamist:

Education reformer fired for suggesting radical change

Education reformer fired for suggesting radical change:

Jacques: Reformer fired for suggesting radical change






Greg Harris, the state director of StudentsFirst in Ohio, decided to weigh in on the Detroit school reform debate. And now he’s the former state director.
Harris got fired for a guest piece he wrote for The Detroit News last Friday. Apparently, he hadn’t received permission from his counterpart at the StudentsFirst Michigan office before writing the piece that struck a raw nerve with some of the key players in the Detroit school turnaround.
Firing Harris seems over the top. After all, he had spent some time in Detroit in 2011 as the interim director of Excellent Schools Detroit, so his perspective was valid.
In addition, while Harris’ ideas were provocative, they were well-reasoned. He suggested that Detroit Public Schools be converted to an all-charter district for financial and academic reasons. This is a concept that has worked in New Orleans, following Hurricane Katrina’s devastation of city schools in 2005. And a growing number of cities are relying more heavily on charter schools.
Yet some thought Harris’ opinions were too radical, including top officials within StudentsFirst, the education reform organization founded by former Washington, D.C., school chief Michelle Rhee.
“Our team in Michigan has worked tirelessly for policies that will make Detroit schools better and only our team members in Michigan are qualified to discuss these important issues,” Tim Melton, StudentsFirst vice president of legislative affairs wrote in a news release, which also stated Harris was fired. Melton has Michigan ties, having served several terms in the state House prior to taking this national job.
But maybe radical is just what Detroit needs.
It’s also the approach Rhee took. She formed the organization in 2010 as a way to help states push through important legislative changes to boost teacher performance and school accountability. Rhee is also an advocate of charter schools, although she stops short of saying they are the only option.
A few years ago, Rhee wrote a book about her work with StudentsFirst, as well as her time as chancellor of Washington, D.C. public schools. She titled her book “Radical.”
Rhee has never been afraid of pushing against the education establishment and Education reformer fired for suggesting radical change:

Who's Behind Friedrichs? The right-wing one-percenters who are funding a mega-attack on unions

Who's Behind Friedrichs?:

Who's Behind Friedrichs?

The right-wing one-percenters who are funding a mega-attack on unions



As the current term of the U.S. Supreme Court opens this autumn, looming on the docket is Friedrichs v. California Teachers Association, a case designed to decimate public-sector unions. While it may not come to that—even the most knowledgeable Court-watchers are unsure how the justices will rule—the stakes are high. A decision is expected before the term ends in June.
The case was, in effect, invited by Justice Samuel Alito, who penned the majority opinion in Harris v. Quinn, a 2014 case in which the court ruled against the union representing home-care workers in Illinois. In Harris, as Harold Meyerson wrotehere, Alito devoted half of his opinion to considering the constitutionality of public-sector unions’ right to collect “fair share” fees from those who have opted out of union membership. These fees cover the worker’s share of the resources the union spent on negotiating a contract, representing workers in grievance procedures, and other services that benefit the entire workforce. They are lower than the dues assessed the union’s members, whose payments also cover the cost of their union’s political activities.
The right of unions to collect fair share fees was settled by the court’s unanimous decision in 1977’s Abood v. Detroit Board of Education. In her dissenting opinion inHarris, Justice Elena Kagan noted that the fair-share issues Alito brought up were not even before the court in Harris. Alito’s questioning of the Abood precedent, however, signaled an inclination by the conservative majority to revisit it.
Alito’s invitation to reconsider Aboodhelped ensure that Friedrichs tore through the legal system at high speed. But the real force propelling Friedrichs’gallop through the courts was the Center for Individual Rights (CIR), the right-wing pro-bono law group that is representing teacher Rebecca Friedrichs and her fellow plaintiffs: At each stage in the legal process, CIR attorneys asked the courts to rule against their own clients, with the apparent interest of moving the case up to the Supreme Court as quickly as possible.
“It just seems really nefarious,” says Frank Deale, a professor at the CUNY School of Law. “In fact, it’s collusive, in a way. You’re setting up this false scenario, this false conflict, in order to get a Supreme Court ruling. The Center for Individual Rights didn’t even make an argument [in the lower-court filings]. They asked for the court to rule for the defendant, and then they got rewarded for it.”
In addition to Rebecca Friedrichs, the plaintiffs include nine other California schoolteachers, who have all opted out of union membership. They’re bringing suit against the California Teachers Association in a bid to relieve themselves of having to pay their fair share, via agency fees, for the services the union is required by law to provide to them, including contract negotiation and adjudication of grievances. But the Court’s ultimate decision could reach further than the issue of agency fees, in ways that could threaten the very existence of unions. A narrow ruling, of course, could have a lesser effect.
Should the Friedrichs plaintiffs succeed in all their claims before the high court, they could cause public-sector unions to have significant drops in membership, since all the workers covered under their union contract could cease payment of any dues or fees to the union, even though the union would still be legally obligated to provide them with services. The unions would have to sign up their current members to collect payments from them again, causing them to devote additional staff and resources to organizing. As well, the resources unions could devote to political action could be substantially diminished—a possible reason why, with the 2016 elections looming, right-wing organizations have been so determined to fast-forward the case to the Supremes.

WHEN THE CENTER FOR Individual Rights first came on the scene in 1989, Frank Deale was on the staff of the Center for Constitutional Rights, the organization that made its mark in the field of civil rights. “When I first heard their name I said, ‘For Who's Behind Friedrichs?:

Jindal and the Core: Louisiana snubs the Manchurian Candidate | The Lens

Jindal and the Core: Louisiana snubs the Manchurian Candidate | The Lens:

Jindal and the Core: Louisiana snubs the Manchurian Candidate





Diane Ravitch, the high-profile New York academic and blogger, is probably the punditocracy’s most relentless opponent of what’s been happening in public education here since Katrina. Charter schools and the choices they provide families, high-stakes testing to assure student achievement and teacher competence — all that stuff is anathema to her. As is the Common Core.
Failed governor turned presidential wannabe Bobby Jindal still postures as a fan of school reform — even after presiding over savage and repeated cuts to LSU and a push toward vouchering, so students can leave public education altogether and carry taxpayer dollars into religious schools of sometimes shockingly low quality. And like Ravitch, he has emerged as an angry foe of the Common Core.
Ravitch, a darling of teacher unions, is — these days, anyway — a creature of the left. Jindal, his hopes pinned on overcoming dismal poll numbers in Iowa, panders to the far right.
But are they really all that different? Not in the eyes of Louisiana voters, to judge from Saturday’s elections to the Board of Elementary and Secondary Education.
Neither Ravitch nor Jindal was on the ballot last weekend, but to the extent voters took any note of their posturing in the run-up to the election, both got handed their heads.
All three BESE candidates backed by Ravitch’s Network for Public Education — Lee Barrios, Jason France and Lottie Beebe — were spurned by voters. The more crushing defeat was Jindal’s: the implicit victory for state Superintendent of Education John White, once the apple of Jindal’s eye, now his whipping boy.
To the relief of the school-reform leadership in New Orleans, the incoming state school board, like the one it succeeds, will be peopled predominantly by folk who favor the Common Core. That is expected to be true no matter what happens in the two mop-up runoffs for BESE seats next month. That means BESE can be counted on to continue siding with White against Jindal’s effort to get rid of the Common Core — or a successor governor’s effort to get rid of White.
White, briefly superintendent of the Recovery School District in New Orleans, began preparing the state for the new standards and tests as soon as Jindal lifted him up as his nominee for the top state education job three years ago.
Summer before last, Jindal put a wet finger in the wind and decided he’d better reverse course on the Common Core, the set of benchmarks he had heartily embraced as a way to bring Louisiana schools up to par with better-performing states across the nation.
White, who has gained national visibility as an eduction leader, stood his ground and continued preparing for the Common Core. Jindal and the Core: Louisiana snubs the Manchurian Candidate | The Lens: