Mitchell Robinson: Betsy DeVos Uses the Coronavirus Pandemic to Push Private and Religious School Vouchers | Eclectablog

Betsy DeVos Uses the Coronavirus Pandemic to Push Private and Religious School Vouchers | Eclectablog

Betsy DeVos Uses the Coronavirus Pandemic to Push Private and Religious School Vouchers

Secretary of Education Betsy DeVos has pulled a lot of shady stuff in her time in President Trump’s Cabinet. But her latest action may take the cake for brazen, underhanded political malfeasance.

Education Secretary Betsy DeVos is using the $2 trillion coronavirus stabilization law to throw a lifeline to education sectors she has long championed, directing millions of federal dollars intended primarily for public schools and colleges to private and religious schools.

To put it simply, after a lifetime of humiliation and failed attempts, in both her home state of Michigan and nationally, to get private and religious school voucher programs passed into law, Ms. DeVos is using the worst health emergency in our nation’s history to use federal funding for voucher programs that favor private and religious schools across the country, many of dubious legitimacy, and drawing rebukes for “exploiting congressional relief efforts.”

Here are some of the schools that Betsy DeVos has made sure received federal relief funding, in spite of Congressional guidance that these funds be directed toward low income students and communities:

• The Bergin University of Canine Studies in California, whose founder “said its $472,850 allocation was a ‘godsend.’”
• The Wright Graduate University for the Realization of Human Potential, a private college “in Wisconsin that has a website debunking claims that it is a cult, received about $495,000.”
• God’s Bible School and College in Ohio, whose vice president for academic affairs is named “Aaron D. Profitt” (that is not a joke).

Meanwhile, public education officials in several states are pointing out that DeVos’ decision to not consider income levels when determining to whom or where these funds are sent is a violation of CONTINUE READING: Betsy DeVos Uses the Coronavirus Pandemic to Push Private and Religious School Vouchers | Eclectablog

Fearing for students, educators demand Senate act to protect public schools - Education Votes

Fearing for students, educators demand Senate act to protect public schools - Education Votes

Fearing for students, educators demand Senate act to protect public schools

By Amanda Litvinov

Education advocates have succeeded in urging federal legislators in the U.S. House of Representatives to take the first step in protecting public education from the financial turmoil wrought by the coronavirus pandemic.

Today, the U.S. House passed the HEROES Act (Health and Economic Recovery Omnibus Emergency Solutions), a $3 trillion proposal to stabilize the economy that recognizes the critical role of the public school system.

The hallmark of the bill is $915 billion in relief for states, localities, territories, and tribes to pay vital workers such as first responders, health workers, and educators who are at risk of losing jobs from massive budget shortfalls. There is $90 billion specifically to stabilize funding for K-12 and higher education.

Now, the bill goes to the Senate. Unless they act, credible estimates indicate that public schools could face budget reductions anywhere from 25 to 35 percent.

 You can help: Ask your Senators to stabilize education funding.

“Our governor said early on that we could be looking at 20 percent cuts to school budgets next year,” says Phil Hayes, vice president of Ohio’s Columbus Education Association who for years taught high school social studies.

“We know that with cuts that deep, districts are going to lose educators. And that means fewer services for our students at a time when they will need more services, not less,” Hayes said.

“How are we going to meet even greater needs among students with fewer educators and less resources?”

The crisis yet to come

Every statistic related to the cratering of the economy is terrifying.

At least 36.5 million Americans are out of work, the highest rate since the Great Depression. Lost jobs and business closures have decimated state revenues; those losses could get as bad as $650 billion over the next three years, according to the Center on Budget and Policy Priorities.  

Though the $30 billion Congress dedicated to K-12 and higher education when it passed the CARES Act last month was a step in the right direction, it won’t begin to cover such losses.

Even a 15 percent cut to education budgets could eliminate as many as 320,000 teaching jobs according to an analysis by the Learning Policy Institute. The lead researcher acknowledged that’s a conservative figure, and the reality is likely to be far worse.

We know from past experience that those job cuts will not be equally felt. Poorer districts that rely more heavily on state aid, will be hit the hardest.

You can help: Ask your Senators to stabilize education funding.

In Michigan, the chair of the state senate’s education committee has already warned of a CONTINUE READING: Fearing for students, educators demand Senate act to protect public schools - Education Votes

Big Education Ape: NEA Hosts Tele-Town Hall to Mobilize Support for Coronavirus Relief Bill - http://bigeducationape.blogspot.com/2020/05/nea-hosts-tele-town-hall-to-mobilize.html

Re-Opening Schools: Expert Task Force (ROSE) | LucidWitness.com

Re-Opening Schools: Expert Task Force (ROSE) | LucidWitness.com

RE-OPENING SCHOOLS: EXPERT TASK FORCE (ROSE)

Both the argument and the process for re-opening schools are multi-faceted and they cross a range of development stages.  Childhood trauma damage looms in all directions.  Historic decisions should be based on science and data, addressing many  complex and competing risks.  

Stunningly, to-date, the lack of a coordinated national response to Covid-19 has created broad inefficiency and ineffectiveness, maybe most notably in the “absent” plan for population-testing for the virus.   That same laissez-faire approach to a national attack now threatens to disregard the growing data about the nation-wide dangers and trauma-inducing experiences of when and how to re-open schools.

School re-opening guidelines should be developed by experts, trauma-informed experts, across  an array of domains;  the leaders in knowledge and experience in their fields.  The weighty, strategic decisions and  their implementation approaches would be tackled most effectively with a multi-faceted team of, national or even international, authorities on the competing dangers, in open discussions and planning, as a cohesive group.

A “Re- Open Schools Experts” task force  (ROSE task force) could demonstrate how our nation values children.  Conversely a more cavalier approach could have states and districts competing again for scarce resources, and worse, lacking knowledge, making a patchwork of decisions on whim and hearsay and emotion.

Traumatic experiences related to Covid-19 and schools have been and will continue   threatening  children with many, and CONTINUE READING: Re-Opening Schools: Expert Task Force (ROSE) | LucidWitness.com

The Class Divide: Remote Learning at 2 Schools, Private and Public (Dana Goldstein) | Larry Cuban on School Reform and Classroom Practice

The Class Divide: Remote Learning at 2 Schools, Private and Public (Dana Goldstein) | Larry Cuban on School Reform and Classroom Practice

The Class Divide: Remote Learning at 2 Schools, Private and Public (Dana Goldstein)

Dana Goldstein is a New York Times journalist who writes about how education policies impact families, students and teachers across the country. She wrote “The Teacher Wars: A History of America’s Most Embattled Profession.” This article appeared May 10, 2020

For Rachel Warach’s class, the 133rd morning of first grade, numbered on a poster board behind her, was similar to all of the previous mornings.

Her students from across Chicago spent 15 minutes working quietly on math problems and writing in their journals. They split into small reading groups, with Ms. Warach bouncing between them to offer feedback. Later, there was an Earth Day discussion of “The Lorax” and a math lesson on sorting everyday objects — rolls of tape, coins, pens — according to shape.

There was a break for lunch and recess, followed by Hebrew class. All as Oisabel sprawled on the floor, Shira snuggled against her mom, and a father whispered to his son, “Can you take that blanket off your head, please?”

This is first grade at a private school determined to make remote education during the coronavirus as similar as possible to what it looked like before the pandemic. Chicago Jewish Day School provides four hours and 15 minutes of daily live instruction, including yoga, art and music. Students even do messy baking projects over Zoom, with parents as sous chefs.

It bears little resemblance to the more typical experience that Jacob Rios is having in Philadelphia, where he attends first grade at a public school, Spruance CONTINUE READING: The Class Divide: Remote Learning at 2 Schools, Private and Public (Dana Goldstein) | Larry Cuban on School Reform and Classroom Practice

Betsy DeVos directs $500,000 from coronavirus relief to private college — confused by some with cult – Raw Story

Betsy DeVos directs $500,000 from coronavirus relief to private college — confused by some with cult – Raw Story

Betsy DeVos directs $500,000 from coronavirus relief to private college — confused by some with cult

Secretary of Education Betsy DeVos has directed millions in federal coronavirus relief funds earmarked by Congress for low-income students to wealthy private and religious schools, including nearly half a million dollars to an institute with a website devoted to proving it is not a cult.

This article originally appeared at Salon.

The New York Times first reported Friday that DeVos, whose family net worth has been pegged at approximately $2 billion by Forbes, has stuck her hand into the $30 billion pot of federal relief funds to appropriate $180 million “to encourage states to create ‘microgrants’ that parents of elementary and secondary school students can use to pay for educational services, including private school tuition. She has directed school districts to share millions of dollars designated for low-income students with wealthy private schools.”

The article added that “she has nearly depleted the funding set aside for struggling colleges to bolster small colleges — many of them private, religious or on the margins of higher education — regardless of need.”

Defend democracy. Click to invest in courageous progressive journalism today.

Of the $321,000,000 from that depleted fund, $19 million went to schools with “bible” or “Christian” in their name, and more than $50 million went to theological seminaries, according to a Salon analysis of the allocations. CONTINUE READING: Betsy DeVos directs $500,000 from coronavirus relief to private college — confused by some with cult – Raw Story

How CDC says schools, child-care centers can decide to reopen - The Washington Post

How CDC says schools, child-care centers can decide to reopen - The Washington Post

Here’s the limited guidance Trump allowed the CDC to give to schools and child-care centers about safely reopening

Here is the guidance that the Centers for Disease Control and Prevention just released on how schools and child-care programs can safely reopen during the coronavirus pandemic. It’s not what the CDC had intended to issue, according to a report by The Washington Post, but it’s what the White House allowed.

The CDC had written extensive guidelines about how various sectors of American life could carefully reopen, but the White House allowed the CDC to release only short “decision trees” in six areas, one of them for schools and another for child-care programs, which you can see below.

The longer guidelines are still being reviewed by the White House, The Post reports. President Trump has repeatedly urged the United States to reopen and mocked calls by experts such as Anthony S. Fauci, the director of the National Institute of Allergy and Infectious Diseases, to go slowly so as not to spark a surge in novel coronavirus cases.

This week, Trump downplayed the dangers of children returning to school while the covid-19 pandemic is still prevalent in a community. He also contradicted Fauci, the country’s leading public health official, who warned about the dangers of rushing to reopen schools.

According to another Washington Post report: “Instead of assuming its traditional lead role in a public health crisis, the 74-year-old agency has become just one of many voices providing often contradictory instructions to a confused and imperiled public.”

Growing friction between White House, CDC hobbles pandemic response

In March, the CDC published specific guidance on its website for how schools should handle and prepare for the spread of covid-19. You can compare the level of detail in that guidance, below, with what the White House allowed the CDC to release on safely opening schools.

Sign up for our Coronavirus Updates newsletter to track the outbreak. All stories linked in the newsletter are free to access.

Here are the short versions of the CDC reopening guidance for schools and child-care programs.

CONTINUE READING: How CDC says schools, child-care centers can decide to reopen - The Washington Post

How to Watch Barack Obama’s Commencement Speeches on Saturday | Vogue

How to Watch Barack Obama’s Commencement Speeches on Saturday | Vogue

How to Watch Barack Obama’s Commencement Speeches This Weekend

With high schools and colleges around the country closed because of the coronavirus, millions of high school and college seniors have been denied their commencement ceremonies, long a cherished ritual signaling the beginning of a new chapter of life. But Barack Obama is among the prominent figures who have stepped in to fill that void and will be delivering virtual commencement addresses this month and next.

This Saturday, the former president will give two such addresses. One will be delivered as part of Show Me Your Walk, HBCU Edition, a two-hour livestreaming event for historically black colleges and universities. It will begin at 2 p.m. ET on the Chase YouTube channel as well as on Facebook and Twitter. There will be appearances by Kevin Hart, Steve Harvey, Chris Paul, Debbie Allen, and Vivica Fox, among others, as well as musical performances by Anthony Hamilton, Wyclef Jean, Omari Hardwick, and a drumline mash-up featuring Doug E. Fresh.

Later that same day, Obama is set to deliver a commencement message during Graduate Together: America Honors the High School Class of 2020, a one-hour multimedia event hosted by XQ Institute, the LeBron James Family Foundation, and the Entertainment Industry Foundation. The event will feature appearances by LeBron James, Malala Yousafzai, the Jonas Brothers, Yara Shahidi, Bad Bunny, Lena Waithe, Pharrell Williams, Megan Rapinoe, H.E.R., Ben Platt and others. It’s set to be simulcast, starting at 8 p.m., on ABC, CBS, Fox, and NBC as well as via 20-plus other broadcast and digital streaming partners.

And there will more to come in this virtual commencement space.

On May 31, Teen Vogue will bring together a lineup of prominent women that includes Stacey Abrams, Anna Wintour, Jameela Jamil, Tracee Ellis Ross, Aly Raisman, and Noor Tagouri for a YouTube graduation event. Teen Vogue is also inviting graduating students to submit two-minute speeches, and two winners will speak during the livestream. (The magazine is also putting on a virtual prom featuring JoJo, Chloe x Halle, Beanie Feldstein, Becky G, Ava Max, and others this Saturday at 8 p.m.)

Obama will return to the commencement-speech circuit on June 12, this time along with former first lady Michelle Obama, as well as Lady Gaga, BTS, Condoleezza Rice, Malala Yousafzai, Kerry Washington, Alicia Keys, Zendaya, and others. The YouTube event Dear Class of 2020 will start at 3 p.m. and will be followed by a virtual after-party headlined by BTS.

How to Watch Barack Obama’s Commencement Speeches on Saturday | Vogue

The College Board COVID-Era AP Exam: Another Botch Job | deutsch29

The College Board COVID-Era AP Exam: Another Botch Job | deutsch29

The College Board COVID-Era AP Exam: Another Botch Job

The College Board is offering its Advanced Placement (AP) tests in an abbreviated, roughly-45-minute formats that students complete remotely and submit according to the College Board’s schedule. The first round of testing began May 11, 2020.

In keeping with the College Board’s established history of ineptness as a high-stakes testing entity (see here and here and here and here and here and here and here and here and here for examples), the organization once again has thousands of shocked and upset high school students and their parents suffering the consequences of having to rely on the College Board to competently deliver.

In the following tweet, the faceless College Board entity understates the gravity of those thousands of students who were unable to successfully upload their AP test responses to the College Board’s server.

The College Board assumed no responsibility and instead plays up a “99%” success rate as it vaguely blamed student browsers as “a primary cause”:

The College Board

✔@CollegeBoard

While more than 99% of students successfully submitted their AP Exam responses yesterday, some who didn't told us they had trouble cutting and pasting their responses. We took a closer look and found that outdated browsers were a primary cause of these challenges.

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8:24 AM - May 13, 2020

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273 people are talking about this

In 2018-19, 2.8 million students took 5.1 million AP exams. So, the hidden failure in that “99% success rate” is that the “unsuccessful,” College Board-donwplayed, one percent of AP student test takers translates to thousands of students.

The numerous student and parent comments to the above tweet underscore the College Board’s reputation for testing ineptitude. For example, a number of CONTINUE READING: The College Board COVID-Era AP Exam: Another Botch Job | deutsch29

CARES Act ESSER Fund Allocations - Categorical Programs (CA Dept of Education)

CARES Act ESSER Fund Allocations - Categorical Programs (CA Dept of Education)

CARES Act ESSER Fund Allocations

The Coronavirus Aid, Relief, and Economic Security (CARES) Act provides funding to LEAs through Section 18003 of the Elementary and Secondary School Emergency Relief (ESSER) Fund, to address the impact of COVID-19 on elementary and secondary schools.

Congress set aside approximately $13.2 billion of the $30.75 billion allotted to the Education Stabilization Fund through the CARES Act for the Elementary and Secondary School Emergency Relief (ESSER) Fund. This funding will provide local educational agencies (LEAs) with emergency relief funds to address the impact that Novel Coronavirus Disease 2019 (COVID-19) has had, and continues to have, on elementary and secondary schools across the nation.

State awards for the ESSER Fund are in the same proportion as each state received under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended, in fiscal year 2019-20. Each state must use no less than 90 percent of its allocation ($1,482,575,514) to make subgrants to LEAs, based on each LEA’s share of funds received under Title I, Part A in fiscal year 2019-20.

Application for Funds

While LEAs will need to apply to receive ESSER funding, the preliminary allocation amounts have been released to help LEAs with the development of their 2020-21 fiscal year (FY) budget (SACS Resource Code 3210). The application has not been released and federal funds cannot be apportioned to LEAs until authorization is provided in the California 2020-21 FY Budget Act.

The California Department of Education will communicate with LEAs on how to apply once the application for funding is made available.

Use of Funds

Federal cash management rules will apply to this funding. Funds can be used by LEAs for any purposes under the ESEA, the Individuals with Disabilities Education Act, the Adult Education and Family Literacy Act, Perkins Career and Technical Education, Title VII-B of the McKinney-Vento Homeless Education Act, and for other purposes related to response coordination, professional development, purchasing technology, buying sanitization supplies, and other activities. (Section 18003(d))

An LEA may use ESSER funds for any allowable expenditure incurred on or after March 13, 2020, the date the President declared the national emergency due to COVID-19.

Funding

Fiscal Year 2020–21

CARES Act, ESSERF, Section 18003 Preliminary Allocations(XLSX)

ESSERF preliminary allocations are based on an LEA’s share of funding received under Title I, Part A in FY 2019-20. To have received 2019-20 Title I, Part A, an LEA must have: 

• Been deemed an eligible LEA as reflected by a minimum poverty count of 10 and poverty rate greater than 2%; and,
• Applied for funds on CARS no later than March 31, 2020; and,
• Submitted the LCAP Federal Addendum

Other Information

Related Content

• Frequently Asked Questions

• CARES Act Text

• ESSER Fund State Allocations Table
  Link to U.S. Department of Education’s allocation table by state.

• ESSERF Certification and Agreement
  Link to U.S. Department of Education’s state application to apply for funds. LEAs should not complete and submit this application to the California Department of Education, provided solely for informational purposes.

Contacts

Program Questions: CARESAct@cde.ca.gov
Questions about the application process, use of funds, and reporting requirements.

Fiscal Questions: Leslie Sharp, LSharp@cde.ca.gov
Questions about the determination of LEA allocation amounts and the timing and apportionment of funds.

Questions:   Government Affairs CARES Help | CARESAct@cde.ca.gov

CARES Act ESSER Fund Allocations - Categorical Programs (CA Dept of Education)

CURMUDGUCATION: How Dr. Perelman Helped Save Australia

CURMUDGUCATION: How Dr. Perelman Helped Save Australia

How Dr. Perelman Helped Save Australia

(Note: If you're not in the mood to read the whole piece, skip down to the bold quote at the end-- it'll be worth it.)

Longtime readers know that Les Perelman is one of my heroes. Retired in 2012 from teaching and administration at MIT, he has continued his work in the world of education, most notably repeatedly poking holes in the balonified field that is robo-grading. Software that can assess writing is the Great White Whale of testing companies; it would let them offer measuring instruments beyond crappy multiple-choice items without the cost of actual human beings to score writing samples. Not a year goes by without some ed tech firm announcing that they have a super-duper piece of software (nowadays infused with magical AI powder) that can score a piece of student writing. They have been wrong every single time, and likely will continue to be wrong for a long, long time to come.

I have followed many of Perelman's exploits, but somehow I missed his adventure in Australia. And even if you don't think about Australia very often, it's worth noting this adventure because Australia is buffeted by some of the same winds of reformster baloney that blow across US schools.

Australia has had, since 2008, something called the National Assessment Program--Literacy And Numeracy aka NAPLAN. It's a national Big Standardized Test, what PARCC dreamt of becoming when it grew up.

NAPLAN had been sniffing around at the idea of scoring with software since 2012; in 2017, the New South Wales Teachers Federation commissioned Perelman to take a look. The results were not pretty.

The Australian Curriculum, Assessment and Reporting Authority (ACARA) was sad; they had done a report back in 2015 asserting, among other things, that the automated essay scoring "met or CONTINUE READING: CURMUDGUCATION: How Dr. Perelman Helped Save Australia

A Fundamental Redesign of Our Schools

A Fundamental Redesign of Our Schools

A FUNDAMENTAL REDESIGN OF OUR SCHOOLS

I climbed the hill leading up to one of my favorite coffee shops in Seattle this morning to enjoy a coffee while taking in a phenomenal view of the city on this beautiful day. As I took a seat on a bench, I noticed there was a woman on a conference call sitting on the bench next to me. She'd put the conference call on speaker, so I could hear everything being said.

My attention wavered between appreciating the gorgeous day and listening to her conference call. It didn't take long for me to realize that the woman's call was among educators participating in what sounded like a virtual staff meeting. The voice leading the call was talking about the challenges of opening the school back up in the fall. There was also talk of the ways students were coping with being at home all day, and how educators could leverage their knowledge of trauma-informed strategies to help students engage with learning until everyone could meet back up at the physical school in person.

Overhearing this woman's conversation got me thinking about some of the conversations going on in the education world about what it will be like to open back up after COVID-19 is no longer such a threat, and, maybe more interestingly, if this might be a huge opportunity to fundamentally shift the way we do things in education.

While I find the prospect of huge shifts exciting, I also find them concerning. Naturally, different people have very different views of how schools ought to shift and for what purpose. Every crisis also presents opportunity, and whether we make the most of the opportunity depends on whose voices are heard and the incentives that motivate them.

I thought I'd take a moment to weigh in here about where I'd like to see education go, and the pitfalls I think are inherent in some of the more powerful currents of thought regarding a post-COVID reopening of schools.

If you don't know me, let me lay out my bias right here at the beginning: I believe the purpose of school is in supporting young people specifically, and our society generally, in growing into something more evolved, aware, and in touch with our environment and CONTINUE READING: A Fundamental Redesign of Our Schools

Disaster Capitalism Is Coming for Public Education

Disaster Capitalism Is Coming for Public Education

Disaster Capitalism Is Coming for Public Education

While educators across the country struggle to support and teach their students during distance learning, state and federal legislators are preparing to slash public education budgets. Defending public education during the coronavirus will require solidarity across the public sector.

Public education has been under attack for decades, as opponents of teachers’ unions and public goods of all kinds have used everything from charter schools, hard-line negotiating against educators, budget cuts, philanthropic giving by austerity-minded rich people, and more to try to privatize and weaken teachers’ collective power. The state of public education has long been dire. And coronavirus has made things worse.

While educators are overwhelmed with managing the chaotic transition to distance learning and trying to meet the needs that school buildings once did, states are trying to solve the revenue crisis and lack of federal aid by drastically cutting funding for public education. If states reduce education spending by the 15 percent projected by the Learning Policy Institute’s Michael Griffith, the country could lose 319,000 teaching positions. That’s counselors, nurses, reading intervention specialists, special education aides, speech therapists, basketball coaches, general education, art and music teachers, and more.

This would be an even greater loss than that of the Great Recession, when states cut education spending by 8 percent, and over 120,000 education jobs were eliminated. (An additional 275,000 teaching positions would have been cut, if not for $97.4 billion from the American Recovery and Reinvestment Act of 2009.) Public education has still not recovered from these losses: in many places, the number of educators and state funding remains below 2008 levels.

Education privatizers are already planning to capitalize on the vacuum these budget cuts will create. Nathaniel Davis, the CEO of K12 Inc., one of the largest for-profit online schools in the country, spoke to investors last month about the “upside of the pandemic on our business.” The company has joined the right-wing Heritage Foundation’s National Coronavirus Recovery Commission, which promotes free-market solutions including expanded virtual learning.

Secretary of Education Betsy DeVos recently told Glenn Beck that the pandemic was an opportunity to “look very seriously at the fact that K-12 education for too long has been very static and very stuck in one method of delivering and making instruction available.” DeVos has already used over $300 million in CONTINUE READING: Disaster Capitalism Is Coming for Public Education

AP Snafus / Why is the College Board in our Schools? | JD2718

AP Snafus / Why is the College Board in our Schools? | JD2718

AP Snafus / Why is the College Board in our Schools?

In the midst of this pandemic it became clear that the College Board, a private company, could not use its favorite space for AP examinations: public schools across the country.

Why does the AP like using public school space, paid for by local governments, and not its own private space?

Let’s start by asking, what does the College Board pay school systems to use their space?  Oh, and what does it pay school systems for cancelling classes?  And I guess, what does it pay to families for having their children’s classes cancelled?

Nothing. Nothing. Nothing.

The College Board steals from families and local governments across the country. But the cost is built in. It’s hidden. But it is real.

The College Board also could not use its favorite proctors. Who do they use to proctor their exams? How do they pay them?

Public School teachers. And the College Board does not pay them. Local school districts pay the College Board’s proctors.

Are these unemployed teachers?

Nope. These teachers have their own classes. While they are proctoring, their classes are not being taught by their regular teachers. They are being taught by subs.

Who pays for the subs? Who compensates the public school students for not getting their regular lessons?

Local school districts. And no one.

The College Board steals from families and local governments across the country. But the cost is built in. It’s hidden. But it is real.

But COVID interrupted the College Board’s larceny. They were  CONTINUE READING: AP Snafus / Why is the College Board in our Schools? | JD2718