Debt payments set to balloon for Detroit Public Schools

Debt payments set to balloon for Detroit Public Schools:

Debt payments set to balloon for Detroit Public Schools

Lansing — The debt payments of Detroit Public Schools — already the highest of any school district in Michigan — are set to balloon in February to an amount nearly equal to the school district’s payroll and benefits as the city school system teeters on the edge of insolvency.

Detroit Public Schools has to begin making monthly $26 million payments starting in less than a month to chip away at the $121 million borrowed this school year for cash flow purposes and $139.8 million for operating debts incurred in prior years. The city school system’s total debt payments are 74 percent higher from last school year.

The debt costs continue to mount while Gov. Rick Snyder and the Legislature remain at odds over how to rescue Michigan’s largest school district. A bankruptcy of the district could leave state taxpayers on the hook for at least $1.5 billion in DPS debt.

The school district’s payroll and health care benefits are projected to cost $26.8 million in February — meaning the debt payments will be 97 percent of payroll. General fund operating debt payments that exceed 10 percent of payroll are “a major warning flag,” municipal bond analyst Matt Fabian said.

“That’s extremely high,” said Fabian, managing director of Municipal Market Advisors in Concord, Massachusetts, who also followed the city of Detroit’s bankruptcy case. “That’s no longer, really, a normal school district. The school district has turned into a debt-servicing entity. It’s making its own mission impossible.”

As a result, the Detroit district won’t have enough cash to pay any bills in four months.

“We’re running out of money in April,” said Marios Demetriou, deputy superintendent of finance and operations at DPS. “We need help to fix the school district once and for all. Our kids deserve a good education and when you don’t have cash there are things that are lacking.”

Financial analysts say the skyrocketing debt payments owed to the state expose an unprecedented amount of money being diverted from classroom instruction to pay off past debts, even as the city school system eliminates 100 central office jobs this month.

The Detroit district’s payments on old debts — some dating back a decade or longer— amount to $3,019 of the $7,296 per student grant the district will receive from the state this school year, a Detroit News analysis of public records shows.

“That’s $3,000 that isn’t available for each kid this year, and it pays for the education of kids 10 to 15 years ago,” said Craig Thiel, senior research associate at the Citizens Research Council of Michigan. “They’re as close as they’ve ever been toDebt payments set to balloon for Detroit Public Schools: 

The concept of different “learning styles” is one of the greatest neuroscience myths - Quartz

The concept of different “learning styles” is one of the greatest neuroscience myths - Quartz:

The concept of different “learning styles” is one of the greatest neuroscience myths

Are you a visual learner who writes notes in a rainbow of different colors, or do you have to read something aloud before it will sink it? Chances are, you’ve been asked a similar question at some point in your life, and believe the concept of different “learning styles” is perfectly valid. But, as Quartz reported in December, we all learn in fundamentally similar ways. And, as New York magazine reports, the idea that students learn differently depending on their personal preference for visual, auditory or kinesthetic queues is just a myth.

In fact, it’s considered a “neuromyth,” which, as Paul Howard-Jones, professor of neuroscience and education at Bristol University, writes in a 2014 paper on the subject, is characterized by a misunderstanding, misreading, or misquoting of scientifically established facts.

Other examples of neuromyths include that we only use 10% of our brain, and that drinking less than six to eight glasses of water a day will cause the brain to shrink.

“Perhaps the most popular and influential myth is that a student learns most effectively when they are taught in their preferred learning style,” writes Howard-Jones.

Indeed, studies have shown strong cross-cultural belief in this concept. In 2012, researchers asked 242 teachers from the UK and the Netherlands whether various neuromyths were scientifically correct. The concept of auditory, visual, and kinesthetic learning styles was the most trusted myth: Some 93% of UK teachers and 96% of Netherland teachers believed it was true. (The second most commonly believed myth was that left- or right-brain dominance affected learning.)

In December, Philip Newton, professor at Swansea University’s College of Medicine, searched for “learning styles” articles freely available on research databases, to get a sense of the impression a teacher might get if they did a cursory search on the subject. He found that, though The concept of different “learning styles” is one of the greatest neuroscience myths - Quartz:

How Ramon Cortines set the standard for the next L.A. schools chief - LA Times

How Ramon Cortines set the standard for the next L.A. schools chief - LA Times:

How Ramon Cortines set the standard for the next L.A. schools chief

 On his first day back as the head of the nation's second-largest school system,Ramon C. Cortines paid an unlikely visit to the headquarters of United Teachers Los Angeles. The union had a tense relationship with former Supt. John Deasy, and was pushing toward a possible strike over stalled contract talks.

Cortines met union officials on their turf: He wanted to show that there would be no barriers between him and teachers.

With that step, Cortines set himself apart from his predecessor. It was one of many moves that Cortines made during his 14 months at the helm of the L.A. Unified School District that set the standard for the next superintendent.

The Board of Education is now seeking a leader who will follow his model.

Cortines, 83, came out of retirement in October 2014 to steady the school system after Deasy's tumultuous tenure. He undid some of Deasy's most controversial policies, including canceling a $1.3-billion technology plan that originally had sought to provide every student with an iPad. He also spent millions to repair a malfunctioning online records system that created errors in transcripts and left many high school students stuck in auditoriums without classes or placed them in the wrong ones. And he won labor peace with a double-digit pay raise and by giving the union some say in teacher discipline practices.

Though some civic leaders still favor someone with Deasy's aggressive agenda for change, district officials described Cortines' leadership as both calming and productive, particularly on matters that affected students.

"This has nothing to do with being aggressive, but with whether the next superintendent pursues an agenda unilaterally," said school board President Steve Zimmer. "The next superintendent will need to collaborate with our community, our parents, our Board of Education and our labor partners."

None of the candidates is strongly associated with a particular ideological agenda for reshaping education. Some board members don't want that sort of leader; others simply realize that they won't get the full board to agree on a reform agenda to follow.

No finalists' names have been released, but some candidates who have been under serious consideration include San Francisco Supt. Richard Carranza and Miami Supt. Alberto Carvalho. Both have worked well with their local school boards. St. Louis Supt. Kelvin Adams has worked collaboratively with unions and also a local charter school group.

In L.A. Unified, Chief Deputy Supt. Michelle King worked directly for Cortines and has decades of experience within the district, replicating Cortines' familiarity with the system. And Fremont Unified Supt. Jim Morris preceded King in a similar post under Cortines and other L.A. district leaders before he left.

King is serving as acting superintendent until a choice is made. The board will meet behind closed doors Tuesday to continue its deliberations.

Board members, some of whom had been marginalized under Deasy, are seeking a more inclusive leader. Cortines proved that path was effective, they said.

In addition, Cortines' strategy was to focus on making progress school by school and on selecting and nurturing leaders who would act independently.

It was a style that differed sharply from that of Deasy, who sought sweeping changes to district policies and even education law, including an effort to limit teacher job protections through litigation. Deasy successfully cultivated a leading national position among like-minded reformers.

"Reform is not rhetoric," Cortines said in a recent interview. "And it is not passion. It is getting dirt under your fingernails. Let me tell you, this district has to be managed. It is a $12-billion business."

Among Cortines' first acts was restoring a relationship with the teachers union. He succeeded in negotiating a new contract that called for a 10% raise over two years. The How Ramon Cortines set the standard for the next L.A. schools chief - LA Times:

 

Big Education Ape: Ramon Cortines resigns from Scholastic board | L.A. NOW | Los Angeles Times http://bit.ly/1MPhjsk

Big Education Ape: Settlement over alleged Cortines harassment could unravel - latimes.com http://bit.ly/1MPhkwo

ASD views show politics key to successful school reform

ASD views show politics key to successful school reform:

ASD views show politics key to successful school reform

Tennessee’s Legislative Black Caucus Calls On State-Run School District To “Stand Down" | Nashville Public Radio http://bit.ly/1RlTaQk

The Achievement School District was in the news again last month when the Tennessee Black Caucus joined the Democratic Caucus in calling for a moratorium on the conversion of new schools into the ASD.

Two weeks ago, the Shelby County School Board made a similar appeal.

In both cases, lawmakers and elected officials noted a recent study that found modest gains in math and no significant improvements in reading for ASD schools.

The Black Caucus’ reluctance to endorse the conversion of more schools to the ASD is not surprising.  But the reasons go beyond test scores.

In an effort to unpack the political controversy surrounding the ASD, my colleagues and I have conducted dozens of interviews with Memphis community leaders, legislators, ASD staff, charter operators, and district officials.

THE TENNESSEAN

Tennessee Black Caucus calls for ASD moratorium

What we have learned is that the starkly differing opinions about the ASD are rooted in the experiences of Memphis’ African American community with a century of discrimination, segregation and desegregation, and more recently the departure of six suburban communities from the Shelby County School District.

These experiences shape the way that many Memphians view the ASD.

For example, many of our respondents described the diversion of dollars from the district to the ASD as yet another example of the state denying Memphis its fair share of resources.  Likewise, the perception that the ASD replaces local teachers with a seemingly disproportionate number of white teachers has stoked fears about job security in the African American community.

Other Memphians are simply offended at the notion that outside organizations think they can somehow “fix” Memphis.

Of course, ASD supporters see the ASD in an entirely different light.  To them, the ASD is a bold attempt to shake up a system that has under-performed for too long; to introduce much needed competition; to push resources down to the level of the school; and to prioritize the needs of students over adult interests.

THE TENNESSEAN

Vanderbilt report casts doubt on ASD efforts

The language they use to describe the ASD varies — partner, competitor, change agent, policeman — but they share an understanding that the ASD seeks to improve learning outcomes and life opportunities among Memphis’ most disadvantaged. They believe it is too early to judge the ASD’s effectiveness.

Joshua Glazer (Photo: Submitted)

Regardless of one’s perspective, there is little doubt that the ASD’s inability to meet its very ambitious student outcome goals has left it vulnerable to criticism.

No less important, however, is that the divisive politics around the ASD detracts from the region’s capacity to sustain commitment over time, learn from experience, and make incremental improvements to strategy.

School reform initiatives everywhere can fail for a variety of reasons, but nothing is more damaging than our national penchant to try something new and then hit the reset button after dramatic results fail to quickly materialize.

How can Memphis avoid this fate that has undermined reform in so many other ASD views show politics key to successful school reform:

Ohio and its legacy of careless charter schools - Editorials - Ohio

Ohio and its legacy of careless charter schools - Editorials - Ohio:

Ohio and its legacy of careless charter schools

This is the year that improved oversight, transparency and accountability come to charter schools in Ohio. State lawmakers finally have taken action to repair a governing system that has become the object of national ridicule, charter schools, many operated by for-profit management firms, tapping into public revenues without delivering adequately in the classroom. Now there is the opportunity for something much better.

This past week, Doug Livingston, the Beacon Journal education writer, reinforced why action was necessary. He reported the story of how state officials miscast what has been happening in Ohio. The information they provided federal investigators was incomplete. Those investigators are looking into whether the state Department of Education has been managing charter schools effectively.

Take the Next Frontier Academy in Akron. As Livingston noted, the charter school closed last year. What he discovered is that state auditors found the records so poorly kept that they couldn’t determine precisely how much public money was squandered. What is known is that the state routed $531,000 to the academy the past three years.

Because of the shabby record-keeping, auditors could not reach firm conclusions about school enrollment and finances. Thus, conveniently enough, the Next Frontier story could not be included in the information sent to federal investigators.

Next Frontier wasn’t alone, the records of other charter schools in similar disarray. That left the state in position to offer a rosier tally of the repayment required of poor performing charter schools.

Livingston also reported that the state proved loose in sharing just how much money was misspent by charter schools. This newspaper already has noted that charter schools are more likely to misspend public money than other government offices, accounting for 70 percent of the misspending during the past two years. Livingston added that the state told federal investigators about $6 million in unpaid audit findings the past seven years, when the actual amount, as reported by the state auditor, is $18.8 million.

Ohio recently won a $71 million grant as part of a federal effort to encourage the development of high-quality charter schools. Federal officials now are reassessing just how deserving the state is, especially in view of a state official, since resigned, who doctored the grades for some charter schools.

In December, the state unveiled a new and improved system for evaluating Ohio and its legacy of careless charter schools - Editorials - Ohio:

 

Feds quietly close long-running probe of Milwaukee voucher program

Feds quietly close long-running probe of Milwaukee voucher program:

Feds quietly close long-running probe of Milwaukee voucher program

U.S. investigated treatment of students with disabilities

Once again, WI public schools outperform taxpayer-funded voucher schools « Education Votes http://bit.ly/1RlPSwl

The U.S. Department of Justice has closed a long-running investigation into whether the Milwaukee private school voucher program discriminates against students with disabilities, with no apparent findings of major wrongdoing.

In a quiet conclusion to a probe that's drawn national attention, the Justice Department sent a letter to the Wisconsin Department of Public Instruction on Dec. 23, saying that no further action is warranted beyond the materials it reviewed, meetings it conducted and changes it requested the DPI make to its administration of the Milwaukee voucher program two years ago — directives the DPI largely could not act upon under state law.

The Justice Department left the door open to investigating future complaints, according to the letter.

Disability Rights Wisconsin, one of the agencies that brought the 2011 complaint that spurred the investigation, may still pursue individual action on behalf of aggrieved families, managing attorney Monica Murphy said.

"I think there are families that feel their children's needs haven't adequately been served," Murphy said. "We went the DOJ route because it was a way of having a more systematic impact and having things apply across the board."

But voucher school advocates, who have criticized the probe as politically motivated and aimed at undermining the private, mostly religious schools that receive state money, saw the latest development as a win.

"Finally, after four years of a systematic, legally dubious investigation, there will be closure without any finding of discrimination in the school choice program," said Jim Bender, president of the advocacy group School Choice Wisconsin.

Complaint spurred probe

The American Civil Liberties Union and Disability Rights Wisconsin complained to the Justice Department's Office for Civil Rights in June 2011 that the Milwaukee voucher program systematically excluded children with disabilities and segregated them in public schools.

Private schools that participate in the Milwaukee voucher program cannot deny students admission on the basis of a disability. But because voucher schools are private institutions, they are not legally bound to offer the same range of special education services or physical accommodations that public schools must provide under federal law. Voucher schools also get less money than public schools for special education services.

The Milwaukee voucher program allows qualifying children to attend a participating private school with a taxpayer-funded tuition voucher worth between about $7,000 and $8,000 annually.

Since the investigation was launched, Gov. Scott Walker signed legislation that extended vouchers to other private schools across the state. The 2015-'17 state budget also created a special needs voucher program,which will allow some students with disabilities to leave public schools and use a voucher worth about $12,000 annually to attend a private school starting in 2016-'17.

The letter from the Justice Department, obtained by a Journal Sentinel reporter from the Department of Public Instruction offices in Madison, says the DPI would forward any complaints received in the future about that new program to federal officials.

Practical impact

Over the past 41/2 years, parties on both sides of the complaint often struggled to get information about the status of the slow-moving federal investigation.

Wisconsin U.S. Sen. Ron Johnson, who supports voucher programs, became vocal in 2015, calling for the Feds quietly close long-running probe of Milwaukee voucher program:

Texas Grocery Magnate Forbids 'Open Carry,' Opposes School Choice, Supports Sanctuary Cities

Texas Grocery Magnate Forbids 'Open Carry,' Opposes School Choice, Supports Sanctuary Cities:

Texas Grocery Magnate Forbids 'Open Carry,' Opposes School Choice, Supports Sanctuary Cities

Charles Butt, the Texas billionaire magnate behind the H-E-B supermarket chain which forbid the open carry of firearms law that went into effect January 1, 2016, opposes school choice, funds anti-school choice lobbyists, and is even credited for his role in killing a 2011 state bill banning “sanctuary cities.”

Butt is the 2015 fourth richest Texan and Forbes’ 44th wealthiest person in America with a net worth of $10.7 billion known for funneling hard earned assets into educational lobby groups that fight school choice, although the 77-year-old grocer received a private Ivy League college education that included an undergraduate degree from the University of Pennsylvania’s prestigious Wharton School and a master’s in business administration from Harvard. Texas Watchdog stated Butt believes that private competition “undermines government schools.”

His vested interest in Texas public education includes H-E-B handing out $800,000 a year to public education pursuits through the Excellence in Education Awards. In 2006, he founded Raise Your Hand Texas, which lists Butt as an advisor. The Texas Tribunedescribes Raise Your Hand Texas as a “seasoned lobbying force on education issues at the Capitol.”

However, Raise Your Hand Texas is a corporate sponsor of the Texas Tribune and Buttcontributed $500,000 to the Tribune in 2014, with his all-time contribution to them at $1,150,000. Last year, the Bill and Melinda Gates Foundation, primary funder of the Common Core State Standards, donated $249,763 to the Tribune.

Texas Watchdog charged Raise Your Hand Texas “pushes for increased public school funding while opposing every substantive education reform at the state legislature,” including supporting and funding candidates who oppose reform efforts to the state’s education system, and measures that expand parental rights.” The dubbed Butt a key player blocking school choice instead “propping up a faltering public monopoly.”

David Anthony, who heads up Raise Your Hand Texas, was one of 35 Texas public school superintendents instrumental in formulating a new vision for “future ready” classroomsunder the Texas Association of School Administrators (TASA), another powerful education lobby.

In 2015, Breitbart Texas reported on the jarring conflict-of-interest that arose at the onset of the state’s last legislative session because House Education Committee Chairman Jimmie Don Aycock’s daughter, Michelle Smith, works for Austin-based lobbyist powerhouse HillCo Partners, which Texas Monthly placed “at the top of the lobby pyramid” since 1998. Smith’s two key clients were Raise Your Hand Texas and Fast Growth School Coalition (FGSC), which promotes rapid growth and spending on building new public schools statewide. Public outcry over the father-daughter connection put Aycock’s chairmanship at risk. Breitbart Texas reported that Smith withdrew her lobbyist registration status at the onset of the 84th Legislature to thwart that outcome.

Butt also funds the Texas Parent PAC, the largest recipient of his 2014 contributions at $1,498,000 and recognized as a top “power PAC” in the state. Texas House Speaker Joe Straus (R-San Antonio), who appoints the House Education Committee, received $168,000 from Butt that year. Butt contributed $161,458 directly to the committee members, according to the Austin American-Statesman. Texas Watchdog highlightedthat the largest contribution chunk, $76,920 went to Straus’ committee chair pick Aycock (R-Killeen), also the lead author on the state’s 2013 college and career ready standards, House Bill 5.

Texas Parent PAC contributed another $81,931 to House Education Committee members, according to Texas Watchdog. The Parent PAC has proudly endorsed Aycock since his 2006 election, although he announced last summer he would not run again. In 2013, he voted against vouchers. Last year, Senate Bill 4, an education tax credit scholarship bill designed to help low-income and at risk K-12 students, was sidelined in the House Ways and Means Committee after passing in the Senate. The House never gave it a hearing.

Yet, in the 11th hour of the legislative session, the House flung House Bill 1891 out for a vote. This big government community schools initiative backed by the Texas American Federation of Teachers was the union’s solution to combat public charters, Breitbart Texas reported. Its inspiration was the American Federation of Teachers Promise Schools, a co-initiative with the Albert Shanker Institute, a proponent of Common Core state standards.

Like Raise Your Hand Texas, Texas Parent PAC opposes school choice, which Texas Grocery Magnate Forbids 'Open Carry,' Opposes School Choice, Supports Sanctuary Cities:

Seattle Schools Community Forum: Charter Schools: What's Happening, What's Next

Seattle Schools Community Forum: Charter Schools: What's Happening, What's Next:

Charter Schools: What's Happening, What's Next

I'll start with what I think is coming next.  A big fat fight in the legislature - one that will take time and energy away from the work of McCleary.  (Despite what Republicans think, a one-pager to the Supreme Court with some dates and thoughts on funding are unlikely to change minds on the court.)  The legislature starts its short two-month session on Monday, Jan. 11th.

I think there will be at least one charter school bill in the legislature (I'm hearing there may be two which would make it interesting.  I'm also betting one of them will have Rep. Eric Pettigrew's name on it.) 

Now, there are three major issues with the current law that would need to be fixed, two of them constitutional, and I think those two come with so much baggage, that a bill can't be created, vetted by both legislators and the public, amended and then passed.  It could happen but I think that's not likely.

I think the charter schools will be opening their doors after the holiday break but honestly, I can't really tell you what they are now.  I don't think the ALE Seattle Schools Community Forum: Charter Schools: What's Happening, What's Next:

Major education issues to watch in 2016 – and predictions of what to expect | EdSource

Major education issues to watch in 2016 – and predictions of what to expect | EdSource:

Major education issues to watch in 2016 – and predictions of what to expect

A safe New Year prediction: EdSource writers won’t sit around Monday mornings wondering if there’s anything to write about. Especially because it is an election year, 2016 will be interesting and intense. Here are nine big issues to follow in 2016, with my predictions about whether anything will change during the year. The scale ranges from 1 to 5 “Fensterwald Faces”, with 1 meaning no chance, and 5 meaning highly likely.

IN THE COURTS

Two lawsuits – one in state courts, one before the U.S. Supreme Court – pose huge challenges to the state’s two statewide teachers unions. One and maybe both will be decided in 2016. The California Teachers Association and the California Federation of Teachers are worried about the outcomes – for good reason.

Vergara v. California: In 2014, ruling on a lawsuit brought on behalf of nine students, Los Angeles County Superior Court Judge Rolf Treu overturned as unconstitutional five teacher protection statutes. Treu said that a two-year probationary period for new teachers – short compared with probation in most states – a layoff statute that protected senior teachers; and dismissal statutes that can make it burdensome to fire the state’s worst-performing teachers, violated the constitutional right of low-income and minority students to an equal opportunity to get a good education.

The state and the CTA appealed the ruling, and lawyers for Students Matter, which brought the lawsuit, expected a decision in 2015. But it didn’t happen, and there’s no deadline for the Court of Appeal to rule. Treu’s 16-page decision, in the view of some analysts, was light on substance.

Likelihood that the state Second District Court of Appeal will hear oral arguments and issue a decision this year:

Likelihood that whenever it decides, the court will overturn Treu’s decision in Vegara:

---

Friedrichs v. CTA: In Friedrichs v. CTA et al, 10 California teachers and a teachers group, Christian Educators Association International, sued the California Teachers Association and state of California over the state law that requires that teachers pay fees to their local unions and the state CTA to cover the costs of bargaining. The teachers argued that mandatory fees violate their free speech rights.

Dating back to a four-decades-old decision, Abood v. Detroit Board of Education, the Supreme Court has upheld the right of states to require public Major education issues to watch in 2016 – and predictions of what to expect | EdSource:

Good-bye Joe | Cooperative Catalyst - Diane Ravitch's blog - Ideas and Thoughts

Good-bye Joe | Cooperative Catalyst:

Good-bye Joe 

Tonight, my friend Joe Bower passed away after a massive heart attack a few days ago. He died with his family all around him.

Joe was one of the first educators I interacted with via social media. During many late night chat sessions he taught me to question many of my basic assumptions about education.

Why do we give grades to students anyway? Does this help them learn? What about homework? Does this practice help students learn? If not, why are we still doing it? What about school discipline? Do our current practices help students? If not, why not change them?

I’m going to miss my thought-provoking conversations with my friend Joe. His students are going to miss their compassionate teacher. Progressive educators are going to miss one of their champions. His children are going to miss their father.

Good-bye Joe.

Joe Bower Passed Away this Evening Diane Ravitch's blog

Sorry for the mixed messages. I reported earlier today that our great friend Joe Bower, a wonderful educator in Alberta, Canada, had died of a massive heart attack. Then I learned he was on life support, still alive. 
I have just learned, sadly, that Joe has died. This was confirmed by his family. 
Please google his blog “For the Love of Learning” and enjoy the thinking and insights of this fine man. 
http://www.joebower.org/?m=1


Joe Bower | Ideas and Thoughts 

Joe Bower leads a session in Calgary

Today a Canadian hero in education died suddenly from a massive heart attack. Joe Bower as a middle school teacher from Alberta. He was 37 years old.

I almost didn’t write this since some folks had already written about Joe. But then I realized the more people know about Joe and his work, the richer his legacy. If you know Joe, followed him on twitter, read his blog or heard him speak, you likely already know what a smart, passionate thinker he was. My own interactions largely revolved around me introducing my pre-service teachers to his work as well as referencing him in any presentations I did around assessment. I use this slide to showcase those that have influenced my thinking around assessment. Some of these folks are world renowned “experts”. Joe was every bit as important as any of them. (Sadly Grant Wiggins passed away in 2015)

As eloquently and passionately as Joe shared, what was overwhelming evident to me is how much he cared for children. He was willing to speak the truth, even when it was harsh and unpopular with many. Not to be provocative Joe Bower | Ideas and Thoughts 

New York Plays the NCLB Testing Game | deutsch29

New York Plays the NCLB Testing Game | deutsch29:

New York Plays the NCLB Testing Game

On January 02, 2016, I wrote a post about former US Secretary of Education Arne Duncan’s departure from the US Department of Education (USDOE).

In that post, I included a letter dated December 22, 2015, written to state superintendents by Ann Whalen, whose temporary title is, “Delegated the authority to perform the functions and duties of Assistant Secretary for Elementary and Secondary Education.” In the letter, Whalen tells state superintendents that they had better deliver on testing the No Child Left Behind (NCLB)-mandated 95 percent of students in grades 3 through 8 and once in high school, just as NCLB requires.

According to Whalen, it isn’t good enough for the states to plan to assess the 95 percent of students; the states better deliver the scores no matter if parents prefer not to have their children forced into taking federally mandated tests.

Of course, this has the makings of textbook dysfunction in adult relationships; Whalen’s putting states on the spot for the actions of parents is similar to a relationship triangulation in which one adult makes an agreement with another adult, and as part of that agreement, Adult Two must guarantee some action on the part of Adult Three, who has no direct agreement with Adult One, even as Adult One holds the greater advantage than Adult Two (and certainly Adult Three) in the deal.

In her letter, Whalen makes it clear that in her temporary, delegated US assistant secretary of education capacity, she plans to either withhold or redirect NCLB funding for states that did not have that 95 percent of students tested in 2014-15:

If a State with participation rates below 95% in the 2014−2015 school year fails to assess at least 95% of its students on the statewide assessment in the 2015−2016 school year, ED will take one or more of the following actions: (1) withhold Title I, Part A State administrative funds; (2) place the State’s Title I, Part A grant on high-risk status and direct the State to use a portion of its Title I State administrative funds to address low participation rates; or (3) withhold or redirect Title VI State assessment funds.

New York was one such state that did not have the federally-expected 95 percent test New York Plays the NCLB Testing Game | deutsch29:

Who closed the Bronx’s high schools? by Lynne Winderbaum | JD2718

Who closed the Bronx’s high schools? by Lynne Winderbaum | JD2718:

Who closed the Bronx’s high schools? by Lynne Winderbaum

by Lynne Winderbaum, retired ESL teacher, JFK HS, and former Bronx High School UFT District Rep

I wrote an intro piece on the destruction of the large high schools in the Bronx last week – Lynne, a chapter leader than district rep through this process, has much more to say – Jonathan

One day in the early 2000’s the flyers began to appear in all teachers’ mailboxes at Kennedy HS. Headlined “21st Century Grants”, the finer print announcing that the Gates Foundation and other corporate philanthropists were encouraging teachers to imagine a different way of delivering instruction. To “dream” of changing education as it was. In return, they would offer seed money to flesh out the idea and further money down the road if the ideas were judged feasible. Teachers were invited to attend a meeting for further information and the time and place were on the flyer. I surmise that some Kennedy teachers were intrigued by the offer to start a new and different school because BETA, Bronx Theater, and Law & Finance all sprang from Kennedy staff (Marble Hill, now housed at Kennedy was proposed by a group of teachers and an AP from Morris). In addition, Chapter Leaders and principals of six Bronx High Schools were personally asked to attend by the Bronx HS Superintendent, Norman Wechsler, who was interested in pursuing the Gates grants. My principal, Gino Silvestri and I were not asked to attend, probably because we were not playing well at the time. In retrospect, the lack of that invitation probably saved Kennedy from earlier closing as you will read below.

At the time Norman Wechsler took the helm of the Bronx HS Superintendency, there were no schools on the SURR (Schools Under Registration Review) list. Within a short time, there were five. While I in no way blame Dr. Wechsler for this since the demographic, educational, and economic factors that made some Bronx high schools so dismal were already in motion, but it certainly explains the atmosphere in the early 2000s that made the “small school” innovation so attractive. It was a timely gift that could make it seem that “reform” was afoot. Dr. Wechsler produced charts, graphs, and reports touting the educational superiority of the small school. One day as JFK Chapter Leader, I was out with my UFT District Rep. David Shulman. While he made a stop and I remained in the car, he handed me a pile of data supplied by the Bronx Superintendents office and asked me to look at it. It surely made small schools seem like the answer to failing schools.

When the meeting took place to get the “21st Century Grant” process rolling Walton, Columbus, Stevenson, Evander Childs, were among the schools that attended with principals and their UFT Chapter Leaders. The motive for their attendance was to learn about designing their own small schools and the grant process. Attendees I know always maintained that this was the agenda of the meeting. Several years later the Department of Education took the position that by attending the meeting, the principals and Chapter Leaders agreed to the closing of their schools. Eric Nadelstern from the Bronx Superintendent’s office and John Soldini, then UFT VP of Academic High Schools remembered that the intent to close and replace the large high schools with small schools was made clear at that meeting. Others who were there were incredulous at the announcements of intent to close schools because they did not remember the meeting that way.

Of course the SURR schools were ultimately closed by the state. But the Gates grants that led to the Who closed the Bronx’s high schools? by Lynne Winderbaum | JD2718: