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Chicago teachers are not putting kids first

The teachers’ union continues to strike in Chicago. Like many Americans, I’m torn between the “rights” of workers to organize for the dignity of labor, and the “needs” of children that are abandoned as Mayor Rahm Emmanuel and CTU President Karen Lewis conduct a pee-pee war. We can’t allow workers – especially mind workers – to be treated like disposable meat puppets. At the same time, as moral people in an advanced civilization, we must – finally – correct the racialized predictability of student achievement, and by extension, social inequality. School failure is a tragedy of lost human potential and ending the school-to-prison pipeline must be a fierce priority.

That begins with having functional, efficacious, and well-supported schools.

I fear my liberal friends lining up behind Chicago teachers are focusing on one part of the story, the romantic “solidarity” story of the perfect good guys (unionists) who can do no wrong; and the cartoonish bad guys (corporate bazillionaires) who can do no right.

Missing from the picture?

As always, the marginalized communities that are caught in the crossfire between a “reform” Mayor and teacher-first union leader . The kids that will have their currently substandard education interrupted, and their parents that work in jobs where they could never demand a 29% raise during bad economic times. This week those parents that rely on well-timed public transportation to get to unsympathetic employment situations will face increased stress as they worry about finding a safe place for their children. These are the real underdogs, the real victims, the truly neglected. More than anything else they are the people without champion.

For that reason I refuse to buy the obsequious displays of blind comradeship and  won’t be wearing red anytime soon.

It’s sad that children are little more than power pieces, chattel, and cash cows in urban public education. I agree with Chicago Mayor Rahm Emmanuel that this is a “strike of choice” and that the CTU has gone nuclear. On saturday of last week the two sides were closer than they were apart, yet, the next morning the teachers walked out on students, families, and the jobs they claim to love.

If that is love, please let us never see hatred.

While all the usual liberal suspects wave their flags of smarmy support for the teacher unionists, the truth of their actions is veiled behind the phony rhetoric about workers rights. The tactical objective of this strike is to cause pain and distress, mostly to children, so that the city will cry uncle.

There is a word for that: terror.

You may think that is over the top, but consider…

“Chicago is offering some 350,000 children whose classes were suspended by the strike free meals and half day of supervision at facilities around the city. The union had predicted chaos but there were few signs of problems at the centers other than frustrated parents.”

If the union “predicted chaos,” why would they move forward?

Chaos in the lives of deeply impoverished kids is now a campaign tactic for middle-class teachers with above average wages, full benefits, and more time off than anyone else in America?

Oh, but you say they underpaid and shortchanged? Not so….

“The average teacher salary is $71,236 in the Chicago Public School district, which includes elementary schools and high schools, according to the Illinois Interactive Report Card of Northern Illinois University. The average in the state is $64,978.”

Those of us that are not confused about what a teachers’ union is, and what it does, are not surprised. These unions are not about students, they are about teacher compensation. Each negotiating cycle they have the same goal: more money, less accountability.

In his article “Chicago teachers strike hurts our children,” Terry Moe explains….

“Collective bargaining is not fundamentally about children. It is about the power and special interests of adults. In Chicago and elsewhere, the teachers unions are in the business of winning better salaries and benefits, protecting job security, pressuring for restrictive work rules and in other ways advancing the occupational interests of their members. These interests are simply not the same as the interests of children.”

When adults are so intoxicated with their own needs that they rob children of their need for stability, there is only one moral thing to do. We must call it out. We must admit that that sometimes the oppressed become the oppressors, and in this drama students and families are the real losers in a high stakes contest between two groups of well-paid adults.

Chicago teacher Marilyn Rhames does a great job of locating the real danger beneath the test of wills between Emmanuel and Lewis:

“I imagine the street gangs in Chicago are taking full advantage of the strike. While teachers take to the picket line and Emanuel holds his daily press conference about how far negotiations have come, somebody’s child is being recruited and schooled by the streets.
This summer in Chicago has been one of the bloodiest summers on record. After all, gangs have waged war in parts of the city, killing more people in Chicago this year than the number of U.S. soldiers killed in Afghanistan during the same time frame.

Telling the truth means we can’t put on the convenient red t-shirts and puff ourselves up with just how proletariat we are.

This week, in Chicago, the teachers of traditional public schools walked out on children. Interestingly, this proves the need for aggressive school reform because only the teachers to uphold a “do no harm” standard of teacher professionalism are those serving the 50,000 kids in charter schools.

Shame on the others.

 

Pursuing the power of self-sovereignty and personalized learning to create secure citizens and abundant communities. #TheOppositeOfSchool #AllPowerToThePupil

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Short note about Network of Public Education’s (NOPE) focus on education fraud

My friends at NOPE need to broaden their scope of fraud reveals.

My friends at the Network of Public Education (NOPE) have an ongoing series under the hashtag #AnotherDayAnotherCharterSchool that aims to keep your eyes trained on the supposed never-ending abuses and fraud case in charter schools.

I applaud their commitment to public integrity and I share their vigilance in rooting out grift in public systems. Yet, their myopic focus on a small subset of public schools, in this case charters, is suspicious.

Why not expose all fraud, especially in the bigger system?

Well, you’ll have to ask them. They’ve mostly blocked me on twitter for asking such questions.

I guess their unionist funders and the privileged parents they cater to in America’s suburban hoarding schools want a clean message. Traditional schools with union teachers that work with privileged parents to rig the system in favor of white, middle-class, pampered children, well, that’s good.

Schools built for, by, or in favor of children so unfortunate as not to have suburban, white, progressive, college-educated families capable of obtaining mortgages for houses near the best hoarding schools, well, you know the drill, they must be stopped.

Thus, the campaign to turn public opinion against the most popular competitor to sputtering state-run schools that employ more people than they educate, and drown in so much pension debt that they can ill-afford parents choosing anything other than district failure farms.

In the interest of truth I should tell you that fraud in public education is indeed every bit the problem that NOPE says it is, but it’s much broader than they admit.

I’ve offered examples before, but here’s another from today’s reading list. In this article on lax oversight of millions of dollars of expenditures in Pittsburgh Public Schools:

a KDKA investigation has found that the Pittsburgh Public Schools have issued no less than 650 of these cards to teachers and staff, who are racking up millions of dollars of purchases every year.


And while the cards are not supposed to be used for personal purchases, Controller Michael Lamb says it’s a system of loose oversight and controls that IS based mainly on trust.


“When you have that many cards, you lose control,” Lamb said. “And when the proper procedures aren’t in place, you create the opportunity for fraud. And that’s what you have in the school district right now.”
KDKA filed a right-to-know request for purchases made over the last three years and the results were eye-popping.


Last year alone, teachers and staff rang up a total of $3,254,000 in p-card purchases, with some putting upwards of $20,000 or $30,000 on their individual cards.


The summaries obtained by KDKA show purchases from Amazon, Sam’s Club, Staples and Giant Eagle.


And while employees are supposed to submit receipts and the stated reason for each purchase, controller office audits have found that it is hard to tell if all or most of those purchases are legitimate.

But at Faison School, for example, the controller’s office found no p-card reports for half of the 12 months audited and missing documentation for dozens of the purchases that were listed.


And KDKA’s review found questionable expenditures, as well.
Records show that teachers and staff at Oliver Academy used cards on a weekly and bi-weekly basis at both Wiseguys Pizza and Kuhn’s supermarket — raising the question of whether they were using the cards for their own lunches and groceries.

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Fuller to charter advocates: You’re in a fight, don’t run home to Mama!

Dr. Howard Fuller has been on the vanguard of the fight for educational options, and today he has a message for education advocates: fight for your lives!

Charter schools came to the education game as a bipartisan plan to force a “bold departure” from the failure trap that caught too many students in traditional public schools.

Creating alternatives to assigned district schools for families that wanted them was picking a fight with the educational establishment that lives or dies on the student headcount that drives per pupil revenue. Now, after years of losing market share, the empire is striking back with organized moves to establish moratoriums on charter growth, forge attacks on the the integrity of charter supporters, and calcifying public narratives about the supposed negative impacts of charters on public education.

So what do reform advocates do when the opponent finally hits back (hard) and our cherished reforms take a public whooping like they stole something?

According to lifelong freedom fighter Dr. Howard Fuller we firm our spines and fight like we mean it. That’s what he told attendees at a recent conference for the National Alliance of Public Charter Schools.

“You can’t go running home to your mama,” he says. “There are people out there who don’t care that you all have created good schools. They don’t care that you are going to teach computer science. They don’t care.”

His message comes at a time when weary charter school supporters are feeling drained from constant attacks, and many are vacillating between wanting to stand their ground and wanting to accommodate anti-charter organizers by finding fleeting common ground.

“They want you to not exist,” Fuller said of the organized opponents of charter schools.

See his powerful speech below.

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It’s time to admit Diane Ravitch’s troubled crusade derails honest debate about public education

The longstanding arguments for charters could still be had in clean exchanges between judicious people – sans Ravitch – if we seek understanding and progress.

I should start adding a qualifier when I say the former scholar and historian Diane Ravitch is the Ann Coulter of education commentary.

In fairness, Coulter has better manners and makes more attempts to employ logic as she “owns” the libs with verbal Jujitsu.

Ravitch, by contrast, has fallen irreparably into polemics so much that her daily blogs put her in league with Alex Jones’ made-for-YouTube Info Wars.

Along those lines, her blog-fart today ties “the charter industry” to the “infamous pedophile and “super-rich” Jeffrey Epstein.

“In 2013, his foundation issued a press release announcing that he looked forward to the dominance of charter schools in Washington, D.C. and predicted that they would succeed because they were unregulated,” she crows.

Then she offers crude analysis of why people like Epstein would want to privatize schools in D.C.:

People often ask me, “Why do the super-rich cluster to the cause of privatization?” The Answer is not simple because many different motives are at work. Some see giving to charters as a charitable endeavor, and their friends assure them that they are “giving back,” helping poor children escape poverty. Others want to impress their friends in their social strata, their colleagues in the world of high finance. Being a supporter of charter schools is like belonging to the right clubs, going to the right parties, sharing a cause with other very rich people.

If you are reading this you probably know that Ravitch was once a charter school supporter, and that makes it fair to ask which camp of nincompoops she fell into?

Did she see charters as a “charitable endeavor,” or was charter support her attempt to “impress [her] friends in [her] social strata, [and her] colleagues in the world of high finance.”

Only she can say, but as an established scholar of education history (and a player in policy) it’s doubtful her support was so in want of a factual basis.

During testimony to Congress conservative William Bennett gave decades ago he invoked Ravitch as a bipartisan voice for school choice.

Regarding the school reforms that were advancing in Chicago under Mayor Daley and Paul Vallas Bennett declared “[t]he empirical evidence, now widely available, is irrefutable: Not only are many of our public-schools not getting better, they are getting worse. American students finish in the bottom half, and often near the bottom, in comparison to students from other industrialized nations.”

Then, after promoting the benefits of charter schools, he asked lawmakers to “follow my friend Diane Ravitch’s prescript” to:

…make Title I into a “portable entitlement” that would aid all poor kids regardless of what school they attend. This is the one way to assure that every single Title I child will receive Title I services at the school they currently attend. This is also the best way to assure accountability. If a parent is not satisfied with the Title I services they are getting, they can take their Title I dollars with them to the school or provider of choice; power to the parents, and not bureaucrats, in other words.

Was Ravitch’s support for school choice back then the result of suspicious philanthropy, or glossy marketing to mindless parents, or, more logically,  the result of her considerable scholarship by that point in her life?

Again, only she can say.

In the spring of 1997 she praised then-New York Pataki’s proposed charter school policies that allowed groups other than local boards to grant charters, allowed for an un-capped number of charters to open, and allowed these schools to hire teachers who weren’t state certified.

Why?

In supporting Pataki’s push she said:

It’s impossible to know whether a law permitting charter schools will emerge from this session of the Legislature; the opposition of the teachers’ union, which is the most powerful voice in Albany on education issues, is certainly not encouraging. This is unfortunate, for a large and vital network of charter schools in New York would offer hope to educators, parents, and students in troubled school districts and would promote higher academic standards for all the state’s public schools.

Why would she support such craven policies of such anti-democratic that today she maligns as wealthy pedophiles and privatizers? Projection much?

Forget that teachers’ unions – the ones Ravitch herself once admitted were the “most powerful voices in education” – today block legislation making it a crime for teachers to sexualize students, defeat resolutions that called for them to re-dedicate their profession to student achievement, and pay retail civil rights organizations to defeat the voices of their grassroots members.

Here’s the real kick to the taco, when Lamar Alexander pitched the idea that every D.C. school should be converted to a charter (in 1997, six years before Epstein arrived at the same conclusion) he ascribed this definition of charter schools to his friend Diane Ravitch:

Think of a charter school as a public school district with only one school. It receives public funds, agrees to meet clear academic standards and accepts all students who apply. Unlike existing public schools, it has a contract that can be revoked if the school fails to make good on its commitments.

If she were at all generous she would at very least admit the decency of long-term charter backers who hold valid theories for why charters improve the educational landscape. The longstanding arguments for charters could still be had in clean exchanges between judicious people – sans Ravitch – if we seek understanding and progress. The tensions between autonomy and regulation, local control and federal oversight, and public education as an institution or as a service to American learners could still be exercised by smart people truly seeking solutions to the inarguable problems of public schooling.

But not if we follow the zero-sum and divisive lead of Ravitch whose enemy-imaging toward those who differ on policy has escalated so far she no longer sees them as human. We’ll predictably end up in her abyss of false binaries, intellectual excursions, and forlorn paralysis.

Given Ms. Ravitch’s clever wits and stockpile of information I can’t imagine she leads us to that confused, somber place by accident. There is no better way to ensure the education establishment’s special interests – those who are among Ravitch’s most ardent disciples – are never brought to account than to ignore the brisk but level Ravitch of yesteryear and listen to the caustic and battled one before us now.

 

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