Pay for Success: Main Streets’ Payout to Wall Street

“Pay for Success” sounds good. And the argument for Pay for Success is made more inviting because federal, state, and local governments are cash-strapped. The public will only have to pay for programs that are successful — as determined by metrics and independent reviewers. Pay for Success appears viable and inviting.

These financial transactions are basically “Social Impact Bonds.” Those with large sums of money invest in “social innovation.”

But with BIG MONEY betting on making money from “innovative” education reforms, with early childhood education being the flavor of the year, what impact can we anticipate?

What unintended negative consequences are foreseeable?

HERE’S THE PROBLEM INVESTORS INTEND TO SOLVE: Head Start programs can’t accommodate demand for their services. Funding was cut in 2013, restored (?) in 2015, but damage was done. (I know my state still has a waiting list — demand is high, good market.)

HERE’S THE PROBLEM TAXPAYERS SHOULD CONSIDER: The same “investors” both created the problem and plan to solve it. Instead of lawmakers expanding, strengthening, and improving Head Start as the economy improved, private investors are taking the lead on early childhood education —eventually using our money.

Click to enlarge and TAKE NOTE: The First Five Years Fund ( FFYF ) focuses on increasing FEDERAL investments in early childhood education through “messaging”(????) etc.

Still sound like a good deal? Read on.

As explained in “Wall Street’s Latest Public Sector Rip-Off: Five Myths About Pay for Success by Kenneth J. Saltman,

“…investment banks pay for public services to be contracted out to private providers and stand to earn much more money than the cost of the service…The Every Student Succeeds Act [ESSA] of 2016, the latest iteration of the Elementary and Secondary Education Act of 1965, directs federal dollars to incentivize these for-profit educational endeavors significantly legitimizing and institutionalizing them.

Hum. Make the scheme legal and cement profiting, for Wall Street banks and other investors, into the inner workings of the institution of public education.

Legitimize. Institutionalize. Privatize.

Who got incentivized?

Doesn’t it seem like this combination of millionaires and billionaires could outright provide preschool services if they wanted to? Make no mistake; this is about investments. Will this group be pocketing Pay for Success money? We have to wait and see. But by the time the deal is done, it is done. Chances are we won’t know much about the full deal — until it’s too late.

But we do know the messages being spread. Pay for Success functions as an “accountability” mechanism. Accountability? Just like under No Child Left Behind?

“In theory,… the government only pays the funder if the program meets the metrics. If the program exceeds the metrics, then the investor can receive bonus money making the program much more expensive for the public and highly lucrative for the banks.”

Who sets the metrics?

Recall the cheating scandals over test scores — the “metric” central to No Child Left Behind (NCLB now ESSA)?

We learned a lesson. Didn’t we?

But supposedly, Pay for Success is a better way for us to go forward because…

“it creates a ‘market incentive’ for a bank or investor to fund a social program when allegedly there is not the political will to support the expansion of public services.”

What? When? We don’t want to pay for public services?

Now their marketing says we do support investing in early childhood education. What a difference three years makes! Survey says….We have a unifying issue! Invest now!Legitimate surveys have always shown we support a PUBLIC school system.

People pay their taxes (and expect corporations to do so as well) in part because they want the government to deliver good services to the people who need them.”

This really is another example of Us versus Them — Main Street versus Wall Street. And Wall Street is running a new game. We pay; they play.

“[Pay for Success] Contracts are so convoluted and complicated that what normally would take a month to do takes two years and with financial arrangements so complicated that a university professor in financial management ‘still needed help understanding the financing.’”

Shades of “credit default swaps” — those Wall Street “innovative financial instruments” of Main Street destruction.

If you read Saltman’s whole article, be forewarned. The facts about their propaganda centered on early childhood education services is enough to make a person gag … Suddenly Wall Street cares about Main Street? Right. They are for Us.

Is Pay for Success promising better education at a lower price than what we now pay? Sounds too good to be true?

 

Their game is going to be tough to follow. Please try.

ESSA gives authority to Pay for Success through the Secretary of Education (Betsy DeVos). It also gives her a funding stream for start-up costs for new charter preschools. In addition, there is a focus on rural schools. And ESSA provides transportation costs for the first year of those charters. After that, you will pay out of your state and local pockets of public cash for increasing transportation costs. That in-turn will create a market for more online rural schools. The quality of education?

Remember, this portion of their game started back during the recession.

So let’s go back to that Wall Street induced Great Recession. It was tighten-your-belt time. Crisis. Definitely. Budgets had to be cut? Absolutely. What’s the first to go? The big-ticket state item — education. But every time this happens, local people step up. Most of us willingly fund education. In most states preschools are funded for at least the most needy. Only six states don’t support Head Start or other early childhood education.

Do we need more access to quality preschools? Probably. But is Pay for Success the best investment for taxpayers?

In Why “Pay for Success” Financing Could Cost Taxpayers More Than They Bargained For by Rachel M. Cohen, she writes…

“New Profit—a ‘venture philanthropy fund’ with a board that boasts Bain Capital executives and other investment leaders—launched an advocacy arm in 2007, innocuously named America Forward. When Barack Obama was elected president in 2008, the group recommended that his transition team establish a ‘social innovation fund.'”

President Obama went for it. He even established “the first-ever White House Office of Social Innovation.” Jared Kushner, President Trump’s son-in-law, now leads that office. Kushner’s plans? To remodel our workforce training programs….OUR public programs.

President Obama’s Social Innovation Fund is administered by the Corporation for National and Community Service. Who knew?

“…three foundations have played particularly significant roles: the Rockefeller Foundation, Bloomberg Philanthropies, and the Laura and John Arnold Foundation…. all three foundations have funded the Government Performance Lab at Harvard, established in 2011, that helps implement and expand Pay for Success initiatives. Jeffrey Liebman, who served in the Obama administration as the deputy director for policy at the OMB, runs the Harvard center.”

To be clear, we have a privately-funded private school performance lab reviewing the metrics for Pay for Success. Remember, it is private investors who will be paid for “success.” How independent will the reviews be?

And in case you didn’t catch this fact, the law began under Obama’s administration and the person heading the lab worked for the Obama administration. …. My head is spinning faster than a revolving door!

Disruptive “innovation”? A cycle in need of stopping.

The people coming up with these schemes have so much money they don’t know what to do with it. What these people know is that they don’t want to pay their fair share of taxes. So through OUR lawmakers, they set-up tax credits, loopholes, and under-the-radar innovative financial instruments to be legal tax-dodgers ….. The result: we can’t fund quality social services, our way. That’s how they create problems — for us.

And Ms. Cohen goes on to point out…

“…at its worst, Pay for Success can leave taxpayers paying substantially more than if their governments had just funded programs directly….”

What are the chances they can demonstrate real success? Well, investors are hedging their bets. By choosing to invest in already successful programs (the ones we already know work), their risk becomes minimal. And there is nothing innovative about their “new products” other than the funding mechanism and a new name for some old programs we previously had to cut.

So let’s remember, this plan unfolding before us is about the public service of educating young, very impressionable children. It isn’t just money at risk. Childhood is.

With Pay for Success funding early childhood education programs, we are putting our trust in a financial scheme headed by the same investors who caused the Great Recession — Goldman Sachs, Bank of America, J.P. Morgan, da, da-da, da. Think they have changed their ways? They would like you to think so.

What I don’t understand is the country discarding a successful education system that was the envy of the world for almost 200 years— until the education oligarchy took over.

We need to stop this lopsided deal for expanding public-private partnerships. It is taking total control over educating all our youngest citizens and placing them into a workforce/military development system. And with funders now teaming up with the charter alliance, this has gone too far! It’s a double whammy!

With only 17% of charters shown to outperform public schools, coupling of the First Five Years group with the Charter Alliance is risky….for children and taxpayers alike.

The game is rigged. The cards are stacked against us. We know that.

There may be some circumstances where Pay for Success is a viable idea. Preschool in particular and public education in general is NOT one of those circumstances.

“…the model is appropriate only for a narrow cohort of nonprofits that meet two related criteria: they must be able to effectively deliver and measure their social impact; and they must be able to translate that impact into financial benefits or cost savings that are traceable to the budgets of one or more institutions or government departments.

Although the potential social benefits of PFS [Pay for Success] appear to be real, one cannot ignore the likelihood of unintended negative consequences….

Haven’t we subjected our country’s children to enough “unintended negative consequences”?

It is time to knockdown the house of cards.

Pay for Success is only one item that is wrong with The Every Student Succeeds Act. Demand congress repeal ESSA before the trump card is played. 

 

Think Tanks, Fake News, Astroturfing, and Lies in the Era of Trump and DeVos

The powerful influence of think tanks, fake news, astroturfing, and lies in our policymaking process is nothing new to us. In the past, the influence of lobbying was frequently discussed in the news. But until recently, we didn’t hear much about how think tanks, fake news, astroturfing, and lies impact politics. Yet, their dominance over policies runs deeper than the D.C. swamp where most reside.

Think tanks got their name during the WWII era. They are non-governmental policy research organizations — or they are supposed to be.

“Think tanks conduct and recycle research that aims to solve policy problems and not solely to advance the theoretical debate.”

Maybe there has been a bit too much “recycling” of research.

Whether or not think tanks work as originally suggested, for “the common good,” comes into question particularly when money enters the equation. Remember, these are the groups in D.C. giving policy advice…during the lawmaking process. Where their money comes from does matter. Foreign powers buy influence at think tanks.

“Some scholars say they have been pressured to reach conclusions friendly to the government financing the research.”

Remember the old saying about computers? Garbage in, garbage out? By definition,

“poor quality input will always produce faulty output.”

Poor policy advice results in laws that do harm. Plus, many of the non-profit organizations that house think tanks do have outright political agendas. And too many people are not aware of the pre-determined plans of these organizations. As NPR wrote in What to Think About Think Tanks?,

“This has nothing to do with right-wing or left-wing politics. It has to do with giving the audience more – not less – information to help them evaluate the speaker.”

If think tanks are swayed by money and political ideology, are they producing “fake news”?

Where did fake news come from?

Bending the truth for political gain is certainly nothing new – it’s propaganda, and the record of its uses stretch back to ancient times.”

“Propaganda and Internet fake news do, however, hold similarities: both are methods of distorting the truth for emotional persuasion, seeking to drive action.”

Some claim that the term has now been co-opted by politicians and commentators to mean anything they disagree with – making the term essentially meaningless and more of a stick to beat the mainstream press with than a phenomenon in itself.”

I don’t see the term “fake news” as being meaningless. I see the danger of it —confusion in the public mind!

And when fake news is fortified by astroturfing, we shouldn’t be surprised that our country is failing to address problems with real solutions. The country can’t see the truth through all the lies.

The corporate-elites controlling education policies in this country have been “buying and selling school reform” for decades (Hired Guns on Astroturf). How is a citizen supposed to know whom to believe? Even well-meaning activists are being deceived into working for policies they actually should be against. It isn’t the first time we People have been used, our tax-dollars used against us, or we have been lied to. … And there is no reason to believe we have seen the last of it.

So that brings me to the main topic of Think Tanks, Fake News, Astroturfing, and Lies in the Era of Trump and DeVos.

I’ll use the charter school/voucher debate to demonstrate how the game is being played. This isn’t a new topic; it’s just finally on the national stage. The Trump White House is simply following in the footsteps of the previous three administrations when it comes to federal funding of charter schools….and expanding school choice HUGELY.

President Trump openly supports this expansion and Secretary of Education Betsy DeVos supports not only the Charter School (School Choice) Movement but is also pushing for public funds flowing to private schools through vouchers.OR….by using the ALEC “scholarship” and “tax credit” laws already in place in several states.This is a school-choice tax credit plan that didn’t fly in 2013. But the plan is to get it done. The choice network thinks they can —with the help of 50CAN. Thankfully some parents across America are watching!

To grow astroturf, you add more money and hire more people.

Credit: POLITICO

What’s the harm? These billionaire-sponsored organizations have the capacity to control the news cycle. They can make things happen, or not, before most of us are even aware of what is happening. That level of domination of information doesn’t allow the real grassroots activists to prevail in blocking the corrupted lawmaking process at every turn. Too many twists and turns are an obstacle to citizen participation.

A disinformation campaign can quickly and easily be launched using both fake and legitimate, but naive, news outlets. In this example, here’s how things lined up then unraveled for the federal “opportunity” school-choice tax credits (thus far):

  • End of April-First part of May —- Speaker of the House Paul Ryan pitched “Tax Reform.”
  • Mid-May – a snag – A report was released by the American Association of School Administrators containing an analysis of tax credits.
  • Then came the poor reception for the Trump budget.

Things got messy for the think tanks. They should respect good research, solid evidence; right? Instead, the network went into control mode.

Between social media, the web of news outlets using think-tank experts for article and quotes, and the charter school networks, the disinformation campaign took off.

“School choice” laws facilitate the flow of funds to charter and private schools. The dollars follow the students, leaving existing schools without those dollars, even when chances are (based on research) the school of choice will be inferior.  This tax credit IS a school choice law.

The public loses part of its tax base. The “charitable donor” (those with money to invest) makes money. Research says: public schools do lose money in this deal. Experts, what do they say? School Choice think tank experts like Rick (Frederick) Hess aren’t stupid. They want to cool down the chatter.They don’t want TrumpChoice to become a political battle anything like ObamaCare. Their propaganda campaign spread from D.C. to Idaho faster than a western wildfire. Sincere concern or propaganda? You decide. The choice network stands on the principle of “competition.” Consider this: Maybe it’s better to show the country how competition really “works” —right now, on the national stage—instead of waiting until no one is looking and let the Scholarship Tax Credits slip quietly into law.

Photo credit: Washington Times

That is how The Quiet Revolution in American education reform has been waged and won —to date.

A general rule that has been followed is DO NOT ENGAGE. And for heaven’s sake, not on the main stage! Education reform was not supposed to be a major topic at the presidential level. Not really. The passage of the Every Student Succeeds Act just prior to the presidential campaign season helped ensure that what was wrong with No Child Left Behind would not be discussed. It still needs to be. The problems weren’t fixed.

This is how the rulers approached putting data collection systems in every state during the Great Recession. Where was the outrage? From a Best Practices Brief
http://nces.ed.gov/programs/slds/pdf/best_practices.pdf

So, IF the era of Trump and DeVos brings national conversations and debates about real problems, real solutions, and the news reports include perspectives from the real grassroots activists in the trenches of education reform, we might just drain the swamp ourselves.

Fight fire with fire. Engage.

P.S. I have always stood upon the principle of providing quality learning opportunities for all children through a publicly funded, publicly controlled public education system free from the corrupted forces of politics. If a hired gun wishes to have a civil conversation with me, wording questions in a way that sounds accusatory is not the way to do it. Putting words in my mouth? Wrong! That is a smear tactic.   I’ll represent my own views, thank you.

Corporate-Elite Totalitarianism: Creeping or Leaping Toward a Totalitarian State?

Some people believe the United States is already a totalitarian state. If that is our reality, it doesn’t mean we can’t regain our status as a republic.

Corporate totalitarianism means total control by corporate interests…. What’s happening in the United States today is a corporate coup of the U.S. government, and anyone who isn’t grieving that must not be looking.”  Corporate Totalitarianism, or Not, Opinion by Marianne Williamson

We must look, and look deeper.

We can’t beat back what we don’t understand.

Totalitarian power by definition is considered to be…

“…of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation…”

I’m sure that during the Kennedy presidency, foreign totalitarian regimes were the concern. But what JFK stated then can be used in the fight we must take-on today. To win this battle, our citizenry …

“[It] requires skilled manpower and brainpower to match the power of totalitarian discipline.”

He was discussing education. We must educate people to recognize and resist conformity for the sake of conformity. We need brainpower? Not a problem.

But, whom are we matching wits against? And how powerful is their discipline, their control over us?

That is where my passionate support for public education keeps me digging for answers. I don’t like what I have found.

When the public education system is completely controlled and directed to focus on the “productive capacity of the nation,” then we are concentrating our manpower and money on one of the corporate-elites’ endpoints — the production of their manpower supply. This is where we must focus our brainpower. This is where the corporate-elite coup must be stopped.

Children do need to be employable. The public education system helps fulfill that goal. I get that.

What I don’t get is the public’s seeming willingness to let that education be narrowed and controlled to the point that a test-and-sort system can be used to fill corporate workforce needs. What don’t people understand about the importance of control of the public education system?

But back to the question of who.

We know that currently under the rule of law corporations are considered people (people who never die?). However, corporations alone can’t pull off this coup.

Organizations of all kinds with a variety of political ideologies have jumped on the “education reform” bandwagon. They are the ruling elite — ultra-rich individuals and foundations of all structures, sizes, and attractively deceptive names. And they are hiring people just like you to work on promoting and selling their agenda. (Recognize astroturf?)

Are we sure we want these groups — under the guise of philanthropic efforts and state control — in control of our productive capacity?

In The True Believer: Thoughts on the Nature of Mass Movements, Eric Hoffer explains that—

“… propaganda articulates and justifies opinions already present in the minds of the recipients.”

Now, think about this: How many parents have been frustrated at one time or another with something that happened in their public schools?

How many business owners have been frustrated at one time or another by hires who didn’t seem adequately prepared for work?

Same question, professors and college students, etc. etc. … I’m NOT saying there is a HUGE problem; I’m saying there are some underlying unaddressed social tensions associated with public education. There has always been a constant desire to improve schools — as there should be. But that fact has been used against us.

Hoffer illuminates how leaders play on our emotions —

“…leadership articulates and justifies the resentment damned up in the souls of the frustrated.”

Because of frustration, we are vulnerable to massive changes not always of our choosing. With education reform as we have called it for the last 30 years, the massive changes aren’t fixing the real problems. The pseudo-reforms are only feeding the corporate State. (And, yes, that is state with an authoritatively capital “S.”)

America was given a choice long ago, but it was an “either/or” choice. (America’s Choice: High Skills or Low Wages) That’s a propaganda technique that creates a false dilemma. You have only two choices and you MUST pick one. It looks like we did. And these same education elite-D.C.-think tankers moving us to make that choice also took control of our system. We are implementing their plan.

The State — Big Money running what we used to call Big Brother (our government) — is no longer a republic. As Chris Hedges explains in Our Invisible Revolution,…

“Our shift to corporate totalitarianism, like the shift to all forms of totalitarianism, is incremental. … The ‘consent of the governed’ is a cruel joke. Barack Obama cannot defy corporate power any more than George W. Bush or Bill Clinton could.”

WE can defy them. You see, I believe this because of what I see. I see a corrupted federal education law that must be stopped. It can be stopped.

The “new” education law, the Every Student Succeeds Act (ESSA), is a perfect example of persisting totalitarian creep into the education of the next generation. ESSA continues the marketable propaganda of No Child Left Behind — accountability, flexibility, and choice — while moving the corporate-elite agenda of privatization forward by leaps and bounds. The law, and those executing it, further corporate-elite control over what is becoming their workforce development system.

Between the Koch Brothers outright contributions, the ALEC (American Legislative Council) laws they push, and their funding of astroturf groups, these brothers will be hard to contain.

And now, it is obvious that the public education system is being used for other purposes. Here’s how.

We bought the plan to focus education on a narrow set of skills (standards). Once the State dictated a couple sets of standards it didn’t take long before others followed. Now, we are poised to lose control of civics (social studies) education. (The Koch Brothers Sneak into School. It’s real. It’s legal….and you are paying for it.)

The ESSA law establishes a Presidential Academy for civics instructors. Innocent enough? Perhaps. BUT when accountability for education is being left up to “the State,” who’s to say? How narrow will the civics instruction be? Who will be controlling the content? And who is training “our” educational leadership?

Convinced that this is some serious stuff?

Well, let’s look further at totalitarianism. It can be defined as…

“…tending toward monopoly.”

Big Money has monopolized education policy — from State to Federal and Federal to State — including local policies through the training of parents and school board members. This is the problem many of us have with Common Core National Standards. They aren’t just standards. They are based on a vision for a totalitarian workforce development system paid for by the public but privately controlled. The corporate-elite created the Common Core System. (America’s Choice?)

So, who is in control of the education of the next generation?

“Controlling information and controlling dissent are part of what goes into maintaining a totalitarian state,” said Jerrold Post, director of the political psychology program at George Washington University.

See why the public education system is such a big piece in the game?

The anti-Common Core groups are fighting hard. The anti-high stakes testing groups are still battling after over two decades. Anti-charter/voucher groups are on the rise. Their individual efforts deserve our respect and admiration, but it hasn’t been enough to stop the coup.

To date, federal education law continues under the control of the corporate-elites. We are still only minor players.

“Through their control of politicians, political parties and corporate media, they do everything necessary to make sure that political candidates who resist them get nowhere near the levers of power.” Marianne Williamson

We, the populace, are rising. But,…

“An uprising that is devoid of ideas and vision is never a threat to ruling elites.” Chris Hedges

That is where the ideas and visions of JFK can still serve us well.

The fight for equal educational opportunity has been brought to the schoolhouse steps before.

Totalitarian discipline did creep into education law. But we don’t have to comply with it. Civil disobedience is needed at every opportunity.

Reinforcements are a must. All the groups out there saying they are fighting against corporate-elite rule need to recognize where their strength and numbers are needed most. We know the corporate-elite takeover is real. We have the brainpower to match theirs. What we lack is the collective manpower focused where we can make a huge difference right now…. and in the future.

Join forces. Help stop the escalating takeover of our public schools.

Stuck in the Muck: Trapped in Outcome-Based Reforms that Don’t Work

If President Trump drained the swamp, we would still be stuck in the muck.

Cartoon provided by Ben Garrison. Visit his site at GrrrGraphics!

Still waiting on leaders to fix health care? And how many decades have we listened to talk about fixing the education system? But, did you know that both these systems are suffering from the same problem?

“Make America great again”? We can’t do that without understanding what changed America. Until then, we spin our wheels, dig ourselves in deeper, and allow the expanding swamp to be refilled.

The problem? We switched drivers — from leaders believing in progress to those driven by outcome-based data, money, and their own arrogance. Our drivers own the world and dictate the rules.

We the People? We don’t know which way to turn. But even if we did, we can’t move forward because we’re stuck in the muck.

Health care, social security, the justice system, the environment, education, on and on — all the major social problems are being kicked down the road. And we are stuck in debt up to our eyeballs while our social safety net develops ever-widening holes.

Most of the holes were created by us and what we don’t know.

In the health care debate, what aren’t we hearing?

“The physicians say the increased use of quality metrics to assess provider performance is having a negative impact on quality of care. Far fewer (22 percent) see quality metrics as having a positive impact on quality.

Nearly half (47 percent) of physicians and just over a quarter (27 percent) of nurse practitioners and physician assistants say the recent trends in healthcare are leading them to consider an earlier retirement.”

Source: NPR Suicides are up. Tracking outcomes isn’t what these people needed us to do.

Physicians and teachers are facing the same problems.

Where we once had community hospitals (schools), we now have health care (charter) management organizations. They control a data-driven system with an eye towards cost-cutting through technology. The technology industry and health treatment (education market) industries are flourishing.

People? We aren’t doing so well. Not only are teens and middle-aged men killing themselves at alarming rates, Americans in general are not as happy as we once were.

We know we need to address heath care. But we seem unaware of how desperately we need to consider real education reform as a national priority.

If we can’t gain control of our own local school systems, what hope do we have of solving our other more complex problems?

When leaders put Standards Based Reforms (SBR) in federal education law, we were trapped in the education metrics of outcome-based reforms.

Once we drop the fallacy that Standards-Based Reforms are a silver bullet, true education reform will be possible.

Statistics now prove what many believe. Standards don’t ensure student achievement. The focus on monitoring outcomes ignores the problems created by separate and unequal schools.

The misconception is that setting “higher, better” standards improves schools. It doesn’t.

Do you know why No Child Left Behind (NCLB) didn’t improve schools? SBR. And the Every Student Succeeds Act (ESSA) perpetuates the same problem. SBR.

“Now we risk setting national curriculum standards instead of recognizing that children need us to identify their individual strengths and weaknesses and work with them to attain a level of mastery of the classroom curriculum as outlined in a locally agreed upon instructional framework.

This isn’t a philosophy that gets away from being held accountable to a standard; it’s one that is responsible for meeting the needs of the individual student along with educational standards.” The Crucial Voice of the People

That is a description of standards-referenced education, not standards-based (NOT the Outcome-Based Theory).

But the country is stuck because our tax dollars for education continue to be spent on SBR, not invested in us.

“We’re stuck because our focus, our funding priorities, and our personal beliefs and attitudes are failing to serve our country.

We are stuck in the standardization of children ditch because we set test scores as our goal—in law and in the minds of Americans.” The Crucial Voice of the People

Metrics rule. Plus, we have not listened to people with a passion for teaching and compassion for children.

“In the last several years, with the continuing emphasis on using data to drive instruction, I find myself increasingly skeptical about what we do to ‘benefit’ students. …

Data seems to be the driver of much educational policy today, even when it means we force students into increased time with their weakest subjects, and excluding content that might intrigue them.  We marvel at the lack of engagement while we simultaneously impose rigid interventions…

I’m very concerned that our fixation on data has become more important than the engagement of students in topics that might lead them to important self-realizations of competency…  It often feels like teachers are working in a system designed for disengagement, while at the same time being evaluated on their skill at maintaining engagement!

Regardless of my knowledge or enthusiasm, I’m still expected to march as a good soldier with what I see as an archaic system…

Our current models mean we–teachers, administrators, and students–fixate more on ‘grades’ than learning.  I can no longer grow as an educator when I feel confined by parameters that fail to prioritize self-discovery and lifelong learning–for all of us.” — Cindy McDonald (A Now Retired Teacher)

We are losing compassionate and passionate public servants. Our public services are trapped in the metrics of Outcome-Based Reforms because we aren’t controlling how our money is spent.

The more automated our human services become, the less service we are providing to humans. People are getting frustrated and blaming the government.

But consider this. The government is not run by people representative of us. Our government is run by the rich, ultra-rich, and the greedy who are willing to look the other way when it comes to using our lawmaking process for their own benefit. Palms are being greased. The “grease” keeps the swamp slimy.

And it is the arrogance of these ultra-rich people, telling us what is best for us, that we should no longer tolerate.

We’re the ones that need to roll up our sleeves and drain the swamp.

To clean House, we need an election revolution every two years until we’re no longer stuck but rather making real progress again.

Start in The House.

In writing about the House of Representatives, James Madison said, “They in a word hold the purse” (Federalist No. 58).

The Constitution: Article I SECTION. 7 “All Bills for raising Revenue shall originate in the House of Representatives…”

“The greater the power is, the shorter ought to be its duration” (Federalist No. 52: Madison). Thus, Article I SECTION. 2 “The House of Representatives shall be composed of Members chosen every second Year by the People…”

One solution offered in Restoring American Happiness is greater public financing of health and education. And we must invest wisely.

We need to control the purse…

“As the people are the only legitimate fountain of power” (Federalist No. 49: Madison), we are central to our own progress as a nation. And to restrain the House requires “above all the vigilant and manly spirit which actuates the people of America, a spirit which nourishes freedom, and in return is nourished by it (Federalist No. 57: Madison).”

Call it an electoral revolt or call it an election revolution. Call it what you will. It is what our nation’s fathers directed us to do. It will nourish progress.

We filled the swamp; we can drain it. And we can refill it with representatives that will invest in the human side of both health care and education….or we drain it again…in two years time.

Rural America in the Crosshairs: A New Frontier for Profiteers

This is my plea to rural America and to all the people who carried Mr. Trump into the White House. Please remember your power and use it well. Don’t let corporate interests ruin our American small-town way of life.

Preserving our public education system is at the heart of this battle. And the public can both preserve and improve our schools…Why close them or leave them behind?education-reform-quotes-1

This past election season should give us hope. In Massachusetts (the state that has proven that true education reform is possible), voters said “NO” to lifting the cap on charter schools. Why?

“…almost all of the fiercest Question 2 opponents were cities and towns whose public schools are losing money to charter schools.”

And as one principal expressed…

“Community members and parents I talk to want to fight for the resources to improve the public schools we already have rather than opening more schools.” He [Peter Bachli] added, “It’s as if the refrigerator light went out and instead of fixing it you bought a new refrigerator.”

Many people are considering the consequences of “school choice” as we now know it. Charters, school vouchers, and technology are the main products being sold to fill the gaps in education decisively created through our laws. Yes, the market was created.

To make a buck (or billions), the education industry under the guise of education reform has put a price on the heads of children — again and still. Urban markets were tapped first. Now, schools in rural America are in the crosshairs.

But rural America doesn’t have to go the way of America’s urban districts. Not if we learn from their experiences.charter_charterfigure1

And here in Idaho, we can learn from other small towns that have all but been destroyed by our modern-day version of “school choice.”

My hometown of Albion, Michigan is a perfect example. Crippled economically by unfair competition leading to de-industrialization, families paid the price for “globalization” (a nice code word for the development of multinational corporate monopolies).

At the same time, the farce of test-based reforms in K-12 education fueled the development of school choice laws.

So with 80 percent of charter schools in Michigan being for-profit schools, the education industry profited at the expense of American small-town traditions. Gone were the Friday night football games. Gone were the Christmas programs. Gone were the opportunities to gather in local businesses after school events — because — gone were the schools. They were closed. Kids are bused elsewhere.

The fabric of the community was shredded.

Rural America, I’m not crying wolf. Rural schools ARE in the crosshairs of the education industry. The plan is well underway.

Step 1: Direct funding

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FROM A New Frontier: Utilizing Charter Schools to Strengthen Rural Education  by Andy Smarick http://files.eric.ed.gov/fulltext/ED553987.pdf

Step 2: Get state law in line

AND open the door for philanthropic venture capitalists. Those with an interest in "success" of these charters will use their money to ensure "effectiveness" can be demonstrated. (Idaho State Law)

AND this opens the door for philanthropic venture capitalists. Those with an interest in “success” of these charters will use their money to ensure “effectiveness” can be demonstrated.

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An application needs an “estimate” for the first year. What happens after the first year?

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Remember, these are federal grants of taxpayer dollars.

Step 3: Coordinate federal law …(while claiming more state and local control)…

essacharterfacilitiesstate-2016-11-29-at-9-42-09-am

This is the Every Student Succeeds Act (ESSA Public LAW 114-95). Why does the federal government feel the need to tell states how to fund charter schools?

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Eyes will be on the start-ups in the beginning. But how long will the watchdogs keep watching?

Step 4: “Grow-your-own” market even when that means you direct funds AWAY FROM IMPROVING SCHOOLS….really.

YES, this does say to FOREGO improvements. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what regular public schools used to offer.

YES, this does say to FOREGO improvements. THIS IS ESSA. No Child Left Behind created a market in the same way. It limited curriculum while charters popped up offering more of what was removed from regular public schools.

The decades-long standards, assessment, accountability, and technology movement continues making “choice” a moneymaking instrument easily sold to freedom-loving people.

For Idaho this began in the 1990’s with the Albertson Foundation sponsoring the development of “new” standards. Then came the assessments and accountability mechanisms to spawn competition between schools thus creating a market for “choice.” They focused their money and our laws (and money) on standards and testing for math and reading at the expense of better quality education. Their vision. Their plan. Their lobbyists that created “our” laws that in turn foot the bill for education products to fix what they helped ruin.

Now, they have much of Idaho believing we don’t understand “what policies and practices are likeliest to help” improve our rural schools. That simply is not true.

In January of 2013, one conclusion of state research was that our rural schools wanted their teachers to have the opportunity to obtain multiple certifications. Administrators wanted to improve the quality of their teaching workforce.

Instead, in August of 2013, the Albertson Foundation brought in out-of-state experts to examine OUR rural schools.

They found a new frontier — for rural charter schools — based on “the fantastic work done by charter management organizations” and “human capital organizations” like The New Teacher Project…..Wait? Who?

screen-shot-2016-11-30-at-2-09-16-pmLet’s be clear. We are talking about philanthropic venture capitalists. These are the same people who put their money (and ours) on Common Core.

You think Common Core is simply going away because Mr. Trump doesn’t like it? Not when those who teach the teachers, develop the leadership, and lobby the lawmakers are in control. The Common Core System is in place. With the change of a name, in the blink of an eye, we still face the same problem of no real local control. Charter schools are not the answer to that problem.

And there seems to be a belief that charters will only come in where they are needed and wanted. Can the public just say no and have it be so? Ask congress.

Federal law - ESSA - gives the Secretary of Education POWER!

Federal law – ESSA – gives the Secretary of Education POWER!

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In Idaho, our state board has the POWER also. Idaho’s State Board is not elected; they are selected!

 

So knowing how the laws have been fixed to profit the charter industry, as I traveling across rural Idaho over the Thanksgiving weekend, I tried not to think about it. But unfortunately while passing through one small town in particular, a horrible thought struck me. How long would it be before the food chain consisted of ConAgra, Monsanto, and Walmart?

And what will the schools be like under this new world order? Well, if the purpose of education is work-force development, we know who’ll be calling the shots.

10389690_773525136032161_985265226383217614_nOn the other hand, I’m not convinced that corporate America will trump rural America.

Will America be made great again by those who control the schools?

Will rural America choose to give control to the same people who manipulate our laws to benefit their industry?

Or will rural Americans reclaim the “new frontier” as their own?

How will we see success?

screen-shot-2016-11-30-at-10-50-52-pm

Crosshairs added with the help of a friend. Photo from Harvesting Success: Charter Schools in Rural America brought to us by the “National” Charter School Resource Center and SAFAL partners (a consulting firm with “deep domain knowledge in the charter section, human capital management systems, and next generation learning.”….Rural America, are these the people you want managing your children and grandchildren?

“Let’s have faith that right makes might; and in that faith let us, to the end, dare to do our duty as we understand it.” — Abraham Lincoln

P.S. Special thanks to the undistinguished Americans that go unacknowledged for the extraordinary research they selflessly do everyday (without pay) in an attempt to enlighten all of us. I for one appreciate their contributions to this blog.

Neoliberalism: To Know It Is To Recognize It

noam-chomsky-quote-2The term “neoliberalism” is not in my old college dictionary. And most people I’ve asked don’t know what it is. For that reason, the public is not been able to recognize the ideology behind many of our public policies…

We have become victims of sabotage —of our own doing.

An economic approach is one component of neoliberalism.

An economic approach is only one component of neoliberalism.

We are political pawns in the neoliberal game.

The situation looks daunting. But don’t despair. Shedding light on the neoliberal agenda will enable you to better understand the concept and determine for yourself if you have unknowingly adopted this ideology as your own.

As explained in “Our Neoliberal Nightmare,”

“Everything that promotes the market, i.e., privatization, deregulation, mobility of finance and capital, abandonment of government-provided social welfare, and the reconception of human beings as human capital, [is] encouraged.

It should be said that neoliberalism thrives on prompting crisis after crisis…so that each succeeding crisis only erodes the power of the working class and makes the wealthy wealthier.

[Our] politics succumbs to neoliberal economic theory…[so]… In this revolution of the law, persons have no status compared to corporations…

[And the author writes] I am merely outlining the strength of an opponent that has refused to be named for forty-five years, although it has been the ruling ideology that long!”

Neoliberal beliefs have permeated our social and political structures with bipartisan appeal.

And indoctrination into the neoliberal philosophy runs the gambit — from political propaganda to training within the public education system. That’s right! We’ve been infiltrated.

John Perella’s dissertation on the National Institute for School Leadership (NISL) enlightened me. I hope it does the same for you.

  • Neoliberalism is pro-business and does not view powerful corporate influence as problematic (p15)…
  • Neoliberalism is acutely conservative in its economic approach. In fact, neoliberals share many of the same educational goals of neo-conservatives. (See The Politics of Reform for definitions.)
  • Neoliberalism is about restructuring society to allow for, and facilitate the growth of, free-markets (p16). [See “free-market” discussion in the comments below.]
  • Simply put, neoliberalism is a belief system and an economic approach. Privatization is just one strategy of this larger movement and globalization is the background for this entire story (p17).
  • Some have argued that privatization (and consequently the end of public education), driven by neoliberal education policies is the objective of [the] landmark legislation [No Child Left Behind] (p17).

Don’t be led to believe NCLB is gone.

The newest version of No Child Left Behind (NCLB), the Every Student Succeeds Act (ESSA), continues to harbor the neoliberal education reform agenda.

What’s wrong with the neoliberal philosophy guiding our public education system?

Children. It’s creating problems for children, which in turn creates problems for families. And in dysfunctional families, the problems are magnified.

We know children need a supportive social structure.

Proponents and critics alike of privatization have identified social cohesion as a possible victim of market driven education.

One cannot expect a competitive approach to promote social cohesion (p51).

That concept is what people like New York Times writer David Brooks haven’t figured out. As explained in The Common Good & Education, he understands that children need a strong social fabric. But he doesn’t see how neoliberal / neoconservative education reform laws damage the social fabric he claims is essential.

Here’s how. Different —more or less— and “higher” standards led to the perceived need for more standardized assessments. More standardized assessments fed the theory of competition. Test scores stirred the public to call for accountability.

When no accountability was forthcoming, “choice” was offered. Choice nourished the market. And the technology to run this whole ruse brought the neoliberal agenda full circle.

Money is being made at every step of the way. Reform? Not so much.

The neoliberal philosophy has us believing that there is nothing wrong with private industry taking over work traditionally done by public institutions…You know the sell… cutting through the bureaucracy, ending the government monopoly on education, and all that jazz… But, answer this…

What is the problem with NISL — Marc Tucker’s for-profit, non-collegiate, privately controlled organization — training/educating/indoctrinating (your choice) OUR public education leadership?

  • NISL is not understood by its participants and has not been sufficiently examined by the public (p136).
  • Schools are not neutral conveyors of knowledge but are instruments of ideology (p28).
  • Since public education is an instrument of ideology, then leaders trained by NISL will predictably influence their respective schools or districts (p29).
  • NISL will inevitably apply increased sway on public education as more school leaders are trained (p22).
  • Pragmatically, NISL seems to always have one eye on state and federal policies. When it was created, there was a clear alignment in NISL with the spirit of NCLB (pg94).
  • The NISL leadership in Washington envisioned the future of the program to include many new initiatives that would “drive NISL deep” (RH). These included cohort coaching and mentoring, new leadership curriculum in early child learning, special education, ELL and disability, as well as pipelining (p99).

And please keep in mind, neoliberal thinking takes the social justice ideal and uses the platform to justify the market-based theory. It draws in liberal thinkers and civil rights groups trying to do what is right for society — unknowingly putting children at the mercy of the almighty dollar.

And never mind how you and I define social justice. Neoliberal leadership proceeds to act by whatever means they desire —pocketing public dollars in the process—and always producing more human capital to do their work.

As Dr. Perella explained NISL’s program, the leadership “education” combines military and business training practices. Pipelining is how the military routinely picks and develops their leadership. And Marc Tucker’s NISL (with his parent organization National Center on Education and the Economy – NCEE) isn’t  the only show in town.

“The Broad Academy is a subsidiary of the same Broad Foundation that has [financially] supported NISL. Broad has two distinct flagship initiatives, a residency program for placing “participants into full-time high-level managerial positions in school districts, CMOs (Charter Management Organizations), and federal/state departments of education” (http://broadresidency.org/about/overview.html)

… at the risk of interrupting your reading, let me stop you right here…. Did that last point wake you up? Placement in federal and state “departments of education.” Targeted, strategic placement in our governing structure…just checking that this bombshell hit you…. Okay, so, there is the Broad residency program…

and their Superintendent Academy. The primary goal of the Academy is to train and place non-educator executives into superintendent positions.

In 2009, 43 percent of all large urban superintendent openings were filled by Broad Academy graduates (p58).

So between just these two neoliberal buddies, they have covered the training of urban district superintendents, U.S. Department of Education employees, many State Department of Education hires, and principal training in at least 15 states — all indoctrinated (my choice of words) into the neoliberal doctrine.

I’ll ask again, what is the problem?

Well, I agree with Dr. Perella…

Tucker truly is the man behind the curtain. [And] NISL is but one component of Tucker’s influence on public education reform (p138).

…there is very little ‘public’ in NISL’s design for the training of public school leaders (p137).

And we must always remember,

Central to the neoliberal doctrine is a simple, yet powerful objective: profit (p40).

So with much appreciation for Dr. Perella’s diligent work in answering some very important questions, let me end with some words from the man behind the curtain…from page 50 of Tucker’s publication Governing American Education: Why This Dry Subject Might Hold the Key to Advances in American Education”screen-shot-2016-10-26-at-8-53-41-am

Stoppable? Well, we do have a choice. But the question is, do people want to hear it?

And will people consider answering a few questions, like these:

Who should be holding the key to our future?

Are we going to let our public education system go the way of neoliberalism?

If we do nothing, we know how this story goes. History tells us.

Our move.polyp_cartoon_rich_poor_neoliberal

 

 

 

 

 

################################################################

Note: The pdf provided here for Dr. Perrella’s dissertation concerning NISL is my personal copy. I provided my highlighted and underlined copy not to influence readers with what I found important or interesting but as a courtesy to those who might need to skim, rather than read, the 172 pages.

A clean copy can be found here.

Foreign Influence & America’s Choice

Wow! It took this crap-fest of a presidential election to get the issue of foreign influence to the national stage. But seriously, we actually do need to talk about foreign influence in the inner workings of our government —in the making of our laws.

Sure, we should be appalled by foreign governments trying to influence our elections but foreign influence in our government is nothing new; it’s business as usual in the cesspool of Congress. 878492

Oh, and I might as well be upfront with you. This blog isn’t about the presidential election. This is about BIG money in politics. This is about foreign interference in our lives on a regular basis.

So please, hang with me on this little, but disgusting, story. You need to know how multinational corporations stealthily exert foreign influence on Congress and pilfer our coffers. And even worse, the villains in this story are quietly working to privatize a whole public system and create a global monopoly on education. (Hidden Privatisation) TRUE STORY!

The story begins with the British-owned company Pearson Education Corporation. They aren’t the dreaded Russians but they are a foreign influence none-the-less.

Pearson provides publishing and assessment services to corporations and schools from Pre-K to higher education and …. professional learning (oh, that’s a story for another day!).

Do they influence our public policies through lobbyists? Yes, openly.

Sandy Kress, the controversial testing lobbyist, was the architect of No Child Left Behind who then lobbied for Pearson Education while simultaneously serving on several state advisory boards. Kress became so unpopular amid an anti-testing rebellion in Texas that the legislature made it illegal for him or any other testing lobbyist to make campaign contributions. Even registered sex offenders can give politicians money in Texas.

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Provided by Open Secrets

Pearson’s lobbying of Congress increased just after the writing of No Child Left Behind in 2001 and Common Core in 2008. Remember, this is foreign influence over dollars spent. They secure the law then secure the spending.

It’s legal. But it’s not right.

And it’s the stealthy part of this story that should really alarm us —the think tanks.

Think tanks influence the actual writing of the laws. Foreign powers do buy influence through them. Their goals become the aim of our laws. Terminology is of their choosing. Their influence fixes a law in place. That’s how the development of “an industrial complex” works — by influencing “public” policy. (“Public” in the sense that the public follows the law.)

And unbeknownst to most of the public, it can be foreign agents creating the loopholes that keep us running in circles unable to ever catch up to the truth in time. The money’s pocketed before we know it.

But, let’s get back to the story. We know this…

Pearson announced “in the summer of 2000 to spend $2.5 billion on an American testing company.” (Some thought it wasn’t a great investment. Ha!)

…“the next year, Congress passed the No Child Left Behind Act, which mandated millions of new standardized tests for millions of kids in public schools.”

Pearson just happened to be “in a prime position to capitalize.”

And we know…

School testing corporations have spent at least $20 million on lobbying along with wining and dining or even hiring policymakers in pursuit of big revenues from federal and state testing mandates under “No Child Left Behind” measures and the Common Core curriculum, according to a new analysis by the Center for Media and Democracy (CMD).

screen-shot-2016-10-15-at-4-05-42-pm

Yup. Lawmakers created a no profit left behind free-for-all targeting public school children.

Now, this is the point in this little story where the connection of Pearson to Marc Tucker—the unofficial consultant for our fundamental change to a standards-based (test-based) system under No Child Left Behind —was still only speculation in my mind….until I found the following fact.

On Sept. 10, 2001, President George W. Bush was at Jacksonville, Florida’s Justina Road Elementary School “to tout his $900 million education agenda.” He…

“chose Justina because test scores at the Duval County school have steadily increased in the past few years, thanks to a new program that emphasizes literacy skills.

That program – America’s Choice.”

ALWAYS, the plan was sold using this promise…

“Every student should leave high school capable of doing college-level work without remediation.”

These same words were in my states’ mission for “our” standards-based accountability system in 1999 and the words were reused again to sell Common Core. Is No Child Left Behind connected to Common Core in the minds of most Americans?

Is the choice of words, a coincidence? No. The connection is America’s Choice.

Tulsa Public Schools (TPS) first partnered with America’s Choice in May 2009. Financed with more than $3 million in federal Title I funds from the American Recovery and Reinvestment Act, America’s Choice is working with the district to implement the Rigor and Readiness Initiative into 19 middle and high schools. The initiative, which America’s Choice developed with ACT Inc., the company that creates the college preparation test, includes the Ramp-Up and Navigator curricula.

The Common Core State Standards Initiative was also funded with money from the American Recovery and Reinvestment Act. The think tanks and other “education organizations” got together. And the same people continue to profit from selling us the same product (the standards & testing-based theory)— repackaged.

Funded with American Recovery and Reinvestment Act dollars!?!!!?!! In the Great Recession our Recovery Act dollars fed the multinational education industry…. foreign companies instead of our children. Wall Street at the expense of Main Street! Wasn’t that the outcry?

At this point, we do need a good laugh.

At this point, we do need a good laugh.

So who founded America’s Choice? Marc Tucker. What think tank does he run? National Center for Education and the Economy (NCEE). How influential is he? Way, way too influential.

When it comes to education law, if parents and teachers were half as influential as this one man, we might actually get to the promised land — equal educational opportunity.

Ah, but the rest of the story —the Coup De Grace $$$$$$$$$$

America’s Choice…

“began as a program of the National Center on Education and Economy (NCEE) in 1998 and became a private [for-profit] organization in 2004.”

…combined with Pearson…to seal the deal.

Pearson and America’s Choice Announce Acquisition Agreement

August 3, 2010 —Pearson…today signed a letter of agreement to acquire America’s Choice…Pearson’s extraordinary resources and technological expertise will facilitate the adaptation and reach of America’s Choice’s comprehensive and proven school improvement model to a global community of educators and students.

What do you think America? What’s America’s choice?

America’s choice isn’t high skills or low wages like Mr. Tucker says in his propaganda.

America’s choice is money-driven law versus people-driven policies.

1003583You think that when domestic influences (think-tanks) team up with foreign-born companies, they are unstoppable? Absolutely not.

But we have to face the facts.

Both political parties are corrupted to the core. And every person voting to return their boy or girl to congress is voting for more of the same. You want change. Change Congress.

You want revolution. Start with a peaceful tactic — revolt at the voting booth. Be the anti-incumbent vote. Then rise to the challenge of beating back the testing machine in your own schools.

Such a deplorable, revolting situation as allowing foreign corporate-created laws to control the education of U.S. children is intolerable. It ends with us.

The Common Good & Education

Republican political analyst and writer David Brooks’ spoke about Character and The Common Good last week in Boise, Idaho. His conflicting views on the importance of community versus our current education “reforms” were striking — to me.

Is doing what is best for the next generation considered a common good?

Is doing what is right for the next generation considered a common good?

Brooks spoke about how love, relationships, and friendly interactions changes lives.

He believes the country is suffering from “a crisis of the social fabric.” He sees the hope for humanity in communities’ picking up communities thereby building a “denser moral fabric.”

He knows we are divided by education.

He feels our need for personal relationships.

He sees how both Alexander Hamilton and Abraham Lincoln supported “limited but energetic government to enhance social mobility.”

But my theory here is that David Brooks can’t see how education reform policies are destroying our social fabric. There’s a couple of reasons. One, A Nation At Risk (in his own words) marks his involvement with education reform. And two, if you view education reforms from a narrow political perch you can easily fall off. If you fall off, you can’t see far enough back to clearly view the road to educational quality and equality. You can’t see our history.

But, let’s consider the education reform road he, and the nation, traveled.

After the release of A Nation At Risk in 1983, there was a flurry of media sound bites unleashed on the public (more propaganda than substance). But what followed is what really set the stage for standards, assessments, accountability, and technology to be the education reform “gift” from the National Governor’s Association (NGA) and others. (See the fine print below.)

The gift that keeps on giving or taking?

The gift that keeps on giving, or taking?

In the decades that followed, many attendees of this 1996 Education Summit remained major players in education laws that govern our public K-12 system. That reality did not change with congress’ newest law – the Every Student Succeeds Act – ESSA. “They” pushed the law into existence. They rule.

Their governing philosophy —the foundation upon which they built our reforms— is that we were entering the information age and the economy was dependent on dollars flowing into the education “industry.”screen-shot-2016-10-05-at-6-00-59-pm

The fact that the majority of parents were satisfied with their child’s school drove the need to wage a propaganda war on public schools. “They” needed to create a market. (To Market to Market, 1997)

Keep in mind, changes in education take roughly a decade to unfold. During the period prior to the standards, assessment, accountability, technology movement, the United States was making significant educational progress in our K-12 system. This was also a time when our higher education was still the most highly revered in the world.

What the hell were we thinking?

Fast forward to post-9/11 of 2001 when David Brooks wrote One Nation, Slightly Divisible. He talked about the education gap and how the income gap had widened as we entered the information age (aka knowledge-based economy).

And in 2005 Mr. Brooks noted the maturation of the information age, in The Education Gap, as he linked “economic stratification” to “social stratification.” He documented behavioral differences in divorce rates, smoking, exercise, voting, volunteer work, and blood donations linked to educational attainment. Stating that this might be a “more fair” (?) system, he acknowledged that the system was creating

“brutal barriers to opportunity and ascent.”

A couple of months later (and four years after No Child Left Behind), Brooks noted in Psst! ‘Human Capital’ that…

“When President Bush proposed his big education reform, he insisted on tests to measure skills and knowledge…. No Child Left Behind treats students as skill-acquiring cogs in an economic wheel, and the results have been disappointing.”

… Brooks saw skills and knowledge as superficial components. And he went on to mention one of our “classic” government studies…

“…James S. Coleman found that what happens in the family shapes a child’s educational achievement more than what happens in school.”

So despite recognizing inadequacies and the misdirection of the No Child Left Behind law, ITS GOVERNING PHILOSOPHIES REMAIN IN PLACE — student outcomes as measured on standardized tests continues as the basis of our “accountability” mechanism?

Call it fed-led or state-led; it doesn’t matter. The nation doubled down on it…quietly.

And in 2009, David Brooks got caught up in the frenzy of “standing up to the teachers’ unions” as expressed in The Quiet Revolution. He, and many other Republicans across the country, jumped on-board the Democrats’ Obama/Duncan bandwagon of what they were calling “real education reform” — coupling student outcomes and teacher pay.

Never mind that test-based accountability didn’t yield real reform.

Never mind that family and other social supports are extremely important to student success in life. … regardless…

…the Quiet Revolution was celebrated.

By 2010, many involved in the American education reform war declared that Teachers Are Fair Game. Many people still believe that the major problem in education reform is that union rules “protected mediocre teachers.” I know many of my representatives here in Idaho do. But the vast majority of American parents don’t see their children’s teachers as the problem.

Time to Reflect, Reconsider, and Respect the Evidence?

By 2005,  the country recognized the major faults with No Child Left Behind (NCLB). But it remained the education law of the law for an additional decade. The name was finally changed to the Every Student Succeeds Act (ESSA) but these guiding principles (the major problems with the law) remain in place…

  • yearly standards-based, test-based accountability,
  • the push for “personalized” learning through technology instead of supporting better teacher-student personal relationships, and
  • “choice” through funding of charter schools (which has been sold to us in the name of “parental engagement,” “flexibility,” “competition,” “free-market,” “a civil right,” and “equality of opportunity” to name a few). It’s the ultimate education-real-estate market.

We know what doesn’t work but we’re being pushed into more of the same through the rules that govern our schools —federal, state, and local.

Consider This: Our Common Ground

In 2001 in One Nation, Slightly Divisible, David Brooks asked; Are Americans any longer a common people? Do we have one national conversation and one national culture? Are we loyal to the same institutions and the same values?

According to his research, we agree “too many children are being raised in day-care centers these days.”

You see, we do value family and support the ideal of family.

In The Education Gap (2005) he stated that we “believe in equality of opportunity.”

You see, we do value the ideal of equal educational opportunity as expressed in the aim of the original Elementary and Secondary Education Act (1965 ESEA, changed to 2001 NCLB and now 2015 ESSA).

How We Missed Seeing the Trees for the Forest

In keeping with most journalists, Brooks only quoted PART of the work of James S. Coleman. Missing is the rest of the Coleman story.

Brooks touched on the importance of a child’s willingness to learn which Coleman delved deeply into and discussed it as “the pupil attitude factor.”screen-shot-2016-10-05-at-6-45-44-pm

Coleman discovered, as Brooks finally did, that a strong community support system for school children is essential to giving every student the opportunity to excel. Coleman dubbed that safety net “social capital” and defined it.screen-shot-2016-10-05-at-6-45-56-pm

So we do see!

In Psst! ‘Human Capital’ (2005), Brooks expounded on what works.

“The only things that work are local, human-to-human immersions that transform the students down to their very beings. Extraordinary schools, which create intense cultures of achievement, work. Extraordinary teachers, who inspire students to transform their lives, work.”

And by 2015 Brooks looked smack in the face of the solution. He does see. In Communities of Character he talked about …

“super-tight neighborhood organizations” and revealed, “…very often it’s a really good school.” These schools “cultivate intense thick community.”

And earlier this year, Brooks once again brushed-up against a solution to offering equal educational opportunity in The Building Blocks of Learning. About this I write with extreme trepidation!

David Brooks wrote,

“Education is one of those spheres where the heart is inseparable from the head.

Even within the classroom, the key fact is the love between a teacher and a student.

For years, schools didn’t have to think about love because there were so many other nurturing social institutions.….emotional engagement is not something we measure and stress.

Today we have to fortify the heart if we’re going to educate the mind.”

So here’s my reason for concern. Just because something is important to student learning does NOT mean WE should:

  • measure it in the children,
  • scapegoat the teachers if the outcomes don’t meet our arbitrary standard, and
  • make damned sure it is anchored to standards, assessment, accountability (and the technology to do that accountability) in our laws!!!!!

Stop already!

We know functional communities are safer, healthier, and better educated. The people in those communities instinctively understand the concept of a strong social fabric and supporting the common good.

Dysfunctional communities don’t get it. Their safety net does not include the strong fabric of our common good. And standards, assessment, accountability, and technology are no substitute for increasing the resources necessary to supply the proper and necessary fabrics.

“Better policy can help.” We need education reform laws that are free from the dirt and stench left behind by the education reform vulture-capitalists. Does the nation agree?vulture

 

 

 

 

 

 

 

 

And are David Brooks’ views on the common good and education reform policies conflicting to others, or, do they clearly echo the sentiments of the nation?

“We” should have a national conversation about that!

Politically Motivated Bad Behavior

Bad behavior is routinely accepted — to a degree. Rudeness, bullying, and intimidation — to the point of an armed showdown with authorities — is where many draw the line of civility while others argue that this type of uncivil “disobedience” has become a necessity.

by Amelia Templeton OPB

by Amelia Templeton OPB

Are actions without regard to how they affect others really what the People must now do to lobby for change?

Currently, the armed occupation of the Malheur National Wildlife Refuge appears to be almost over. But, this type of fighting over hotly contested political issues will more than likely go on like it has in the past — politically motivated but without party affiliation.

“The right has no monopoly on the kind of people who’ll justify violence or extremism based on what they think are infallible beliefs.”

This time the confrontation with the government of the People began over land rights and mandatory minimum sentencing policies. Other times, as reporter Rocky Barker explained, “I saw environmental activists hound foresters and range conservationists” and “it wasn’t long ago that ecoterrorism was the big fear…”

“What makes the harassment, threats, intimidation, bullying and disrespect worse is that it happens routinely around the West.”

It’s happening routinely around the world!

In Barker’s article, he went on to elaborate on the fact that congress and the executive branch are the ones making and executing the laws while federal employees are the ones on the front lines taking the heat when heated disputes arise over public policies.

What creates “the heat”? Friction.

indexWhen we have two opposing views and the sides are unwilling or unable to make an honest attempt to listen to, clearly see, and do their very best to understand the opposing point of view, compromise becomes impossible. Frustration results. Absolutism rubs people the wrong way… creating friction.

Eventually, frustration results in bad behavior. That said, there is no excusing disobedience that crosses the line to terrorism. But there is good reason for all of us to try to comprehend why we continue to see acts of violence perpetuated by frustrated individuals.

We need to look more closely for the root cause of the frustration in this country over public policies.

As Alexis de Tocqueville, the French aristocrat who came to America in the early 1800’s to see our great republic, observed…

“Americans frequently change the laws, but the foundation of the Constitution is respected.”

He warned…

“I think that in changing their administrative processes as often as they do, the inhabitants of the United States compromise the future of republican government.

Constantly hindered in their projects by the continuous volatility of legislation, it is feared that men will in the end consider the republic as an inconvenient way of living in society; the evil resulting from the instability of secondary laws would then put the existence of fundamental laws in question, and would indirectly bring a revolution…”

He also predicted that we would move rapidly into despotism — ruled by absolutism. Have we arrived at that point in time?

Political revolution, by definition, is a fundamental change in a political organization. In the 1800’s, Americans frequently changed the laws? Now? I don’t think so. I think the laws are being changed on us, not by us. In the 1800’s, the foundation of the Constitution was respected? Now? I think the foundation is being ignored, eroded, and misconstrued.

But, this is the political season of seasons. There is no better time than now to ask our representatives and potential representatives to step up to the front lines and explain what they see as the foundation of our country.

My personal views on federal lands, the Constitution, and the tactics it takes to be heard are in opposition to the armed occupiers of Malheur National Wildlife Refuge, but, I would also hope something good could still come out of this disastrous, misguided attempt at “civil” disobedience.

The people of Burns should be heard.

Waitress Linda Gainer “is one of many people who say the occupation has torn her community apart. Gainer has fed nearly everyone involved with the standoff: occupiers, FBI agents, journalists, visiting environmentalists and others, but has received criticism for permitting the occupiers to buy food from her cafe.”

“People say that we’re unpatriotic, we’re terrorists,” she said. “You shouldn’t go around and say nasty things about people just because you don’t agree on something.”

Another view:

The Malheur occupation has broken down that spirit of cooperation, said Vanessa Leathers-King, 33, whose great-great grandfather was the first in her family to ranch in the county. She divided the community into three groups: Bundy allies, federal government allies, and a lot of people who identify a bit with both — like her.

“I believe there is a lot of government overreach that is affecting this way of life, affecting small towns,” Leathers-King said. “The part I don’t agree with is taking illegal action to change it.”

Even so, she feels her neighbors have labeled her an occupation supporter, and she pulled her son out of school after students bullied him for being a “Bundy-lover.”

We’ve all heard the old saying that “absolute power corrupts absolutely” but we don’t seem to be able to recognize the destructive nature of absolutism itself — in each of us.
In the case of this armed occupation, one dead so far. One community divided. The total damage? Unknown. The chance for something good to come out of this—up to us.images

Standoff Over Land Rights: Sensationalism Without Substance

The armed take-over of the Malheur National Wildlife Refuge has permeated the national media sensationalizing a story without providing substance to the debates we should be having. And when opinions feed the sensationalism without adding substance to the conversation we should be having, the public is not well served.

My U.S. House Representative, Raul Labrador, is a master at capitalizing on sensationalism without adding much substantial information to back his remarks.663Ranching Standoff

He criticized those who were calling the occupiers such as things as “Vanilla ISIS” by calling those people “demeaning liberals.” And those that objected to Representative Labrador calling the action an act of civil disobedience, he called “liberal hacks.” Isn’t his choice of words to print in the paper rather demeaning themselves? Or, has this type of political rhetoric become acceptable from a politician? Are his words meant to incite emotion while avoiding what the topic of discussion should be—the substance of the debate?

Labrador did bring forward two issues —land management and mandatory minimum sentencing— and he tossed in a few facts but not nearly enough. For a lawmaker, and the citizens that should influence decisions, much more should be considered.

federal_landsYes, large percentages of land here in the west are owned and managed by the federal government. But what are the facts behind the accusation that the land is inadequately managed and, if that accusation is true, is the inadequacy due to cuts in federal funding for adequate management? That’s a conversation the public and lawmakers aren’t hearing.

And for Mr. Labrador to compare the land burned by the men at the center of this dispute (160,000 acres) to a naturally occurring fire under drought conditions in a mainly sage brush terrain (Soda Fire burned 284,000) is without a doubt sensationalizing the issue….this ongoing issue.

WHAT EFFORTS ARE STATES MAKING TO CONTROL FEDERAL LAND?

State lawmakers, notably in Utah and Idaho, have sought a legal way to take control of federal land. However, Idaho Attorney General Lawrence Wasden has said the state’s constitution gave up claims to the land when Idaho joined the union.

Congress has the authority to turn over federal land to the states, but efforts to pass such a law have failed so far.

What the country needs to be made aware of is that they own large swaths of the west. The country should consider how they would like that land managed. This is what we know about how voters in the west feel…coloradocollege-816x352In Idaho, there is ongoing debate about the ability of our state to mange the land effectively enough to avoid having to turn around and sell chunks of it on the open private market. Private land sales are out of public control. That’s a fact. Once federal lands are sold, it’s hard to image there will be any turning back.Screen Shot 2016-01-13 at 3.39.29 PM

“As long as (the Wilks brothers) pay their taxes, I’m not worried,” Commission Chairman Jim Chmelik said.

Is money all that matters?

Where I agree my current House representative is on mandatory minimum sentencing laws. Reform is needed. Good point.

But the management of federal lands and the idea that states and the people who have used these federal lands own them, and should have them back, requires an in-depth, fact-based debate, not sensationalism that further divides us.

When and where is open substantive debate going to happen?