Please, take a good look at the graphic truth about public education in America.
National leaders and much of the media repeatedly call the system “failed.” That is their version of the graphic truth. They point to test scores as “evidence.” President Trump described the institution as an …
“education system flush with cash but which leaves our young and beautiful students deprived of all knowledge.”
That’s disturbing. Also disturbing is this reporters response to Trump’s “facts” in Trump’s vision of education begins and ends with schools being bad.
“… it’s true that the United States spends quite a bit, relatively speaking, on education, and test results are fairly disappointing.”
But let’s dig deeper into the Trump/DeVos “facts.”
Look closer at the Graphic Truth About Spending and OutcomesTotal costs DID rise dramatically. So did employees. But why? Blame the teacher’s union? Not so fast.Look closer at “The Other Half.”
“America now spends a greater percentage of its education funding on non-teachers than any other country in the world besides Denmark.” CBS News
And the Graphic Truth About Our Education “Outcomes”?
In the news article previously referenced, the reporter states that…
“…tests that try to measure how American students stack up to their peers show that the US is far from No. 1. On the Program for International Student Assessment (PISA). … American 15-year-olds scored as average in science and reading and were below average in math.”
Below average in math is what makes the headlines. But to this reporter’s credit, she also stated that…
“Another test with different methodology found American students fared better but still scored below Singapore, Japan, Korea, and Russia.”
That other “test” she referred to is TIMSS (Trends in Math and Science Study). It is a study with test results being ONLY one portion of the study —the only portion that makes the news. How about progress on our own national test (NAEP – National Assessment of Educational Progress)?
And now, the public education system must defend itself against its current education secretary, Betsy DeVos, who sees traditional public schools as “a dead end.” She, and our other political leaders, need to see the graphic truth about our national progress in a broader historic perspective.
Ending illiteracy was a primary reason for developing the public education system. Progress was most definitely made …. until it wasn’t!
*The following is a MUST KNOW Small but Essential Piece of Education Reform History*
During the 60’s, the nation began making universal efforts (through the force of law) to offer educational opportunity to ALL of America’s children.
To help monitor our progress towards that goal, NAEP was designed to provide a randomized sample of education-related information. NAEP provided statistics for researchers to monitor and help guide the nation’s schools towards equal access to quality education. It was not a tool for ENFORCING accountability where it matters most. Unfortunately, the scores have become a weapon.
So if you look back at the colored NAEP charts, you can see that the country was indeed showing MARKED improvement in basic reading and mathematics skills for groups of children that typically were being under-served (disadvantaged groups). And we were making this progress without detriment to the majority group. That was exactly what we wanted to be doing.
Given what was happening in schools and society at the time, a “flat-line” in the early years of NAEP was perfectly acceptable. But yes, we believe it isn’t good enough to remain educationally stagnant especially with such dramatically increasing costs. However, that is why the public needs to understand a bit more of the politics behind the statistics.
Where Congress Took A Wrong Turn
In 1976, Congress began the policy change FROM federal funding focused on meeting the needs of disadvantaged children TO funding achievement in “basic academic subjects.” That took the public’s focus off indicators of educational equity and quality and put it on the simplistic measure of higher test scores.
By 1992, standards-based (outcome-focused) education had taken over the states. Education reform plans were “built solely around achievement tests.”
And it didn’t take long for the money-making predators in the education industry to see where profits were to be made. The public was told the restructuring of schools was for our own good — to remain economically competitive internationally. The reality: those selling “education products” benefited most.
The quest for higher “scores” in basic subjects cost the nation in multiple ways.
Truth Be Told: Education is more than a score!Before the takeover of educational improvement by political and corporate leaders, we led the world in higher educational attainment.
And after the federalization (NCLB) of Outcome-Based Education Reform???? Look at the graphic truth. From 2000 to 2016, we went FROM being second only to Canada (36% to their 40%) TO having four other countries surpass us.
Yet, we had cultivated educational excellence in our best and brightest —in this country— without common national standards.
So why would we want to “benchmark” basic academic standards to these other countries? … ?
We are a productive people.
And before No Child Left Behind (2001) and Common Core (2010) wreaked tyranny upon the local control of education, most PARENTS were satisfied with their local public schools.
Politicians and other leaders —with political and monetary agendas— disrupted our educational progress, upset parents and teachers, and decreased the quality of education for many children. They restructured our schools into a standardized, outcome-focused gutted version of what was a great system.
That is what we have allowed.
A Call To Action is Overdue
If this country now wishes to stop the destruction of public schools, we have to take action. The current leadership has no intention of preserving and improving public schools.
To save this system from the current destructive forces of federal law and those administering their wrath upon this nation’s public schools, a wide-reaching Congressional Oversight Hearing concerning the actions of Secretary DeVos are warranted and necessary as a first step.
Then Congress needs to go back to the drawing board on federal education law and MAKE IT RIGHT this time. The Every Student Succeeds Act (ESSA) did not fix what was wrong with No Child Left Behind.
Political conformity makes good people do things against their own better judgment. Consequently, political conformity is killing the very character of America.
“True conformity, according to many scholars, involves an actual ‘change of heart’…
[The] person believes the [group] norm in question is correct…. [It has been argued that] such internalization will only take place if informational influence has occurred” (p11). Source: Political Conformity: Evidence and Mechanisms
We once had a system where strengthening and improving schools was seen as reform. We now conform to a pretense of reform typified by an “accountability system” based on “competition.”
What’s Wrong With Competition?
There’s nothing wrong with competition when it comes to things like sports, card games, spelling bees, or debate teams. In the job market and in life in general, competition is an acceptable norm. That’s life!
But, is it reasonable to make competition the norm in ALL our schools?
Think about it. The competition for test scores is a competition to achieve. The ever-present thought of failure is creating stress in too many students, families, and teachers.
Think about the kids. Growing up is challenging. Additional — unnecessary — competition is putting our youth at risk.
2012: India has some of the world’s highest suicide rates. The Lancet Medical Journal says suicide rates are highest in the 15-29 age group, peaking in regions considered richer and more developed with better education, social welfare and health care.
[It’s] a new phenomenon experts said has happened recently as more middle-class youths strive to meet achievement expectations, and new technologies like cell phones and social networking sites help break down traditional family units once relied on for support.
2013: In the United States, “every year since 1999, more Americans have killed themselves than the year before…”
We are told, “Teenage depression and suicide are way up — and so is smartphone use.” We are told, “the time teens spent on homework barely budged between 2010 and 2015, effectively ruling out academic pressure as a cause.”
We are told? NO! We need to challenge that assumption.
Too many questions have gone unanswered! In 2001 in an open forum, it was recommended that we monitor the suicide rate as we implemented test-based accountability. But the suggestion was seen as far-fetched.
Competition became the norm because we complied with “No Child Left Behind.” It sounded good.
Political Doublespeak and Orwell’s Advice
In “Politics and the English Language,” George Orwell ripped apart the political language of his time. Our time is no different from his.
“The great enemy of clear language is insincerity. … a gap between one’s real and one’s declared aim,…”
Perhaps our time is worse. Words are for sale. And political leader’s insincerity is running rampant.
Wake up, People. Resist the language of political conformity.
“…one ought to recognize that the present political chaos is connected with the decay of language, and that one can probably bring about some improvement by starting at the verbal end.”
And with “Truth Decay” being a defined and researched entity, it’s time we stop and examine our own political bias and the conformity that blinds us from seeing the truth!
How many times have you heard the phrase a “more level playing field”? Have leaders sincerely worked hard towards “…the goal of improving education for all…”?
No! Instead, public “school choice” is packaged as “freedom,” while COMMON curriculum and testing is endemic. “Accountability” through standards and testing is a bad joke. And this is how we “change the status quo”?
No! The status quo is political conformity to a political “reform” agenda.
“…to think clearly is a necessary first step toward political regeneration…”
In Orwell’s novel 1984, “’doublethink’ describes the act of simultaneously accepting two mutually contradictory beliefs as correct.” This allowed leaders to use both beliefs to their advantage. It doesn’t seem like that could work, but it does.
Public opinion polls did, and continue to show, that the majority of parents with children in the public schools like both their teachers and their schools. Yet the public says the public schools are bad. GOOD IS BAD?
And we decided that the whole K-12 system needed to be “restructured” and “transformed”? NO! “We” did not decide.
The education reform oligarchy decided. They decided “reform” was “imperative.” The system is “antiquated,” a “factory model”; we need to “modernize.” They told us we aren’t “globally competitive.” And the “government schools” are a “monopoly.”
The hook was baited with the right political language, not with the truth. And without the truth, we can’t think clearly.
An Overview Of the Truth
You don’t need to have read 1984 to understand Orwell’s messages to us. His writings exist to help people see the truth and help us think clearly about the danger in letting the CONTROL of knowledge be concentrated in the hands of a few powerful people.
Historically, the norm used to be that parents and teachers worked toward education goals that were mutually acceptable. Then came corporate-elites CONTROL of education. We conformed to the new norm. Those leaders CONTROL the conversation and can flip it when they want.
We are told there is “a new play: empowering parents.” OLD IS NEW does seem Orwellian.
“1984 [sounds the alarm] against the abusive nature of authoritarian governments, …[analyzes] the psychology of power and the ways that manipulations of language and history can be used as mechanisms of CONTROL.”
Set in a world governed by totalitarianism, overseen by Big Brother and controlled by The Party, three official slogans are used in 1984 to manipulate people’s thinking so their minds accept propaganda as truth.
The truth is, there are problems in need of reforming, but “reform” isn’t what happened. Reform was never the aim. CONTROL is the aim.
WAR IS PEACE
In Orwell’s fictitious country, Oceania, perpetual war was the norm. War kept the masses united against an enemy. … The parallel to today should not be ignored.
Between the Reading and Math Wars we have been in a perpetual state of war dividing educators and parents while uniting the public against the “government schools” and the big bad teacher’s union.
And now, 30 years after the corporate-political elites’ assault on K-12 public schools began, we have legitimate reasons to dislike the schools. They have been transformed, at the bidding of our leaders, by standardization and privatization.
The war against the K-12 system has weakened it and higher education is next in line.
If you support “the system” — the centuries-old highly successful U.S. institution of public education — the new Minister of Education, Betsy DeVos, says you are against what is good for children. You are the enemy. Your priority is wrong. You are against “educational freedom.”
FREEDOM IS SLAVERY
“Freedom is the American religion.” It’s written into the Constitution. It’s stamped into our DNA. It is the word of choice in the language of political conformity. It is THE BIGGEST political hook in the arsenal.
…”It’s about educational freedom! Freedom from Washington mandates. Freedom from centralized control. Freedom from a one-size-fits-all mentality. Freedom from ‘the system.’” Spoke the Minister of Education, Betsy DeVos
“The System”? The system of free public schools has been transformed into the Common Core System. All teaching, testing, and learning using technology is based on common curricular CONTENT. Where we once had common national goals — we now have common instructional CONTENT controlled by… ?… an algorithm …?… designed by …?… Who does CONTROL online CONTENT?
Where 30 years ago we did not have a one-size-fits all “industrial-model” school, we do now!But WE ARE TOLD that government-sponsored freedom of choice is good. And DeVos says she has “never heard it claimed that giving parents more options is bad…for the child.”
Freedom—the word—is the hook. Freedom isn’t really being offered.
A system based on competition for the new “educational freedom” makes families’ slaves to competing in a race for common education.
IGNORANCE IS STRENGTH
As one person described this Party slogan, “Believe and never question!”
Ignorance of the truth gives strength to political deception.
When the Curtain of Deception Parted
While discussing higher education, Betsy DeVos let slip what the rulers see as the purpose of their education system — a “delivery system to meet modern work place needs.”We have obviously accepted that political language. But the idea that public education is nothing more than a corporate and military human capital development system? … No! Not everyone agrees…Consider what folks have to say…
“A school system to provide workers for the wealthy? Not to educate!”
“The country’s higher education system is indeed in dire need of a facelift, but not the one she [Betsy DeVos] wants to give it. It needs a nip and tuck, not the removal of the entire nose.”
If we accept a managed economy, it requires a managed and tightly controlled education/labor system.
To CONTROL the economic system in the United States requires controlling people. And that political thought sure doesn’t fit the ideal of the American Dream.
Regeneration Requires Reviving the Norm
Initiative, resourcefulness, and generosity are traditional American characteristics.
Possessing those traits, great educational leaders of the past set the foundation for a public education system to serve all. Now, in our public schools system —in our self-proclaimed Land of Opportunity — competition and a market-based mentality has replaced generosity as the norm.
But because the character of Americans as people is founded on independence and revolt, resistance to conformity is probable. And the historic writings of George Orwell do shine light on that fight. We have to be willing to look, and think. He told us where to start. Look for the truth.
“Truisms are true, hold on to that!”
#Resist #Revolt #Regenerate
Having begun his career in education in 1952, Marion Brady’s professional life spans not only the decades but also the rungs of the ladder of educational success. Having taught at every level as well as contributing to serious academic thought as a consultant and writer, Marion Brady IS an education expert. The following words are some of his most recent thoughts on the state of education reform in America. The addition of my own remarks will be noted in brackets [VMY]…Please consider his thoughts and the question he has for Secretary of Education Betsy DeVos…
Worldwide, the rate of environmental, technological, and demographic change is more rapid than it’s ever been, and is accelerating. If we want to maintain our way of life, we must understand the changes, manage those that can be managed, and adapt to those that are beyond our control.
The Darwin Award is an annual tongue-in-cheek honor recognizing individuals who’ve contributed to human evolution by removing themselves from the gene pool—doing something stupid enough to kill themselves.
If there was a comparable award for countries, the United States would be in the running. I’ll explain.
Because problems can’t be solved using the same kind of thinking that created them, understanding, managing, and adapting to change require an ability to think in new ways.In the 1960s, thoughtful federal education legislation and funding for research encouraged educators to think freshly, and new instructional materials in the physical and social sciences and humanities began to appear that emphasized “learning by doing” rather than merely trying to remember secondhand, delivered information. The materials went by various labels—“inquiry,” “discovery,” “active learning,” and “constructivism.”
Traditional schooling had emphasized a single thought process—the ability to recall secondhand information delivered by textbook text and teacher talk. The new “inquiry” instructional materials required kids to use dozens of thought processes—to analyze, categorize, infer, hypothesize, relate, synthesize, imagine, predict, sequence, extrapolate, value, and so on.
Unfortunately, that departure from traditional expectations generated a “back-to-basics” backlash. Leaders of business and industry high-jacked the backlash and used their clout with federal and state politicians to engineer a souped-up version of traditional schooling. No Child Left Behind, the Common Core State Standards, Race to the Top, and high-stakes standardized tests, brought back traditional schooling’s emphasis on learner ability to merely recall (and sometimes) apply existing information.
The business and industry-initiated reforms didn’t just bring back an emphasis on memory work to the neglect of all other thought processes. Progress, today’s policymakers say, has to be “measurable.”
Kids, teachers, administrators, schools and school systems must be sorted and ranked based on standardized test scores.
The “measurable” fad has made meaningful education reform impossible. The measuring is done by machine-scored standardized tests that can’t evaluate complex thought, can only count correct or incorrect answers. Questions that appear to require thought are really guess-what-the-writer-of-the-test-item-was-thinking. That’s a skill, but not a particularly useful one in the real world.
Today’s test-based “reforms” are preparing the young for what was, rather than the world as it is and is becoming. That isn’t just stupid, it’s a recipe for societal disaster.
*Those responsible* for the reactionary policies that continue to block the use of teaching materials requiring the continuous use of complex thought processes owe America a satisfactory answer to a question:
The pursuit of life, liberty, and happiness requires the routine use of myriad interdependent thought processes too complex and idiosyncratic to be evaluated by standardized tests.
Given this fact
—given the cost to taxpayers of those tests—
—given the time devoted to preparing for them—
—given the life-altering consequences of their scores for learners, teachers, and schools, and
—given their role in perpetuating intellect-limiting conceptions of learning—
why is it not morally unacceptable, ethically indefensible, and practically unwise to continue their use?
If a satisfactory response isn’t forthcoming, those who take seriously the responsibilities of citizenship will encourage and support the “opt-out-of-testing” movement.
*To begin a much longer list*: Lou Gerstner; Edward Rust, Jr.; Bill Gates; Jeb Bush; Arne Duncan; Mike Bloomberg; Joel Klein; Kati Haycock; Bob Wise; Betsy DeVos; the officers of the Business Roundtable; the U.S. Chamber of Commerce; Education Trust; Democrats for Education Reform; the American Legislative Exchange Council; the Gates, Walton, Broad, Bradley, Dell and other foundations; members of Congress, and most state legislators.
[ Traditional versus “Inquiry”: Was it possible for those camps to coexist within a more balanced system? What if? But now, now we must stop the bleeding. ASK for your representatives to ANSWER the question. If you get no response, refuse to allow your child to be part of the test-based “measurable” fad. Refuse all forms of commercially developed standardized testing. Opt Out.)
In a world where very little has made sense recently, a charter school moratorium makes sense. That is, it makes sense if you base the decision on facts.
Facts? That’s the problem. Charter schools have been in existence in this country for 26 years. But when I did a Goggle search on “chart school facts” —as I was writing this—on the first page of results there was only one organization that I didn’t recognize as a pro-charter group. So that is where I went, to Niche. (You’ll see their graphs at the bottom.)
Even without all the facts, most people have heard the accusations. Privatization. Segregation. Fraud. Corruption. Accountability? Quality?
Why wouldn’t we call for a charter school moratorium— stop their expansion — to fully evaluate their worth before continuing to fund them as a public service?
It makes total sense to stop expanding a duplication of public services especially when there has been no reliable accounting of funds, no certainty of the quality of service, and documented discriminatory practices. It’s not right to fund expanding unproven (potentially detrimental) educational practices for our school children — in the name of reform!
There are plenty of reasons to question moving forward with multiplying these schools.
The NAACP (National Association for the Advancement of Colored People) called for a moratorium on charter expansion. Here is what people told The Nation about the NAACP resolution:
- It began as “a bottom-up revolt against years of corporatization of public education.”
- The criticism that “public institutions managed by corporations with minimal regulation—[are] both unethical and socially damaging.”
- We are being “warned that further expanding the charter sector would fuel institutionalized segregation, particularly under Trump’s shadow.”
- “The question of who controls schools, and for whose benefit, is at the core of the debate.”
- “Charters perform no better and in many cases do worse compared with traditional neighborhood schools, and often at great public cost.”
- There have been “a barrage of scandals involving fraud and incompetent management.”
“At the NAACP’s hearings on charter schools…. a rare consensus on the issue: Ideology aside, privatization cannot be seen as a solution in itself, and ensuring every child gets the schooling they deserve requires comprehensive public investment.”
STOP RIGHT THERE! Go back. Ignore the photo and click-baited words. There is some “consensus”? Yes! That’s right.
We know we need “comprehensive public investment” in quality public education. We need fair and equitable funding…We are working with limited resources!!!!!! Every penny counts!
So with the new federal education law (ESSA) being given “appropriations” by Congress (H.R. 3358) to fund more charter schools (and less to magnet schools) PLUS the fact that the Secretary is given the authority to “support” charter start-ups, now is the opportune time to call for a charter school moratorium. Please support this effort. The NAACP and their supporters on this issue have waited long enough. Let’s stop and examine the facts.
As was stated in this October 15, 2016 Press Release, the NAACP clarified the long-standing problem…
“Additionally, in 1998 the Association adopted a resolution which unequivocally opposed the establishment and granting of charter schools which are not subject to the same accountability and standardization of qualifications/certification of teachers as public schools and divert already-limited funds from public schools.”
How long are we going to allow corporate rulers to trump reasonable requests by reasonable people? Please, make the charter school moratorium a reality. Call your representative and voice your support. It’s that easy.
What harm is there in actually taking the time to fully vet and address the problems that have been brought to light in the charter school system?
The education system is not going to fall apart tomorrow if we put a hold on any new federal charter school spending in this upcoming budget (currently called H.R. 3358 but that could be changed).
This country should not only support a moratorium on federal charter school expansion, but must clearly demand a HALT TO ALL NEW SPENDING on the Federal Charter School Program AND the NEW CHARTER SCHOOL SPENDING grants in the Every Student Succeeds Act (ESSA).
We need to be clear; no more games.
ESSA is slated to fund not only start-ups but also new charters’ first year transportation costs, online charters with their related overhead technology costs, new pre-school (early childhood) charters, consulting and planning of new schools and the newest scheme — Pay for Success grants that are further fueling the unrestricted flow of public funds into private pockets.
Privatizing public education is not a solution. There is a better way.
Before more money is forever lost in failed attempts to start new schools, demand your federal representatives call for a charter expansion moratorium immediately. It will not affect already existing charters and the children in them. This is a reasonable request. This is a “do no harm” demand.
What each state does is their right but as a nation we need transparency, an accounting of funds and programs, and clarification on the role of the federal government in pre-K –12 education. We can’t afford to keep doing what we are doing. A moratorium makes sense.
No children will be harmed by this action. And given that expanding charter schools will “divert already-limited funds from public schools,” inaction will harm the public system.
“Historically the NAACP has been in strong support of public education and has denounced movements toward privatization that divert public funds to support non-public school choices.”
Help the NAACP to help all our public school children. Contact your representatives NOW!
P.S. In pursuit of truth….remember that facts vary depending on where you live….but, at a glance, there is reason enough to question Congress: why did they cut funding for magnet schools, upped funding for charters (repeatedly over the years), and why is the federal government making these decisions to begin with?
“It’s a beautiful thing, the destruction of words,” says a character in 1984.
Gayle Greene chose that quote for “In the public schools, it’s been 1984 for quite awhile.” It describes the intentional, well-financed war of words used to discredit, undermine, and destroy the U.S. institution of public education.
“In Orwell’s dystopia,…
The Ministry of Truth spawns lies and propaganda, the Ministry of Love supervises torture and brainwashing, and the Ministry of Peace promulgates war and atrocity.
Turn the words on their heads, and you get a glimmer of the truth.
And the Ministry of Education? There is no Ministry of Education. So now we have a Secretary of Education who’s a dedicated enemy of public education…. Betsy DeVos…”
No Ministry of Education? … Truth be told.
On February 6, 1985, President Reagan swore in Bill (William) J. Bennett as the United States’ third Secretary of Education. Then, the saga of Orwellian education reform began in earnest.
”Bill Bennett is the first Secretary to understand the ideological and political possibilities of the office that were there from the beginning. In Bill Bennett we’re getting our first Minister of Education.” Daniel Patrick Moynihan
Bennett used his appointment to accelerate the political agenda of standards, assessments, accountability, flexibility, and choice. All those words, all those concepts, were turned on their heads. Orwellian education reform hatched and grew.
The Minister brought in his Three C’s —content, character, and “choice.” But we weren’t asking for “choice.” Almost 80% of parents were satisfied with their schools. And notably, we were saying smaller classes would make a difference to each and every one of our children.No! The Minister says we need “accountability.”
AND, we need “higher standards.”
BOTTOM LINE: Do “higher standards” increase student performance? … In time that question is answered.
Because the public didn’t know the truth, the public didn’t fight the changes. Plus, Bennett said he cared about our students.
But at the time not everyone believed the Minister was sincere about his concerns for ALL our children.
“‘I think he [Bennett] still might be the subject of hearings if we had known during the [confirmation] hearing of his insensitivity toward the needs of students, particularly low- and low-middle income students who can only go to college because of federal aid,’ [Senator Robert] Stafford [R] said in a telephone interview from Burlington, Vt.“
While time marched on so did the Orwellian education reform movement. As Ms. Greene explained,
“A handful of billionaires and their foundations bankrolled and orchestrated a multibillion-dollar PR campaign to convince people that public education is broken and private interests can do it better….
A billionaire snatch and grab passed off as a push for racial equality, the destruction of public education… passed off as a civil rights issue.
The confounding of language at its most basic level reduces us to a state of civic catatonia: we can’t think about these issues, let alone discuss them or act against them, when they’ve been so obfuscated, when words have been so twisted.”
Thus, the “information age” hatched the “knowledge economy” which multiplied technology profits at every turn. And the first Minister of Education took full advantage of being in on fronting technology and choice as “reforms.”
Co-founder Bennett & The Truth About K-12, Inc.
“K-12’s spread across the U.S. is due in large part to its lobbying prowess and its political connections. Enabling legislation, written by the American Legislation Exchange Council (ALEC), has been introduced in nearly every state. “ALEC, … coordinates a fifty-state strategy for right-wing policy. How Online Learning Companies Bought America’s Schools, The Nation, December 5, 2011″
Ohhhhh…., too bad the D.C. revolving door of Orwellian education reform didn’t hit Mr. Bennett in the rear and knock him out of the circle of influence. The country was making real progress prior to being told we weren’t. ALL our children would have benefited from true education reform. But that isn’t how the story goes…Oh, so much truth to be told!
It is no secret that William Bennett and Lamar Alexander (Chairman of the Federal School Board) are buddies. They brought the Orwellian education agenda to exactly where it is today.
“Jack F. Kemp, William J. Bennett, and Lamar Alexander — All have been waiting in the wings as co-directors of Empower America [now called Freedom Works], the Washington think tank that promotes ‘progressive conservative policies….
After the [Bob Dole] campaign, Empower America plans to continue promoting school choice, and Mr. Alexander is expected to take a lead role.
‘We’re planning on [Mr. Alexander] coming back and being a part of a big school-choice initiative,’ said spokeswoman Nicole Fluet.”
And Alexander landed where he sits today —chairing the Senate Health, Education, Labor, and Pension (HELP) Committee…..Yes, HELP. … Talk about Orwellian. But alas, the plot thickens as the characters multiply.
“We should remember that it was George Bush, Lamar Alexander, Chester Finn, Diane Ravitch, Bill Bennett, the Hudson Institute, and the Committee for Economic Development that got the America 2000 ‘reforms’ rolling. And it was George Shultz in the Reagan Administration who signed the Carnegie-drafted U.S.-Soviet education agreements with Gorbachev. That was in 1985, the same year Carnegie brought Marc Tucker on board.”
The system we are about to describe is one interwoven fabric. Each part is necessary for all the others to function properly. But if there is a centerpiece, it is, without question, standards and assessment.” Marc Tucker
WHY? Why did we need higher standards, fewer-better tests, outcome-based accountability, (the undefined) flexibility, and “choice”?
Doublespeak? Absolutely. Marc Tucker doesn’t believe in fewer tests (as he now writes). He believes in “national” mastery tests in every subject and certification tests for everything. He believes in a tracking system that creates the perfect workforce-development system all under the guise of education and economic needs.
We were told our businesses asked for these reforms.
NO! Employers asked that we improve the work ethic and social skills of our students —back then. Now, we also need to repair the damage done through standardization of curriculum and instruction….Oh, and the damage technology has done.
We asked for one thing; we got another.
Parents didn’t ask for this transformation towards a computerized, standardized, non-personal (but “choice”) education system. There was never any proof that any of it “worked.”
“Trust a billionaire to have the public’s interest at heart [?] …
Put kids in front of computers, increase screen time, increase class size – and call it personalized.” Gayla Green
Now “personalized” has a whole new meaning. And politicizing everyday language continues confusing the public.
But the BOTTOM LINE: This was to increase student achievement, right?
Truth. “Higher” standards don’t matter when it comes to increasing student achievement. As much as the truth is hard to believe, it’s harder to swallow. But after over 18 years of standards, testing, and data collection, the only good that has come out of this is the statistical proof of the truth.
This is the outcome after well over a generation of students in a standards-based education system.
See the Relationship between the Rigor of a State’s Performance Standard and Student Achievement in your state and our nation…..There isn’t one.
The statistician/author is a retired NAEP (National Assessment of Educational Progress) expert.
The title of the researchers’ site indicates this is Idaho research (his location) but this is national data, nationally relevant.
Reading or math, 4th or 8th grade, it doesn’t matter. Standards don’t correlate to student achievement. They never deserved the attention NOR THE MONEY we focused on them.
Theory has been proven wrong.
So — now given the truth — to continue mandating an irrational political concept is government sponsored educational malpractice.
With the truth proven by the very measures we were forced to use, test scores, our duty to stop the Orwellian education reform movement should be clear.
And clearer yet is the fact that this has been “their” education revolution and they don’t care about ALL our children. Look at the push for excessive technology in schools. The pushers have no regard for what technology is doing to children, or even their test scores!!!!!….
…The public and lawmakers in my state of Idaho put technology ahead of teachers at a huge cost to taxpayers with an unknown cost to children and families.“[Albertson’s supermarket heir Joseph B.] Scott’s investment company, Alscott Inc., has brought in more than $15 million by selling part of its stake in Virginia-based K12 Inc., which was founded in 1999 by former U.S. Education Secretary William Bennett.
But it isn’t just luck on Scott’s side. His family’s tax-exempt foundation has helped develop customers for K12. And Idaho’s taxpayers have been paying for it.”
….It is a familiar story across our great nation…. Those fooling the nation are calling themselves “philanthropic venture capitalists.” Do you know who they are in your state?Please join the struggle.
“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.
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.”
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.’”
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.
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!
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!
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.
Senator Alexander believes in making “the Bush-era law work.” He stated that, “How well our children are learning is much more important than any political game” but his actions have not matched his rhetoric.
The truth is that education reform has been nothing more than one BIG political game. A major part of Lamar Alexander’s life was spent in the political arena and his vision of reform has affected the education of the nation’s children.
Here’s how the game “worked”; the influential set our course for education reform 32 years ago. The nation’s schools, teachers, parents, and children have taken the brunt of their mistakes while those in power marched on never wavering from their goal despite evidence of their mistakes.
The influential were wrong in theory and in action.
And given his history, Lamar Alexander has to be counted as one of the most influential players in this game.
As Secretary of Education, Alexander not only led us in the wrong direction, he also helped put blinders on us. In this politically influential position, he found multiple ways to pull the strings to get the country dancing to his tune.
“America 2000” was unveiled in April 1991 shortly after Alexander replaced Lauro Cavazos as Bush’s education secretary. Alexander was prime architect of the program, which included the proposed creation of national standards and voluntary national tests in English, math, science, history, and geography to be administered in grades 4, 8 and 12.”
“…voucher legislation first prepared in 1992 by Mr. Alexander, as secretary of education in the Bush administration, has been the basis for Mr. Dole’s “opportunity scholarship” proposal in an election in which voters say education is at the top of their agenda.”
And there were things he chose not to do.
Secretary Alexander chose to ignore the Sandia researchers report stating that the idea of school choice is in direct conflict with support for troubled schools.
“In early 1991, the Sandia team prepared a report, asserting that ‘evidence of decline used to justify system-wide reform is based on misinterpretations or misrepresentations of the data.’
The Sandia researchers have been muzzled. The Department of Education complained that the report was biased because ‘data shown are consistently supportive of a picture of U.S. education in a positive light.’ The report, Secretary of Energy James Watkins charged, ‘is a call for complacency at a time when just the opposite is required. The Department of Energy will not permit publication of the study as presently drafted.’ It has still not been released.” From the Myth of Public School Failures, Richard Rothstein, 2001
Secretary Alexander chose to ignore the warning of the Special Study Panel on Education Indicators…A nation misled will eventually be lost…unless we self-correct. We have that freedom.
Lamar Alexander has exercised his freedom of choice and executed his political agenda with fidelity while keeping much of the country veiled in ignorance.
“Mr. Alexander, a former governor of Tennessee, became a co-director of Empower America in 1994.”
“…the Washington-based outfit has provided funding, staffing, and organization to help Messrs. Kemp, [former Reagan Secretary of Education] Bennett, and Alexander refine their policy ideas–including school choice and the devolution of federal education programs–and expand their political bases after departing from public office.”
“Empower America plans to continue promoting school choice, and Mr. Alexander is expected to take a lead role….We’re planning on [Mr. Alexander] coming back and being a part of a big school-choice initiative.”
Empower America is now called Freedom Works. Freedom Works’ motto for education reform is…
“Bring competition to public education and give kids and parents real opportunity.”
Real opportunity? Words, words, and more words. But….
Senator Alexander has managed to dodge explaining the failures of his theories. He has failed to put forth any evidence-based reasons for the federal government (the government of us) to financially support an ideologically driven, market-based, outcome-based, standards-based (test-based) reform law that sponsors privatization of public schools — replacing what once was an anti-poverty law (ESEA). It’s wrong.
The Every Child Achieves Act (S. 1177/ESSA) has it wrong for the very same reasons that No Child Left Behind (NCLB) was wrong. (NOTE: the name was changed to Every Student Succeeds Act ESSA & made into law, Dec. 2015)
Instead of factual reasons why NCLB was so devastating to public schools, Senator Alexander reaches for his standard political game-ball.
“The problem has been that, starting with No Child Left Behind, we’ve created in effect a national school board and Washington has started requiring the standards and that’s created a huge backlash — first with the teachers’ union because they don’t like teacher evaluation from Washington or anywhere else, and second from conservatives who don’t like federal overreach.”
That was dodge ball Lamar Alexander-style.
“Alexander uses the nonexistent ‘national school board’ as a catchphrase… ‘What states need is not centralized support for the new policies and procedures dictated by the national school board, but freedom from Washington …,’”
He rallies his troops with empty rhetoric. Freedom, freedom, freedom works!
Three decades after the plot was set, the plans laid by Alexander and company are coming to fruition. They have convinced a nation (with the help of some of the best marketing firms in the world, plus some deception) that standards and testing are an essential first step in education reform. They’re wrong.
Wrong is wrong no matter how you dress it up, talk it up, or mark it up in law. NCLB/ESSA is wrong and as a nation we’ve been wronged.
Consider this: The influential pulled the strings of government to do their bidding.
“Our guiding principle in the design of a choice system is this: Public authority must be put to use in creating a system that is almost entirely beyond the reach of public authority.”
Please, read that guiding principle again. That is the principle followed by the politically powerful designing our school choice system. We always assumed the game was rigged against us. And it was boldly stated out loud.
So much for ACCOUNTABILITY! This is FLEXIBILITY with our tax dollars to the extreme. CHOICE served up in law all because the country didn’t know the facts and marketers did a number on us.
No Child Left Behind was a bad law because its guiding principles are “accountability, flexibility, and choice.” We should not try to make it work. Its guiding principles are dead wrong.
Wrong is wrong. There is no making this education law right, unless…..we go back to the guiding principles of the Elementary and Secondary Education Act (ESEA)— supporting quality education and equality in opportunity by focusing on the children from low-income families. It’s the only way to make this right.
“Education is the business of the American people.” Francis (Frank) Keppel
We jump in now or let the big players finish the game. You can see how it’s done. Just look at Senator Alexander and the position he is in today —- the vote on his law is coming in the next couple of days. (NOTE: He pushed ESSA into law. Then he dragged Betsy DeVos over the finish-line.)
Playing politics has been Lamar Alexander’s game of choice (pun intended).
Stop playing follow the leader and take independent actions to hold lawmakers accountable. Make them do the right thing for the right reasons.
(Update: The only way to make this right now is to repeal ESSA and re-set the game clock back to a time when federal education law had the right focus.)