Tuesday, April 28, 2026

John Oliver on Chatbots

Just in case you missed this one.

Oliver plays this one as close to straight as I've ever seen him do, I suspect because he seems seriously and deeply angry about the damage being done by chatbots. This is worth a watch, but there are two points well worth underlining-

One, these bots were rushed to market long before any guardrails or responsible oversight were worked out (and really, our tech overlords don't seem in any hurry to work on them).

Two, the chatbots number one job is to get you to keep using the chatbot. They need you to upgrade to a paid version, and then they need you to stay with that bot as long and as often as possible, because that's how they maximize revenue. Again, the main job of the chatbot is to keep you talking to the chatbot.

As always, there is language of which my mother would not approve. But some of this is shocking-- I knew most of these stories, but to see it laid out, and hear the quotes from the techbros-- it's all very alarming. And a reminder that these bots should be nowhere near children.


Monday, April 27, 2026

AI Is Not For Amateurs

Ben Riley has pulled a lot of attention lately for the story of his father, who turned to AI for advice on how to manage his cancer, and died because of it. Riley gets into the experience of being a New York Times story subject in a recent post, and looks into the reporters idea to show oncologists the advice the AI was providing. Riley shares their responses, and even for AI, it is shockingly, horribly wrong.

A trained cancer doctor would recognize that it was nonsense. An amateur might be fooled by how AI manages to mimic the look and feel of s real medical report.


This points to a recurring theme in AI use. The "human in the loop" principle is all about including a human being who can actually understand--and check-- the AI output. Or consider one of the more popular AI assignments for students-- have a LLM write about a topic you know well, and count up all the mistakes it makes. In other words, experts.

Large Language Models can perfectly mimic form and confidence. They have, literally, no shame, less than even the most shameless bullshit artist that ever sold you some Florida real estate or a White House super-duper ballroom. They are elegantly mechnized Dunning-Kruger machines. 

I recently sat and talked to someone who works in the computer tech and coding world and describes himself as a power user of AI. AI does save him and his team time, but there are caveats. AI doesn't remember what it has done. "It's like talking to a smart person with Alzheimer's." And it is not trustworthy. The project has to be broken down into chunks, and then each chunk has to be run through testing, designed by and/or involving a human coder in order to determine if the code actually does what it is supposed to do. The resulting process is still faster than the old all-human approach, but it still requires the involvement of humans with expertise to check the work, go back, re-do, check again, and on and on. It is most definitely not "Press a button and an hour later a fully-completed project is ready to go."

The conversation raised lots of questions for me. If the AI is doing all the entry-level grunt work under the watchful expert eye of human accountability sinks, then where will the future expert eyes come from? 

I'm also thinking of all those folks happily burbling "I use AI to write my journalism-flavored content" or "I use AI to write my lesson plans," and wondering if their process looks similar, if they are taking the bot through building up a lesson plan step by step, carefully examining each product every step of the way with their own expert eyes. Because I'm betting not. 

Because while coding involves a lot of time-intensive grunt work hours that can be collapsed by AI, writing things does not. Doing the thinking work (outlines, brainstorming, etc) is how you get ready for the writing work, and that includes writing a lesson plan. If you have the AI write the outline, you still have to do the thinking part. In short, if you use the bot to write your lesson plan in a responsible, professional manner, I don't see it saving you any amount of time.

In fact, if you really are an expert, I'm betting lesson plans or writing by bot, if done well, will actually take more time than just doing it yourself. The people who are finding it botting their way through the work are, just like the students using cheatbots, the folks least qualified to use the bot without producing junk. 

It is the central irony of AI is that it's really only safe to use if you are already an expert in your field. And that's a terrifying thought when you consider that AI has the potential to completely gut the pipeline that would ordinarily produce experts. 

Mind you, expertise is not a guarantee of well-used bots. AI repeatedly encourages users to trust its illusory expertise. Last week CNN reported that a top-ranked lawyer at "one of the most prestigious firms on the planet" became the latest in a long string of lawyers tripped up by AI error. He had to send a letter of apology to a judge after submitting a filing loaded with errors-- it took three pages to highlight and correct all of them. The mistakes were caught by opposing counsel. 

All of this underlines one clear idea-- of all the people who shouldnt be using AI, students shouldn't be using it the most. Jessica Winters, in her recent New Yorker article, cites a host of experts who point out the many ways that AI is not a useful, appropriate, or even safe tech to include in education. But it is already oushed heavily in all manner of K-12 education. 

The Chromebooks, which the students use in every class and for homework, came pre-installed with an all-ages version of Gemini, a suite of A.I. tools. When my daughter, who is in sixth grade, begins writing an essay, she gets a prompt: “Help me write.” If she is starting work on a slide-show presentation, the prompt is “Help me visualize.” She shoos away these interruptions, but they persist: “Help me edit.” “Beautify this slide.” The image generator is there, if she’d ever wish to pull the plug on her imagination.

There are so many reasons to keep AI away from students. At the very least, we should be replacing all the cute little "become an AI expert" lesson plans helpfully provided by AI corporations with lessons about what AI is not and can not do, and nwhy children should avoid it like they avoid strangers in vans offering them candy. 

Winters asks what it will take to push AI out of schools, and the answer, I think, is a whole hell of a lot because a lot of very powerful people have bet a very large amount of money that they can push AI everywhere, regardless of what harms it will do. It is as if the wealthiest corporations in the world have bought a vast supply of very powerful crack and they now are desperate to move it into any market they can think of.

AI is not for amateurs in any field, and I only grudgingly accept that in some forms, it may have some use for some experts. In education, I think it will be awesome for cranking out lesson plans that administrators demand but don't read and teachers generate but don't use. For anything else, educators had better be prepared to use it like grown-ass experts in their field and not like a 14-year-old trying to generate a term paper ten minutes before it is due. And if using it like an expert in your field turns out to create a process that is longer and less productive than the non-AI version, well, experts should know how to get the job done.

 

Sunday, April 26, 2026

ICYMI: Soccer Edition (4/26)

The Board of Directors is trying soccer this spring and their first match was yesterday, in the rain. They have not yet revealed any special aptitude for the game, but it does involve a lot of running hard up and down a field, and that is their preferred sporty activity. It gets us all outside and moving around while breathing air and touching grass and just generally interacting with real things and other humans, and that seems like rather a huge win. 

We have been a low-screen household since they boys were born. They have no phone, no tablet, little tech at all, and watch only a tiny bit of tv. Most of their screen time happens, as you might guess, at school. I'm at peace with that, for now, because they do need some basic computer literacy to deal with the world, and confining it to school seems like an easy way to put guardrails around it. We'll see if my old district (where the board attends school) will get more restrictive about this stuff.

The hard part of a school's tech policy is parents, so I am hoping that we don't-give-my-kid-a-phone parents will be growing in numbers (because if you want your child's school to have a policy restricting smart phone use, you could help by not giving your kid a smart phone). 

Here's the reading list for the week. Enjoy it in good health.

School Vouchers Fail the Civil Rights Test. The Federal Program Is No Exception

The 74 invited some folks to write a response to a Derrell Bradford piece plugging the federal voucher program. Jenny Muniz, Nicole Fuller, Ashley Harrington, and Hal Smith replied with this piece that absolutely nails the point contained in this sentence--
“Choice” is a compelling slogan, but with private school vouchers, it’s the school’s choice, not the families.
The Blue State Voucher Express

Jennifer Berkshire notes that Arne Duncan and the usual gang of reform-loving nominally-Democrat privatizers have decided to shill for Donald Trump's federal voucher program. Shame on the lot of them. She writes, "Ten years later, they’re back, armed with another pig and plenty of lipstick."

Public Schools Form Democratic Citizens

Jan Resseger looks at a paper from education and law scholar Derek Black.
 
The America We Choose: Reclaiming the Promise of K–12 Public Education

Greg Wyman examines some of the classic pendulum swings and what the pendulum is doing to public education right now. 

Anti-Property Tax Issue Proponents are either extremely dumb or extremely deceitful

Well, Stephen Dyer is pretty sure they're dumb as rocks, and he uses some colorful language to explain why the guys trying to get rid of Ohio's property tax are absolutely and spectacularly in the wrong.

What’s Behind the Push to Make Schools Adopt the Science of Reading?

Rachael Gabriel is a professor of Literacy Education at U of Connecticut and co-editor-in-chief of The Reading Teacher, so it's likely that she knows what the heck she is talking about, which puts her ahead of so many people pushing the science of reading these days. So go ahead- read one more piece about SoR. This one's at The Progressive.

Privatizers Hijack Indianapolis Public Schools

I did cover this story, but let Shawgi Tell zero in on it from another angle.

Local entrepreneurs cashing in on state funds from homeschool parents

Oh so many ways to cash in on Florida's voucher program.

‘Schools of Hope’ charter operator is moving into 5 Miami-Dade high schools

Speaking of Floridian grift, don't forget Schools of Hope, the program that allows charters schools to just take buildings from the public school system. It was supposed to only affect the low-achieving public schools, but-- surprise!

If It's About Volcanoes, Teach Volcanoes

Lauren Brown offers ideas about favoring content over the vagueness of teaching "reading skills." Not sure I agree with every single word of this, but it's worth thinking about.

Bloodbath at Mark Zuckerberg-backed California school as tech titan and his wife strip funding

Well, there's no actual bloodbath, but this is the New York Post coverage of Episode #1,659,437 of Why Education Should Not Depend Upon The Kindness of Rich Guys.

Tennessee rolls back testing requirements in early voucher program

Look, no school should be held "accountable" via Big Standardized Testing. But Tennessee lawmakers decided that since tests weren't showing voucher schools to be doing better than, or even as well as, public schools, the solution was to just not make voucher schools take the test. So much for accountability via an informed free market.

A school program got millions in welfare linked dollars and now officials want answers

Hats off to Star Academy, a for-profit company run by John Alvendia. They figured out how to run an education scam and a welfare scam simultaneously!


Thomas Ultican talks about the need to avoid AI, and quotes some other folks, including Benjamin Riley, a "uniquely free thinker."

Pivoting Edtech Towards Humanity

Dan Meyer writes about the misalignment between humanity and edtech companies, as well as the misalignments between people who want to teach and people who want to learn.


George Evans reached out to me to say that he had written something I might like to read and by damn he was right. This is a layered essay about the reach of teachers and the ways things come back to us later. I am always happy to find new writers that I hadn't previously found and wish more folks would send me recommendations, self- or otherwise. One thing about the interwebs and the people who write about education on them is that those writers tend to cycle through quickly. Of the people I was reading and sharing with umpty-ump years ago, only a handful are still at it. So I'm always excited to meet new folks.

The Silent Surrender of Moms for Liberty Anchorage

Mathew Beck reports that one more Moms for Liberty chapter has quietly expired, this time in Anchorage, Alaska. Thoughts and prayers.

Why Is Lower Merion School District Ignoring Its Own Technology Policy?

James Horn reports on the Pennsylvania school district that has decided that students may not opt out of screens-- even though they have an opt-out policy.

How to Manufacture Crisis with Line Charts: NAEP Reading Edition

Paul Thomas shows us how to make everyone freak out with a chart (even if the chart isn't really very freak outable). With pictures.

Why are we holding third graders back in school?

Steve Nuzum looks at the problems with third grade retention, a policy that won't go away no matter how many times the problems are demonstrated.

America’s Students Need Great Public Schools for Science!

Wasn't it cool when the astronauts did that astronaut stuff? Nancy Bailey reminds us that those astronauts didn't just fall of an astronaut tree.

Kids don’t use augmented reality like adults, raising concerns for classrooms

Jonathan Kantrowitz reminds us that having small humans use devices designed for grown humans opens the door to all sorts of problems. So maybe let's rethink using those AR headsets with third graders.

This Scammer Used an AI-Generated MAGA Girl to Grift ‘Super Dumb’ Men

Have you heard of Emily Hart, the nurse who loves God, guns, and making "illegals" go away? She's a darling of the MAGA crowd, with a huge online following. And she doesn't exist, but she is helping put through school the 22-year-old med student who created her. From EJ Dickson at Wired.


Noah Hawley writing for The Atlantic tells of his strange encounter with the very rich. And while it's all worth reading, there is this--
It’s not that the wealthy become evil; it’s that their environment stops teaching them the things that nonwealthy people are forced to learn simply by living in a world that pushes back. When you can buy your way out of any mistake, when you can fire anyone who disagrees with you, when your social circle consists entirely of people who need something from you, the basic mechanism by which humans learn that other people are real goes dark.

This week at Forbes.com I looked to Ohio, where one more school board wants folks to understand that hate does, in fact, have a home in their district. And they're getting sued for it.  

Trombones and Danny Elfman-- what else could a person need. 



Subscriptions are free now and forever. Well, probably not forever. But as long as I'm alive and doing this. 

Friday, April 24, 2026

Los Angeles Resolves To Reduce Student Screen Time

It took over a decade, but the Los Angeles Unified School District may finally be getting smart about computer tech in classrooms.

It was way back in 2014 that John Deasy worked up a cozy deal with Pearson and Apple to spend taxpayer dollars on iPads for LAUSD students. Only he got caught striking a sweetheart deal for products so awful, so lacking in promised software, that it lost him his job. Deasy was a graduate of Eli Broad's Fake Grad School of Ed Management, the ultimate "treat schools like a business" training backed by a guy who in 2016 decided to just take over the district and privatize the whole thing.

Then there was that time in 2017 when the district decided they'd drop $80 or $90 on a bunch of cool software, including a program (I am not making this up) recommended because it was a big hit in Uruguay. 

But this school year something happened. Maybe it was the tide shifting nationally, maybe parents had had enough. Maybe the fact that LAUSD followed the national trend and completely banned cell hones from classes. But parents started putting pressure on the district. 

Actually, I could believe it was the device ban. It took effect in February 2015, and it was one of the toughest ones in the country-- no personal devices, including not just smart phones but also smart watches. And that ban just made the presence of the iPads stick out. As NBC quoted one parent, who found their child was using the school-issued iPad to watch Youtube and play Fortnite--

“It makes no sense to me,” Byock said. “We’ve banned the cellphones, but it doesn’t matter, because the kids are using the school-issued devices in exactly the same way.”

Exactly (Also, if you haven't come across this one yet, students years ago figured out that you can "chat" via a shared Google document).  

The district doesn't have a policy in place yet, but they have passed a resolution to get it done. Minimize the screen time, eliminate it entirely for earliest grades, encourage the use of paper and pen assignments. It states in part:

While access to and developing skills in technology are critical in a digital world, excessive screen time can be associated with vision problems, increased anxiety and depression, addictive behavior, reduced attention span, difficulty managing emotions, lower academic achievement, and weaker cognition, according to the American Academy of Pediatrics. A growing body of research indicates that excessive and unstructured screen use can negatively impact student attention, mental health, and overall wellbeing and can be particularly harmful for younger students. Research indicates that children 8 to 11 years old who exceed screen time recommendations are at higher risk for obesity and depressive symptoms and have scored lower on cognitive assessments.

The ability to stand up to tech companies and computer-related FOMO is coming just in time, just as Silicon Valley is hell bent on trying to convince us that schools should be packed to the rafters with awesome AI crap. It's inevitable! You don't want your students to be left out! 

Well, yes. I kind of do. It is ironic that LAUSD, with its history of boneheaded tech moves, is the first major district to make a conscious attempt to dial back the screens for students. But it would be great if they were the leading edge of a new wave that minimized screen time for the next generation. 


Wednesday, April 22, 2026

TX: More Ten Commandments Baloney

Texas was one more state passing a law to mandate the display of the state-approved version of the Ten Commandments. That law was challenged, and U.S. District Judge Fred Biery blocked the law; Texas AG Ken Paxton asked the full 17 judges of the conservative 5th Circuit Court of Appeals to revisit the case and overturn the decision. This week they found in favor of the law. "It doesn't violate the First Amendment at all," declares the court in a ruling that depends heavily on some really special reasoning.

Paxton and the state used the tired old talking point that this isn't a religious thing-- they're just "honoring a core ethical foundation of our law" that's an important part of the nation's history and heritage and anyway there's no such thing as the "bogus" separation of church and state, which (you may have heard) is a phrase that does not appear in the Constitution (much like the Ten Commandments).

Anyway, the full court went by a slim majority for Paxton, the decision written by Judge Stuart Kyle Duncan.

First the court disposes of the Establishment Clause. And boy do they dispose of that.

If you've been following the dismantling of the wall between church and state, you may recall that Kennedy v. Bremerton, the case of the coach who wanted to lead prayers on the 50 yard line-- a case that SCOTUS decided by actively ignoring facts-- put a final stake through the heart of the Lemon Test, a three-pronged test for whether or not someone was violating the Establishment Clause (legal scholars have assured me that Lemon was not really used, anyway, but let's move on). This new decision makes it a point to dance on Lemon's grave and then announce the new test of the clause--

In place of Lemon, courts now ask a question rooted in the past: does the law at issue resemble a founding-era religious establishment?

In other words, is the state trying to "establish" a religion the same way that the King of England established the church of England. Colonies in the 1600s achieved religious uniformity through civil power. If we don't see "laws compelling attendance at the official church; laws controlling doctrine, worship, and governance; laws punishing dissenters; laws exacting religious taxes; and laws deploying churches for public functions," then there's no infringement of the Establishment Clause.

The Texas law doesn't "tell churches or synagogues or mosques what to believe or how to worship" and it doesn't punish anyone for rejecting the Ten Commandments. It rejects the plaintiffs' argument that putting the decalogue up in a classroom is inherently coercive. "Not so," says the glib-ass judges. The law doesn't require religious observance. So, no Establishment Clause violation, because this law doesn't all look like the Church of England in the late 1700s. 

The plaintiffs had a go at using the historical argument themselves, saying there's little evidence that schools had a "tradition" of posting the Ten Commandments. But that, says the court, is a whole other thing. The plaintiffs try to argue that "if a practice does not fit within some historical tradition, it violates the Establishment Clause," but "that does not follow." See (stay with me here) if something has a root in 18th century tradition, then it is okay, but just because it doesn't have a root in tradition, that doesn't mean it's not okay-- so argues the court.

Meanwhile, in states across the country today, simply allowing students to be exposed to a rainbow on a classroom poster is considered too intrusive and might offend some people's religious beliefs. 

Anyway, that's the new rule according to this court-- the state can endorse, publicize, support, pick religious winners and losers, and expose students to as much religion as it wants, as long as it doesn't start punishing anyone for disagreeing. 

What about the Free Exercise Clause?

The plaintiffs brought up Mahmoud v. Taylor, the SCOTUS case that involved parents who wanted to opt their children out of being exposed to books with gay stuff. The plaintiffs likely felt that Mahmoud's foundation of "parents should direct the religious upbringing of their own children" applied here, but the District Court gets around that, mostly by misrepresenting Mahmoud.

The case rested on the idea that being exposed to books with gay characters would disrupt the educational instruction of parents (the decision also rested on misrepresentation of those books as well). But the district court sees something far more sinister. "Those materials were deployed by teachers with lesson plans designed to subvert children’s religiously grounded views on marriage and gender."

But nobody is making the students recite, believe, or "affirm their divine origin" (a phrase that I think assumes a fact not in evidence), the court believes the plaintiffs didn't prove that the law "substantially burdens their right to religious exercise."

There's lots more (Duncan uses a footnote to take issue with Biery's "creative" opinion). I'm going to just pick a few moments.

In a concurrence, Oldham argues that maybe the plaintiffs don't even have standing because this is textbook "offended observer" stuff:

From top to bottom, the idea is that the plaintiffs (1) worry that they will one day see a poster; (2) worry that they might find that poster offensive; so (3) they invoke federal jurisdiction for protection from potential, hypothetical future offenses.

This is, I guess, totally different from being offended that somebody might some day ask you to make a cake for a gay wedding.

The dissent pushes back on some of the legal arguments. Kennedy did not throw out Stone or the Lemon test, and it was plenty clear that it “observed” the “heightened concerns with protecting freedom of conscience from subtle coercive pressure in the elementary and secondary public schools.” The case established a concern about exactly the kind of coercion that SB 10 represents. Put a poster of commandments in front of impressionable children (with the directive that the poster be visible from any place in the room) and you have coercion. And it is true that SCOTUS went out of its way (and far from reality) to argue that the praying coach was praying privately and personally and not exerting any coercion on his players, suggesting it would have been coercive otherwise.

Oh, there are pages and pages of legal argle bargle here, papering over a decision that joins some Texas leaders in saying, "We want to promote our brand of Christianity to be the dominant religion in this state." And as always, I will argue that this kind of stuff is bad for everyone, that religion is not improved when the state tries to edit sacred texts and commandeer and control expressions of faith. 

In that spirit, let's wrap this up with the opening of Judge Leslie Southwick's separate dissent. 

What is not part of my dissent is a rejection of the importance of searching for faith. Religion, though, is a matter of the mind and the heart. Faith cannot flourish when it is forced. A poem voices my concern and, I humbly offer, that of the First Amendment:

The livid lightnings flashed in the clouds;
The leaden thunders crashed. 
A worshipper raised his arm. 
“Hearken! hearken! The voice of God!” 

“Not so,” said a man. 
“The voice of God whispers in the heart 
So softly 
That the soul pauses, 
Making no noise, 
And strives for these melodies, 
Distant, sighing, like faintest breath, 
And all the being is still to hear.” 

Stephen Crane, The Black Riders and Other Lines, Lines xxxix (1895), reprinted in The Collected Poems of Stephen Crane 41, 41 (Wilson Follett ed., 1930). Like any effective poetry, these lines can give different meaning to different readers at different times. In this opinion, they capture for me that government promotion of religion in every classroom is simulated lightning and thunder, compulsorily seen and heard.








LA: Betsy DeVos Would Be Pleased

One of the ideas beloved by right-wing folks and pushed unsuccessfully by Betsy DeVos in her Ed Secretary days is the idea of block grants. 

Title I and all the rest of those federal Title Something funds go to states with strings attached. Spend this money to help English Language Learners. Spend this money to help rural schools. Spend this money to help poor kids. It's such a pain-- wouldn't it be better, the reasoning goes, to just hand the states a big pile of money and tell them to use it for whatever strikes their fancy. Code word: flexibility.

For some states this seems like a swell idea. They could spend the block grants on school vouchers. They could spend it on things other than Those Peoples' Children, which you may recall was kind of a problem in many Southern states for-basically-ever. The block grant approach would work nicely for anyone who believes A) I have no responsibility to take care of other people, particularly the poor ones and B) the only really oppressed group in this country is white guys. 

The current regime has tried in a couple of budgets to get at least some of these federal grant monies turned into block grants and/or dust. But there is another way.

Louisiana's Department of Education has asked for a waiver so that they can implement a "consolidated allocation plan." It would provide flexibility, by taking a bunch of federal programs, like money for English Language Learners, and rural schools, and schools that serve poor kids, and putting all those monies into a big pile that the state would dole out according to its own priorities. It would also pass some of that flexibility to local districts so that local officials could also decide which students not to serve to benefit from flexibility.

It would allow strategic alignment across programs! Fiscal efficiency! Enhanced innovation! Back to basics! And if those aren't enough magic words, the state also throws in improving student achievement in ELA and mat and early childhood leading to kindergarten readiness.

Oh, and expanding education freedom by "cultivating a more robust array of educational choices beyond high-quality traditional public schools, encompassing options like public charters, non-public institutions, and home-study programs." Also, this classic-- "Students should not be mandated to attend failing schools simply because of their zip code," a popular privatizer sentiment that is never ever followed by "And that's why we are committed to making sure that every zip code is served by an excellent school." It's kind of like "This building is on fire, but instead of trying to put the fire out, we're going to get a few people out of it."

There's a lot of argle bargle in this 34-page request, but the bottom line is the state saying, "Can you just give us our grant money in a big bucket and let us spend it on whatever strikes our fancy without any rules or regulations, and by the way, we like a lot of the same public ed dismantling policies that you guys in DC like these days."

Will Louisiana get its waiver to allow for this? I am not prepared to predict what DC will do, and right now the federal proposal for 2027's education budget has already been run through a pack of sharptoothed gators. Let's hope Louisiana doesn't get their way. 

Tuesday, April 21, 2026

Indianapolis Schools Have Been Privatized: What Cities Are Next

After over a decade of whittling away at opposition, the Mind Trust of Indianapolis has managed to privatize the entire public school system of Indianapolis. On March 4, the governor signed HB 1423, which creates the Indianapolis Public Education Corporation.

The Indianapolis Public Education Corporation is a nine-member board appointed by the mayor. The IPEC will be the super-boss-daddy of all Indianapolis schools, both public and charter. It looks a lot like the old portfolio model, which Mind Trust has been pushing and expanding in Indianapolis for years. The model is based on the idea of an investment portfolio, where you keep juggling investments in and out of the portfolio depending on how well they pay off. 

The portfolio model is about obliterating all the "old" bureaucracies, which includes all the rules and regulations and guardrails, replacing them with some central batch of unelected overlords to manage the portfolio, closing and opening schools, moving resources around as they see fit.  It also automatically elevates charter schools to equal footing with public schools, with access to the same pile of public taxpayer dollars as public schools, which is why you find the portfolio model pushed by charter folks. Another way to think of it is as a forced "merger" between public and charter schools. (Longer explanation here.) So that's Indianapolis now.

Mind Trust used a pretend hurricane to put IPEC over the finish line. I wrote about it at the time, and you can catch up by reading here. But the bottom line is that Indianapolis schools were just subjected to a hostile takeover. IPEC's nine board members are appointed by the mayor with statutes to determine the corporate board’s membership: three come from the Indianapolis Public Schools [IPS] board of commissioners–which still exists, three from the charter school industry, and three with administrative and financial expertise. But as Jeff Hagan notes at In The Public Interest, four members are from the charter industry. And the chairman is David Harris, who founded the Mind Trust-Indianapolis, the folks behind this whole thing.
 
Thing is, Indianapolis is not the end of it.

Mind Trust gets a big chunk of its money from the City Fund, an outfit that was established to funnel money to groups trying to push charter schools. It was founded by Neerav Kingsland, one of the guys who helped charterize New Orleans after Katrina. The group collected mountains of money and started using it to juice up privatizers. In 2018, Matt Barnum reported for Chalkbeat that the group planned to make the portfolio model "normal," by spreading it to 40 cities in 10 years. By 2020, Barnum was reporting that City Fund had handed out over $110 million.

In December of 2018, Barnum reported the cities that the fund had targeted, and the groups they were funding to do it.

That list included the Mind Trust in Indianapolis.

Also on the list:

RootED in Denver. RootED is now teamed up with Denver Families for Public Schools. On their board is Ethan Gray, a City Fund "partner" who was previously a vice-president of Mind Trust and a founder-CEO of Education Cities, another outfit pushing charters. DFPS, like virtually all of these groups, talks about its support for "public schools" but actually means "charter schools." The head of RootED in 2018 was Nate Easley 

City Education Partners in San Antonio. Their current board president is Chris Barbic, best remembered for his attempt to make Tennessee's disastrous Achievement School District work. He is currently a City Fund "partner." Their CEO Dalia Flores Contreras taught for a couple of years before launching a career in charter administration, from UNO to KIPP. At Pahara Institute she's listed as a fellow, a "visionary CEO."

RedefineED in Atlanta. Patrick Dobard is the City Fund partner on their board. 

The Opportunity Trust in St. Louis. The Newark Charter School Fund. In Nashville, they were just giving directly to charter schools. 

That was in 2018. If we take a look at other current "partners" on their staff, we find:

Dorsey Hopson, partner on the advisory board of the Memphis Education Fund, which also includes Holly Coleman of the Hyde Foundation and David Mansouri of SCORE. Their Board of directors is led by Darryl Cobb, president of Charter School Growth Fund.

Gary Borden, previous leader at California Charter Schools Association. Borden lives in Oakland, where he serves on the board of Black Pine Circle School.

Jessica Pena, previously with Education Cities. Now in Philadelphia.

Naeha Dean, previously with Camden City Schools. She founded the Camden Education Fund, where she is now the City Fund  partner on the board, as well as the board of Mind Trust

Kameelah Shaheed-Dialo, formerly with the Mind Trust and a leader in their privatization push.

Maura Marino, formerly CEO of Education Forward DC and a managing partner at New Schools Venture Fund. Former charter teacher. She's now on the DC Public Charter School Board.

There's more, but you get the idea. Meanwhile, their four person board includes former Teach for America CEO Elisa Villanueva Beard, Enron millionaire John Arnold, Walton Foundation education program director Romy Drucker, and Netflix gazillionair and school board hater Reed Hastings.

Indianapolis is just the tip of the reformy iceberg. Mind Trust is a reformy octopus with its tentacles in multiple cities and a willingness to squeeze slowly for years if necessary. IPEC is bad news for Indianapolis schools, but it's a model for what could be happening in other cities around the country.