Jay Greene: The Failed Premise of Reform

You may not read a lot of what is written by folks on the reformster side of modern corporate reform these days, but you probably should. First, it's important to understand what they're thinking these days. Second, there's a heck of a lot of nuance out there, because what we think of as reformsterism is actually several different groups working for several different motivations. Third, there is some pretty pointed criticism of reformsterism that comes from inside their own tent.

One such voice is Jay Greene (not related to me, as far as I know). Greene is a professor of 21st Century Education Reform at the University of Arkansas, and he supports a lot of things that I think are bunk and aims for a lot of goals that I think should not be achieved. But over the years he has often been wiling to say "That's not going to work" and then transition straight into "That did not work."

He just posted a brief column that is a kind of inventorial "I told you so" for reform, muses about what all the various failed reforms have in common, and finds not that he's so much smarter than other folks, but that they are operating from a flawed premise, mainly "that there are policy interventions that could improve outcomes for large numbers of students if only we could discover them and get policymakers and practitioners to adopt them at scale." And then he writes this paragraph:

I begin with a different theory. I suspect that there are relatively few educational practices that would produce uniformly positive results. Instead, I’m inclined to think of education as similar to parenting, in which the correct approaches are highly context-specific. Even within the same family, we may choose to parent different children facing similar issues in very different ways. There may be some uniformly desirable parenting practices, but most of them are already known and widely disseminated. So, if we wanted to improve parenting, the best we could do would be to empower parents to be in a better position to judge their context and make their own decisions about how to raise their children. Similarly, the best we could do to improve education is to empower families and communities to make decisions within their own context. There is relatively little we could tell all schools or educators to do to improve outcomes.

I'm right with him, up until the moment when he veers off to set up support for school choice. But the idea that ed reform suffers from an uncontrollable impulse to impose top down solutions on everyone-- that's absolutely on the mark.

The other problem I'd say exists with all reforms is suggested by his, but not explicitly-- that Reformsters absolutely refuse to listen to actual practitioners in the field, and in fact have gone so far as to create their entire network and pipeline for alternative experts, people who don't really know anything about teaching or schools, but have come through a pipeline that is all about modern corporate ed reform and not actual education. Just as Greene managed to call a long list of ed failures well before they happened, there hasn't been an ed reform failure that teachers didn't predict, and, for that matter, not a single ed reform "success" that teachers didn't already know ("Oh! A school gets more teaching done if it hand picks its students, has a longer day, and spends more money on resources?? Do tell!").

It remains one of the oddities of ed reform, reminiscent of the crystals-and-jewelry crowd or the anti-vax crowd who believe they can fix the medical system by ignoring everyone who is actually a trained doctor and just setting up and listening to their own network of non-doctor non-scientific folks.

Greene calls out his fellow reformsters for refusing to learn from their failures. I say "Amen," and besides learning that their basic premises are flawed, they could also learn that there are professional educators out there who could tell them ahead of time before they waste a buttload of money.

Burn And Churn McModel Is Failing

To launch the fast food industry, owners and operators refined and adapted an industrial model, with every kitchen an assembly and every employee an easily-replaced meat widget, performing unskilled labor on a job that was employee proof. In the last couple of decades, some education reformsters have tried to adapt that McModel to education, creating teacher-proof content delivery systems that would allow schools to be staffed by easily and swiftly replaced low-cost meat widgets (if you want to talk about the industrial model in education, that's where it really is).

But we've had the McModel of churning turnover in place for it decades, and it turns out there are problems with it.

The headline of this piece hollers that Panera has worker turnover of 100%. But read the article and you discover that 100% employee turnover is actually pretty good in the industry. The industry standard is 130%, and some places run much higher. (That's mathematically possible if you lose workers and their replacements within one year). And--

“It’s definitely been going up,” said Rosemary Batt, chair of HR Studies and International  Comparative Labor at the Cornell School of Industrial Labor Relations.

The turnover-proof model, considered essentially cost-free, has been in place for years, but now burn-and-churn is showing signs of trouble. Batt says that some chains are starting to figure out the costs of turnover.

The actual costs. Batt says the rule of thumb is the time it takes a manager to hire, the time it takes to train, and the time it takes to become good at the job-- during that time, half the pay is considered a wash. And that's before we start talking about the disruption to the team and the organization. According to one authority, Burger King figures it costs about $600 per employees. Batt's survey suggests more like $1,600. The National Restaurant Association says about $2,000. The industry research firm TDn2K says $2,100 to $2,800.

You've probably already seen one of the industry responses-- automation, from the kiosks at McDonalds to the do-it-yourself pads on the table at fast casual spots. Meat widgets can be replaced by software that never quits and doesn't need to be paid.

Does any of this sound familiar?

Beyond robots, what other views of the problem and its solutions are there?

Well, some experts observe that fast food work has become a job that nobody wants, and some think no improvement of pay, benefits, training or culture will fix that. And Abraham Pizam, dean of the Rosen College of Hospitality Management at the University of Central Florida has a statement that would look good on a Teach for America t-shirt-- "No one who thinks of a job as temporary is motivated." But yeah-- when a job becomes hugely unattractive, finding people who will work it is hard.

Jordan Boesch actually started a company, 7Shifts, to help restaurants manage and plug holes in their work schedules. He has a couple of interesting observations:

“I don’t think training can be a game-changer,” Boesch of 7Shifts said. “The bigger determining factor for someone to stay with you is if they see a future there.”

Boesch said the big food chains are overly confident: They think they are better at training than they actually are, and as a result, they recruit and hire the wrong people. Citing Jim Sullivan, a well-known restaurant consultant, Boesch said hiring is 90% of the equation and training only 10%. “There is no way to develop the wrong person.”

In other words, the model is fundamentally wrong-- you can't just plug any meat widget into the job. You need someone who has the skills and tools to do it well, and then you need to provide them with an environment that helps them thrive. For employees who deal with customers, a toxic culture that doesn't care about people will be a huge turnoff, regardless of money. All the training in the world will not make them happy in a toxic work environment. So the whole "We just need to give teachers better training" plan might have a flaw.

Some experts have doubts about the all-robot fast food joint-- that human beings still want even the most basic contact with human beings when buying food. Nobody in the article mentioned the other elephant in the room-- computer-driven tools fail a fair amount of the time. Both points are worth noting when contemplating personalized [sic] algorithm driven computerized learning.

One other interesting point-- some experts suggest that a rise in minimum wage will motivate employers to hire better and train better to better protect their meat widget investment.

At any rate, the McModel that some Reformsters have been pursuing has turned out to be unsustainable. We already knew that it was incompatible with quality, but it turns out to cost a lot more than promised. As far as the bar has been lowered for restaurant work skills requirements, there are still plenty of people who can't clear it. There aren't enough people to create an endless supply of meat widgets, and that supply is further reduced because in attempting to degrade the job as much as possible-- thereby making it all the less attractive. Which in turn requires hiring people who aren't really qualified, which further degrades the workplace culture, because who really wants to work side by side with a bunch of folks who can't really do the work, and so on. And that's before we even start to talk about the impossibility of reducing the work of teaching to the point that any unskilled, barely trained meat widget can do it.

The McJob model isn't even really working for the people who McCreated it. One more reason among many for education reformsters to stop pursuing it as an ideal.

Is It Really That Simple?

Some days I look at the landscape of educational issues, and I think that all our educational problems boil down to one, simple, two-part problem.

1) We don't spend enough money on education because

2) We don't want to.

We could erase the pockets of educational underserving, by spending the money necessary to fix the buildings, provide the resources, support the students, create a safe and effective learning environment. We could coax people back into teaching by raising the pay and providing supports to make the job more attractive (imagine a school with, for example, a secretary for every department). We could provide a better array of support staff-- nurses, counselors specifically for personal issues, post-high school planning, in-school issues. Hell, we could do simple things like provide school-issued pencils and backpacks and paper for each student, and if we thought uniforms were important, we could provide those, too.

But we don't. We propose solutions that aren't solutions, like school choice, which proposes that we take the same money that isn't enough to support a single system and spread it around among several systems, which is like Daylight Savings Time to create more sunlight or pushing your lima beans around to make it look like you actually ate them.

No, we stay stuck tight to a system of districting and funding that is welded to housing, which all but guarantees that schools will reflect the same segregation of students and resources that we find in our housing system. And we back that up with an attitude of "I've got mine, Jack," and a side of "I'm not going to pay my tax dollars to build a school for Those Peoples' Children." And some folks further shut down the conversation by declaring, "Well, we can't just throw money at education and after all, we threw a bunch of money at it and look where we are. Harumph."

Yes, yes, yes, I'm a taxpayer, too, and I'd rather hang onto a couple of bucks and not be treated like the government's personal ATM. I get that. And I know that the obvious model for unhesitant spending-- the US military-- is really not a good model, as it shovels tons of money into private machinery that somehow takes better care of corporate honchos than actual US soldiers in the field.

Still, if being devoted to the care and education of children were suddenly an international crime, would there be enough evidence to convict the US?

Yes, I'm feeling a little cranky today, but dammit, why do so many education policy discussions end up really being about questions like "How can we do the barest minimum for the tiniest cost" or "How can we change this system so that somebody can actually make some money off it" or "How can we change this system so that the right people are threatened and punished" or "How can we make a buck off some of the byproducts of the system?"

Yes, there are plenty of people working in education or education policy or education policy kibitzing who have basically accepted this limitation and so move forward asking "How can we squeeze more blood out of this turnip, because nobody is going to give us anything but this single turnip to work with." And the teaching profession is composed primarily of people who make do as best they can with whatever they have, no matter how too-little that is (right up until they quit or change professions, that is).

And, no, I don't imagine that there's a magical money tree growing somewhere in this land of the free and home of the trillion dollar deficit. I don't imagine that our politicians are going to wrestle with this, and we could blame them, but the fact is that if we were all demanding they wrestle with it, they would, whether they cared or not. If there's anything politicians can be counted on, it's their willingness to fake care about whatever they think the electorate wants them to care about.

That's what really gets me some days-- we have an education system that systematically, purposefully underfunds all schools except those located in wealthy communities, and we're really pretty much mostly okay with that. Oh, there are people who care, but mostly what we get are solutions that aren't solutions-- Common Core, vouchers, charters, data hooping, high stakes testing and teacher bashing ("Let's root out all the bad ones and then just replace them with great ones from the Great Teacher Tree") are all ways of trying to make things look better without actually addressing any of the underlying structural issues.

The real problem is intractable, so we fuss around with proxy problems and we argue about shit that is just shit.

What would it look like, I wonder on grumpy days like this, if there was an actual attempt to envision a school system without worrying about the how to pay for it part. How many things would we figure out that we could go ahead and do anyway.

Rant over. I'll eat some ice cream, go to rehearsal, have a good night's sleep, and come back in a cheerier place tomorrow.

PA: Poorer Districts Worst Hit By Cyber Schools

A study released in February shows that poorer school districts are bearing the brunt of funding Pennsylvania's cyber schools. The study was published in the American Journal of Education, and you can tell it's serious because its title is painfully dull: Cyber Charter Schools and Growing Resource Inequality among Public Districts: Geospatial Patterns and Consequences of a Statewide Choice Policy in Pennsylvania, 2002–2014.

Bryan Mann (University of Alabama) is a professor of education policy and foundations, and co-author David Baker (Penn State) is a professor of sociology, education and demographics. As the title suggests, they looked at the changes in cyber enrollment and the patterns and financial costs of that enrollment from 2002 to 2014. And because it's behind an academic paywall, we'll have to depend on second-hand reporting of the results, as well as their own writing about it..

The abstract of the study, translated from heavy academese, boils down to this:

When cyberschools started, everyone said, "Cool! Computers! I bet that'll make kids damned smart!" But then it turned out that cyber schools don't actually school well at all, and as word got out in the media, upscale communities ditched it, while enrollment in poorer areas kept up. So now districts with low tax bases are losing "significant revenue" to the cybers, despite the "dubious academic benefits."

From the anecdotal perspective of someone who taught in a less-wealthy rural-ish district, that sounds about right.

There are several other takeaways from the study, all worth noting.

The study confirmed many of the usual criticisms of the cybers. Because Pennsylvania's payment system for cybers is an unholy mess that only a cybercharter lobbyist could love, the cybners are crazy profitable. And Mann and Baker note that

a steady stream of recent, scientifically sound, national evaluations reveals that cyber charter students tend to score lower on year-end tests and also have lower growth in learning over time than regular public school students. The same is true in Pennsylvania, where there is even evidence of knowledge loss (negative growth scores) from 4th to 8th grade in reading and math, literature, algebra, and biology among many cyber charter students.

They note, as I have in the past, that for a certain group of students with particular disabilities, cybers "can be a godsend."

The drop in enrollment in well-off communities while enrollment in less wealthy, less educated communities is documented in the paper.The number of students lost is virtually never enough to reduce any operating costs for the district, so the bullet has to be bitten in other ways. The average payout for a district is $800K, which in smaller districts is a serious amount of money, which districts deal with mostly by cutting staff and programs, or the more radical move of closing buildings. We've seen all three approaches in my region, and while it's impossible to draw a straight line from cybercharter payments to, say, not replacing an English teacher when he retired, and districts face other pressures (we'll talk about PA's pension mess another day), losing a pile of money to cybercharters certainly doesn't help.

This article comes with an interactive map that shows you, district by district, what the dollar costs and budget percentages are for each district. It's worth a look.

If you are outside of PA, there are two other things to know-- PA has a cap on how much school districts can raise taxes, and cybercharters are approved by the state, so local districts have no control at all.

Baker and Mann say that after an initial boost for cybers (they started appearing here in 2000 and were put into law in 2002), 2005 marked the first downturn in enrollment, coinciding with the first published studies that showed lousy academic results.

So why do some school districts still end up having so many cyberstudents? The Notebook asked around in 2016, and heard answers like "safety" or the child was having trouble keeping up or escaping Big Standardized Test emphasis or getting away from other "problem students" in public school.

But not all reasons are so education-related. Two superintendents testified in August noted other reasons. Some can be very local, like students who have moved into an area to be near a parent in the nearby prison, and who don't want to have to talk about it. Some are more universal. Daniel Webb of Everett Area School District said some enroll to avoid accountability, e.g. the family who pulled all their kids because one child was disciplined for smoking.

The teacher bag of anecdotes contains many similar tales. The family who put a student in cyberschool because they were about to draw fines for chronic tardiness and skipping. The family who put a student in cyberschool to avoid repeated disciplinary issues. The family who put a student in cyberschool because he's failing, and he's heard that it's easy to pass cyberschools (which, given the lack of controls of who actually does the assignments, is probably true). Some students just like the idea of being able to get up when they want, go "to school" when they want, go hang out when they want. There is a repeated pattern of students leaving public school because they lack the self-discipline to cope with the institutional demands (we can discuss how much of the fault lies with the institution another day) without realizing that they are stepping into a setting where the demands on their self-discipline is even greater.

In fact, one of the areas that I have yet to see studied, is the number of cybercharter boomerang students-- students who leave the public school, cyberschool for a year, and then come back. I had those students in my classroom more than a few times; they always returned further behind than when they'd left (of course, if they hadn't stayed behind, then they probably wouldn't have returned). I'd ask these students what they did in cyberschool; often the answer was "Nothing."

But I digress. Part of the answer to the question posed by this study is that the bad news about cybercharters many failings was most likely to drive away students and families that were most concerned about academics, leaving behind families that enroll in cybercharters for other purposes, and for whatever reason, those families are in the less-wealthy rural-ish districts, which end up footing the bill.

There are remedies. Rep. Curt Sonney is no BFF of public education, but he has made numerous efforts to rein in the cybercharters, including a hugely sensible bill that would require parents to pay their own tuition to a cybercharter if the local public school offers an online option (many do, in a effort to woo back some families). Heck, someone could just shut down the ten-out-of-fifteenm cybercharters that are operating without a current charter agreement! But the cybers spend a huge amount of lobbying money in Harrisburg.

The standard argument is that cybercharters help make school choice more available, particularly in areas without bricks and mortar charters. What this study shows is that, by draining poorer districts of funding and forcing them to cut staff and programs, cybercharters are actually making fewer choices available for poorer PA districts. It really is long past time to shut them down.

"Tired Of Being Treated Like Dirt" Teacher Morale In The 2019 PDK Poll

The title of the 2019 Phi Delta Kappa Poll of the Public's Attitudes Toward the Public Schools of "Frustration in the Schools," and the focus in much of the coverage has been on the results about teacher morale.

75% of teachers say schools in their community are underfunded.

50% of teachers have considered leaving the profession.

48% of teachers feel less valued by the community. (10% say they are valued "a great deal.")

55% of teachers would not want their child to follow them into the profession.

The breakdown of the teachers who have seriously considered getting out cite reasons that are all inter-related.

Inadequate pay is the marquee reason, and notably regional. Public school teachers are far less likely to feel fairly paid in the South and Midwest. That reason is followed closely by stress and pressure, which is followed by a lack of respect. Lack of support. Teaching no longer enjoyable. Testing requirements. Workload.

These are tied together with the single thread of distrust and disrespect for teachers. This has been evident on the national stage with issues like installing a Secretary of Education who had previously dismissed public education as a "dead end" or a Secretary of Education who asserts that student failure is because of low teacher expectations. Education has also carried the modern burden of the thesis that poor education is the cause of poverty, or even our "greatest national security threat," and so the entire fate of the nation rests on teachers' backs. And yet, teachers are not trusted to handle any of this; instead, we've had decades of federal and state programs meant to force teachers to do a better job. In the classroom, much of these "reforms" have sounded like "You can't do a good job unless you are threatened, micromanaged, and stripped of your autonomy." There is a special kind of stress that comes from working for someone who says, in effect, "You have a big important job to do, and we do not trust you to do it."

Teachers do not experience disrespect only on a national level. Talk to individual teachers about their own work circumstances and you will often hear about district and building administrators who treat teachers like children. When I was entering teaching forty years ago, one of the appealing features of the profession was autonomy, the freedom to pursue excellence in your classroom. There are some excellent school leaders out there who empower their teachers, but there are too many teachers out there who find themselves figuratively bound hand and foot, required to justify every action, treated like they are a source of trouble instead of valuable front-line professionals getting the work done. It is discouraging to work for a boss who does not trust you to behave like a responsible adult and do your job. Are there teachers who have proven not to deserve that trust? Of course--it's a huge profession. But if I had approached my classrooms with an attitude of "I'm going to assume you're all stupid behavior problems," I would have had a rough time. In a classroom, you get respect with respect.

Certainly pay matters. One cannot buy their family food with respect. But for many teachers, the low pay feels like one more act of disrespect, a very literal declaration that "you're just not worth it."

Let's not overstate the problem. According to the PDK poll, 52% of teachers feel respected by their community, and 40% feel they are fairly paid. There are teachers out there who still love what they do, and who are happy to keep doing it. And an excellent principal or superintendent can help support and lift up the staff.

But the effects of the issues covered by the poll have been felt for several years now. We hear regularly about a "teacher shortage," and districts across the country are having real trouble filling positions with qualified people. However, calling the situation a teacher shortage is incorrect. If you can't buy a Porsche for $1.98, that doesn't mean there's an automobile shortage. It means that you haven't made an attractive enough offer to the people with Porsches to sell. You need to make a better offer.

The PDK survey is a snapshot of how much less attractive the teaching profession has become. PDK gave a random sampling of those who considered leaving the profession a chance to explain why. Certain repeated phrases jump out. "Lack of respect," "No respect," "too little pay and respect," "we are treated like trash," and "tired of being treated like dirt."

There is no teacher shortage. The U.S. education system needs to make a better offer.

Originally posted at Forbes.com

CA: The Homeschool Charter Business Behind The Latest Scandal

If you aren't in California, you may have missed this special little variation on the charter school business model-- homeschooling charters. It's a curious note in the recent big money charter scam in California, which we'll get back to in a moment.

This is what you get if vouchers and charters had a baby and it was raised by homeschooling wolves. Homeschoolers "enroll" their students in a "school," and that "school" gives the family a yearly "allowance" that the family directs the "school" to spend on their behalf. It's totally "legal" and not a profitable scam for circumventing California's tissue-like charter "laws" at all. Some folks love it; others, not so much.

Let me just get this out of your way.

Homeschoolers love it. Here's a homeschooling blog plugging the whole set-up as a way to "customize" their child's education to reflect "that reflects our family’s interests, priorities, learning styles, and values." They get $2600 to have spent on their behalf, and they've used that for music lessons, basketball clinics, gymnastics lessons, field trips, sailing lessons, and curriculum (Amazon and Rainbow Resources are two examples of vendors in that biz). There is no state-0mandated curriculum, so families can select whatever they want. This particular blogger notes that he prefers "to use our funds on experiences and activities." Students do have to take the Big Standardized Test, but for these families, it is a no stakes test. This blogger notes that some families don't even open then envelope when the results arrive.

The charter companies love it. You might ask-- what do they actually do? Well, they have to track and spend the money, while providing "oversight" of that spending as well as lining up vendors for the homeschooling families to choose from (although, of course, vendors fight for that privilege). And an actual certified teacher has to visit the families about once a month. The charter still collects the full state per pupil payment, so the schools are lucrative; the CEO of Inspire (more about them in a moment) makes a whopping $380,000 a year. That's a lot of love.

Who doesn't love this model?

Well, there's plenty to not love. Before anybody started paying attention, charter homeschool money was being spent on some interesting "educational" activities. Here a parent in the Valiant Prep system (the other big name in the business) talks about how she spent some of her money

This year, we have used our funds for a few fun field trips. We visited Disney California Adventure, purchased a Chicago City Pass which allowed us to visit the Science Center, Museum and more, and attended a Harlem Globetrotter’s Game. We also have trips planned to Medieval Times which were purchased with Valiant Prep homeschool funds.

Those "homeschool funds" are, of course, taxpayer dollars. The state has clamped down on amusement park spending, but the homeschool charters have also gotten cagier-- Valiant used to have a publicly accessible directory of its approved vendors, but that page has apparently been taken down.

And then there's the authorizing of this business. Dehesa School District has been the authorizer of Inspire and Valiant, and if that rings any bells that's because the district and its superintendent are part of the May 2019 indictment of eleven folks who are charged with defrauding California of $50 million via A3 Charter Schools through fraudulent practices involving several charter schools-- including Valiant. And Dehesa's superintendent Nancy Hauer was also charged with over-billing the charters for the "oversight" provided by the district. Also backing up the scheme was Steve Van Zant, a superintendent and "key figure in San Diego area charter expansion" who has been in trouble before for charter-related shenanigans and so had to hide his involvement this time.

Dehesa's involvement is itself a sign of how this kind of money drives "misbehavior." They're a tiny rural district. They need money. and authorizing charter schools is a way to get it. Meanwhile, a whole lot of students are suddenly without a school at all, and since California lets school districts authorize charters that are grabbing students from other districts, Dehesa doesn't even have to pick up after the mess that it helped make. That's on the public schools serving the areas where the students actually live.

While Valiant has been at least partially shut down, Inspire is still going strong, and attracting attention. It expects to "enroll" 12,000 students this year, despite a growing reputation for financial "irregularities" and really lousy performance on that test its parents don't have to care about. Inspire expects to pull in $285 million in taxpayer dollars this year. 12,000 students at $2,600 per student will cost Inspire $31.2 million of that $285 million. That's a pretty hefty cut of the taxpayer's money.

And Inspire is a fresh face in this business. Nick Nichols started it in 2013 and acquired authorization from Dehesa in 2015. That was the year he left his job as Coordinator, Instructional Expert and Instructional Coach with the Los Angeles Unified School District. He'd been with LAUSD since 2001; the background he brought to that job was a BA in Social Studies from the Master's University. So, another education "expert."

Inspire has drawn plenty of criticism not just from advocates of public education, but from others in the charter biz. Because, I guess, "parental choice" is only an important guiding principle when nobody is using it to entice your customers to leave you.

Jeff Rice, founder and director of APlus+, the Association of Personalized Learning Schools and Services, had invited Inspire to join his chartery club, but told NBC7 that he changed his mind and removed them:

"As our relationship with Inspire evolved over time, we found that there were numerous reports of questionable practices,” Rice said. “Primarily it had to do with the use of public funds as well as recruiting practices.”

Inspire has annoyed other charters with its recruiting practices. Terri Schiavone, the head of the Golden Valley Charter School in Ventura said, "They target a school and then try to get as many of their teachers and students as possible." Schiavone also criticized the lack of oversight and the way customers are "enticed" by various incentives like the whole "buy tickets to Disneyland" thing. She's also one more person accusing Inspire of allowing religious curriculum, though the Inspire folks swear up and down that they don't allow that particular law to be broken. Inspire says the other charter schools are just jealous. I expected to find other charter operators saying, "Well, this is just the free market at work with competition that just pushes us to be better," but so far, no.

Of course, Inspire isn't marketing itself as better, because given its test scores, it can't. Instead it has to market itself as a chance to get a government subsidy for homeschooling while still teaching your children whatever you do, or don't, want to teach them, with no particular oversight, but with some extra dollars to make the experience more fun. Meanwhile, the model leaves so much extra unsupervised money floating around that it has attracted all sorts of bad actors and corruption.

As California tightens up its charter school laws, let's hope they take a look at the homeschool "charter" model and shut it down.

FL: Courts Thwart Charter Theft

Last fall, the Palm Beach County schools taxpayers voted to increase their taxes so that they could bring their public schools up to speed, specifically in terms of building security and teacher pay.

And they specifically earmarked the money from this four-year tax for public schools.

Some charter schools in Palm Beach County were upset, believing that the law entitles them to a cut of any tax dollars collected for education purposes. This is, after all, Florida, where the state government is working hard to gut the public system and replace it with a profitable privatized system.

So they sued. In January two (later three) charters took the PBC system to court, declaring that they were absolutely entitled to some of that money, regardless of what the voters said. (Because if there's one thing many charteristas agree on, it's that democracy is stupid.) Newspapers like the Palm Beach Post helped out by calling the money in question a "tax windfall", as if this was money that the public system just stumbled over in a brown paper sack stuffed in a principal's attic, and not "the money that voters  specifically voted to spend on public schools."

A judge issued a ruling this week, and it made the charters sad. As reported by Andrew Marra in the Palm Beach Post:

A judge has rejected an attempt by three charter schools to claim a piece of a new $200 million-a-year property tax that voters approved last year for Palm Beach County’s public schools.

Marra nicely incorporates some of the charter slight-of-language:

The ruling is a stinging defeat for the county’s 52 privately operated charter schools, which have long complained that the school board discriminates against their students by denying them money from special voter-approved taxes.

Well, no, sad Florida charters.  The school board doesn't do anything-- the voters vote for what the voters want to vote for. And then there's this bit of whinging:

“We’re disappointed but disagree with the judge’s ruling,” said Marie Turchiaro, executive director of Palm Beach Maritime Academy. “Charter school people have overcome many obstacles throughout the years and flourished in spite of them.”

Obstacles? Being backed by billionaires? Having most of the state political positions of education oversight in the hands of charter fans? I cannot imagine what obstacles Turchiaro is talking about, but if they are obstacles like this one-- the obstacle of taxpayers being able to  tax themselves while naming the purpose for which that tax is collected-- then, well, yes, we generally favor obstacles to thievery.