TX: Governor Still Holding On To Education Relief Funds

Texas Democrats have been reduced to tattling to the US Department of Education, as Governor Abbott continues to sit on $17.9 billion-with-a-b in aid that is supposed to be going to public schools.

That huge pile of money that has been allocated by Congress through various packages. Texas school districts are trying to get budgets written for next year. But the money is just sitting there.

Why? Abbott really hasn't explained himself much, but local coverage suggests a couple of issues.

One is a requirement that the state invest a billion dollars in higher education. That would also be the equivalent of the one billion from the first relief package that Texas spent on fixing budget "shortfalls" instead of using it to add to public education funding. Not clear whether state officials object to spending money on higher education, or if they just don't want to spend one billion to get $17.9 billion, which doesn't seem like a really tough math problem.

Abbott's only real comment on this is that the state needs "more guidance" on how the money is supposed to be spent. Which seems--well, 48 other governors have figured it out. Or is the Governor of Texas saying that he can't move without federal direction, which seems kind of un-Texasy.

There is also, apparently, a turf war in Texas about who should final say and control over where all of this money flows-- should it be legislators, or should they just hand the money over to local districts and let them use it as they see best. This seems like a no-brainer (does a legislator in the state capital really know how a local district can best use the funds), but legislators gotta legislate, I guess. 

Meanwhile, even the CEO of a grocery chain has told the governor to fork over the damn money. We'll see if Abbott will budge, or if Texas schools will once again suffer at the hands of their elected leaders.

Chris Evans (And Partners) Create A Useful Civics Tool

So this is how you do it.

Chris Evans has entered the world of celebrity education support, and he's done it up right. There's a companion post to this one over at Forbes that explains in a little more detail what the site does; in this post, I want to explain why I think Evans and his partners are setting an example for how the rich and famous can have a positive impact on education.

First of all, he hasn't done it alone. He has partnered up with actor/producer Mark Kassen, one of those guys who has a long, solid, steady career in the biz without becoming a household name, and Joe Kiani, who--well, Kiani is an Iranian-American tech entrepreneur who started one of those companies that does a medical thing you don't understand, but who also has been hugely active in trying to reform the world of health care. These three started up a civic engagement site called A Starting Point, and then teamed that up with Close Up, a DC-based civics education group, to create ASP Homeroom, a site where you can find short, simple videos in which elected officials (mostly Congresspersons) lay out their position on major issues.

ASP Homeroom is a civic engagement tool that is well-suited to use by classroom teachers. It works for several reasons, not the least of which Evans and Kassen don't imagine themselves as having all the secrets of teaching civics to high schoolers. I spoke to Kassen, who said "We could not be so arrogant as to tell teachers how to do this."  This same quality comes across in Evans' various interviews. Evans seems to know exactly who he is- not a teacher or professional educator, but a guy who can get his phone calls answered and whose name in a press release will draw some attention. They have a platform, and appear to have figured out the trick of using that platform for good without imagining that celebrity has given them special magical powers. For working with education, a field stuffed to the gills with amateurs posing as experts, this is awesome.

Evans and his partners are also not part of that other celebrity education trend--the one where somebody's business manager has explained that they can get a tax break by investing in a charter school or good press by bankrolling an after-school program. Nor does this project attempt justify itself by attaching itself to any silliness like claiming that it will raise test scores. Every indication is that these guys want to promote civic engagement while demystifying the whole sausage-making business.

Nor is anybody making money from this. The resource is free. Kassen told me that they developed their own software. There are not even sponsors trying to piggyback on this to build brand awareness. In early 2019, just as Avengers: Endgame was marking the end of Evans' ten-movie run as Captain America, Evans and Kassen were spending time in DC trying to line up legislators for this as-yet-unlaunched website, which is probably not the best way for a highly-bankable movie star to try to cash in. In other words, not only is the site not profitable, but given the man-hours invested over the past three years, it probably displays negative profitability.

The site is, as I say over at Forbes, devoid of lesson plans, instructional guides, or anything else to try to tell teachers how it is to be used. I call that a plus that goes hand in hand with its other positive feature--it's devoid of any political agenda. Instead, it provides an unfiltered look at what "the people who write policy believe." It offers voices from all sides and links to further resources. And elected officials get to say their piece in short one or two minute bursts, separated from each other. And no comments section or voting videos up or down. The emphasis is on light, not on heat. 

That all makes the resource flexible, useful in a hundred different ways. Invite a slate of elected officials in for current events day. Turn your students into trained fact checkers. Or simply provide students with a basic background about some of the issues of the day. 

There is a charming hopeful optimism to the whole thing; you can see in the video above Evans taking the first halting steps to try to interest politicians back in 2017, pushing that ethic of "if we could just get people to talk a little more and know a little more, maybe things would work a little better..." But I don't think that hopefulness is a bad thing. Nor is breaking down the barriers between elected officials and citizens (Kassen says that hundreds of thousands of people have contacted officials via the site). 

This is a promising resource. If I were still in the classroom, I'd use it as a basis for writing assignments and discussion. Lots of teachers could think of something like this--a website with hundreds of explainer videos from elected officials--but it takes celebrity to open doors, and a smart celebrity to open the door and then step back to let others walk through it.

Check out the site. Share it with a teacher friend. 

To Choice Advocates: Some Questions

I have concerns about school choice programs, and I usually express them as complaints, criticism, general snark. This time, I'd like to come at it a little differently. Let me frame these concerns as questions, because maybe there are answers that I'm just not aware of. As is obvious from a multitude of posts, I am skeptical; these questions show exactly what I'm skeptical of. 

And before I start, I'll agree that some of these concerns are not always well-addressed by public schools. So I'm not looking for answers in the old mode of "Yeah, but public schools do X!" I'm still wondering how a charter or voucher system would do a better job of managing the issues. If you want to take a shot an answering these, the comments are open.

1) A choice system is built on the idea of making parents the primary stewards of their child's education. Contrary to the usual criticism, I believe that the majority of parents are smart and capable and caring. But a non-zero number are not. I've told the stories: the student whose mother tried to run her over with a car; the student who was always tired because dad spent the utility money on beer; the student whose father threw him out of the house for trying to take some of dad's drugs; the student who was thrown out for coming out as gay; etc.  In those sorts of cases, who or what is protecting the educational rights of these students?

2) Education savings accounts (ESA) are a kind of super-voucher that gives families a chunk of money to spend on a variety of educational services. In the event that a family mismanages the money and the money runs out before the student has received a "full" education, what safeguards are in place to insure that the student gets that full education?

3) Should some education service vendors or schools turn out to be incompetent or deliberately fraudulent (or go out of business before the year is over), who or what protects the rights of the student to an education? What mechanism is in place to allow the family to seek redress? 

4) As recent history has vividly demonstrated, society has a collective need to have well-educated citizens. What guardrails should a choice system have in place so that we do not produce a bunch of high school graduates who believe that captive Blacks enjoyed being slaves, that vaccines cause autism, and that Donald Trump won the 2020 election? Are there any educational standards that should be enforced? 

5) What protections are there for marginalized students? We've already seen voucher schools in Florida openly discriminating against LGBTQ students (and teachers), and the standard in voucher laws now seems to be a clause explicitly marking that the state will not interfere in any way with how the voucher recipients do business. But discrimination against students robs them of the very choice that the system is supposed to give them. What protections for those students should be in place?

6) Likewise, there are students who are just too expensive and/or troublesome to be attractive "customers." Do they have any protections under a choice system? Do they get a choice? And what happens if an entire community is considered an undesirable market--what safeguards are there against education deserts?

These are serious questions, not gotcha openings--these are real concerns that a choice system would need to address.

"The market will handle it" is not an answer, though you're welcome to try to explain how the market would do that. I'm unconvinced that the invisible hand can put together an education system that would even attempt to serve all students or the country as a whole. Every free-ish market has to deal with the tension between freedom for customers and freedom for vendors, and that is a tension that is never fully resolved. 

I have other concerns about a choice system, but this is a good list to start with. 

ICYMI: Taxes Are Done Edition (4/18)

Yes, we all got extensions, but I'd rather have them done and gone, and this was a pretty easy year. Now we can move on to other swell things. In the meantime, let me remind you that you, too, can amplify voices in cyberspace. If your thought is "Hey, people should read this," well, then, you know people. Send them some this to read.

My Learning Loss Formula: Read, Write, Share

Russ Walsh doesn't blog enough these days, but when he does, it's choice. This is some nice, simple advice for dealing with the dreaded Learning Loss, rooted in the actual world that real human beings live in.

Former lobbyist details how privatizers are trying to end public education

Over at Valerie Strauss's education column for the Washington Post, Carol Burris is interviewing Charles Siler, former lobbyist and PR flack for the Goldwater Institute, and he has some observations about what, for some on the right, education reform is really all about.

Forget Learning Loss, This Is Learning Realignment

I'm not always a fan of Hooked On Innovation, but this particular post is a nice example of how to view the dreaded LL a little differently. 

USDOE Wants "Educator Stability." It Also Wants Test Scores.

The indispensable Mercedes Schneider has been looking at the latest edition of the education department's covid handbook, and she found that  "stabilizing" the educator workforce is one of their goals. How, she wonders, does that fit with their devotion to the Big Standardized Test?

Could public money finance private-school discrimination, religion, and fake history?

Trick question because, as authors Derek Black and Rebecca Holcombe note, it's already happening in Florida. But with plenty of choice bills across the country, is it about to get much worse?

Student environment affects academic success.

Just in case you needed it, Matt Barnum is at Chalkbeat with some research to underline the obvious--crappy school buildings stand in the way of student learning.

In NC, a call to reject voucher expansion

At NC Policy Watch, Rev. Suzanne Parker argues that the plan to expand the voucher program is a bad idea and a flawed plan.

NC: Concerns over choice and school sports

Well, in PA, where private Catholic schools are consistently sports powerhouses, we could have told you. One side effect of a school choice system is going to be schools that recruit, build the school around the sports program, and destroy the public school sports system. In North Carolina, some legislators are starting to catch on.

OK: Epic Charter Schools slapped with $10.5 million penalty

The charter group keeps spending way more than the state allows for administrative costs, and not always doing a great job of reporting, either.  Example #423,177 of How Charter Operators Get Rich.

IN: Vouchers about to be opened to families earning over $100,000

This is, of course, always the plan. Kick off your voucher program by selling how it will help the poor and the specially needy, then once it's set up, just start cranking the limits. So here comes Indiana with a shot at giving six figured families little rebate on their education expenses

Cameras Are Being Used To Punish Students, Not Stop School Shooters

Nick Morrison at Forbes.com shows that the surveillance state hasn't done much to stop old big problems, but it turns out to be a great tool for busting students for every damn piddly thing that can be caught on camera.

Cardona's Flexibility on Standardized Testing Creates Confusion and Rancor

Jan Resseger offers a good compendium of all the ways the secretary's stances on the Big Standardized Tests have not exactly calmed the waters.

Helping Digital Readers Spot Fake News

At Ed Week, Rick Hess interviews Sam Wineburg, a Stanford professor who's doing some great work in teaching folks how to evaluate websites. Cool stuff, and while you, as a reader of this blog, are undoubtedly wise enough to stay unfooled, this could be useful for your friends and students.

Losing Money to Tax Breaks

The headline here in the Philadelphia Inquirer is that Philly schools lose more money to tax breaks than any other district in the country. That points us to a study that shows school districts lost $2.37 billion in 2019 to tax subsidies.

New Anglo-Saxon Caucus Has Some Education Thoughts. They Are As Bad As The Rest Of This Damn Fool Platform.

So, led by a team-up of House of Representative winners from Georgia and Arizona, there is now a White Racist Nativist America First Caucus that swears to "follow in President Trump's footsteps and potentially step on toes and sacrifice sacred cows for the good of the American nation" as well as calling for "common respect for the uniquely Anglo-Saxon political traditions."

It's as awful as it is dumb. There are seven full pages of a "platform" which could be considered a racist nativist dog whistle if you are thinking of a dog so deaf that he has to be called by yelling his name through a bullhorn. 

I am not going to get into the various details of this embarrassing mess, other than to note that they express a love for Roman-based stuff, a stance that doesn't really mesh well with a love of Anglo-Saxonisity, as the Anglo-Saxons got their own nation by kicking Roman and Roman-trained ass up and down Britain. Whatever reverence the Angles and Saxons have for Roman culture and language more likely is at least partially the result of the Norman Conquest, when the French (themselves the linguistic descendants of the Romans) came across the channel and kicked a whole lot of Anglo-Saxon ass, and then subjugated it for a really long time (which is why, boys and girls, it's "scientific" to say that you must defecate, but rude and gross if you say you need to shit). But I digress. Point being, as with most white supremacist nativist European-loving bullshit, there's a lot of ahistorical dumb going on here.

However, in amidst the rest of this, there's a whole paragraph devoted to the White Folx Platform for education, and since that's my wheelhouse, let's take a look:

The 20th Century saw the decline in many vital American institutions. None has been more damaging to the United States than our education system. The increased consolidation of educational spending came with it the ability for powerful left-wing special interest groups to redirect the focus away from preparing future generations of national talent to progessive [sic--yes, they apparently misspelled "progressive"] indoctrination and enrichment of an out-of-control elite oligarchy. Even worse, our education has worked to actively undermine pride in America’s great history and is actively hostile to the civic and cultural assimilation necessary for a strong nation. The future of America’s position in the world depends on addressing the crisis in education, at both the primary and secondary level.

So, the highlights.

"None has been more damaging." Yes, that should be "have." But hey-- public education is America Damager Number One! That is an impressive achievement. As always, when confronted with the theory that public education and teachers rule the nation, I have to ask--why am I not rich? How did teachers and their unions and the public ed system not manage to enrich themselves more effectively? Also, what exactly is the damage done?

"Increased consolidation of education spending." What? 

"Powerful left-wing special interest groups." Who? Is that the unions- you know the ones whose members voted for Trump in fairly large numbers? Are there other lefties running education?

Redirecting focus. The answer to my previous question is, I guess, that teachers are so intent on indoctrinating the young 'uns that they cared nothing for making money. We were all busy preparing future generations. Now, the Pale American Caucus needs to flesh out a time line here, because it's not clear how long this has been going on. If we're only worried about future generations, then this must be a recent development. After all, the high school students first indoctrinated by Common Core are already adults. NCLB veterans are way into adulthood. 

"Out-of-control elite oligarchy." How are the Kochs and the Waltons the fault of public education?

The "actively undermine pride in America's great history" part we've heard before from Beloved Leader, and if you think there are a lot of Americans who see less-than-admirable qualities in our history only because of public education, you have not been paying attention. But hey--let's talk about that "civic and cultural assimilation" thing, because beyond the moral and ethical questions of telling people they can join us as full partners as long as they dump their identities and try to be like the rest of us Anglo-Saxons (see also: Ellis Island stripping immigrants of their original names)--even if we skip those issues, there is another issue, which is that is not how any of this works in history pretty much ever. English speakers should be particularly sensitive to this, because our language is a living, breathing testament to the way in which none of the people who conquered or were conquered by or who just lived cheek by jowl with--none of those people has ever, ever given up their language in its entirety. And our language is richer and better for it. 

"The future of America's position in the world..." Again, I am really confused by the timeline. Granted, Rep. Gosar was born during Reconstruction, but Rep. Greene was born in 1974, so she was educated during the time of crisis announced by A Nation at Risk, but it didn't seem to make her all libby. But still--is this a crisis that is just about to happen, or has been going on for years? Has education already done more damage than anything else ever, or is it about to do it?  And what exactly is the nature of the threat to future American standing in the world? 

This is, indeed, all very Trumpian. US education used to be awesome, but it also has been terrible for many years, and is just about to become terrible. 

House Minority Leader Kevin McCarthy Friday tweeted that "the Republican Party is the party of Lincoln and the party of more opportunity for all Americans--not nativist dog whistles." We'll see. We'll see who decides to join the Anglo-Saxon Caucus. Word is, Matt Gaetz is going to join up. 

Update: Well, that was quick. The day after the news of the caucus broke, Rep. Greene backpedaled away faster than a student denouncing a spitball. "I was just exploratoring, and I never even saw that document, and when  my spokesperson confirmed I was launching this thing, they were--hell, I don't know. Media! False narratives! Identity politics!" she declared. This will be disappointing to Matt Gaetz, who announced that he's definitely joining. 

What Happens To Students That Charters Don't Want? (The Chester Upland Saga Continues)

In Chester Upland School District, the process of selling off the district schools to charter operators has continued (for a deeper dive into CUSD's troubled history, read here). Three charter operators have made their bids, and we'll take a closer look at that another day. It's all pretty sad and ugly.

But there's another troubling aspect to the dismantling of Chester Upland schools. The three charter companies have placed their bids to take over CUSD elementary schools. As has been hinted at all along, nobody wants to take over either of the two high schools.

The debates about charters and choice have often centered on the question of the students left behind in a school. when other students leave for a charter. How do the financial resources balance out? How does a district financially support ten schools when it was having trouble supporting two? 

But this is a whole other scenario. The charter operators are taking over elementary operations, but leaving the high school untouched, meaning that the high school can find itself drained of resources with absolutely no reduction in cost at all. Theoretically it would not be a problem because the charters would be inheriting the same student body and therefor the same funding. Except that in Pennsylvania's screwy funding system, a special; education student is funded at a far higher level for charters than in a public school. In public schools, special ed students are arranged in tiers are according to how expensive it is to meet their needs; in charter schools, they are all funded as if they belong to the top funding tier. Governor Wolf is pushing to fix this, but in the meantime, it means that every elementary student with mild special needs will suddenly draw more district funds the moment her school becomes a charter. Those extra funds will have to come from the high school budget.

The price tag in CUSD is high-- the going rate is $42K, as opposed to $11K for other non-special need students. One charter operator has agreed to settle for $30K, but that's still a chunk of the CUSD budget.

Additionally, depending on who district leaders decide to sell out to, we are potentially talking about three different charter companies operating in the district, so there will be the financial wrestling between those.

But that high school. So far I don't see anything in the plans that looks like a cap, a limit that keeps the charter elementary schools draining the high school dry. CUSD high school operations are difficult and troubled and consequently expensive--that's why none of the charter operators want to bid on them.

So what happens? What does CUSD do if its high school is chartered into oblivion? What happens to students that charter schools don't want? 

Absorption into neighboring districts is unlikely in this case; much of the district boundaries are where they are precisely because wealthier neighbors didn't want Those People's Children in their school. So who steps in?

School choice fans have never offered an answer to this problem. "Give parents a choice, and they can choose what's best for their child!" Which only works if what they want to choose is available, and will accept the child as a student. What happens to the students that charters don't want? 

CUSD has throughout its history provided demonstrations of just about every problem a school district can face. It looks like they're on track to provide some new examples.

Success Academy Lost $2.4 Million Judgment

You might have caught this story, but I don't want you to miss it. 

Success Academy has long been one of the stars of the charter school world. But in 2015, Kate Taylor at the New York Times reported on a secret "got to go" list that targeted students that SA administrators wanted to push out, part of a general pattern of deliberately making life difficult for students that the schools simply didn't want. It was not a good look for Eva Moskowitz and her charter crew. Moskowitz pushed back and defended the principal who was caught (but then shortly thereafter reassigned Candido Brown to an elementary classroom teaching job). And as the smoke cleared, Moskowitz went back to business as usual.

But five families sued. Their children were on that list, and they had all been pushed out of SA.

They sued Success Academy for targeting families--particularly families of students with special needs-- to try to get them to withdraw. Said one of the lawyers handling the case, “Success Academy’s harsh, inflexible, one-size-fits-all approach to discipline is at odds with its obligation to reasonably accommodate students’ disabilities. These children and their families were forced to withdraw from the Success Academy network not only because their educational needs were not being met, but also because they were explicitly not welcome there."

She's not kidding. It was ugly.

The litigation centered on five children, then a mere 4 to 5 years old, with diagnosed or perceived disabilities. Success Academy did not provide appropriate accommodations, and frequently dismissed the students prior to the end of the school day – often for behaviors like fidgeting and pouting. Success Academy also threatened to call child welfare authorities to investigate the children’s families, and even sent one child to a hospital psychiatric unit. Each family eventually removed their child from the Success Academy network.

Last month, in a decision that didn't get nearly as much press as the original allegations, the five families won their suit.

“Success Academy forced these families to withdraw their children by bullying and daily harassment, instead of providing a quality education free from discrimination,” said Laura D. Barbieri, Special Counsel to Advocates for Justice. “New York’s parents and children deserve better, and we are pleased these families achieved justice.”

Will a $2.4 million price tag motivate Moskowitz to behave better and stop pushing out families that don't fit her vision for the schools? I doubt it, though one can hope. But it's reminder that charter schools are not public schools, and too often do not feel a need to act like public schools. 

This comes as a follow-up for last year's loss in court. In that case, Moskowitz was found guilty of violating student privacy. A student's family had talked to John Merrow for the PBS News Hour about suspension of 5 and 6 year old students; Moskowitz retaliated by releasing the student's records. SA attorney's argued that the privacy law didn't apply to them, that it was too late to sue, and, perhaps most bizarrely, that Moskowitz had a First Amendment right to "speak out" about the child's behavior.

Taken together, the two cases are a reminder of two things about modern charter operators. First, they are mostly education amateurs who are ignorant of some of the basics of running a school. Second, the Visionary CEO model of charter management, based on the notion that you get a good school by putting a visionary in charge and freeing them or restraints like government rules and union contracts--that model gets you people think they don't have to answer to anybody, ever.

A postscript to the tale. Candid Brown, who lists himself on LinkedIn as a "Leader | Instructional Expert | Manager | Teacher Developer | Consultant | Speaker | EdTech Pioneer | Human," stayed with SA until 2019, and is now the founder of two companies-- BetterEd Solutions and AchieveMore Academic Services. So he's okay, as are the many other folks at SA for whom he took the fall.