corporate education reform

Ruby Bridges: Grit, A Dream Deferred, and the Destruction of New Orleans Public Schools

Deborah Duncan Owens charter schools, corporate education reform, education reform, free market education policies, free market education reforms, kristen buras, martin luther king, new orleans, privatization of education, ruby bridges , ,

On the 54th anniversary of Ruby Bridge’s courageous and lonely walk that led the charge in desegregating New Orleans’ public schools, I want to pause and say a heartfelt thank you to one of America’s heros.  In 1960, little Ruby’s parents heeded the call of the NAACP for families who wished to exercise their right to send their children to the school of their choice and break the color barrier in New Orleans’ public schools.  Day after day, Ruby walked the gauntlet to William Franz Elementary School amidst white racist protesters shouting racial epithets at her, one woman even placing a black doll in a miniature coffin for the brave little girl to see.  As a result, President Eisenhower sent U.S. Marshals to accompany Ruby to school and keep her safe.  This action helped Ruby to persevere.  She never gave up and today speaks of the success of her efforts.

Cain Burdeau spoke with Ruby Bridges and provides an excellent commentary (http://www.berkshireeagle.com/news/ci_26936821/ruby-bridges-us-divided-by-race-again?source=rss). According to Bridges, “… white students returned to William Frantz and the school became integrated … she went to integrated middle and high schools in New Orleans. Fast forward to today: The school now occupying the William Frantz building is 97 percent black, according to school data.”

Education policy makers are enamored with the idea of “grit” as the factor that will help low income and/or low achieving students to overcome the structural factors that inhibit academic achievement.  They laud perseverance, self-control, and the ability to embrace challenges.  Grit has become a research agenda in education and scales have been developed to measure “grittiness.”  I suggest that if you want a model of grittiness in a young child, look to Ruby Bridges.  Of course, the power of her grit was not used to document a standardized test score.  Rather, her grit sparked a social movement and resulted in the fruition of a dream that Dr. Martin Luther King would eloquently speak about almost three years later in August, 1963, when he said “I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.”  For a short period of time and in some schools, and although not seamlessly, that dream was realized in New Orleans.

The dream did not last very long in New Orleans, however.  In the decades following Ruby Bridges’ lonely walk, the dream was sadly deferred.  Education policy discussions no longer focused on the impact of poverty, racism, and equity.  We will never know what the educational achievement of our public schools would have been if we’d kept the dream of integrated schools alive in the U.S.   Efforts to ameliorate the impact of poverty on educational attainment begun during the Johnson administration were never fully realized.  I am reminded of the Langston Hughes’ poem “A Dream Deferred.”

A Dream Deferred

by Langston Hughes

 

What happens to a dream deferred?

Does it dry up

like a raisin in the sun?

Or fester like a sore–

And then run?

Does it stink like rotten meat?

Or crust and sugar over–

like a syrupy sweet?

Maybe it just sags

like a heavy load.

Or does it explode?

As the War on Poverty initiatives were steadily defunded, the dream dried up in cities like New Orleans.  Segregated schools slowly but surely once more became the norm.  And the problems festered.  Poverty’s grip on the city placed a stranglehold on its schools and, not surprisingly, students’ educational achievement suffered.  It’s a story that repeated itself across the country in large urban areas.  Jonathan Kozol wrote extensively about the problems of schools like those in New Orleans and urged America to right the wrongs associated with schools trying to survive in desolate, crime ridden neighborhoods with shrinking tax bases and funds in which students, predominantly of color, were increasingly isolated.

In the headlong rush to demonstrate that America’s public schools were a failure and to systemically reform our public school system through free market principles and efforts to privatize education, New Orleans and other urban areas in the U.S. would become ensnared in the corporatization of public schools.  The syrupy sweet public relations campaign surrounding the charter school movement would provide the propaganda needed to further efforts to dismantle the public schools in these cities and divert efforts to reform the schools by addressing poverty, racism, and other structural factors at the heart of educational disparities.

And then the dream exploded in Ruby Bridges’ own home town, New Orleans.  Hurricane Katrina hit the city square on, bringing death and destruction and leaving families displaced.  Friedmanomic free market coporate reformers grasped at the opportunity to totally remake New Orleans’ public school system and privatize education.  Teachers were fired en masse and public schools were closed and re-opened as charter schools.  As Kristen Buras explains in Charter Schools, Race, and Urban Space: Where the Market Meets Grassroots Resistance, “Time and again in New Orleans, charters would be given funding and facilities in what amounts to an educational land grab premised on historical erasure and the racial-spatial redistribution of resources.”

There are no traditional public schools in New Orleans any more.  They are all gone.  The school Ruby Bridges’ attended, William Franz Elementary — a historical landmark — does not even bear its own name.  It was taken over by the charter school management group Crescent City Schools and renamed Aliki Academy.  I am left to wonder why the legacy of Ruby Bridges’ efforts was not important enough to preserve the name of the school that has such an important part in history?  It seems that the name of Ruby Bridges’ school is being erased from history in New Orleans.  Is this part of the erasure that Buras talks about?

The United States is not Alone in Fighting Misguided Free Market Education Policies: Great Britain’s Struggle to Maintain Local Authority Over Their Schools

Deborah Duncan Owens Common Core, conservatism, corporate education reform, England, free market education policies, Friedmanomics, Great Britain, local school districts, teacher hate , , ,

Unfortunately, Great Britain seems to be following the Friedmanomic playbook when it comes to education policy in spite of mounting evidence that these policies inevitably lead to an erosion in local control over schools, a devaluing of the teaching profession, and corruption by those who see education as a steady stream of profit for business entrepreneurs.  And, according to the The Guardian, this is in spite of the fact that British citizens do not overwhelmingly support free market education policies.  In an article entitled “Poll shows opposition to education reforms” (http://www.theguardian.com/politics/2014/apr/14/poll-opposition-education-reforms), Tom Clark and Rebecca Ratcliffe explain that “The biggest single structural change to English education … has been the rapid conversion of secondary schools into semi-independent academies.”  British academies are the U.S. equivalent to charter schools.  As in the United States, the invention of these schools was engineered by the liberal party, New Labour (Bill Clinton brought us federal government endorsement and funding for charter schools).  As Clark and Ratcliffe explain, the British brand of charter schools are “autonomous from local authorities while being funded through private contracts.”  Only 32% of the British citizens polled prefer the conversion of schools to academies.  According to the article’s authors, the “stampede to academy conversion” is being led by Conservative voters.

 

An attack on the teaching profession in Britain also seems to mirror the teacher hate that has become the norm in the U.S.  In 2012 academies were given the right to hire teachers who had not received formal training as professional educators.  This policy is aligned with Obama and Secretary of Education Duncan’s Race to the Top policies that favor Teach for America and other alternatively certified teachers. According to article authors, 63% of those polled felt that “teaching is a profession the requires dedicated training.”  Only 33% felt that “people with different career backgrounds should be welcomed into the classroom, to expand the teaching talent pool.”

 

As in the United States, corruption revolving around free market contracted schools is on the rise.  Guardian reporters Warwick Mansell and Daniel Boffey (http://www.theguardian.com/education/2014/aug/17/academies-run-superhead-advance-notice-ofsted-checks) revealed that academy schools run by Rachel de Souza received advanced notice before her schools were inspected by the Office for Standards in Education, Children’s Services and Skills.  Of course, this is highly possible since de Souza had previously been appointed as an inspector for this office.  And she used the advanced notice to warn students to watch their behavior over the coming week, get all the paperwork in order, and plant teachers who had never taught in one school before to teach model lessons.  These efforts earned de Souza’s academies the highest ratings by inspectors.

 

I urge British citizens to heed education policy in the U.S.  Micah Uetricht was absolutely correct when he wrote for The Guardian in 2013 an article entitled “Chicago is ground zero for disastrous ‘free market’ reforms of education” (http://www.theguardian.com/commentisfree/2013/mar/27/chicago-teacher-strike-against-school-closures-and-privatization).   It will be a very long time before the U.S. is able to disentangle itself from the Friedmanomic education policies that are leaving our country’s federal education system in shambles.  The process of systemically reforming the U.S. education system to reflect the free market economics of Ronald Reagan and Margaret Thatcher began in the 1980s.  Since then, every presidential administration in the U.S. continued with the same failed notion that free market ideologues are the best authorities to decide education policy.  In the U.S. we like to identify who are the good guys and who are the bad guys and treat them accordingly.  Sadly, what we’ve ended up with is the wild west of education policies and education reformers who envision education as a gold rush through privatization.  My book The Origins of the Common Core: How the Free Market Became Public Education Policy details the decades long campaign to privatize public schools in the U.S.    http://www.palgrave.com/page/detail/the-origins-of-the-common-core-deborah-duncan-owens/?isb=9781137482679

Howie Hawkins on Governor Coumo’s Teacher Hate and Public School Disdain

Deborah Duncan Owens corporate education reform, Cuomo, new york, privatization of education, Uncategorized ,

Hawkins Condemns Cuomo’s Attack on Schools. Stands With Teachers, Parents, Students

http://cdn.embedly.com/widgets/media.html?src=http%3A%2F%2Fwww.youtube.com%2Fembed%2FxCVr0LqzsAY%3Fwmode%3Dtransparent%26feature%3Doembed&wmode=transparent&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DxCVr0LqzsAY&image=http%3A%2F%2Fi1.ytimg.com%2Fvi%2FxCVr0LqzsAY%2Fhqdefault.jpg&key=e1208cbfb854483e8443b1ed081912ee&type=text%2Fhtml&schema=youtube

“Education is Not a Game”

NY Times Story on LIPA Cover-Up Shows Cuomo: Has Pattern of Coverups and Can’t be Trusted

(Syracuse, NY) — “The battle for the future of our schools is on. On one side are powerful and wealthy figures who see our public schools as a potential source of profit. On the other side are parents, teachers, and students who are fighting to defend and improve our public schools. We, Brian Jones our Lt. Governor candidate and I stand solidly with our state’s teachers, students and parent,” said Howie Hawkins, the Green Party candidate for Governor.

After Governor Cuomo’s recent description of schools as the “last public monopoly,” Hawkins said that this is just the latest episode in Cuomo’s ongoing attacks on public education and teachers.

“Andrew Cuomo is turning New York’s schools into the Hunger Games. He pushes a game of competitive grants, charter schools, and high-stakes testing. This type of competition leaves a lot of losers. But our children’s education is not a game.”

“What is Cuomo going to attack after he breaks the schools and teachers? Break up the police and fire departments? Have competing companies to deliver drinking water?” asked Hawkins.

Hawkins noted that under Cuomo funding for education has fallen to the lowest percentage of the state budget in 65 years, with a $9 billion cumulative shortfall from what the courts have ordered. He has also enacted tax caps to undermine the ability of local schools districts to make up for the state’s funding shortfall.

Cuomo has also led a drive to privatize the schools, favoring charter schools and promoting high stakes testing, both of which increase profits for his campaign contributors. Last week he vowed to challenge public school teachers by supporting stricter teacher evaluations and competition from charter schools.

“A governor who treats public education as some corporate entity, who shows no support for public education doesn’t deserve a second term. The remarks made clear that Cuomo is an enemy of our public education system. And that he wants to break it,” added Hawkins.

“Cuomo claims to want competition in the education market, but he doesn’t really want a free market—he’s rigging the game. He’s underfunding the public schools at a 65-year low as a percentage of the budget. He’s providing extra subsidies to privately managed public schools. He is not for competition; he’s favoring the charters. His real agenda is about undermining public education to privatize it.”

“This whole idea of competition is wrongheaded anyway. Education should be a human right. New York’s constitution says every child should be provided a sound education; that’s not to be outsourced to corporations and investors, yet that is his goal. ”

Hawkins wants assessments written by educators, not corporate contractors. “We want to end the role of using testing to punish schools, students or teachers. We support community—parent, teacher, student—control of schools, with adequate resources to write their own curricula. We need schools that respect, nurture, and support the cultures and languages in our communities,” said Hawkins.

Hawkins said that Cuomo’s deeply disturbing comment on education is part of a pattern of increasingly erratic behavior by Cuomo in the closing days of the campaign, starting with his mishandling of the Ebola epidemic. Yesterday he dismissed the Moreland Commission scandal as “political baloney.”

Cuomo also has shown a clear pattern of cover-ups, where he hides or alters information from the public for his own political needs. He shut down his second Moreland Commission once it began asking questions about the massive campaign contributions he was receiving. He altered a federal hydrocracking study he commissioned to downplay fracking’s threat to the water supply. And today the NY Times reports in an expose that Cuomo hid from the public the role his administration played in leaving the Long Island Power Authority (LIPA) short staffed, which contributed to its disastrous performance in Hurricane Sandy. He also blocked their efforts to communicate with the public during the Sandy emergency. He used the report to privatize LIPA.

“Cuomo has a Nixonian compulsion for cover-ups. He can’t be trusted to tell New Yorkers the truth,” Hawkins said.

“There is a reason why Cuomo’s nickname is the Prince of Darkness. He is the top dog in the culture of corruption that dominates the State Capitol. He deceives the public, he bullies_—his administration has been one of the most secretive in history, evading the Freedom of Information law. And he trades political favors, at taxpayer expense, in exchange for massive donations,” added Hawkins.

“One has to wonder why a party like the Working Families Party wants people to vote for a candidate who attacks workers and public education, opposes making the rich pay their fair share of taxes, waffles on fracking, doesn’t support universal single payer health care, and covers up information critical to the public to suit his political goals.”

Hawkins has been endorsed by a wide range of teachers union and educators, include Diane Ravitch; Nassau County’s East Williston Teachers’ Association; northern Westchester County’s Lakeland Federation of Teachers; Port Jefferson Station Teachers Association, Valley Central Teachers Association, Buffalo Teachers Federation, The Plainview-Old Bethpage Congress of Teachers.; New York Badass Teacher Association, United Opt Out Independent Community of Educators, Independent Commission on Public Education (ICOPE), and Coalition for Public Education.
Video: April, 2014 Howie Hawkins on Education – https://www.youtube.com/watch?v=xCVr0LqzsAY
July 2014 – An Open Letter from Howie Hawkins and Brian Jones for Lt. Governor to NY Teachers

Number of Homeless Children in NYC Spikes

Deborah Duncan Owens homeless children, new york, new york city , ,

Robbie Couch wrote a devastating piece for Huffington Post about the sharp increase in child homelessness in New York entitled, “Number of Homeless Kids in NYC spikes 63% in 5 Years: Report.”  http://www.huffingtonpost.com/2014/10/27/new-york-city-homeless-students-spikes_n_6043972.html?utm_hp_ref=education

Couch writes:

“New York City neighborhoods known for their middle-class appeal may be tumbling down the socioeconomic ladder, and children are suffering the consequences.

A new report by the Institute for Children, Poverty & Homelessness found that the number of homeless kids in public city schools has jumped 63 percent in the last five years, with the borough of Queens experiencing an alarming 90 percent spike. As New York Daily News reported, most of the increase was felt in neighborhoods in Brooklyn and Queens known to house middle-class families.

There were 77,915 homeless students living in shelters or staying with friends or extended family in the 2012-2013 school year — an increase of 30,020 children from 2007-2008.

“The statistics are staggering,” the report reads. “Unless something is done to address the underlying issues driving families into extreme poverty, more children will become homeless. Community and government officials already know what the data show: that instability and homelessness have dire and long-lasting negative effects on children.”

New York City — which has been trying to halt growing income inequality among residents — is not the exception.

There was a record number of homeless students in the U.S. during the 2012-2013 school year, according to a survey by the Department of Education released last month. The report, which recorded 1,258,182 children living without stable shelter, tracked an 8 percent increase in homeless students from the previous school year.

As The Washington Post reported, 75 percent of homeless students nationwide were living “doubled up” with extended relatives or friends, 16 percent were staying in hotels or motels, and 3 percent were living without any form of shelter. Schools also reported that 75,940 homeless students were living without any caregiver supervision.”

This should be a wake-up call for all Americans.  While corporate reformers continue to seek ways to make huge profits off the backs of America’s school children, the reality is that a growing number of children really just need a home, parents who earn a living wage, healthy food, high quality affordable childcare, and safe neighborhoods.  Reform the lives of children and test scores will rise.  Finland did it.  We can, too. Finland focused their efforts on eliminating child poverty and they did.  Let’s focus our efforts on improving the lives of our citizens, and in particular those who have no vote or voice in policy, our children.  Nothing is more important.

 

 

Governor Cuomo, a Friedmanomics Devotee

Deborah Duncan Owens corporate education reform, Cuomo, free market education reforms, Friedmanomics, privatization of education , , ,

Diane Ravitch posted the following commentary on New York Governor Cuomo on her blog:  http://dianeravitch.net/2014/10/28/cuomo-promises-more-charter-schools-tougher-teacher-evaluations-after-election/.   Her posting references a New York Daily News article entitled “Cuomo will push new teacher evaluations, vows to bust school ‘monopoly’ if re-elected” http://www.nydailynews.com/news/politics/cuomo-vows-bust-school-monopoly-re-elected-article-1.1989478.  This is a clarion call to all public school supporters.  I, for one, appreciate Cuomo’s open declaration about where he stands on public schools, teachers, local school boards, and children in the state of New York.  He is touting the “company line” — or, rather, the “corporate line” — when it comes to education policy.

Right out of the Milton Friedman Friedmanonics free market playbook, Cuomo declares that public education is a monopoly!

Clearly, a vote for Cuomo for governor is a vote against public schools and a vote for corporate education reformers who envision RTTT as a way to make a lot of money in the education arena.  This is hard for me to write.  I am a Democrat.  However, I can never vote for someone who is promoting teacher hate and a disdain for locally controlled public schools.  It’s time to reclaim our public schools America!

TIME Magazine, Corporate Superstars, and Teacher Hate

Deborah Duncan Owens corporate education reform, Deborah Duncan Owens, free market education reforms, local school districts, privatization of education , , , , , , ,

I’m infuriated.  I want to declare my allegiance to heros who have dedicated their lives to  America’s public schools.  My list includes Mrs. Zablocki, my 1st grade teacher in St. Petersburg, Florida; Mrs. Gerstner, my 3rd grade teacher in Ledyard, Connecticut; Mrs. Broadmoor, my 4th grade teacher in Staten Island, New York; and Mrs. Hill, my 7th grade English teacher in Savannah, Georgia.  You see, my father was in the Coast Guard and we moved around quite a bit — so I experienced public school education in a number of states.  My list also includes those on the front lines of efforts to reclaim the democratic institution of public schools like Diane Ravitch, Susan Ohanian, Mercedes Schneider, Peter Green, Anthony Cody, and so many others.  My list also includes the millions of moms and dads who have supported their public schools over the years, the children served by public schools across our country, the teachers who are in the business of transforming the lives of their students, and the administrators and school board members who work diligently to meet the needs of the communities they serve.

 

TIME Magazine’s cover story, “Rotten Apples: It’s Nearly Impossible to Fire a Bad Teacher.  Some Tech Millionaires May Have Found a Way to Change That,” obviously panders to the One Percenters who position themselves as being the standard bearers of the free market that has rewarded them so richly and has allowed hedge fund managers to set the economic agenda for the rest of the country.  This, however, is not a new phenomenon.  Corporate superstars have been inserting themselves in federal education policy for decades.  And leading the charge has been those involved in the tech industry.  David Kearns, credited with saving Xerox in the 1980s, brought his corporate reform ideas to the education arena and the federal Department of Education during the H. W. Bush administration.  Lou Gerstner, former CEO of IBM, likewise became a powerful voice in education reform in the 1990s, hosting the 1996 Palisades Summit at the IBM headquarters, a meeting that brought governors (who he referred to as the CEOs of their states) together with prominent corporate CEOs to decide the fate of public schools in the U.S.  This was the meeting that birthed Achieve, a free market reform agenda, and the CCSS.  It was at this meeting that President Bill Clinton introduced the education policy world to Bill Gates, then embroiled in investigations into his dubious, monopolistic practices at Microsoft.

 

Teacher hate and a disdain for public schools is not new to the tech millionaires.  In 1995, speaking at the National Governors Association, Lou Gerstner ironically began his speech by stating, “I’m here because of Willie Sutton.  Willie robbed banks, the story goes, because he realized that’s where the money is.  I’m here because this is where the power is — the power to reform — no, to revolutionize — the U.S. public school system.”*  Almost two decades later, I think it’s safe to say that Gerstner’s first assertion has turned out to be more accurate.  The corporate world was there at the table of education reform policy because, indeed, that’s where the money is.  In 2008, Gerstner would reveal the corporate agenda for education reform, calling for “The abolishment of all local school districts except for 70 — one for each of the 50 states and one for each of the major cities and the establishment of a set of national standards for a core curriculum.”

 

There has been no secret conspiracy to privatize the American public school system.  Corporate reformers have been quite bold in establishing their agenda.  As I write in my upcoming book, The Origins of the Common Core: How the Free Market Became Public Education Policy, “The steady drumbeat of corporate encroachment into the education arena was there the entire time. However, its cadence was so steady and natural that, like cicadas at sunset, the noise went almost unnoticed by too many Americans.  The idea that the nation’s public school system was a failure had become an unquestioned zeitgeist by a burgeoning number of critics who jumped on board the anti-public school bandwagon.  Those on the political right and the political left seized every opportunity to point to the need to systemically reform public education.”*

 

“There is a price on the head of every child in America.  As the free market theories of Milton Friedman became the driving force behind public policy in the United States, beginning with the Reagan administration, public schools would inevitably become ensnared in the dragnet of entrepreneurs who envisioned public education as a burgeoning market.”*

 

The issue of teacher tenure is just the latest focus of corporate reformers intent on destroying public schools in America.  Is teacher tenure protection really the problem?  I began my education career as a public school teacher in Mississippi.  There is no tenure protection in Mississippi and no real union presence to advocate for teachers.  Mississippi, therefore, should be the exemplar for the power of eliminating tenure protection and allowing teachers to be fired more easily as a way to improve education and student achievement.  The reality is, however, that Mississippi students have and continue to rank much lower on measures of student achievement than other students across the country.  Apparently, teacher tenure laws are not the largest barrier to student achievement.  Research has demonstrated time and again that poverty and other social factors contribute greatly to student achievement.  So, it is no wonder that Mississippi, with some of the highest rates of poverty in the country, lags behind the rest of the country in rankings of student achievement.

 

Clearly when it comes to corporate led education reform, “America’s public school system has once again become a scapegoat for all that ails American society, while heralding all the ramifications of free market systemic education reform as the means of saving the United States from its supposed enemy –  the public school system writ large.”*  However, as the last short paragraph of my book proclaims, “For American citizens, if there is one thing to remember about public schools it is this: Public schools are not government schools, nor are they corporate free market schools.  Public schools belong to the public.  Public schools are citizen schools, and it is now up to citizens to reclaim what is theirs!”*

 

* Quoted texts are excerpted from my upcoming book The Origins of the Common Core: How the Free Market Became Public Education Policy (Palgrave Macmillan, January, 2015).

Respectfully,


Deb Owens

Stop the War Metaphors when Talking About Education Policy: Have You no Shame?

Deborah Duncan Owens Common Core, Common Core State Standards, corporate education reform, free market education reforms, local school districts, privatization of education, schools are not businesses , , , , ,

In 1983 the National Commission on Excellence in Education declared, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.”  And thus began an era in which a culture of shame was attributed to America’s public education system.  I don’t know about my fellow public school supporters, but I am quite frankly tired of the use of war metaphors by critics of public schools.  We are talking about children after all.

Lee Fang’s article, “Venture Capitalists Are Poised to ‘Disrupt’ Everything About the Education Market,” published by The Nation on September 25, 2014, illustrates how pervasive this use of violent war metaphors has become (http://www.thenation.com/article/181762/venture-capitalists-are-poised-disrupt-everything-about-education-market#).  Fang cites Michael Moe and a document produced by his investment firm, GSV Capital, entitled “American Revolution 2.0” which serves the dual purposes of providing a manifesto for education reform and a blueprint for how venture capitalists can make a lot of money in the educational sector.  According to Fang:

“The revolution GSV goes on to describe is a battle to control the fate of America’s K-12 education system. Noting that this money is still controlled by public entities, or what’s referred in the document as “the old model,” the GSV paper calls for reformers to join the “education battlefield.” (A colorful diagram depicts “unions” and “status quo” forces equipped with muskets across businesses and other “change agents” equipped with a fighter jet and a howitzer.) The GSV manifesto declares, “we believe the opportunity to build numerous multi-billion dollar education enterprises is finally real.”

Further examination of GSV’s 300+ page document (http://gsvadvisors.com/wordpress/wp-content/themes/gsvadvisors/American%20Revolution%202.0.pdf) is alarming.  Children are not referred to merely as students — they are “knowledge troops.”  GSV provides a “budget battle” detailing the expected market growth and profit through 2018 for every aspect of the education marketplace from pre-k education to charter schools and e-learning to test prep and counseling.  Other sections in GSV’s manifesto bear war inspired titles such as “Shock and Awe,” “Modern Weaponry,” “Time to Fight,” and “Weapons of Mass Education – Investment Themes.”

As Fang adeptly points out in the subtitle of his article, “Venture capitalists and for-profit firms are salivating over the exploding $788.7 billion market in K-12 education.”  And apparently, they have no shame when declaring a war on public education.  In their “Strategic Battle Plan,” they openly call for the elimination of local school boards and employ all the rhetoric of free market advocates.

And what about those “knowledge troops” — or children as I prefer to call them?  What is their role in this supposed war/revolution?  Should kindergarteners be issued combat fatigues on their day of school to complete the war metaphor?  Or, as is increasingly evident, are they collateral damage, suffering from battle fatigue and post traumatic stress disorder as the result of wave after wave of high stakes standardized tests being being launched at them?  If children are, indeed, as envisioned by corporate reformers and venture capitalists, the troops in this war on public education, then I have to ask, who protects the children from the ravages of war?

The use of violent metaphors has been a consistent theme for corporate and free market reformers.  In 1971, conservative libertarian economist and political theorist Murray Rothbard invoked the war metaphor in his attack on America’s public school system with his book “Education: Free and Compulsory” when he proclaimed on the cover, “We are Ready — How about You?  SCHOOLS AT WAR!”  In 2008, Matt Miller of the Center for American Progress, wrote an article entitled, “First, Kill all the School Boards” for The Atlantic.  At the 1995 National Governors Association meeting, corporate superstar Lou Gerstner (of RJR Nabisco and IBM fame) called for complete revolution in education policy, stating, “The only way this will happen … is if we push through a fundamental, bone-jarring, full-fledged, 100 percent revolution that discards the old and replaces it with a totally new performance-driven system.”  One year later, at a gathering of governors and corporate CEOs at the IBM Palisades NY headquarters, the organization Achieve, Inc. was formed — the organization that would bring us the Common Core State Standards.  And the bone-jarring revolution continues.  But whose bones are getting jarred in the end?  The federal Department of Education?  No — its still going strong.  The venture capitalists and corporate CEOs?  No, they’re getting richer by the minute.  The bone-jarring revolution, however, is leaving a lot of children bewildered and frustrated along with the teachers who spend their days with them.  And let’s not forget the parents who are trying to make sense of it all.

Thank you, Lee Fang, for reminding us that there is a price on the head of every child in America.  We’re not giving up, however.  I urge all Americans to call for unilateral disarmament in the war on public schools.  Of course, there is really nothing unilateral about it.  The reality is that there are no “knowledge troops” — just children.  They have no war machines to lay down.  They just want to pick up their books and learn.

I eagerly await the publication of my book by Palgrave Macmillan in January entitled, “The Origins of the Common Core: How the Free Market Became Public Education Policy.”  I believe it will further expand the discourse among citizens and scholars interested in taking back their public schools.  Knowledge is power — and I’m not talking about the KIPP Knowledge is Power Program — and power in the form of knowledge is not violent.

Bill Gates and the “Boogeymen” of Free Market Systemic Education Reform

Deborah Duncan Owens Common Core, Common Core Book, corporate education reform, free market education reforms, privatization of education , , , , ,

By Thomas J. Fiala

In an attempt to explain, by a fellow traveler who also supports America’s important public school system, how the CCSS came to be, blogger Peter Greene (http://curmudgucation.blogspot.com/) posted the following:

“When David Coleman and Gene Wilhoit (summer 2008) decided they wanted to standardize American education, they did not come up with a plan to sell such a program on its education merits. They called on Bill Gates to use his money and power to convince state governments to legislate systemic changes to education.”

Let’s remember that philanthropist Bill Gates (who had already reaped the benefits of free market capitalism) was not new to the free market feeding ground of systemic public education reform in 2008. He had been increasingly funneling millions of dollars for systemic reform since at least 2001-02. In 2005, he gave the keynote speech at the National Governor’s Association Summit. He gave millions to the original 2001 American Diploma Project and supported the project’s 2004 report “Ready or Not” that has been heralded as a forerunner to the CCSS. Very importantly, in July 2008 this project trotted out the report “Out of Many One” that added more detail and clarity to the eventual creation of the CCSS. We do not know specifically what was discussed during the Coleman, Wilhoit, Gates meeting in 2008. However, it seems logical that the report “Out of Many,” an extension of the 2004 ADP report “Ready or Not,” was something that was included in the meeting that was used to convince Gates to infuse even more money into systemic education reform. Clearly, Coleman and Wilhoit had a plan in hand when they met with Gates in the summer 2008 meeting. However, it is clear that Gates was already on board the systemic education reform express.

We need to be careful with making Gates the wellspring of the CCSS. Gates is a really big fish that financially helped facilitate the creation of the standards. The story of the origins of the CCSS, however, is even scarier than simply looking at the insidious and manipulative hand of the Gates Foundation – and that’s scary enough! Gates, however, is merely one of the corporate voices that echoes throughout the path to the Common Core and currently is by far the biggest voice. Our country’s total allegiance to free market ideology and to the supremacy of the corporate vigilantes has resulted in a strange conglomeration of free market policy makers devoted to school choice initiatives, philanthropist organizations lending credence to free market ideologues, and venture capitalists poised to make a buck on charter schools, high stakes testing, the infusion of expensive technology as a central focus in school curriculums, and a vast number of “opportunities” created by RTTT and other education policies over the years.

What is most frightening to me as a supporter of America’s locally controlled public schools, is that Gates and a whole raft of other corporate and governmental players were involved in an alternate universe of education reform that was a reflection corporate and governmental mutualism. This relationship was able to carve a path to the CCSS even while NCLB – the “official” reauthorization of the ESEA – was holding the attention of those of us in education trying to deal with the ramifications of NCLB. This, and much more, will be made clear in Deb’s new book, “Origins of the Common Core: How the Free Market Became Public Education Policy.”

We supporters of locally controlled public schools cannot allow these free market types to destroy one America’s most important institutions! Peter Greene’s voice is important in the struggle.  We are fellow travelers.  I am merely adding to his and other voices in our collective attempt to take back our public schools.  

Schools are not Businesses!

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Veteran North Carolina Teacher Lisa Woods provides insightful commentary on why schools are not businesses.   Her commentary first appeared in the Greensboro News-Record and I couldn’t agree more.  Woods stated:

“I would like to posit a scenario where “job performance and value” are based on the following objectives and conditions:

* You are meeting with 35 clients in a room designed to hold 20.

* The air conditioning and/or heat may or may not be working, and your roof leaks in three places, one of which is the table where your customers are gathered.

* Of the 35, five do not speak English, and no interpreters are provided.

* Fifteen are there because they are forced by their “bosses” to be there but hate your product.

* Eight do not have the funds to purchase your product.

* Seven have no prior experience with your product and have no idea what it is or how to use it.

* Two are removed for fighting over a chair.

* Only two-thirds of your clients appear well-rested and well-fed.

You are expected to:

* Make your presentation in 40 minutes.

* Have up-to-date, professionally created information concerning your product.

* Keep complete paperwork and assessments of product understanding for each client and remediate where there is lack of understanding.

* Use at least three different methods of conveying your information: visual, auditory and hands-on.”

Let me also add to Woods’ comments.  Schools are located within communities.  Sometimes these communities are places in which a business would never consider locating a store, factory, or office.  No business leader would consider locating a business in a location where their employees and customers would be unable to safely walk from their car to the front door or risk vandalism of their car in the parking lot.  They may be located in low income areas in which it would be difficult to find consumers with the cash to buy  their products or employees able to fill the jobs.  For many years corporate driven education reform advocates have blamed schools for the conditions that impede their profits.  True education reform must begin with reforming communities and making them safe places for schools and the children they serve.  Far too many children arrive at school traumatized simply by the very act of walking through crime infested neighborhoods, knowing that at the end of the school day they will have to once again navigate those same streets in order to get back home.  Business leaders would never subject their employees to this and certainly would not expect an employee to be 100% ready to tackle the business of the day after risking being assaulted on the streets outside the workplace day after day.

There is an inherent hypocrisy in comparing schools to businesses.  If corporate reformers would focus their attention on the work of reforming and rebuilding communities that are suitable for families and children, it is possible that schools and academic improvement would be a natural outcome.  Eliminate poverty first.  While there may not huge financial profit in these endeavors, there is profit for humanity and America.

The Conservative Mind and Education Reform

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Thank you, Andy Smarick, of the Thomas B. Fordham Institute, for your commentary on the role of conservatism in education reform (Change and preservation in education reform, August 6, 2014).  Apparently, Smarick and Michael Petrilli (the newly appointed president of Fordham) are wrestling with the education policies their organization helped engineer in partnership with corporate interests and presidential administrations (both Democrat and Republican) in recent decades.  Once again, the conservative lens is being employed to sort out the debacle that has culminated in the current state of education policy with all its accoutrements —  the Common Core, an explosion in student testing, massive data storage systems, value added measurements for teacher accountability, and, last but certainly not least, a free market driven system that ensures the free flow of dollars to the private sector through charter schools and products associated with RTTT education reform policies.

Smarick wonders if education reform is “inherently anti-conservative” and if things might “be better if we sought counsel from conservatism?”  He refers to an article by Phillip Wallach and Justus Myers in National Affairs entitled “The Conservative Governing Disposition.”

Smarick discusses the “conservative governing disposition,” citing several of the conservative’s favored political and economic thinkers and philosophers and concludes that a conservative governing disposition embodies a belief that “change ought to advance gradually… .”

While Smarick may be thinking about current education reform initiatives when suggesting that our country should have proceeded more cautiously and circumspectly in adopting the widespread sweeping reforms associated with the current administration, it is simply wrong-headed to look longingly back to conservative thinkers and wonder how much better education would be if we’d heeded their advice.  Smarick would be wise to consider the seminal works of conservatives like Albert J. Nock, Russell Kirk, and Murray Rothbard (to name a few).

In chapter 2 of my upcoming book The Origins of the Common Core:  How the Free Markets Became Public Education Policy (Palgrave Macmillan, January, 2015), I examine the ideas of several conservative thinkers on education policy.  For example, Albert Nock, writing in the 1930s, believed that “the progressive theory of ‘educational equality’ that undergirded America’s education system was particularly troubling because he felt it was based on a socialist model that created a ‘perverse’ popular doctrine leading people to believe that ‘everybody is educable.’”  Russell Kirk (considered a giant of conservatism and revered by President Reagan), likewise considered America’s public school system to be a reflection of “a socialistic federal government in collusion with progressive educators …”.  Murray Rothbard continued the conservative assault on public education in the 1970s, claiming that one of the major problems associated with public schools arises from compulsory education policies.  According to Rothbard, children who are “dull” and “have little aptitude” should not be forced to even attend school because it is a “criminal offense to their natures.”

Are these the conservative people we should be heeding?  Or are these the voices behind A Nation at Risk during the conservative Reagan era that lead the all-out assault on public education and teachers?  I think the latter.

In a previous posting, Smarick attempts to distinguish between free market advocates and the true conservative mindset, claiming that free market ideology is only “one strand of conservatism.”   I disagree.  I find the ideas that undergird free market economics — the supremacy of property ownership and the restriction of government intervention through taxes or regulation — to be an enduring theme throughout conservative thought.  Nonetheless, President Ronald Reagan, the icon of conservatism in America, embraced the free market ideas of Milton Friedman wholeheartedly and ushered in the era of laissez faire, free market policies that have governed our public policies across many sectors since the 1980s.  Friedman’s tenacity in promoting school vouchers, choice, and their latest iteration — school charters garnered him the title “the father of modern school reform” and his Friedman Foundation for Educational Choice continues to advocate for a free market, conservative approach in education reform.

And what of the conservative notion that change is best when it takes place gradually?  Conservative advocates of maintaining the Plessy v. Fergusen “separate but equal” policies certainly embraced that notion when they attacked the Brown v. Board decision in 1954.  Southern segregationists found a home among conservatives during their widespread resistance to desegregation of their public schools.  As a matter of fact the conservative National Review (William F. Buckley’s publication) published an article in 1958 by Anthony Harrigan lauding the “essential conservatism” of the south.  According to Harrigan, “The South … has an essential conservatism …. The original shapers of the Southern tradition believed that progress resulted not from equality of condition, but from fruitful inequalities.”

Let us not forget the terrible price American citizens had to pay while segregationists embraced essential conservatism.  A number of Americans were denied their right to vote, beaten, and even murdered.

In the 1950s Milton Friedman arose as a hero to segregationists when he advocated for the use of tax vouchers to send students to segregated private schools.  For Friedman, the fact that his idea was being embraced as a way to maintain segregated schools was not really a problem.  He believed that “the appropriate activity for those who oppose segregation and racial prejudice is to try to persuade others to their view, if and as they succeed, the mixed schools will grow at the expense of the nonmixed, and a gradual transition will take place.”  That sounds very conservative.  I suppose Ruby Bridges’ parents should have taken more time to “persuade” angry white segregationists to allow their daughter to attend the all-white William Franz Elementary School before sending her to school.  Same with the Little Rock Nine.  Friedman persistently referred to public schools as socialist institutions and government monopolies.  As a matter of fact he generally didn’t use the term public schools, referring to them instead as “government schools.”

I would, therefore, urge Andy Smarick to think more deeply about the conservative notion of gradual change.  We may agree about  the current RTTT debacle.  However, it is wrong to begin with an assumption that these reform initiatives are those of progressives or liberals.  There are no clean hands.  When it comes to education reform the apt metaphor may well be “hands across America” as one presidential administration handed off its policies with very little change to the next administration.   And the momentum kept growing with each new administration since Reagan, adding layer upon layer of policies.  The glue that has held the opposing parties together has been the conservative ideal of the free markets and competition as the arbiter of education policy.  And the biggest winners have been those who have financially gained the most from this era of free market education reform — big business and venture capitalists.

I wonder if we removed the profit incentive from education policy how much better our schools could become?  Even those involved in the “non-profit” charter school movement seem to be getting quite fat off the backs of America’s school children.

I’ve spent several years examining the impact of free market ideology on education policy — policies that have been embraced by both Democrats and Republicans since the era of “Reaganomics” and “Friedmanomics.”  The result is “The Origins of the Common Core: How the Free Market Became Public Education Policy.”   I completed research for this book with one certainty.  Until education policy makers disavow themselves of market based reforms and cast the money lenders from the temple of public education, we will not have true reform.  Our challenge is, therefore, attempting to disentangle ourselves from the mess that has been created in recent decades and get back to the real work of schools — teaching our children to be informed, compassionate, well educated citizens.

 

References:

Deborah Duncan Owens, The Origins of the Common Core: How the Free Market Became Public Education Policy (Palgrave Macmillan, January, 2015).

Milton Friedman, “The Role of Government in Education” in Robert A. Solo (ed.), Economics and the Public Interest (New Brunswick, NJ: Rutgers University Press, 1955).

Anthony Harrigan, “The South is Different,” National Review, (March 8, 1958).

Russell Kirk, The Conservative Mind, 7th revised edition (Washington D.C.: Regency, 1985).

Albert Jay Nock,  The Theory of Education in the United States.  (reprinted by the Ludwig von Mises Institute in 2007).

Murray N. Rothbard, Education: Free and Compulsory (reprinted by the Ludwig von Mises Institute in 1999).