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Romney education policy aligns with ALEC agenda

As its inner workings have been revealed over the past few months, one thing is clear about the American Legislative Exchange Council, the radical conservative “bill mill” that gives powerful corporations access to lawmakers: The group makes no apologies for putting the needs of Corporate America, and the wealthy citizens it comprises, before those of middle class America.

The same could be said of presumptive GOP presidential candidate Mitt Romney.

Earlier this week, Romney finally got around to introducing some details of his education policy —and much of what he said might as well have been churned out at a meeting of ALEC’s education task force.

Here are top priorities they share:

  • Promote a nationwide voucher program. Funneling public funds to private schools and for-profit charters through voucher schemes has been an ALEC priority for decades—and they’ve been successful in states like Wisconsin, Arizona and Georgia to name only a few. In his education policy speech, Romney said that if he were president, federal education funds would be linked to students, with parents deciding where their child goes to school, be it a public, charter or private school.
  • Eliminate teacher certification requirements. ALEC’s Alternative Certification Act asserts that any professional can teach K-12 classes with virtually no preparation, and it’s a theme woven into its other education bills. Romney similarly believes there is too much “unnecessary certification” getting in the way of professionals from other fields might want to give the teaching thing a go.
  • Make it more difficult for middle class families to afford higher education. Their tactics may differ, but the result would be the same: More and more, college would become a luxury of the upper class. Romney would repeal the law signed by President Obama that eliminates banks as middle men on federally guaranteed student loans and uses those savings to increase Pell Grants, strengthen community colleges and make it easier for students to repay their federal student loans. (Romney revealed his lack of perspective on college affordability earlier on the campaign trail, suggesting that borrowing money from parents or attending outrageously priced for-profit colleges might be solutions for those who cannot easily afford higher education.)

ALEC has generated model legislation that would give tax breaks to families wealthy enough to have college savings accounts—which many middle class families cannot afford. Other model bills would direct public funds to private universities through higher education vouchers.

  • Upend educator unions. Union busting is high on ALEC’s overall agenda (a favorite topic of conversation at its economic task force meetings), and language attempting to limit educator unions’ ability to negotiate crops up in several K-12 education bills. Romney, meanwhile, says standing up to organized labor and taking so-called “right to work law” national is a day-one priority.

So what’s it like for educators when top decision makers sign off on anti-public education legislation? Just ask a teacher from a state where ALEC-friendly lawmakers and governors have already had their way.

“Wisconsin has been slowly going private for years,” says Milwaukee kindergarten teacher Tiffanie Lawson. “And these for-profit charters are not held to the same standards that we are–we’re talking about teachers who don’t have teaching degrees. We’ve seen so much corruption with money going to the choice and charter schools that should be going to the public schools.” (Read more about ALEC’s shocking degree of influence in Wisconsin in the Center for Media and Democracy’s recently released “Wisconsin: The Hijacking of a State.”)

“We see students who leave our schools to go to these charters come back to us,” said Lawson, “because they realize they’re not getting the education they deserve and that the public schools offer what they need: the support, the services. And we need the resources to keep all of that going for our kids.”

Find out more, and get involved, here.

ALEC and the Invisible Schools with Invisible Success

From a report titled Invisible Schools, Invisible Success

Virtual schools are popular because they are profitable. Estimates show that “revenues from the K-12 online learning industry will grow by 43 percent between 2010 and 2015, with revenues reaching $24.4 billion.”

More than 200,000 K-12 students are enrolled in full-time virtual schools across the country; when expanded to all students enrolled in at least one course, the number explodes to 2,000,000. The more children enrolled in virtual schools, the greater the profit for the companies.
[…]
In December 2004, the American Legislative Exchange Council (ALEC) approved the “Virtual Public Schools Act.” That model bill sparked a rush by private companies to embrace virtual schools and virtual learning across the country. Today, there are more than 230 nationwide accredited private virtual schools in the country.
[…]
ALEC is closely tied to the virtual school movement, having pushed its “Virtual PublicSchools Act” on behalf of corporate members of its board since 2005. The law was adopted by ALEC through the work of its Education Task Force,comprised of corporate lobbyists and conservative legislators. According to the Center for Media and Democracy’s website, ALEC Exposed, two of the three co-chairs on ALEC’s Education Task Force work directly for virtual school companies

  • Mickey Revenaugh, Co-founder and Senior VicePresident of State Relations for Connections Academy,a virtual school company; and
  • Lisa Gillis, Director of Government Affairs and SchoolDevelopment for Insight Schools, part of K12 Inc.

K12 is one of the largest virtual school operators in Ohio. The Ohio Virtual Academy, represent about 26% of K12′s annual revenues. We've previously demonstrated that virtual schools in Ohio are manufacturing profits at the expense of education, primarily by packing their virtual classrooms. These packed virtual classrooms have a significant effect on students

–OVA enrolled a total of 18,743 students cumulatively throughout the 2010/2011 school year with 9,593 withdrawing by the end of the year, for an astoundingly high churn rate of 51.1%

"[…]these cyber schools might as well have a turnstile as their logo for the volume of withdrawals they experience.", noted one researcher.

To highlight the emphasis K12 puts on profits above education, comes this leaked email from their CFO in Pennsylvania

An April 23, 2010 e-mail from Kevin Corcoran to a host of his colleagues is likely the sort that, in one form or another, millions of Americans deal with regularly during the work day.

Bluntly noting “We have not made the progress we need to in this area,” Corcoran adds, “More than $1[million] in funding” is in the balance.”

“Anyone who has not fulfilled their obligation in this area should not be surprised….when it’s time to discuss performance evaluations, bonuses and raises.”
[…]
In the e-mail, Corcoran, who is Agora’s financial chief, was miffed because 81 “IEPs,” short for individualized education programs–basically customized teaching plans for Agora’s growing populace of special education students–hadn’t received the necessary signatures; without them, various school districts would not release reimbursement of $15,000 per pupil (or higher) to Agora, and thus K12, to educate a student populace that have had profound troubles meeting educational expectations.

More concerned about bonuses and raises, than the fact that students have outstanding IEP's that are not being addressed. This is part of the educational mess ALEC has and continues to try to create.

Hard to measure love

Ripped from the comments of this Gates Foundation booster article in the NYT, discussing the measurement of teacher effectiveness

It's almost the end of an exhausting school year, and all I can do is laugh when I read articles like this. I'm supposed to be a "teacher," which I guess means I'm supposed to "instruct" students, and the "effectiveness" of my instruction seems to be what the Gates Foundation claims it's trying to assess. But since I've spent a large amount of my time over the last several months serving as the de facto counselor for teenagers who are depressed, anxious, suicidal, self-injurious, suffering from eating disorders, living in chaotic and destructive family situations, lonely, isolated, scared, and confused, teenagers for whom I am for whatever reason the go-to "trusted adult," I've come to the conclusion that the most important thing I have to offer my students is love. Try to measure that.

Few in the corporate education reform movement grasp this kind of sentiment and reality, which is one reason there is such a large disconnect between those in the classroom delivering education policy and those in the boardroom's making education policy.

How does this manifest itself in the real world? From the Gates article

All along, Gates says, he had been asking questions about teacher effectiveness. How do you measure it? What are the skills that make a teacher great? “It was mind-blowing how little it had been studied,” he told me. So, with the help of Thomas Kane, an education professor at Harvard, the Gates Foundation began videotaping some 3,000 teachers across the country. It also collected lots of other data to measure whether a teacher was effective. All of this work, Kane says, was aimed at “identifying the practices that are associated with student achievement.”

With a wealth of data now in hand, the Gates Foundation was ready for the next step: trying to create a personnel system that not only measured teacher effectiveness but helped teachers improve. Although pilot projects have been announced in four school districts, the one that is furthest along is in Hillsborough County, Fla. That district, which is dominated by Tampa, is in the second year of a seven-year, $100 million grant.

Only 2 years into the pilot program, tension is mouinting in Hillsbrough

Don't count school board member Stacy White as a fan of the teacher evaluation system in Hillsborough County public schools.

"I am not saying that we should not hold teachers accountable," White said today at a workshop on the topic. "But you can put me down as a critic of EET as it stands in its current form."

Empowering Effective Teachers, the evaluation system put in place after the school district accepted a seven-year, $100 million grant from the Bill & Melinda Gates Foundation, is nearing the end of its second year.

But the controversy around it is not by any means nearing its end.

"Our teachers feel often times that what they have is Big Brother coming in the classroom to watch over them," White said. "Folks view the peer position as the man or the woman in the black hat."

In fact, in some cases the situation is becoming so tense, one teacher has been suspending for protesting

A veteran teacher was suspended Thursday for rejecting the evaluator chosen for him under a Gates-funded initiative that is revolutionizing the way the Hillsborough County School District assesses its teachers.

School and union officials believe this is the first such act of defiance under Empowering Effective Teachers, a complex system of mentoring and evaluation funded by the Bill and Melinda Gates Foundation.

The district's action comes just one day after the couple themselves, Bill and Melinda Gates, toured Jefferson High School, where the computer mogul hailed the program as a national model and called its success "phenomenal."

Joseph Thomas, 43, a social studies teacher at Newsome High School, said he refused to schedule a peer observation because he feels the evaluator, Justin Youmans, is not qualified to judge him.

Youmans, 29, has his experience teaching elementary school and sixth grade, according to his school district biography. "He thinks like an elementary school teacher," said Thomas, a teacher for 18 years.

These concerns have also been exressed in Ohio. Who will perform the hundreds of tohusands of observations, and will they be suitably qualified in the subject and grade areas they are observing? This is a big question, and relates directly to scaling the concept of multiple classroom observations. What sounds simple in theory, in practice is complex, expensive, and judging by the experiences in Florida, controversial.

You can't do reforms like these on the cheap, let alone in a revenue declining environemt, yet that is what is being attempted.

Top reasons to take power out of the hands of the politicians

Or why the Voters First initiative is so important

  1. Ohio’s new Congressional Districts now look like they were drawn using an Etch-A-Sketch.
  2. Ohio’s new 9th Congressional District is so narrow that with a good long jump you could leap right over it — from the 4th District, right in to Lake Erie.
  3. The mapmakers put The Ohio State University and Ohio University in the same Congressional District instead of the NCAA Elite 8.
  4. Tax-payers had to foot the bill for a fancy hotel room[1] — the politicians called “The Bunker” — so the mapmakers could have more privacy to gerrymander Ohio’s new Congressional and State Legislative districts.[2]
  5. The mapmakers came up with a brand new criteria for redistricting called, ‘Save Our Politicians Millions in Future Campaign Spending.’ [3]
  6. Partisan operatives got $150,000 to help draw the maps.[4] Ohio’s voters got the shaft.
  7. Mapmakers ignored public input and protected their own political interests. Their efforts made a mockery of public redistricting hearings held across the state.
  8. Congressional districts were rigged so that most U.S. Representatives were selected during the Primary, robbing millions of General Election voters of a voice. [5]

To find out more, please visit Voters First Ohio.

[1] Map-makers worked in Room 601 of the Double Tree Guest Suites, The Elephant in the Room, Appendix p. 31-34

[2] Apportionment Board Secretary Ray DiRossi’s August 16, 2011 email at 9:53am noted, “I’m free all day today at the Bunker,” The Elephant in the Room, Appendix p. 35

[3] Ohio House Speaker’s Chief of Staff Troy Judy provided Ray DiRossi with an analysis which ranked the top Ohio House Districts for the amount of in-kind campaign support provide by the Republican Party or caucuses. DiRoss replied, “But we have made significant improvements to many HD on this list. Hopefully, saving millions over the coming years,” The Elephant in the Room, Appendix 106-107.

[4] Both Apportionment Board Secretaries received contracts for $75,000 for map-making. Each received an additional $30,000 for their work during litigation, Elephant in the Room, Appendix pp. 41-46.

[5] Partisan indexing based on the results of the following statewide races: 2008 – President, 2010 – Governor, Auditor, and Secretary of State project no highly or heavily competitive Congressional races in 2012.

Mitt Romney - Mr. Corporate Ed

Yesterday, Republican Presidential hopeful, Mitt Romney gave one of his first speeches of the campaign on education, while releasing a policy booklet on the subject titled, "A Chance for Every Child.

The Washington Post has this analysis of his proposed policies

“A Chance For Every Child” is the name of the education program that the presumptive Republican presidential candidate spelled out in a speech and then a white paper released on Wednesday.

Romney is advancing a pro-choice, pro-voucher, pro-states-rights education program that seems certain to hasten the privatization of the public education system.

In a Romney-run education world, the parents of poor and special education students would choose a school — public or private, based on standardized test scores and other data — and then a specific amount of public money would follow the child to the school.

It’s a voucher system that would, among other things, require families of the neediest children to constantly shop around for schools in an unstable market and would likely exacerbate the very thing — a chronic achievement gap — all of this is supposedly intended to fix. Obama opposes vouchers.

Romney’s education vision is based on an ideology that demonizes unions and views the market as the driver of education reform. His program is not based on quality research or best practices; indeed, it doesn't mention the one reform that has been shown over years to be effective, early childhood education.

NEA President Dennis Van Roekel went even further, in pointing out that...

“If you liked President George W. Bush’s education legacy, you’re going to love Mitt Romney’s education vision for America if he’s elected president,” said NEA President Dennis Van Roekel. “Not only did he recycle many of the key education players from the Bush administration but he’s also pursuing some of the failed policies that hurt students and schools.”

Romney’s education plan outlined today during his speech demonstrates a complete disdain for public schools and educators. His speech lacks a meaningful plan for parental engagement or providing what is best for students in need. There’s no mention of priorities or realities about what is actually happening in classrooms across America.

Educators also are scratching their heads about the choices that Romney made in selecting his team of education advisors, which includes former Education Secretary Rod Paige. Paige once referred to teachers, bus drivers, custodians, and other educator members of the NEA as “a terrorist organization.” His list of advisors also included a state superintendent who pushed a host of bills protested by community leaders, parents and educators because he promised to increase class sizes, reduce the teaching force, replace teachers with mandatory online classes and erode educator rights. Other advisors come straight out of think tanks which have worked to undermine public education and what works for students.

Picking someone who called teachers terrorists, does seem like a poor choice of Romney's.

Ed Week has a series of articles based upon Romney's speech and policy book

  • Details of Romney's School Choice Plan Emerge
  • But it appears Romney didn't consult with special education advocacy groups before making his pitch. While special education vouchers have grown in popularity in recent years, the number of programs is small, and the number of participants is also tiny.

    Many advocacy groups warn parents against using vouchers for students with disabilities because, in doing so, they give up their rights outlined in federal education and disability laws. And they may not know that.

  • Romney Calls for Using Title I, IDEA Funds for School Choice
  • The accountability proposals also prompted a host of question from Sandy Kress, a lawyer in Austin, Texas, and a former White House aide who played a key role in working with Congress to craft the NCLB law during President George W. Bush's tenure.

    "What would the expectations be for states and districts?" Kress wanted to know. "What would the expectations be for the money in terms of the report cards and for the responsibility for learning? What will the expectations be for the rigor of the standards and the consequences? That's unclear."

  • Dividing Lines: Romney and Obama on Private School Choice
  • The title of Petrilli's essay sums up his view: "The Romney education plan: Replacing federal overreach on accountability with federal overreach on school choice."

    Education Sector's Anne Hyslop offers a different perspective. She praises pieces of Romney's proposal but says it wrongly assumes that choice—rather than polices for turning around low-performing schools and helping struggling students—will act as a cure-all.

The takeaway seems simple, if you like the failed policies pursued by corporate education reformers, and you want more of it, Mitt Romney is your guy.