This is a test.
“The Rally to Educate the Gates Foundation” in Seattle, Washington and is sponsored by Badass Teachers Association (WA-BATS), a grassroots group of career educators defending our public education system from private interest groups, on Thursday, June 26, 2014 at Westlake Park, 401 Pine St, Seattle.
The first 45 minutes of the rally features speakers including Seattle City Councilmember Kshama Sawant and UW Associate Professor Wayne Au.
Deb Mayer, Catherine Carroll, Kris Alman, Anthony Cody, and Kathleen Jeskey join Washington teachers and activist to bring some badass action to protest the Gates Foundation’s shady involvement in privatizing our public schools. Our schools are not for sale.
Catherine Carroll wants to teach the whole child. She objects to scripted curriculum, inappropriate standards, fake TFA-type teachers, phony education nonprofits, high-stakes standardized tests, and billionaires scheming to privatize our public schools.
Parents object to the corporate insistence on RIGOR in the classroom, the emphasis on standardized testing in reading and math at the expense of art, music, P.E. and library.
The “Corporate Vulture” casts a pall on equitable public schools for all.
Seattle’s finest escort education advocates from Westlake Park to the Bill and Melinda Gates Foundation.
WA-BATS refuse to be blamed for the failure of our society to erase poverty and inequality and refuse to accept tests and evaluations imposed by those who have contempt for authentic teaching and learning.
WA BATS demand that the Bill and Melinda Gates Foundation divest from their education agenda which includes: Over Testing, Race To The Top, Teach For America, Ignoring Poverty, Class Size Increases, Charter Schools, Big Data-Piracy or Sharing, Union Busting, Narrowing Curriculum, Ignoring Parent Voice, Value Added Measures, Appointed School Boards, Privatizing Public Schools, Replacing Teachers With Screens, For-profit Business Model Policy, Tying Funding to Test Scores, Outsourcing to Private Vendors, Treating Kids Like Widgets, High Stakes Testing & Common Core State Standards.
Rally Attendees Say YES TO: Parent & Educator Voice! Creativity! Small Class Sizes! Civics! Science! Music! Art! Drama! Physical Education! Parent Involvement! Libraries! Counselors! Experienced Teachers! Learning Through Play! Project Based Learning! Learning Support Staff! Adequate Compensation! Democratic Governance of Schools! Relevant Educator Training! Less Testing and More Learning! Transparent Decision Making! Equitable Funding For Every Child! Recognizing Each Student’s Potential! Culturally & Developmentally Responsive Curriculum! “
In 2014 political power resides in monetary wealth and public policy is being determined by the mega-rich not the expert practicioner-in many professions. No one is asking teachers what schools need.
Teachers are told that they don’t have high enough expectations for kids. This is ludicrous. Our governing system is becoming undemocratic but worse it IS harming children who need a wholistic classroom experience beyond test scores.
The Gates Foundation must accept that teachers are more than software; that learning is individualized; and that education is a public endeavor.
Excellent public schools are the cornerstone of a free society: big money is buying the education agenda. People must stand up to this oligarchical shift and reclaim public schools with the whole child at the center.
Business reformers need to spread their expertise in places where they know what they are talking about. Teachers are experts when it comes to student learning. Ask us what kids need to thrive and learn. We are happy to tell you.
Dear TFA Recruit,
You are considering a special education position this fall. Teach for America (TFA) has promised to transform you into an excellent, highly qualified teacher in only five weeks. After you bought into that, it wasn’t a far stretch to believe that you could teach special education classes with only three more weeks of training.
So, you are about to enter the world of SPED, a unique field of study with a language of its own. It’s an alphabet soup of acronyms that provides a shorthand to experts who have additional duties over and above those of the regular classroom teacher. It comes with its own special laws, processes and protocols, and intricate funding systems. There is a reason that teaching SPED requires an additional certification. There is so much to know. The vocabulary alone is mind-boggling. Below is a list of some SPED terms, not complete by any stretch of the imagination. Even if you could cram their names and definitions into your brain in only three weeks, the practical knowledge of how to integrate them into a curriculum demands experience.
Suppose you have a student identified with FAS? How does FAS manifest itself in a third grade boy? What kind of classroom behaviors can you expect? How does his educational needs differ from those of other students? What kind of services is he entitled to receive? Who will be on his team? How will you create the best possible IEP? What kind of relationship will you develop with the child’s parents?
Dear TFAer, if you really want to “give back,” become an assistant to a professional SPED teacher. Enroll in a graduate program and learn to teach students with special needs. Otherwise, who knows the harm you’ll do? Certainly, not you – you may think everything is pie and ice cream because you just don’t know any better. There is real danger in not knowing what you don’t know. Your students have trusted us (the adults in the room) to give them the best teacher possible – one who knows how to teach them. It’s the least we can do.
In another open letter, An Open Letter to TFAers Tempted to Diagnose ADHD, Among Other Issues, Mercedes Schneider questions the idea of TFAers identifying or misidentifying students with ADHD. I agree with her conclusions, but my concern runs much deeper. I question the ability of a novice recruit to identify and educate all acronyms.
If you, dear TFAer, are still not convinced that you aren’t the solution, here you go. Below is your new vocabulary to teach special kids. Many actual words like dyslexia and autism aren’t on the list. To be fair, regular education teachers use some of these acronyms like DOE, ESEA, ERIC, and NCLB, too. But, then you already know that.
AAC, ABA, ABC, ADA, ADD/ADHD, ADLs, ADR, AIM, All, AML, ANLL, AMD, APE, APR, ARD, ATND, ARRA, AS, ASD, ASL, AT, AYP, BD, BIE, BIP, BMD, BOE, BP, BPD, CAC, CAP, CAPD, CAPTA, CAS, CBA, CC, CD, CDA, CDD, CDC, CEC, CF, CFR, CIFMS, CML, COP, CP, CPRC, CSHCN, CSPD, CST, DB, DD, DD Act, DIBELS, DIS, DMD, DoDDS, DOE, DS, DSI, DSM, DWS, ECE, ECSE, ED, ED, EDGAR, EDMD, EDMS, EDS, EHA, EHDI, EI, EIS, ELL, EM, EMH, EMR, EPSDT, ERIC, ESD, ESEA, ESL, ESY or EYS, FAE, FAPE, FAS, FBA, FC, FEOG, FERPA, FOIA, FDHD, FX, GBS, GE, GPRA, GSD, GT, HI, HO, HoH, HOUSSE, HPE, HQT, IA, IAES, ID, IDEA, IEE, IEP, IES, IFSP, IHE, ITCA, ITP, JD, JRAA, KD, LD, LEA, LEP, LKS, LP, LRE, MD, MD or MH, MDS, MLD, MMD, MMR, Mod MR, MOU, MR, NASDSE, NCLB, NF, NICHCY NIH, NIMAS, NIMH, NLD, NPD, NPRM, OCD, OCR, ODD, OHI, OI, O & M, OSEP, OT, P&A, PAH, PALS, PASS, PBS, PCA, PD, PDA, PDD, PEI, Perkins Act, PIDD, PKD, PKU, PLEP or PLP, PP, PS, PT, PTI, PTDS, PWS, RA, RAD, RFP, RS, RTI, RTTT, §, SAS, SB, SCHIP, SD, SE, SPED SEA, SEAC, Section 504, SELPA SI, SID, SIG, SIP, SJS, SLD, SLI, SLP, SM, SPOA, SPP, SSDI, SSI, SST, T21, TA&D, TBI, TDD, TENS, TMH, TMR, TS, T-TA, TTY, TWWIIA, V.A.T.E.R, VI, Voc Ed, VR, VSD, WIC, WWC
Teachers United Against Teach for America invites you to join our campaign to assure that every child, especially children with special needs, has a real teacher.
During the past decade, politicians appropriated the language of civil rights for the purposes of radically changing public education. Both Republicans and Democrats have rallied around the proliferation of segregated charter schools for our poorest African-American and Latino students. Unlicensed teachers are hired to teach in these corporate schools that profess to be public schools only without the messiness of parent and community participation. Longer schooldays, weeks, and years is the remedy proscribed by faux teachers contracting to teach for two years. They enforce zero tolerance policies as they push a test-centered curriculum because they do not know how to teach. Kids suffer, teachers suffer, and schools suffer.
There is great injustice in requiring students to learn who are not given a teacher but plenty of tests. On this 60th anniversary of Brown v. the Board of Education, I’m positively sure that when Dr. Martin Luther King, Jr. professed closing the achievement gap to be the civil rights issue of our time, segregated charter schools and TFA for our poorest minority students was not what he had in mind. “Separate but equal” never was and never will be.
Each year Teach for America places more and more recruits into teaching positions in our public schools. Even as hundreds of thousands of teachers have lost their jobs in the last decade, TFA manages to co-opt those positions for “teacher temps” who usually contract for two years. What’s wrong with this picture. This series of photos gives some clues.
Teach for America, Inc. is asking the chosen ones — those who have been accepted into the 2014 Corps — to change their Facebook profile pictures to one that espouses their newfound status. If TFA recruits are still burying their heads in the sand to shelter themselves from the true motives of Teach for America, I offer them a heads-up. There is not teacher shortage. Over the past decade, hundreds of thousands of teachers have lost their jobs. In pursuing a position with Teach for America, you are depriving a teacher of a job. You are depriving students of a professionally licensed teacher.
Teach for America is all about teacher bashing and union busting. The end game is the privatization of our public schools. If you are still naive enough to believe that by joining Teach for America your are giving back, that your are righting a social injustice, that you are benefitting poor minority children, I implore you to wrest your head from beneath the sand. Change your Facebook photo to this instead:
Teacher Against Teach for America FB page.
Portland area organizations are joining together to present Standardized. The movie is gaining attention around the nation as parents, teachers, students, and community members are becoming aware of the true cost of standardized testing. A national movement is growing to opt out of high stakes testing. A panel representing students, parents, and educators will answer questions following the screening. All are welcome.
For decades, standardized testing has been a part of public education. Within the last ten years, however, education reform has promoted even more testing. Test scores, mistakenly viewed as effective assessments of student ability and teacher/school effectiveness, are anything but. STANDARDIZED sheds light on the invalid nature of these tests, the terrible consequences of high-stakes testing, and the big money that’s involved.
Teach for America, Inc. is the flagship of the education reform movement. The organization replaces professional teachers with unqualified college grads in the classrooms of some of our nation’s most disadvantaged children. This practice harms students and the teaching profession. It must stop!
For years I have implored NEA to support a professional recruiting organization to rival Teach for America which is nothing more than a glorified temp agency with Billionaire Boy support. At the Network for Public Education conference in Austin, Texas, leaders of both unions, NEA and AFT, agreed to give the idea consideration. So far, I’ve heard nothing from either organization.
So, I’m starting without union support and asking for yours instead. You don’t have to be a teacher to join this group. Parents, students, and everyone who cares about education justice is welcome here! Please “like” our Teachers United Against Teach for America Facebook page as we expose the harm TFA does to kids, teachers, and schools. Follow our progress as teachers begin to stand up to the dastardly behemoth of an organization that poses as an advocate for poor minority children while robbing them of the education they deserve.
Portland Public School board member Steve Buel presented a resolution citing concerns with the implementation of Common Core $tate $tandards at Wednesday night’s meeting. He called for a three-year moratorium much to the chagrin of presiding member Pam Knowles, but to the delight of a sizable contingent of the audience of parent, teachers, and students. After a verbal skirmish over the rules, Steve was permitted to read the resolution.
The resolution is the result of hundreds of hours of research by concerned members of the community who have noticed the effects of Common Core in New York and Kentucky. Members of Oregon Save Our Schools and Portland Association of Teachers met to flesh out the details of the resolution. Steve Buel and Aaron Smirl drafted the final version presented to the board. They welcome any and all concerned about the implementation of Common Core to use our resolution as a model to call for a moratorium. The text of the resolution:
RESOLUTION ON COMMON CORE AND PPS (April 16, 2014)
Whereas, the Common Core State Standards (CCSS) were developed and promoted by two private membership organizations (The National Governor’s Association and The Council of Chief State School Officers), and by other organizations none of whom are connected with Portland Public Schools, and these organizations received millions of dollars from private third parties, philanthropies, and corporate interests to advocate for and develop CCSS for the benefit of corporations; and
Whereas, the corporate profit motives that drive the CCSS are often in direct conflict with good education and can work to the detriment of the children of Portland Public Schools; and
Whereas, the CCSS were developed and vetted by committees of individuals, almost none of whom were K-12 educators, through a process which was not subject to public scrutiny; and
Whereas, in our own state CCSS were adopted without open and transparent public scrutiny, and with minimal input by Oregon educators; and
Whereas, the implementation of CCSS and the Smarter Balanced Assessment Consortium testing is a substantial financial burden on Portland Public Schools and Portland’s taxpayers; and
Whereas, CCSS have never been piloted, tested, or proven in any arena to increase student learning or prepare students for college, career or citizenship; and
Whereas, the funds spent to implement CCSS could be better used in well known, effective educational methods such as reducing class size, increasing reading support, adding programs such as the arts or CTE and alleviating the impacts of poverty on education; and
Whereas, high-stakes testing narrows the curriculum and emphasizes teaching to the test at the expense of other important educational topics and learning experiences; and
Whereas, there are serious questions about the validity of standardized testing to inform instruction, evaluate teachers or other educators, and measure the value of a specific school’s educational quality; and
Whereas, data collected under high-stakes testing has been shown to be vulnerable to misuse; and
Whereas, the purpose of education is not solely preparation for college and career, but to educate a populace of critical thinkers who are capable as citizens of shaping a just and equitable society in order to lead good and purpose-filled lives; and
Whereas, top down imposition of the CCSS adversely impacts students of highest need, underserved students, emerging multilingual students, and special education students; and
Whereas, curricular decisions should be in the hands of classroom and district professionals who understand the context and interests of their students; and
Whereas, the CCSS were developed mostly by non-practitioners, implemented too quickly, were not piloted correctly, and may not reflect the learning needs of many of our students; and
Whereas, significant time, effort, and expense associated with modifying our curricula to the CCSS takes precious resources away from meeting the actual needs of our students; and
Whereas, the Portland School Board and its Superintendent have a responsibility to make decisions which are in the best interests of its students
Be it therefore resolved PPS educators shall use the Common Core State Standards as only one factor among many in educating PPS students and put no more emphasis on these standards than other important educational factors, not listed in the standards, in an effort to make sure PPS students receive a comprehensive and well-rounded education.
Be it resolved district administrators and teachers take into account educational equity in implementing CCSS. This includes, but it not limited to, making sure students in all schools have nearly equal access to the following:
- A broad range of educational offerings.
- Access to courses outside of tested subjects which are both considered electives and/or part of a traditional education.
- Appropriate testing practices which take into account the background of students including underserved students, special education students, ESL students, and poverty factors.
- Equal testing support at each school where necessary.
- Field trips, recreational activities, educational projects and other extra-curricular activities.
- Parent communication regarding testing.
- Computer access throughout the year.
Be it resolved money spent directly on CCSS shall be clearly identified in PPS budget documents.
Be it resolved money spent on CCSS and testing shall be carefully reviewed during the budget process by a committee which includes strong representation from parents, the community, and Portland Association of Teachers. This shall include money spent on testing materials, additional staff, additional computer equipment, professional development, and curricular materials.
Be it resolved all data generated by district response to CCSS shall meet a high standard of privacy.
Be it resolved CCSS shall not unnecessarily burden teachers with the following:
- Inordinate amounts of professional development or training to implement the CCSS, both in amount of time spent and in overemphasizing CCSS professional development instead of other forms of professional development or classroom instruction.
- Mandated use of CCSS curricular materials.
- CCSS use by educators as a part of teacher evaluation or plans of assistance.
- Use of Smarter Balanced Assessment Consortium testing as part of teacher evaluations unless specifically mandated by state law.
- Time spent on identifying CCSS use in teacher’s lessons.
- Required practice testing for district-wide testing.
Be it resolved PPS administration shall convene a committee to assess the validity of CCSS and their use within PPS. This committee will include strong representation from the PAT as well as PPS parents, students and community members. This committee will review and report on the following questions:
- Are there standards which we believe are incorrect for PPS students?
- How much of the time spent on teaching to the CCSS could be better spent on other educational endeavors and what guidelines should be developed?
- How much instructional time should be dedicated to intervention programs and test preparation classes for students who do not meet the CCSS requirements on the SBAC?
- Are there standards which are developmentally inappropriate?
- Are there CCSS related decisions which are not helping the education of PPS students?
- What testing procedures or protocol might create a validity problem for SBAC testing?
- Is the administration promoting CCSS in a realistic manner, making claims which are backed by peer-reviewed research and experience in other states or locales?
- What steps should PPS take in order to correct any validity problems?
- What is the effect of high-stakes testing on children and what can be done to minimize any negative impacts?
- Are restrictions on children brought about by their scores, or their school’s overall scores on high-stakes testing appropriate? (i.e. missed electives, missed recess, loss of extra-curricular activities)
Be it resolved PPS make a concerted effort to inform parents concerning PPS’s use of CCSS as well as their right to opt out of testing.
Be it resolved inordinate pressure to perform on CCSS testing shall not be placed upon students, teachers or administrators.
Be it resolved pedagogy responding to CCSS shall be based upon well established educational principles which do not include an overemphasis on scripted curriculum, one type of approach to educational problems such close reading or non-fiction, wholesale diminishment of literature, developmentally inappropriate instructional practices, inordinate importance placed on testing, or the narrowing of curriculum.
Be it resolved PPS shall take a legislative position which opposes state and federal mandates which require PPS to use testing to label schools, personnel, or students based on test scores, including the labeling of focus/priority schools and subsequent consequences for these schools.
Be it resolved PPS shall take a legislative position that the state should suspend the implementation of Common Core for a period of at least three years and until this untested mandate has received adequate research and been field-tested.
Bipartisan charter school legislation introduced in the House will allow states to “receive grants to develop and expand high-quality charter schools under a new bipartisan bill recently introduced in the House. The legislation—co-authored by House Education Committee Chairman John Kline (R-MN) and ranking Democrat George Miller (CA)—would allow states to use federal funds to grow and replicate existing high-quality charter schools. Previously, federal charter school funding could only be used to open new schools.”
The fact that this is bipartisan legislation should raise red flags immediately since Republican and Democrats can’t seem to agree on anything of substance. But when little kids, teachers, and families are the target, Congress can get their act together. Big money speaks to both sides of the aisle on the topic of education.
According to ASCD:
Another provision of the bill would allow charter management organizations (such as KIPP and Uncommon Schools) to receive grants to open new schools, even if the organizations are located in states that do not receive federal charter school funding.
Is KIPP a high quality charter network? You be the judge.
Is public school for sale? This is the topic of Bill Moyer’s recent interview with Diane Ravitch. On this week’s Moyers & Company, she explains, ”I think what’s at stake is the future of American public education. I believe it is one of the foundation stones of our democracy. So, an attack on public education is an attack on democracy.” She has become the nation’s fiercest opponent of charter schools and the movement to privatize our public schools. While Ravitch gives an overall view of the public school crisis, it seems prudent to look at the most revered charter school network, up-close and personal — KIPP. What is KIPP like? How much has it cost students, parents, teachers, communities, the country and our democracy? Let’s take a look at KIPP.
KIPP celebrates its 20th anniversary this year (2014). KIPP, the Knowledge Is Power Program, is a national network of 141 charter schools now serving over 50,000 students. For comparison, think of a school district the about the size of Seattle Public Schools spread out across the country. In the early 2000′s, with virtually no track record for excellence, KIPP gained national attention when it was praised by then Secretary of Education under George W. Bush, Rod Paige. Charter schools were clearly on the agenda, and KIPP was chosen to be the flagship charter management organization. KIPP Foundation was formed to support KIPP schools shortly thereafter. KIPP has been thriving off private charity and public dollars ever since. In addition to the per pupil expenditure provided by the government to all public schools, KIPP schools receive millions more in public support.
Now may be the opportune time to reflect on the darling charter school network of the reform movement. As KIPP leads the charge to the tipping point that will signal victory to the billionaire bullies on a quest to privatize our public schools, shouldn’t we ask hard questions about KIPP? Are we sacrificing the quality of life of poor minority children in order to promote an education regime we wouldn’t want for our own children? Are we pouring millions of dollars into a school network that cheats children out of childhood? If KIPP is the model to which all schools should aspire, will millions more be invested into all other public schools? What is the moral and financial cost of KIPP?
This is a chant students are required to repeat in unison at KIPP. What lesson are they learning?
Knowledge is power
Power is money
And I want it.
Ready for a field trip kids? Pile in!
Shamelessly promoting KIPP schools in Work Hard. Be Nice, author Jay Mathews regales us with tales about how co-founders Michael Feinberg and David Levin, originally Teach for America corps members, began their careers by lying about their credentials to get teaching jobs. Soon, they courted low-income Hispanic parents to enroll children in their two KIPP classrooms by promising “field lessons” to students. When Levin and Feinberg finally did take their students on a field trip at the end of the school year, half of them were transported to an amusement park in a U-Haul type van – that’s right, the kind of truck that has no windows or seats; the kind of truck used to move furniture. The two faux teachers hadn’t raised enough money for transportation so they stuffed students into a moving van and trucked them to the park.
While professional teachers would likely have lost their licenses for such outrageous conduct, Levin and Feinberg suffered no consequences. Their blatant disregard for what is best for students is a tradition that continues at KIPP today, even as it is hailed as a model school and receives millions and millions of foundation and tax dollars to scale-up the program. Is KIPP worth the cost?
Before examining the financial cost of KIPP, spending a moment to assess the toll exacted on its students may be warranted. A day in the life of a KIPP student (KIPPster) has been well documented. For example, in Outliers Malcolm Gladwell tells the story in a chapter called “Marita’s Bargain,” explaining that poor kids need longer school days accompanied by hours of homework, Saturday school, and year-round school in order to succeed. Many rich people agree with Gladwell’s assessment that KIPP is a bargain for kids living in poverty . (I have written about Gladwell’s view on KIPP in an open letter to President Obama.) Privileged people seem to have peculiar and perplexing perspectives on what is best for underprivileged minority children. From Outliers about a young KIPP student:
She had the hours of a lawyer trying to make partner, or a medical resident. All that was missing were the dark circles under her eyes and a steaming cup of coffee, except that she was too young for either.
Marita’s life is not the life of a typical twelve-year-old. Nor is it what we would necessarily wish for a twelve-year-old. Children, we like to believe, should have time to play and dream and sleep. Marita has responsibilities . . . Her community does not give her what she needs. So what does she have to do? Give up her evenings and weekends and friends – all the elements of her old world – and replace them with KIPP. . .
It should be noted that neither Levin or Feinberg, nor co-conspirators Richard Barth (KIPP Foundation) and his wife Wendy Kopp (Teach for America), who supply KIPP with leaders and teachers, send their kids to the neighborhood KIPP school. Perhaps their lottery numbers just never came up. Or, could they prefer that their own children have time to “play and dream and sleep”?
Among other troubling features of KIPP are its preferences for apartheid as demonstrated by segregating poor black and brown children into separate schools, for totalitarian corporate governance, and for implacable treatment of teachers, but these are topics for another discussion.
To say that the KIPP philosophy is amoral would be an understatement. To say that KIPP management has no sense of what is best for children would be euphemistic. To say that most KIPP staffers are not educators would be the truth. KIPP has created 50,000 “Marita’s” this year, many as young as six years old — that’s 50,000 stolen childhoods. Is that too dear a price to charge children for what should be their right to a free and equitable education? If the billionaire bullies, who are perpetuating this farcical charter scheme, had to compensate poor children for the misery they’ve caused them, they’d all be paupers.
What about the money? What does Kipp do with all those millions of extra dollars that traditional schools do without? An examination of KIPP 990s submitted to the Internal Revenue Service reveals some puzzling answers while posing some interesting questions.
Not to mention assets belonging to the hundred or so other KIPP schools. Much of KIPP’s assets come from the generosity of Uncle Sam — that is, you and me. For example, KIPP Foundation was awarded a $50 million grant from the U.S. Department of Education in 2010. That’s in addition to other government grants and to the millions KIPP gets in per pupil expenditures each year. KIPP also receives millions from private charitable foundations. Except for the fact that it is supported by government funds and some quirky governance rules made specifically for charter schools, KIPP is a private corporation. It is called a public school only because some elite politicians and businessmen say it is. Assets that would normally be owned by the public have fallen prey to private organizations like KIPP that are formed, not with the altruistic ideal of a great education for kids, but with the greedy aspirations of acquiring more wealth for their already wealthy benefactors. If KIPP is indeed a public school, as its originators proclaim, who owns it? How and why have its assets grown so substantially in a relatively short period of time? Why isn’t more of the wealth spent on supporting its students instead of its management? Has Seattle Public Schools (or any other school district) accumulated assets so quickly?
Michael Feinberg, David Levin, Wendy Kopp, and Richard Barth are collectively paid nearly $2 million annually for their contributions to KIPP.
All are members of various other education organization boards that promote the reform agenda. One might wonder when they sleep. One might also wonder if the commute from their homes in New York City and Houston to the KIPP Foundation in San Francisco is a regular one for Richard, Mike, and Dave. Or, do they just phone it in? Barth, Levin, and Feinberg aren’t the only ones at KIPP taking home big, fat pay checks. Many KIPP employees make more than $100,000 a year, but sadly, only a piddling are teachers. And, what are all those $25,000 donations to individuals all about? Does Seattle Public Schools pay their staff comparably?
Disney Swan and Dolphin Hotel (top) and Red Rock Hotel and Casino have served as accommodations for KIPP teachers and leaders during training times.
Over the past six years, since receiving tax-exempt status, KIPP Foundation has spent nearly $16 million on travel. You are probably thinking, “WOW! That’s more than $300 per KIPPster! They can go on several great trips doing field lessons each year. And, they can travel in real buses, trains, and planes.” Sadly, that is not the case. Millions of dollars are spent each year accommodating KIPP faux teachers and leaders at exclusive resorts: Opryland Hotel and the Disney Swan and Dolphin Hotel in 2012; Rio Suite Hotel and Casino in 2011; Marriott in 2010; Hyatt in 2009; Scottsdale Fairmont, Red Rock Casino in Las Vegas, Chicago Hilton in 2008; and Marriott, Palmer House, Fairmont, and Red Rock Casino in 2007.
In recent years, KIPP Foundation has hired Mathematica Policy Research for consulting and research purposes. In the world of education reform, Mathematica provides the best research money can buy. KIPP started out small offering only a half-million-dollar contract in 2009 and then another in 2010. They upped the ante to a million in 2011 and sprung for a whopping $3,000,000 contract in 2012. From the KIPP website:
In 2013, Mathematica released the second report from their multi-year study of KIPP middle schools. This report represents the most rigorous and in-depth research on KIPP to date. The report stated that the magnitude of KIPP’s achievement impacts is substantial.
KIPP also pays out millions in consulting fees which are usually neatly hidden away on their tax returns as “Other” expenses. According to 2007 KIPP Foundation 990s here and here, David Levin was being paid a six-figure salary as co-founder of KIPP Foundation, another six-figure salary for consulting with KIPP Foundation, and yet another six-figure salary for acting as superintendent of KIPP schools in New York City. Nice work if you can get it, especially for the man who grades students on character. In 2008, form 990 was changed to merge the five highest paid professional contractors with other contractors. Since other contracts for construction, technology, and, apparently, travel are usually higher than professional fees, it’s difficult to say whether the practice of consulting for your own organization continues or how widespread it is.
KIPP Foundation does give grants to its schools. After all, its mission is to support KIPP schools. Often times, funding provided to the schools goes to pay consultants as well. It is taxing to figure out how much of the KIPP budget is spent on consulting, but it is safe to say that it is much more than is spent directly on KIPPsters.
As Diane Ravitch points out in the interview, charter schools market themselves as public schools when they depend on tax dollars for support, but claim to be private corporations when an audit looms near, often escaping scrutiny. Nevertheless, not all KIPP schools have escaped as some audits have revealed. David Levin has had an aversion to audits since 2007 when the New York Daily News reported that an audit showed his charter had spent $68,000 on staff retreats.
A Bronx charter school spent nearly $68,000 on “staff development” retreats in the Bahamas and the Dominican Republic, a scathing new audit shows.
Although officials at the KIPP Academy Charter School insist the trips were educational and paid for by private donations, state Controller Thomas DiNapoli said his office couldn’t verify the claims because of sloppy bookkeeping. DiNapoli questioned why the high-achieving school – part of a national franchise – would splurge on trips to the Caribbean.
“Money intended for education should be spent on education,” DiNapoli said.
KIPP still spends big money on retreats and travel and such, but management takes care to make sure the spendy good times don’t make headlines.
KIPP is only one charter network. There are many, many more, but they all operate in much the same way: declare public schools to be failing; shut them down and replace them with charters; bust teacher’s unions by churning unlicensed teachers in and out every couple of years; teach to the test; test, test, and then test some more; evaluate teachers based on student test scores; collect tons of student data; repeat.
All KIPP schools have not been listed and/or updated on EdWatch – they keep springing up like Starbucks. To glean more information about KIPP through 990s submitted to the IRS, you may first look up the KIPP school you are interested in and then visit GuideStar or Foundation Center Online to access financial documents.
Now more than ever, our public schools face the ultimate threat that could spell doom. The week following the Moyers-Ravitch interview hailed the United States Supreme Court decision on McCutcheon v. the Federal Elections Commission. Five conservative justices gutted the the already fragile campaign finance law to allow the mighty rich to handsomely bankroll more candidates. In the future schools board elections will likely be fraught with big money allowing the billionaire bullies to fund candidates who will be more than willing to close public schools and replace them with charters. This phenomenon is already happening across the country and gained national attention in 2011 when former President George W. Bush campaigned against Emily Sirota in Denver, Colorado. According to Emily, who entered the race by hosting a pizza picnic and going door-to-door to solicit contributions as she talked to neighbors, she was flabbergasted when money from big oil and big banks flooded into her opponent’s campaign coffer.
So, are our public schools for sale? At this point, FOR SALE is an euphemistic term. For sale implies that we, the public, have made a decision to sell. For sale means we own something of value, and we don’t want it anymore so we are willing to sell it; that we will consider all offers and sell to the highest bidder and maybe even make a profit on the deal. Turnarounds and closures resulting in the creation of a charter school do not involve the public in any kind of meaningful discourse. Our public schools are being given away as fast as reformers can shut them down and open a charter in their place. The public collects nothing in return except disillusioned students, displaced teachers, and broken communities. We lose a little bit of democracy each time a transaction is made without public participation. Our public schools are not being sold, the public is being sold out.
Isn’t it time for reformers to recognize that charter schools aren’t working — that the cost is too great. They are harmful to poor, minority children and novice teachers. They are harmful to our democracy. They bleed money away from public schools. Isn’t it time for reformers to take stock and say, “We were wrong. We have no business in education.” Literally.
Below is the dynamic interview with Bill Moyers and Dianne Ravitch plus the web-extra which has even more intriguing information. In closing Bill asks the toughest question, and Diane responds with the bravest answer. Watch the entire interview to know what we’re up against, and then join in Network for Public Education to get involved.
BILL MOYERS: When you were in the Bush administration, Assistant Secretary of Education, you were critical of public schools. You were beginning to say, “We should have choice in education.”
And you were with all those conservative think-tanks for a number of years, thinking through these issues. And then you come out so strongly, having changed your mind. Was there a moment, an experience, an “aha” drama that turned you around?
DIANE RAVITCH: Well, there wasn’t a single moment. And it wasn’t in a flash that it all came to me that it was all wrong. In the early 2000s, after No Child Left Behind was enacted, starting about, well, 2005, 2006, I realized No Child Left Behind’s not working. And, from that point forward all the misgivings I had began to come together. It was a process really of years of saying, “I was wrong.” And in these times, in this society, it is so unusual to have somebody say those three words, “I was wrong.” And, it didn’t happen overnight, but I was wrong, and I’m going to do the best I can for what time remains for me to try to set things right.
Great Schools for America examines issues of public education policy and advocates for the protection of our poorest and most vulnerable students against the rich and powerful who aspire to usurp their rights. We are committed to democratic, not corporate, education ensuring all students access to great teachers, facilities, programs, and projects.