Vouchers in Ohio Help Students Who REMAIN in Public School, and Harm Those Who Use the Vouchers to Attend Public Schools!

The Fordham Institute is one of the major backers of ‘choice’, vouchers, and charter schools — and of defunding public schools. So it’s quite a surprise when they publish a major study showing that students who use vouchers actually do WORSE than their peers who remain in the public schools.

You are probably thinking that I am joking or exaggerating.


I will quote from the executive summary:

• EdChoice improved the achievement of the public school students who were eligible for the voucher but did not use it. …

• The students who use vouchers to attend private schools have fared worse academically compared to their closely matched peers attending public schools. The study finds negative effects that are greater in math than in English language arts. Such impacts also appear to persist over time, suggesting that the results are not driven simply by the setbacks that typically accompany any change of school.

Let us acknowledge that we did not expect—or, frankly, wish—to see these negative effects for voucher participants; but it’s important to report honestly on what the analysis showed and at least speculate on what may be causing these results.

It’s not so much that we have bad teachers (even tho they do exist): It’s an incoherent educational system that is at fault

Very interesting article in Atlantic by E.D. Hirsch on the problems facing American education. Among other things, he finds (as I do) that Value-Added Measurements are utterly unreliable and, indeed, preposterous. But most of all, he finds that the American educational system is extremely poorly run because its principal ideas lack any coherence at all.

Here are a couple of paragraphs:

The “quality” of a teacher doesn’t exist in a vacuum. Within the average American primary school, it is all but impossible for a superb teacher to be as effective as a merely average teacher is in the content-cumulative Japanese elementary school. For one thing, the American teacher has to deal with big discrepancies in student academic preparation while the Japanese teacher does not. In a system with a specific and coherent curriculum, the work of each teacher builds on the work of teachers who came before. The three Cs—cooperation, coherence, and cumulativeness—yield a bigger boost than the most brilliant efforts of teachers working individually against the odds within a system that lacks those qualities. A more coherent system makes teachers better individually and hugely better collectively.

American teachers (along with their students) are, in short, the tragic victims of inadequate theories. They are being blamed for the intellectual inadequacies behind the system in which they find themselves. The real problem is not teacher quality but idea quality. The difficulty lies not with the inherent abilities of teachers but with the theories that have watered down their training and created an intellectually chaotic school environment. The complaint that teachers do not know their subject matter would change almost overnight with a more specific curriculum with less evasion about what the subject matter of that curriculum ought to be. Then teachers could prepare themselves more effectively, and teacher training could ensure that teacher candidates have mastered the content they will be responsible for teaching.”


Low College Completion Rates even for students graduating from Charter Schools

I’d like to thank Jerry Becker for bringing this to my attention.

And not just MesoAmerica!

This is important stuff! The roots of democracy run deep, and wide — ancient history was not all ruled by pharoahs, emperors, and gilded billionaires.

An article describes research I never heard of that shows that there was in fact quite a continuum from pure democracy to pure autarchy in past history — and if we look carefully at clues left behind in the archaelogical record, we can get an idea of how democratic (0r not) various ancient societies actually were.

I quote:

They come up with a scale of popular participation in government that runs from autocratic regimes to more collective or democratic regimes. In their causal model the internal or external origin of state revenues causes or determines the scores on the governance scale (see the diagram). In short, reliance on internal revenue sources leads to greater bureaucratization, greater popular control over rulers, and more provisioning of public goods. Rulers rely on their subjects for taxation, so they must treat them better. External revenue leads to the opposite pattern. Rulers get their revenue from elsewhere, so they have no incentive to treat their subjects well by providing public goods or giving them any say in governance.

Blanton & Fargher 2008: 254

Blanton and Fargher’s scale of rulership, which runs from autocratic to democratic or collective, is a major advance in understanding ancient states. Not all states were the same. Some rulers were despotic and seriously exploited their subjects, but other states had more collective forms of rule, which means that commoner subjects had some say in governance. They analyze the thirty polities in their sample on a host of variables, which are scored in various ways to produce three numerical scales: public goods provision; bureaucratization; and control of the ruler. The scores for these scales are summed to produce their governance scale, which runs from a low of 23.5 (Bakitara; Aceh, Nupe, and 12th century England are near the bottom) to a high of 52 (Classical Athens; also near the top: Republican Rome, Ming China and Lozi in Africa).

How Poorly Distributed Wealth is, is simply Mind-Blowing

I just looked it up: The total amount of wealth (after debts) of all US households, individuals, and non-profits is right now in the neighborhood of $100 TRILLION. (The WSJ said $85 trillion, two years ago). Yes, you read that right, not 100 million, not 100 billion, but a hundred trillion dollars.

Are you impressed? It gets better! — or, at least, it could.

If we could somehow wave a magic wand and divide all that wealth equally among all 125 million US million households (source here for that #) well, after you cross out all those zeroes (or subtract exponents), then each and every single household would NET just about eight hundred thousand dollars.

$800,000 bucks for every single household.

Think about that!

A very large fraction of the population is in fact basically penniless – or they owe way more than they can earn in a year. Or are one or two paychecks away from eviction, foreclosure, bankruptcy, the whole nine yards. And I’m pretty sure this includes the black and brown immigrants who are cleaning and constructing our buildings, fixing our roads, driving our cabs, taking care of gardens and babies, and let’s not forget, picking our vegetables and fruits and slaughtering our meat. Yes, them, too.

I know there are going to be plenty of complaints that the poor and the underserving don’t deserve this, and when you give money to the poor, it’s all spent on booze and drugs. Well, if you let money sit in the hands of the super-rich, they simply cannot spend it all – one of the first things I learned from a very conservative Dartmouth College economics professor nearly 50 years ago. How many houses or yachts or cars can a single hyper-wealthy household actually USE?

Poor folks, on the other hand, spend it all immediately, so it gets transferred to other businesses (car dealers, furniture stores, clothing stores, and grocery stores) almost as soon as it gets into their hands.

Obviously my mental magic trick is never going to happen – but it’s sure fun to think about!

How ‘Zero-Tolerance’ Policies Harm All Students


Image result

The author, Derek Black told Jennifer Berkshire that “…some of the charter schools you’re referencing actually take it to one more level. They say ‘you don’t think we can? Just watch us. We’re going to have suspension and expulsion rates higher than anything you’ve ever seen before.’

“I think the difference between the charter system and the public system, which is really what my book is about, is that the public system doesn’t really get rid of its students; they come back. The charter school doesn’t have the responsibility of serving the community and all of its children, so that what it’s trying to do is sort of slash and burn.

“I suppose that one can slash and burn all of the low achievers and the troublemakers until there is no one left. It’s not that they’ve made the students who are left perform better, but that they’ve lopped off their low performers.”

How to re-segregate public schools, improve test scores (by hiding “those” kids) and make a nice profit all at once

This is from Wonkette. It’s brilliant. Please read the link, and then figure out how you and your friends and family can stop it.

Gleanings from the Alternative Fact-World of Betsy ‘Checkbook’ DeVos

Your first installment from the pearls of wisdom from the perennial purchaser of politicians, Betsy ‘Checkbook’ DeVos:


(source: Washington Post, the Parent-Herald and several of my Facebook friends and former colleagues)

Maybe we should look at the actual graduation rates for DC public and charter schools, courtesy of the DC Office of the State Superintendent of Education, or OSSE:

Here are the official 4-year graduation rates for 2016:




I highlighted some of the schools. The pink ones are the five DC charter high schools where the graduation rate is decidedly BELOW 70%. The orange ones are the ten (10) regular DCPS high schools where the graduation rate is decidedly ABOVE 70%.

(This is not counting two DC charter schools that closed for extremely low performance or for wide-spread theft by their founders.)

(Full disclosure: my own children graduated from Banneker and School Without Walls some years ago. Notice what the graduation rates are from those two schools.)

Also, notice that the overall graduation rates from the regular public high schools in DC (69.0%) and from the DC charter school sector (72.9%) are not all that different. And that’s even though the charter schools can and do push out students to the regular public schools. This is also despite the fact that to get into a charter school, students have to have parents or guardians who can navigate the application process — and we have a lot of students here in DC where the parents are ‘MIA’.

I will also let you look at the official four-year graduation rates by the various subgroups (by gender, ethnicity, and so on). Once again, you will not see the huge disparities claimed by Billionaire Betsy between graduation rates in the regular DC public schools and in the charter schools. [There is one large disparity: the number of white, Asian, or multi-racial students in the DC charter high schools is tiny; they are almost all in the regular DC public schools!]



So, I guess we can expect lots more ‘alternative facts’ from Billionaire Betsy, just like we have gotten used to seeing them coming from Marmalade Mussolini, aka #45.


Who judges whether a reform is a success or not in education?

Excellent question, posed by Larry Cuban, on the case history of the once-widely-celebtrated Gary Plan for education.About 100 years ago, its blend of manual and mental training, along with night schools for recent immigrants, was seen as a marvel and widely copied. Now nobody remembers it even existed, partly because of how they defined ‘success’, according to Cuban. Here’s the link

I’ve certainly noticed that if you ask people about any sort of reform, you NOT necessarily find agreement. I have spoken to Turks who vehemently deny that there was any sort of systematic genocide of Armenians roughly a century ago, and Chinese who deny that anything bad is happenig in Tibet. There are even people who defend the memory of Genghis Khan, Franco, Hitler, Mao, Stalin, and the KKK!


Accountability and Following the Law in DC Education

Valerie Jablow has yet another well-researched column on how the laws on accountability and transparency are NOT enforced in the education sphere in DC, especially for charter schools. I highly recommend reading and digesting it, and then figuring out how to act on her recommendations.


%d bloggers like this: