Gutting All DC High School Graduation Requirements

The question of exactly what it takes to earn a high school diploma in the District of Columbia, or anywhere else, is of course one for which one answer won’t satisfy everybody. Which is why whenever such requirements are set, they need to be widely debated so that the very worst ideas can at least be eliminated.

My former colleague Erich Martel has brought to my attention what seems to be a ‘stealth’ attempt to completely gut the DC HS graduation requirements, and perhaps to turn them all over to whoever it is that sells easily-defrauded online courses. I am reprinting his entire letter for your edification. Please read, and take some action. Letters and emails definitely help!

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[To] Ms. Wilson-Phelan and Mr. Batchelor,

cc: GRTF members, SBOE members, teachers; concerned community

 [From: Erich Martel}

I read your draft proposal for changing DC graduation requirements (http://tinyurl.com/ybm63tr5) which you submitted to the Graduation Requirements Task Force (GRTF) and was shocked. I then read the minutes of the meetings posted on the SBOE website, but saw no such recommendation.

Your proposal to remove all specifically named courses from the list of math (except Algebra I), science, social studies and English credit requirements for a DC high school diploma (these courses all have standards that the State Board adopted) would be a radical change that could lead to each LEA picking a random topics from each subject area, most likely taught online and assessed by online tests, approved by OSSE.  Has OSSE conducted any graduation compliance audits? That would give greater control over grades to LEA administrators and replace teachers with bots.

 

Coming right on the heels of your (Ms. Wilson-Phelan’s) vigorous promotion of competency-based education (replacing teachers with online programmed instruction), this new effort to radically rewrite the graduation requirements needs to be supported by facts and evidence:

A)  Clear descriptions (identified by sources or authors) of the obstacles or problems that each of the current requirements pose (e.g. if students are failing U.S. history or Geometry, GRTF members – and the public – need to know why.  You can’t solve a problem, if you don’t know why it’s a problem); and

B) Clear descriptions of how your proposed replacements will address the specific reasons that explain why students are failing each course

 

To that end, I make the following requests, which I hope all GRTF members will consider necessary in order to make informed decisions (the minutes show that several members have asked for evidence):

1. Can you provide evidence that each DCPS and DC charter high school requires every student to pass all 24.0 credits that the current DC graduation requirements specify?

In 2013, Mr. Hense, the founder and CEO of the Friendship charter schools, in testimony before the SBOE, submitted redacted transcripts from 3 Friendship Collegiate 2011 graduates as evidence of their achievement.  Two did not have U.S. History (the third took it at a previous school); three did not have the 2nd year of world history; all three had 9 or 10 courses whose credit values were inflated.     

 

2. How many students in each DCPS and charter high school needed one or more online credit recovery classes to receive the DC high school diploma in 2016 and 2017?

 

3. How many students were failing high school courses needed for graduation, but were certified to graduate in 2016 and 2017, because their teachers were pressured to give passing grades or because administrators changed failing grades to passing grades?

If you cannot get this information, will you ask the members of the SBOE to request an independent audit of all DC and charter high schools, such as the one reported this past week in Prince Georges County, MD?

I encourage you and GRTF and SBOE members to read the following three audits:

a) The newly released (10/31/2017) 211pp auditor’s report of the Prince Georges County PS investigation into allegations of grade changes, ineligible diploma awards, etc. in 20 of the 26 high schools:https://www.scribd.com/document/363400267/Report-finds-problems-with-Prince-George-s-Co-HS-graduation-rates#from_embed

 

b) Links to the two investigation reports that resulted from my discovery of altered grades and ineligible graduates at Wilson HS in 2002 and 2006. The first by contractor, Gardiner, Kamya & Assoc.; the second by the DC Inspector General:

 http://nonpartisaneducation.org/DCdocuments.htm

 

4. What is the source of your draft proposals?

 Please list the names and professional associations of any and all individuals, including registered lobbyists, DC OSSE officials or staff, education policy associations, DCPS officials, DC Public Charter School Board members and staff, DC charter operators, staff or board members, etc., who may have been in contact with you for the purpose of changing the graduation requirements that you are proposing. 

Since your proposal would lead to contracts with vendors of educational technology, online user licenses, etc., all of questionable educational value, it is important that GRTF members and the public know all of the details behind this unusual proposal.

 

I look forward to your reply.

 

Sincerely,

Erich Martel

Retired DCPS high school teacher

(1969-2011: Cardozo HS, Wilson HS, Phelps ACE HS)

ehmartel@starpower.net

 

 

 

https://sboe.dc.gov/sites/default/files/dc/sites/sboe/publication/attachments/%23DCGradReqs%20Meeting%207%20DRAFT%20Graduation%20Purpose%20and%20Examples.pdf

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Training to be a Professional? We don’t need no stinkin’ training!

First we had Teach for America, which sends 20-somethings with no training to speak of out to the most impoverished communities as teachers.

(Right. We all know that it’s much better that the poor and brown kids who really do need trained and experienced education professionals, are instead saddled with an ever-churning roster of completely inexperienced newbies who are blindly trying to follow a script, at least until they crash, burn, and quit.

(Look on the bright side: each TFA noobie placed in a school district earns TFA many thousands of dollars!)

If you like TFA, then you will loveProfessionals for America“, where they extend this idea to the medical profession, airline pilots, and much more!

What could possibly go wrong?

Yet Another DC Charter School Fraud Case Settlement

There have been a LOT of DC charter school frauds. This one was published in the Washington Post on-line yesterday, and had to do with Options Charter School, where the founders used it as a source of private funding for themselves, instead of providing for their high-needs, often disabled students. Note, however, that the founders themselves will NOT be jailed, and will NOT pay the fines themselves. Instead, the fines will be paid by an insurance company. Also note that one of the principal fraudsters held an important position on the DC ‘Public’ Charter School board itself! What’s more, these crooks also still maintain that they did nothing wrong. Ha!

Here is the entire article, with the HTML links, illustrations, and advertisements all removed:

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Former charter school leaders settle lawsuit that alleged self-dealing scheme

 

By Michael Alison Chandler September 23

The former leaders of a public charter school for disabled and at-risk teenagers have agreed to settle a District lawsuit alleging they sought to enrich themselves by diverting millions of dollars in taxpayer money meant for the school into private companies they created.

Donna Montgomery, David Cranford and Paul Dalton, all former managers at Options Public Charter School, agreed to a collective settlement of $575,000, which will be paid to the school that now operates under new leadership as Kingsman Academy. Jeremy Williams, a former chief financial officer of the D.C. Public Charter School Board, who allegedly aided the scheme, agreed to a settlement of $84,237 in a separate deal signed last week. The defendants agreed that they would not serve in a leadership role of any nonprofit corporation in the District until October 2020.

“This settlement ensures that more than $600,000 in misappropriated funds will now go to Kingsman Academy to serve disabled students in the District of Columbia, and will deter future wrongdoing,” said Robert Marus, a spokesman for the Office of the Attorney General. “As the referees for the District’s nonprofit laws, our office will continue to bring actions against any who would misuse funds meant for public or charitable purposes.”

A statement issued by attorney S.F. Pierson, who represents Dalton, said all three former managers “continue to contest the District’s claims and continue to maintain their position that they managed Options to the highest standards.” Pierson said the former school leaders are “not personally paying” anything to settle the District’s claims. It’s common that insurance plans cover litigation-related costs for nonprofit directors or corporate officers.

Williams could not immediately be reached for comment.

In a civil case filed in 2013, the D.C. attorney general’s office alleged that the former leaders of the school, as well as the senior staff member at the charter school board, created a scheme to divert $3 million in tax dollars to themselves and two for-profit companies they founded. The companies provided services including transportation and Medicaid billing to the school at a markup, with profits pocketed by the defendants, according to the complaint.

Williams, who had been in charge of financial oversight of the city’s charter schools, allegedly helped facilitate the scheme, before he left his job at the charter school board to work at one of the for-profit companies.

After the lawsuit, the school went into court receivership. The two for-profit companies also went into court receivership and ultimately paid $200,000, most of which went to the school.

The city sued another charter school founder for a similar scheme in 2015. Court documents from that lawsuit, which was settled later that year, showed that Kent Amos, the founder of Community Academy Public Charter Schools, paid himself more than $1 million a year to lead the schools via a private management company he established.

Such allegations prompted the charter school board to strengthen its financial oversight procedures and its policy regarding disclosing conflicts of interest.

Scott Pearson, executive director of the board said in a statement that the board takes its oversight role “seriously” and that it has worked closely with the Office of the Attorney General throughout the Options litigation. “We thank the OAG for their persistence in seeing this to a resolution,” he said.

The U.S. attorney conducted a multiyear investigation of the case that ultimately did not result in criminal charges.

J.C. Hayward, a longtime television news anchor at WUSA and former chairwoman of the board at Options Public Charter School was initially named as a defendant, but she was dismissed from the civil case a few months after it was filed. The station placed Hayward on leave when the lawsuit was filed in October 2013, and she retired not long afterward.

Shannon Hodge, co-founder and executive director at Kingsman Academy, said she was “grateful” that the settlement dollars would go to the school that replaced Options. “We will certainly make sure that the students benefit from that settlement,” she said.

Kingsman opened in the summer of 2015. It operates in the same facility in Northeast Washington and serves a similar demographic that Options did, with a majority of students receiving special-education services. But it has its own leadership team and educational philosophy, Hodge said. “We are a very different school,” she said.

John Merrow’s Takedown of the Gates-Jobs Takedown of America’s Public Schools

I don’t know if you watched it (I didn’t), but apparently there was a major TV extravaganza last night about how America’s high schools are obsolete and need to be re-invented. John Merrow did watch it, and was rather disgusted. Here is a bit of his commentary:

Last night’s program was high energy and cute without being daring.  For example, it had a clever ‘red carpet’ segment but with teachers as the stars.  Lots of cheering, but that was it.  That’s sadly timid.  Imagine if Melissa Rivers, the host on the red carpet, had asked teachers the question she always asks the Hollywood stars: “You look marvelous. What are you wearing tonight?’  

And picture a male teacher responding:  “These old things?  I bought these khakis 12 or 13 years ago. I was going to buy a new pair for tonight, but I just spent $380 on basic supplies for my classroom.  Oh, and would it be rude of me to ask how much your outfit cost?”

Imagine a female teacher responding, “What am I wearing?  Actually, I’d rather talk about tomorrow’s field trip….I’m taking my kids to the Getty Museum, where they will….. see provocative art and meet contemporary artists.  And the next day my students will be on Skype, talking with students in a high school in Paris about climate change. We’ve been measuring the air quality here and sharing the data with them for purposes of comparison and analysis.  But I have to charge the kids for the bus to the Museum and I had to ask some wealthy parents to pay for the scientific equipment because the school district has been cutting our instructional budget.”

And another teacher could have said, “To be honest, I’m happy for this attention, but I can’t help but thinking about the fact that you make 17 or 18 times more money per year than I do.”

Assessment of Rhee/Henderson/Mayoral control in DC public schools

Here is a very long article on the legacy of the mayoral takeover of DC public schools back in 2007, which brought in Chancellors Rhee and Henderson, among other things. Having been a teacher, a mentor, and a volunteer in and visiting DC public schools for that period of time, I’m not particularly impressed with the changes I’ve seen. The article, which I still haven’t finished reading, has criticism of what hasn’t worked, by Mary Levy and  John Merrow, and also features a reply by Thomas Toch (who is very much a cheerleader for the “reforms”).

Here’s the link. Please read the article and comment, and take some action as well.

http://washingtonmonthly.com/people/john-merrow-and-mary-levy-with-a-reply-by-tom-toch/

Jersey Jazzman On NY State Charter Schools and Indentured Servitude by their Teachers…

Very interesting article on the methods by which certain New York State charter school chains plan to make sure that their teachers don’t depart for less onerous working conditions and better pay in the regular public school sector. JJ says that the plan won’t work in the long run. Interesting reading, if you can follow his reasoning.

Here is the link:

http://jerseyjazzman.blogspot.com/2017/07/shooting-themselves-in-foot-teacher.html

How NOT to save money: operate two (or a hundred) different school systems in the same district

I would like to reprint the entirety of Valerie Jablow’s recent blog post on how the District of Columbia manages to waste enormous amounts of taxpayer money by opening and closing schools at random. (If you haven’t been keeping score, the total number of publicly-funded schools in Washington DC is at an all time high, while the number of students is NOT.)

The DC Education Costs That Shall Not Be Named

by Valerie Jablow

Testifying the other week during the council’s budget oversight hearing for the DC public charter school board, education advocate and DCPS parent Suzanne Wells called for a study by the DC auditor to compare the costs to run DCPS schools versus charter schools. Wells asked that the study look at administrative in addition to facilities costs in each sector.

Right now, city leaders are consumed by the percentage increase in the funding formula for public school students in the FY18 budget. The mayor’s original proposal for FY18 gave a 1.5% increase–an historic low. Last week (perhaps sensing blood in the water), the mayor proposed raising the increase to 2% . Plenty of others—including a group convened by the state superintendent of education (OSSE)—have recommended a 3.5% increase, and a petition to the council advocating a 3.5% increase has now garnered more than 1000 signatures.

But amid this legitimate concern over funding, there is dead silence about costs.

Imagine, for a moment, anyone in DC leadership going on the record with this statement:

“If there are 32 students in a class and two go to charters, you still have to have a teacher for the 30 [remaining] students.”

That’s what Philadelphia’s chief financial officer recently said after a study commissioned by that city determined that Philadelphia pays nearly $5000 per student in stranded costs each time a student leaves a by right school to attend a charter school. Those stranded costs include staffing, utilities and building maintenance for the schools that such students no longer attend, but that need to keep operating nonetheless because those schools are the guarantors of the right–not chance or choice–to an equitable public education.

Judging from the silence and averted eyes when I asked the council (during the DCPS budget hearing) if DC has a black budget for creating new schools, I’d have to say that discussing stranded costs and associated fiscal drains of opening and closing schools is not exactly, um, popular in these parts.

But such costs are a real issue in DC for tens of thousands of kids and their schools—no matter how little political will there is in DC to account for (much less name!) those costs.

For instance, right now as the deputy mayor for education gets down to updating the master facilities plan, the closure rate of DC charter schools ranges from a low of 33% to a high of 40%.

The closure rate at DCPS is even higher: The deputy mayor for education’s February 2017 report on DCPS closures notes that since 1997 (a year after charter schools started here), 76 DCPS schools have closed—a closure rate of 41%.

Now, if you add those closed DCPS schools to the 38 charter schools closed since 1996, you get a total of 114 DC public schools closed, for an eye-popping closure rate of 57 public schools per decade–or 5 public schools closed every year on average in the last 20 years.

And here’s the kicker: we know school closures cost a lot of money.

So, in addition to not acknowledging those costs of school closures, no one in DC leadership readily acknowledges the emotional cost to children, parents, and staff of school closures. Particularly with neighborhood schools, those buildings are often the core of their communities, sources of pride, civic engagement, as well as shelter in distress.

And that’s not even talking about the longer, sometimes dangerous, commutes for children to avail themselves of the right–not chance or choice–to an equitable education in the wake of DCPS closures. Who is accounting for that cost to our kids and our neighborhoods?

And yet, even while closing a breathtaking 5 schools every year for two decades, DC’s creation of choice-only schools and seats outpaces our growth in living, breathing students to fill them.

That is, even as more than 10,000 public school seats are currently unfilled, more seats are created every year by the charter board. The current crop of proposed new charter schools would, if approved next week, add about 3000 new seats. And that is not counting the (thus far) sidelined proposals of DC Prep and KIPP DC to create almost 4000 other new seats. (See here on both from the April charter board meeting.)

Sadly, the costs entailed by such growth go well beyond unfilled seats:

In school year 1999-2000, DC had 185 public schools serving 74,800 students. In school year 2014-15, DC had 223 public schools serving 85,400 students.

Thus, over a decade and a half, with a gain of 10,600 public school students (14% growth), DC had 38 more public schools (20% growth). Each school created requires infrastructure and staffing, raising costs overall. The mismeasure between those numbers adds to those costs–and increases them further when stranded costs are taken into account.

(All data in my analysis here is from the DME’s 2017 report; the 21st Century School Fund; the NRC report on PERAA (also available here); and a report from the Progressive Policy Institute, in addition to the charter school applications.)

Right now, however, such growth is completely uncoupled from any notional idea of coordination and planning—even with the master facilities plan in the balance and the cross sector task force dedicating a working group to school facilities.

Instead, we as a city pretend that there is an unseen budget that covers all new schools such that we do not tie the approval, location, size, or function of those new schools to any budgetary considerations whatsoever—much less to the best fit for both our students’ needs as well as preserving their right to equitable public education in every neighborhood.

(Come to think of it: Maybe I should have asked the council how our city got so rich that it could be uncaring about where its money goes–and how my kids’ schools can get some of that apparently endless cash?)

So, while the city gears up for oral arguments in the lawsuit filed against the city by charter advocates for supposedly unfair charter school payments, our city leaders remain unwilling to even acknowledge the huge cost implications of school closures and openings—all the while making political hay (and more) about the increase (or lack thereof) in the per pupil funding formula.

All I want to know is:

Can we catch up to Philly, DC auditor Kathy Patterson, and do a study of the costs between our public school sectors?

The cash saved might ensure we won’t have to fight over a 2% increase ever again–something that all city leaders can get behind without fear.

Texas Decision Slams Value Added Measurements

And it does so for many of the reasons that I have been advocating. I am going to quote the entirety of Diane Ravitch’s column on this:


Audrey Amrein-Beardsley of Arizona State University is one of the nation’s most prominent scholars of teacher evaluation. She is especially critical of VAM (value-added measurement); she has studied TVAAS, EVAAS, and other similar metrics and found them deeply flawed. She has testified frequently in court cases as an expert witness.

In this post, she analyzes the court decision that blocks the use of VAM to evaluate teachers in Houston. The misuse of VAM was especially egregious in Houston, which terminated 221 teachers in one year, based on their VAM scores.

This is a very important article. Amrein-Beardsley and Jesse Rothstein of the University of California testified on behalf of the teachers; Tom Kane (who led the Gates’ Measures of Effective Teaching (MET) Study) and John Friedman (of the notorious Chetty-Friedman-Rockoff study) testified on behalf of the district.

Amrein-Beardsley writes:

Of primary issue will be the following (as taken from Judge Smith’s Summary Judgment released yesterday): “Plaintiffs [will continue to] challenge the use of EVAAS under various aspects of the Fourteenth Amendment, including: (1) procedural due process, due to lack of sufficient information to meaningfully challenge terminations based on low EVAAS scores,” and given “due process is designed to foster government decision-making that is both fair and accurate.”

Related, and of most importance, as also taken directly from Judge Smith’s Summary, he wrote:

HISD’s value-added appraisal system poses a realistic threat to deprive plaintiffs of constitutionally protected property interests in employment.

HISD does not itself calculate the EVAAS score for any of its teachers. Instead, that task is delegated to its third party vendor, SAS. The scores are generated by complex algorithms, employing “sophisticated software and many layers of calculations.” SAS treats these algorithms and software as trade secrets, refusing to divulge them to either HISD or the teachers themselves. HISD has admitted that it does not itself verify or audit the EVAAS scores received from SAS, nor does it engage any contractor to do so. HISD further concedes that any effort by teachers to replicate their own scores, with the limited information available to them, will necessarily fail. This has been confirmed by plaintiffs’ expert, who was unable to replicate the scores despite being given far greater access to the underlying computer codes than is available to an individual teacher [emphasis added, as also related to a prior post about how SAS claimed that plaintiffs violated SAS’s protective order (protecting its trade secrets), that the court overruled, see here].

The EVAAS score might be erroneously calculated for any number of reasons, ranging from data-entry mistakes to glitches in the computer code itself. Algorithms are human creations, and subject to error like any other human endeavor. HISD has acknowledged that mistakes can occur in calculating a teacher’s EVAAS score; moreover, even when a mistake is found in a particular teacher’s score, it will not be promptly corrected. As HISD candidly explained in response to a frequently asked question, “Why can’t my value-added analysis be recalculated?”:

Once completed, any re-analysis can only occur at the system level. What this means is that if we change information for one teacher, we would have to re- run the analysis for the entire district, which has two effects: one, this would be very costly for the district, as the analysis itself would have to be paid for again; and two, this re-analysis has the potential to change all other teachers’ reports.

The remarkable thing about this passage is not simply that cost considerations trump accuracy in teacher evaluations, troubling as that might be. Of greater concern is the house-of-cards fragility of the EVAAS system, where the wrong score of a single teacher could alter the scores of every other teacher in the district. This interconnectivity means that the accuracy of one score hinges upon the accuracy of all. Thus, without access to data supporting all teacher scores, any teacher facing discharge for a low value-added score will necessarily be unable to verify that her own score is error-free.

HISD’s own discovery responses and witnesses concede that an HISD teacher is unable to verify or replicate his EVAAS score based on the limited information provided by HISD.

According to the unrebutted testimony of plaintiffs’ expert, without access to SAS’s proprietary information – the value-added equations, computer source codes, decision rules, and assumptions – EVAAS scores will remain a mysterious “black box,” impervious to challenge.

While conceding that a teacher’s EVAAS score cannot be independently verified, HISD argues that the Constitution does not require the ability to replicate EVAAS scores “down to the last decimal point.” But EVAAS scores are calculated to the second decimal place, so an error as small as one hundredth of a point could spell the difference between a positive or negative EVAAS effectiveness rating, with serious consequences for the affected teacher.

Hence, “When a public agency adopts a policy of making high stakes employment decisions based on secret algorithms incompatible with minimum due process, the proper remedy is to overturn the policy.”

Comparing Texas Charter and Public Schools

I am copying the entirety of this article. No comments needed from me. How about you? — GFB

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Game, Set, and Match—Texas SBOE Member Looks at the Numbers Comparing Charter and Traditional Schools

State Board of Education member Thomas Ratliff, a Republican from Mount Pleasant, has taken a look at the performance data of Texas charter schools and traditional public schools operated by independent school districts, and his findings give cold comfort to charter proponents. Here’s Ratliff’s report on those findings and his conclusions published July 13:

Every year the Texas Education Agency releases the “snapshot” of the prior school year’s academic and financial performance for ISD’s and charter schools. These are the facts from the 2012-13 school year (the most recently released report – released last week). Check them for yourself here: http://ritter.tea.state.tx.us/perfreport/snapshot.

Thomas Ratliff

I offer the following key comparisons between ISDs and charter schools:

Dropout and Graduation Rates:

  • ISDs had a dropout rate of 1.5%, charters had a 5.5% dropout rate
  • ISDs had a 4-year graduation rate of 91%, charters had a 60.6% rate
  • ISDs had a 5-year graduation rate of 92.9%, charters had a 70% rate

Academic Performance:

  • ISDs outperformed charters on 3 out of 5 STAAR tests (Math, Science, Social Studies)
  • ISDs matched charters on the other 2 out of 5 STAAR tests(Reading and Writing)
  • ISDs tested 64.5% for college admissions, charters tested 44.2%
  • ISDs average SAT score was 1422, charters average was 1412
  • ISDs average ACT score was 20.6, charters average was 19.7

Staff expenditures & allocation:

  • ISDs spent 57.4% on instructional expenses, charters spent 50.9%
  • ISDs spent 6% [on] central administrative expenses, charters spent 13%
  • ISDs had 3.8% of employees in central or campus administrative roles
  • Charters had 7.6% of employees in central or campus administrative roles

Teacher salary/experience/turnover and class size

  • ISDs average teacher salary was $49,917, charters average was $43,669
  • ISDs had 15.3 students per teacher, charters had 16.8
  • ISDs had 32.1% of teachers with less than 5 years experience
  • Charters had 75.2% of teachers with less than 5 years experience
  • 24% of ISD teachers had advanced degrees, charters had 17.4%
  • ISDs had a teacher turnover rate of 15.6%, charters had 36.7%

Conclusions

Keep in mind these are statewide numbers and admittedly, there are good and bad ISDs and there are good and bad charter schools. But, at the end of the day, we are talking about the state of Texas as a whole and over 5 million kids and their families.

Here are the conclusions I reach after studying the data and talking to experts, educators and people in my district and across Texas.

1) For at least the second year in a row, ISDs outperformed charter schools on dropout rates, state tests, graduation rates, and college entrance exams. If charters are supposed to be competing with ISDs, they are getting beaten in straight sets (to use a tennis analogy).

2) Charter schools spend more on central administrative expenses and less in the classroom, which leads to larger classes being taught by less experienced teachers.

3) Charter schools pay their teachers $6,248 less per year than ISDs. Many refer to competition from charter schools as a key factor to improving education. I do not see this “competition” helping teachers as some try to claim. The fact is, charters hire teachers with less experience and education to save money. This results in a high turnover rate. Over a third of teachers at charter schools leave when they get more experience or more education. Many times, they go work for a nearby ISD.

In conclusion, when you hear the unending and unsubstantiated rhetoric about “failing public schools” from those that support vouchers or other “competitive” school models, it is important to have the facts. ISDs aren’t perfect, but they graduate more kids, keep more kids from dropping out and get more kids career and college ready than their politically connected competitors. Any claims to the contrary just simply are not supported by the facts and at the end of the day facts matter because these lives matter.

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.

No.

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.

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