James Harvey, a member of the staff that wrote what ended up being called “A Nation at Risk”, reveals why/how our government in 1983, declared war on OUR public schools, our teachers, our family values, and our children.
A war that has made some wealthy while letting our schools rot, and turned our public schools into a Ukrainian battle field, under endless attack.
“The bumbling began immediately,” Harvey writes, when “Reagan startled the commission members by hailing their call for prayer in the schools, school vouchers, and the abolition of the Department of Education.”
Cherry Picking the Facts — Cooking the Books
“There were at least three problems with what the commission finally produced. First, it settled on its conclusions and then selected evidence to support them. Second, its argument was based on shockingly shoddy logic. And third, it proposed a curricular response that ignored the complexity of American life and the economic and racial divisions within the United States.” …
James Harvey, a member of the staff that wrote what ended up being called “A Nation at Risk”, reveals why/how our government in 1983, declared war on OUR public schools, our teachers, our family values, and our children.
A war that has made some wealthy while letting our schools rot, and turned our public schools into a Ukrainian battle field, under endless attack.
“The bumbling began immediately,” Harvey writes, when “Reagan startled the commission members by hailing their call for prayer in the schools, school vouchers, and the abolition of the Department of Education.”
Cherry Picking the Facts
Cooking the Books
“There were at least three problems with what the commission finally produced. First, it settled on its conclusions and then selected evidence to support them. Second, its argument was based on shockingly shoddy logic. And third, it proposed a curricular response that ignored the complexity of American…
In this post, I’m going to tell you what to look for when searching for a good public school. FIRST: Charter Schools are not real public schools. Do not forget that.
Charter Schools are not REAL public schools.
Public schools have what’s known as school report cards that can be found on-line. Those reports are supposed to report a lot of info.
Always ignore the standardized test score rankings.
Low standardized test scores basically reveal how many children at a public school live in poverty. A high child poverty rate at a public school is what brings those stupid, useless tests scores down, not the teachers.
Higher test scores for a public school usually reveals it is located in a more expensive area where many of the parents are college educated and/or earn more money.
If the public school report card has the following information, use it to determine if it is a good public school.Look for the average level of education for the teachers at the school and the turnover rate. If most of the teachers have a higher level graduate degree, in the subject area they teach, then they probably know what they’re doing and are good at it.
If the public or charter school has a high turnover rate for its teachers, those schools are in trouble and probably are being mismanaged by its district administrators and maybe the site administrators, too. Those not a public Charter Schools have a reputation for high teacher turnover and harsh disclpline for both teachers and students.
Many administrators have never taught, and many of them couldn’t teach their way out of a paper bag if their lives depended on it.
Still, you can ask how many of the administrators at a public school and the ones in the district office were teachers for at least six years before moving to administration. If the top admin never taught, they probably do not know what they are doing because they do not know the challenges teachers face in public school classrooms.
If the public school has a low teacher turnover rate and hangs on to its teachers for long periods of time, those are the public schools you want to focus on. The teachers that stay are more dedicated and work harder. It’s a demanding, challenging job that drives out the undedicated teachers really fast.
A lower teacher turnover rate also usually means the administrators probably know how tough teaching really is. Good public schools do not focus on teaching to raise those damn standardized test scores. They focus on supporting their teachers so they can teach the children instead.
Teachers that don’t learn how to manage their classes and/or can’t stand the pressure burn out faster and leave sooner.
Incompetent administrators, in public schools and those private sector Charter Schools speed up teacher burnout when they focus more on those useless and often misleading standardized test results instead of supporting teachers so they can teach, not to the test, but what their students should be learning.
A good teacher often works more than 50 hours a week while only teaching about 25 of those hours. Teaching is like an iceberg. Most of the work teachers do takes place out of sight, before and after school and on the weekends. When I was still teaching (1975 – 2005), my work weeks often ran 60 to 100 hours when I added all the time I put in: correcting student work at home, doing grades at home, calling parents from school and at home, planning lessons at school and at home, et al.
It’s not easy to manage your classes, teach. and do all that stuff during regular school hours.
I’m a former US Marine and combat vet. Teaching was tougher and more demanding than any other job I’ve had in my life (I worked in the private sector for about 15 years, too), including being a combat Marine.
By the time I went into teaching, I was 30 and I stayed for 30 years until I was 60. If I had to go back to work for some reason, I’d rather be a Marine again instead of a teacher. Marine Corps boot camp and being shot at in combat, as long as whoever was shooting at me kept missing, was less stressful and demanding than teaching. I think the Marines did more to prepare me for teaching than earning my teaching credential through a full-time, year-long urban residency did. Still those urban residency teacher training programs are considered the best ways to learn how to become a teacher.
There are several factors that determine the quality of public school districts, and the results of standardized test score are NOT one of them.
What to look for:
How old are the public school buildings? It isn’t easy to teach or learn in buildings with roofs that leak, old moldy carpets, overcrowded classrooms, et al.
Funding is another important factor. Too many public school districts are not getting the funding they need to update and maintain infrastructure, keep class sizes low (12 to 20 in a class. It’s okay to have less than 12 but no more than 20) and hire the best teachers. In crowded, aging classrooms, teachers often become overwhelmed and face burnout, one of the major factors for high teacher turnover.
“Funding is always an issue for schools and is, in fact, one of the biggest issues facing the American public education system today. For more than 90% of K-12 schools, funding comes from state and local governments, largely generated by sales and income taxes.”
A high rate of child poverty in a school district is also a challenge. Children living in poverty, in every country, have problems learning because… well, they live in poverty.
“Students living in poverty often have fewer resources at home to complete homework, study, or engage in activities that helps equip them for success during the school day.”
Teacher quality is also an important factor. There is no uniform method in the United States to train teachers. In some states, a high school dropout with a GED is allowed to teach. In others, to teach, you need a four year, or more, college degree.
The worst teacher training in the United States is probably from Teach for America.The best are urban residency programs.
TFA trains their future teachers in a few weeks with little or no time practicing, under supervision, in a classroom with real students.
Urban residency teacher training programs often run for an entire school year, full time in a classroom with a master teacher and college classes required to earn a credential through this program are held after regular school hours and during summers.
In The Teacher Wars, by Dana Goldstein, in one chapter, the author goes into detail comparing the different teacher training programs.
Back to a few of the major flaws of Standardized Tests.
The only tests that are useful are teacher made tests that are not used to determine a students grade or rank teachers or schools. Teacher made tests should be used a s a tool to help teachers discover what their students are learning so the teacher can focus on what they are not learning.
“Some of the cons of standardized testing include the fact that standardized tests are unable to assess a student’s higher-level thinking skills, teachers may alter their curriculum in order to ‘teach to the test,’ and standardized tests have been shown to result in inequitable outcomes for students.”
The human brain also doesn’t work well to remember what a Standardized Test asks. Even if a teacher taught what the Standardized Tests asks, and this isn’t always the case, there is no guarantee students will remember what they were taught by the time they take these useless tests.
“There are numerous reasons to believe that high stakes standardized tests are actually quite damaging to education and have received forceful criticism over the past dozen years as a result. Examples include their propensity to drive out teachers, encouraging teaching “to the test” as well as increasing grade retention and school dropout rates, all of which question the imposition of high quantities of standardized tests throughout a student’s school career.”
Well, parents may learn how long the average teacher stays in their job in a school district, what the annual teacher turnover rate is, and with a bit more digging, find out if a public school district’s admisntration is obsessed with standardized tests OR supports teachers to teach over the damn tests.
Hint: Parents aren’t going to learn this from the administrators. You have to ask involved parents and teachers, when no administrators are around.
On July 4, 1776, The Declaration of Independence said, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
Read Slaying Goliath, and learn that some of the wealthiest and most powerful Americans are trying to take away our rights to life, liberty, and the pursuit of happiness.
I was a public school teacher in California from 1975 – 2005. During those thirty years, I worked 60 to 100 hours a week during the school year. I took work home seven days a week and couldn’t wait for the winter and spring breaks, not because of the time off from teaching, but because I’d have time to catch up correcting student work. After all, teachers have to sleep, too.
In 1983, President Ronald Reagan released a report that was a lie. That report was called “A Nation at Risk,” and it painted the nation’s public schools as failures. After that misleading report, teachers were called lazy and incompetent. The public schools were blamed for the prison population in the United States that was really caused by Presidents Nixon and Reagan’s war on recreational drugs like marijuana.
The critics of the public schools even came up with a misleading term that was also a lie. It was called “The school to prison pipeline.” There has never been a school to prison pipeline in the United States.
After “A Nation at Risk,” came the Self Esteem Movement that got its start in Catholic K-12 schools and from the pulpit of evangelical Christian churches. When that failed, teachers were blamed again. However, the majority of teachers, including me, did not agree with the Self Esteem Movement that put pressure on us to stop failing students that refused to learn and inflate grades so children would feel good about themselves, even if they didn’t deserve it.
That top-down failure was followed by The Whole Language Approach to teaching. English Lit Teachers like me were told to stop teaching mechanics, grammar, and spelling because it was boring. We were told that the kids could learn that boring stuff just by reading on their own, except most kids do not read on their own.
A decade later, when that Whole Language Approach that was forced on teachers also failed, teachers were blamed again.
That is why, back in the 1980s, I started to think there was a conspiracy theory to destroy the public schools. Over the years, as one top-down movement after another to improve the public schools failed, I convinced myself that it could not be right that someone was trying to destroy our public schools.
Who could be that cruel, that greedy, that monstrous, to deliberately demonize teachers and blame them for almost every problem in the United States? The critics said teachers were lazy. The critics said we were incompetent. The critics said our labor unions were corrupt and were getting in the way of improving the public schools.
I retired from teaching in 2005 and swore that if I was forced to teach again, I’d instead rejoin the U.S. Marines and fight in Afghanistan against Islamic terrorists. Since I had already served in the Marines and fought in Vietnam before I was a teacher, I knew that being a teacher was way worse because of the way teachers are treated in this country.
When I retired, I took a 40-percent pay cut and left without medical insurance, but the critics said teachers were greedy, and our retirement systems would cause the states to go bankrupt. I live in California, and about 6% of the state’s annual budget goes to support the teacher retirement system.
If you believe that retired teachers are greedy, let me sell you a vacation home on a moon orbiting Saturn. I understand the view of Saturn’s rings are incredible.
Read Slaying Goliath, and you will learn that what I suspected back in the 1980s was real. There has been a movement in the United States for decades to replace the nation’s democratic, transparent, public schools and destroy the teaching profession. That disruptive movement wants to replace the people’s public school with a profit-driven, often corrupt, secretive, autocratic, private school system that operates without rules and oversight.
Read Slaying Goliath, and you will learn that the leaders of the publicly funded, private-sector charter school industry are mostly deceivers and liars.
Read Slaying Goliath, and you will learn that the leaders of the publicly-funded private/religious voucher school industry are also mostly deceivers and liars.
When you read Slaying Goliath, you will learn who those liars are. You will learn who is behind the disruption of our public schools and how they are subverting our Constitutional Republic to strip us of our rights. Then maybe you will be angry enough to support and even join the passionate resistance of parents, grandparents, teachers, and children that are already fighting to save America’s public schools.
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Lloyd Lofthouse is a former U.S. Marine and disabled Vietnam Veteran, with a BA in journalism and an MFA in writing, who taught in the public schools for thirty years (1975 – 2005).
After reading O’Neil’s Mathbabe post, I was glad I was never suckered into a Facebook obsession. Yes, I do have two Facebook pages: one for my books that’s part of my internet-author’s platform, and a personal Facebook page, but all I did was set up automatic feeds from my 4 blogs to Facebook and occasionally I go there to reply to a comment. The reason I never fell into the Facebook swamp was because it was a confusing maze to me, and I didn’t want to go through the learning curve to discover how to use all those allegedly great bells-and-whistles that Facebook offers to help destroy your life in the real world.
But the stream of thoughts that flowed between my ears as I was reading O’Neil’s Mathbabe blog post had nothing to do with Facebook. It was all about Mark Suckerberg, Facebook’s founder, and how he was conned out of a $100 million dollars to save the children of Newark, New Jersey from those horrible failing public schools that really never were failing anyone as schools. If you want to learn more (put an emphases in LEARN — because there are far too many ignorant, easy-to-fool voting citizen in the U.S., or we wouldn’t be stuck with narcissistic, psycho, serial-lying, con-man, Donald Trump for our next president — I suggest reading What Happened with the $100 million that Newark schools got from Facebook’s Mark Zuckerberg? Not Much from The Hechinger Report.
You see, there’s this myth that America’s traditional public schools are failing and to save our children we have to replace those schools with an unproven, genetically-modified crop of allegedly perfect, (hell sent) corporate charter schools that just happen to make profits for a host of greedy frauds and liars similar to Donald Trump and his current pick to run the Department of Education, Betsy DeVos.
If you think America’s community based, democratic, transparent, non-profit public schools are failing and the choice of a corporate charter school is the answer to save our children, then I will roar as only a former U.S. Marine and Vietnam Vet can angrily shout, “It’s the poverty, stupid, you ignorant, biased, deplorable, easy-to-fool ass!”
The conclusion of this report from one of the top-ranked universities in the world said, “A comprehensive analyses of international tests by Stanford and the Economic Policy Institute shows that U.S. Schools aren’t being outpaced by international competition.”
After reading that report, it was obvious to me that the results of the international test that Stanford referred to was rigged to make America’s traditional public school look bad.
Stanford reported that once the flawed data was corrected, the U.S. went from 14th in reading to SIXTH and went from 25th in math to 13th.
In addition, Stanford discovered “There is an achievement gap between more and less disadvantaged students (living in poverty) in every country; surprisingly, the gap is smaller in the United States … and not much larger than the very highest scoring countries.” In fact, “Achievement of U.S. disadvantaged students (living in poverty) has been rising rapidly over time, while achievement of disadvantaged students (living in poverty) in countries to which the United States is frequently unfavorably compared … had been falling rapidly.”
It’s time for most voting Americans to wake up and stop being suckered like Suckerberg was in Newark, New Jersey. It’s obvious that before the top-down reforms forced on the United States by President G. W. Bush’s No Child Left Behind Act and continued with President Obama’s flawed and fraudulent Race To The Top bullshit and its Common Core test-and-punish crap, the United States had (and hopefully still has) one of the best public education systems in the world, and it was on track to only get better.
And who is con-man President-Elect Donald Trump putting in charge to finish the destruction of America’s top-rated public schools? The answer: labor union hating, billionaire Betsy DeVos, who never attended a public school in her life, and she sends her own children to very expensive private schools that only the wealthy can afford.
Make no mistake about this. The United States is on the verge of the total destruction of one of the best public education systems in the world, and what is waiting to replace it is the autocratic, opaque-and-secretive, often fraudulent-and-inferior, private-sector corporate charter school industry that often bullies and terrorizes children to become assembly-line drones that score high on tests or face eviction back to the cold, brutal world of underfunded and deliberately abandoned, traditional public education.
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Lloyd Lofthouse is a former U.S. Marine and disabled Vietnam Veteran, with a BA in journalism and an MFA in writing, who taught in the public schools for thirty years (1975 – 2005).
The one issue that should be on every parents mind and the presidential candidates is what’s known as the alleged “school to prison” pipeline, and how to deal with this issue instead of making it worse. While Hillary Clinton has a long, committed record advocating for women and children, all we get from Donald Trump is his famous “pussy snatch”, and that he’s not attracted to women that are ugly (according to him), fat, and over 35.
Before I move on, I want to point out that I disagree with the use of the term “School to Prison” pipeline, because that pipeline starts at birth not in kindergarten.
It’s not the school to prison pipeline. Instead, it should be called the Poverty – Illiteracy to Prison Pipeline.
In addition, the zero-tolerance policy that has swept America today isn’t the cause of this pipeline, but is making the situation worse for children that live in poverty and read far below grade level.
Instead of making the poverty-illiteracy pipeline to prison worse with these zero tolerance policies, schools should be doing more to starve that pipeline by offering more than just an academic high school degree at the end of 12th grade.
But schools can’t do it alone if they aren’t supported or funded properly.
Instead of more campus police officers (CPOs), the United States must have a national early childhood literacy program starting with children as young as 2 with a mandatory focus on all children that live in poverty and/or in homes where the parents are illiterate. These literacy programs cannot stop when children reach kindergarten at age 5. They must continue all the way through 12th grade. In addition, the United States must offer children entering high school a choice between a vocational and/or an academic high school degree. Many countries already do this: Japan, South Korea, Germany, China, for instance.
In Japan, only 70 percent of high school students graduate from academic high schools as they plan to go to college. The rest, planning to start work out of high school, graduate from vocational high schools, and a few students double up and graduate from both high school tracks.
Without that choice, the United States is not meeting the needs of future generations. Instead, the United States has become a police state with the largest prison population in the world with China in a distant 2nd place in a country that has more than four times the population of the U.S.
And most if not all of the autocratic, corporate charter schools industry is worse than the democratic traditional public schools, because they cherry pick the easiest to teach students who tend to score higher on arguably useless high stakes tests and quickly get rid of students that are a challenge to teach that slipped through their cherry-picking filter. In addition, autocratic, opaque and often fraudulent and inferior corporate charter schools continue to suspend students at much higher rates creating a true school to prison pipeline that should be called the autocratic, corporate charter school pipeline to prison.
The only thing these corporate charter schools have to brag about is higher test scores. but only after they get rid of the most challenging and difficult students to teach.
Meanwhile, this race to privatize K-12 education and automate as many jobs as possible is only going to increase the prison population at a faster pace than at any time in the history of civilization.
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Lloyd Lofthouse is the award-winning author of My Splendid Concubine [3rd edition]. When you love a Chinese woman, you marry her family and culture too. This is the unique love story Sir Robert Hart did not want the world to discover.
We live in an era where traditional American, community based, democratic, transparent, nonprofit, publicly funded, public schools are starved of funds and even closed while professional, dedicated, hardworking teachers are punished or fired based on student test results; tests that profit the private sector corporations that produce them.
The result is that more of our children end up in autocratic, CEO controlled, opaque (secretive), often child abusing, fraudulent-and-inferior, no excuses, test centered, publicly funded, private sector corporate charter schools where management gets paid a lot more, and teachers are paid less but work longer hours. WNYC.org reports, “Charters spend $774 more per pupil on administration, and $1,140 less on instruction, than do traditional publics.”
What’s ignored is the fact that tests and teachers cannot fix the effects of: 1. Childhood poverty, 2. Depression, 3. Blood-sugar imbalances, 4. Childhood PTSD, 5.Substance abuse, and 6. Lack of sleep.
Effects of Poverty, Hunger and Homelessness on Children and Youth
The American Psychological Association reports, “The nation’s economic crisis has deeply affected the lives of millions of Americans. Skyrocketing foreclosures and job layoffs have pulled the rug out from under many families, particularly those living in low-income communities. Deepening poverty is inextricably linked with rising levels of homelessness and food insecurity/hunger for many Americans and children are particularly affected by these conditions.”
Childhood Depression
WebMD.com says, “Children who are depressed may not do well in school, may become socially isolated, and may have difficult relationships with family and friends, Fassler says. Depression in children is also associated with an increased risk for suicide. The rate of suicide among young people has nearly tripled since 1960 and is the sixth leading cause of death among children between the ages of 5 and 14, the third leading cause of death among 15- to 24-year-olds, and the second leading cause of death among college students.”
Learning Liftoff.com says, “It’s shocking to note that according to the U.S. Department of Agriculture, the average child under 12 consumes 49 pounds of sugar annually. That’s only three pounds less than the average adult despite children being much smaller. All that sugar consumption isn’t helping their overall health, but is it impacting their academic performance? You might be surprised at the answer.”
Sugar Decreases Attention Span and memory
Chronic Sugar Consumption Might Permanently Impair Memory Function
Sugar Foods Crowd Out Brain Food
Childhood PTSD
The U.S. Department of Veterans Affairs reports, “Studies show that about 15% to 43% of girls and 14% to 43% of boys go through at least one trauma. Of those children and teens who have had a trauma, 3% to 15% of girls and 1% to 6% of boys develop PTSD. Rates of PTSD are higher for certain types of trauma survivors. … Besides PTSD, children and teens that have gone through trauma often have other types of problems. Much of what we know about the effects of trauma on children comes from the research on child sexual abuse. This research shows that sexually abused children often have problems with: fear, worry, sadness, anger, feeling alone and apart from others, feeling as if people are looking down on them, low self-worth, and not being able to trust others; behaviors such as aggression, out-of-place sexual behavior, self-harm, and abuse of drugs or alcohol.”
Substance abuse
Alcohol Rehab.com says, “Children of parents who suffer from substance abuse problems can have problems at school as a result of the upheaval, unpredictability and violence they face at home. Some children have immense strength and can cope with their problems and still manage to maintain good school grades and relationships, but more often than not this is not the case. Bullying, fighting, bad grades, problems with attention span, fear of authority and emotional problems are all signs that a child is facing significant home problems.”
Lack of sleep
The Douglas Institute in Quebec reports, “Reducing sleep may disrupt the ability of students to concentrate for long periods of time, and remember what they learn in class. According to a study, children with reduced sleep are more likely to struggle with verbal creativity, problem solving, inhibiting their behaviour, and generally score lower on IQ tests according to current leading research.”
Sleep Foundation.org recommends that school age children 6-13 sleep 9 to 11 hours and adolescents 14-17 should sleep 8 to 10 hours daily, but according to Sleep For Kids.org “It is clear from the poll results that we need to focus as much on the sleeping half of children’s lives as we do on the waking half. Children are clearly not getting enough sleep,” says Jodi A. Mindell, PhD, who served as Chair of NSF’s 2004 Poll Task Force: “And a remarkable number of children have some kind of sleep problem.”
Why are billionaire oligarchs like Bill Gates, the Koch brothers, Eli Broad, and the Walton family ignoring what tests and teachers cannot fix and spending so much money to subvert democracy and destroy the publicly funded, community based, democratic, transparent, non-profit, public schools and replace them with autocratic, opaque, child abusing, often fraudulent and inferior, publicly funded, private sector corporate charter schools? If you don’t know the answers, start here: Behind Closed Doors of the Billionaire Foundations, The Plot Against Public Education, and The Billionaires’ War Against Public Education.
Lloyd Lofthouse is a former U.S. Marine and disabled Vietnam Veteran, with a BA in journalism and an MFA in writing, who taught in the public schools for thirty years (1975 – 2005).
Thompson wrote, “It (Broad) produces a multicolored map of clusters of low-performing schools (in the city of Los Angeles), while pretending that it doesn’t undermine their case. The graphic supposedly shows, ‘These areas are especially ripe for charter expansion.’”
The Broad report doesn’t mention the poverty in those same areas of low-performing schools, but, and this is a BIG but, there is more than just poverty in Los Angeles. With that poverty comes extremely dangerous street gangs, and Los Angeles is home to the largest population of street gangs in the United States.
It would be nice to compare the Broad map to two other maps—the Los Angeles Street Gang map and a second map—if I could find one—that reveals where the most poverty is in Los Angeles, because in 2012, 29.9% of the children in Los Angeles lived in poverty. > Child Poverty in California
In addition, Los Angeles is home to more street gangs than any city in the United States. Will Broad’s opaque, authoritarian, for-profit corporate Charter school scheme identify all the gang members and make sure none of them get in to his charters—I think this is unlikely?
I taught for thirty years in an area of Los Angeles County where the local street gangs pretty much ruled the streets around the schools—even the local police didn’t risk patrolling some of those streets at night. In fact, I witnessed with my own eyes a drive by shooting from my classroom doorway in the street beside the high school where I taught as school was letting out.
Hardly a week went by without one of our students being gunned down due to rival street gang violence. For instance, one night while working late with the editors of the high school newspaper, a hard core teenage gang member was gunned down and murdered with a shotgun blast to his guts on campus at 7:00 p.m. right outside of that classroom where I was working late with the seven female student editors of the high school newspaper. The poverty rate in that community was and still is higher than 90%.
“Gang presence in U.S. schools is a formidable obstacle for educators, law enforcement, and other youth-service professionals. Street gangs are linked to crime in elementary, secondary, and high schools, and on select college campuses. Schools provide fertile grounds for recruitment and many public schools are rife with gang activity such as assaults, robberies, threats and intimidation, drug distribution, and weapons offenses. Gang presence on college campuses is a growing concern as more gang members are gravitating toward colleges to escape gang life, join college athletic programs, or to acquire advanced skill sets for their gang.” > FBI’s 2013 National Gang Report
Approximately 1.4 million people were gang members as of 2011, and more than 33,000 gangs were active in the United States. Los Angeles has been nicknamed the Gang Capital of America, with an estimated 120,000 gang members as of 2007 (11.6% of the nation’s total). According to a May 2001 Drug Threat Assessment by the National Drug Intelligence Center, Los Angeles was home to 1,350 gangs.
But the Los Angeles police department only has 9,843 officers, who were outnumbered more than 12 to 1.
I wonder if Eli Broad plans to privatize the police force in Los Angeles too, so he can wage war against these gangs to clean up the streets and keep their members out of his corporate Charters. Imagine what that will cost the tax payers when the police work for an autocratic, opaque, for-profit corporation that doesn’t have to answer to the same rules and regulations that the public police must follow or else. And if Broad ends up buying the Los Angeles Times newspaper as he wants, he’d also control the media in Los Angeles so his corporate police crimes would probably not appear in his newspaper.
Street gangs are expanding in Los Angeles, and Eli Broad—even if he doesn’t know it yet—is going to end up competing with them, because Eli Broad is an autocratic billionaire at war with democracy, but so are the street gangs in Los Angeles.
“Various Crip and Blood factions have shown an inclination to cooperate with one another based on drug trafficking. They have established funds from drug money to provide for bail and lawyers. The traditional ‘dope lawyers’ are showing up on non-drug gang cases. These lawyers are not local attorneys but are from Beverly Hills and Los Angeles. This illustrates the growing wealth and sophistication of these gangs. Some of the older and more successful street gang members in Los Angeles County have purchased legitimate businesses to launder drug money. Some of these businesses are car washes, auto painting/body and fender shops, motels, auto dealerships, and liquor stores. The next step could be respectability in the community for these drug-trafficking gang members, as well as involvement in politics. The wealth and sophistication of the gangs, coupled with their penchant for violence gives them the potential for becoming one of the largest and most dangerous crime problems in the region if not the Nation.”
Eli Broad wants to replace the transparent, democratic, public schools in Los Angeles with his own opaque, autocratic, for-profit, corporate charters. The street gangs already have a strong presence in the public schools to recruit new members, so Broad’s charters will be in competition with the gangs as they attempt to infiltrate his corporate schools. This means Broad will soon be at war with the largest and most dangerous crime problems in the region if not the Nation.
In fact, the gangs might even take advantage of the opportunity Broad wants to create and open their own corporate charters through front organizations.
Eli Broad had better tread carefully with his hostile goal to grab the public schools in Los Angeles. He and his entire family might not wake up one morning to discover that he has been eliminated by the Crips and/or Bloods because he dared to invade their turf.
Before the hostile corporate takeover of public schools started with NCLB and Obama’s RTTT, the gangs couldn’t buy the public schools and own and manage them but now they can. The door is wide open. If one secretive Islamic Turkish Cleric can own 120 American Charter Schools, what’s going to stop the gangs from doing the same thing? > The Atlantic
Then again, maybe the Sinaloa drug cartel already owns Eli Broad, and he is allegedly their legitimate but corrupt front. After all, the feds say that Los Angeles is the epicenter of cartel money laundering, and what better business to launder money than an opaque corporate charter school chain that doesn’t have to make its money transactions public like the public school?
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Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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This post is about Eli Broad’s Hostile Takeover of the democratic Los Angeles Unified School District and his goal to control and own the media in Southern California.
Who is Eli Broad—he isn’t the image created by his propaganda machine? Eli Broad wants to buy the Los Angeles Times and the San Diego Union. Why does he want to own and control the two largest newspapers in Southern California? –Politico Media
Scholastic.com says, “Broad, who made his fortune in home building, is worth $6.3 billion, putting him 55th on the Forbes 400 list. That can’t compete with Gates, first on the list with $66 billion. And so the Broad Foundation is much smaller—and more strategic—than the Gates Foundation; it’s more aggressive and disruptive in many ways, and as a result more upsetting to those who disagree with its approach. … For example, Broad is a fan of the so-called parent trigger, which many other foundations and reform groups have not yet endorsed and many district administrators find threatening and unhelpful. He is a big supporter of Teach for America, which has won its share of both accolades and criticism. And he’s a fan of former D.C. schools chief and reform firebrand Michelle Rhee … he tends to fund efforts that bypass, or even blow up, existing systems.”
Now this California autocratic billionaire, who clearly despises and hates the democratic process, is enlisting other wealthy backers in a $490 million scheme to place half of the students in the Los Angeles Unified School District into for-profit, corporate charter schools over the next eight years—a plan at least one critic says would “do away with democratically controlled, publicly accountable education in LA.”
The Los Angeles Times obtained a very public “confidential” 44-page proposal, “The Great Public Schools Now Initiative,” drafted by the Eli and Edythe Broad Foundation and other charter advocates. “Los Angeles is uniquely positioned to create the largest, highest-performing charter sector in the nation,” the executive summary reads. “Such an exemplar would serve as a model for all large cities to follow.”
The document outlines the following three objectives that would serve to overthrow the current public system. – Common Dreams.org
I wonder if Broad thinks his autocratic, boot-camp, opaque, for-profit, corporate Charters will solve the following two challenges for Los Angeles and the nation.
If Broad plans to copy New Orleans corporate Charter school model, how many children will end up booted out of his corporate Charters and end up on the streets when there are no public schools left that can take them in?
And what will happen to the gang culture, violence and crime in Los Angeles because of Broad doing that? Children who aren’t in school are on the streets—the street to prison pipeline.
I taught for thirty years in a public school district located in Los Angeles County in an area dominated by street gangs with a very high poverty rate—nothing short of the U.S. Marines moving in and declaring martial law will change this culture of poverty, drugs, crime and violence. The only chance these kids have are the public schools that offer havens of safety in a community of violence. Once kids lose those democratic, transparent, non-profit public school havens, the gang culture WILL spiral out of control.
Los Angeles has been nicknamed the Gang Capital of America, with an estimated 120,000 gang members as of 2007. According to a May 2001 Drug Threat Assessment by the National Drug Intelligence Center, Los Angeles was home to 1,350 gangs.
To police this area, the LAPD has less than 10 thousand officers. They are heavily outnumbered and heavily outgunned, and to solve this, Broad plans to use the Bill Gates rank-and-fire teachers test culture in his autocratic corporate Charters to get rid of difficult to teach children.
Maybe to solve this challenge, Eli Broad is planning to take over the LAPD too. What are his goals—to own the schools, own the newspapers, and eventually own the police?
Los Angeles Is The Poorest Big City
The Los Angeles-Long Beach-Anaheim area had 17.6 percent of people living under the poverty line. – laist.com
“Who elected Eli Broad, a man who has said publicly that he knows nothing about education, to redesign the public schools that belong to the people, not to him?” —Diane Ravitch
Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran, with a BA in journalism and an MFA in writing,
who taught in the public schools for thirty years (1975 – 2005).
When I was a public school teacher I never belonged to the AFT, one of the two largest teachers’ unions in the United States. I paid union dues to REA/CTA/NEA—the other, larger teachers’ union.
So when I received one of AFT’s regular e-mails signed by Randi Weingarten, the AFT president, that said, “I remember my heart pounding as I walked into Clara Barton High School my first day as a teacher. Will I be able to do it? Do I have what it takes to connect and teach and make a difference in the lives of these kids?”
As I read her e-mail welcoming teachers back to a new school year, I thought where are her words of support for the teachers, parents and children who are fighting to save our democratic, transparent, nonprofit public schools from the fraudulent, greedy corporate vultures—supported by a neo-liberal President of the United States—who are circling the carcass of public education.
Nowhere in that e-mail did Weingarten mention the war being waged on public education and how the Common Core Crap and high stakes standardized testing are being deliberately used by hucksters and charlatans to destroy the lives of teachers, and crush parents and children.
I didn’t expect anyone to read my reply but I replied anyway, “This does not make you a veteran teacher, I wrote. “Try teaching at least ten years or more to earn that title.”
Why did I say Weingarten wasn’t a veteran teacher?
“From 1991 until 1997 Randi Weingarten taught at Clara Barton High School in Crown Heights, Brooklyn. The classes she taught included Law, Ethical Issues in Medicine, AP Political Science, and US History and Government. Her political science students competed in the We the People civics competition, winning the state championship in 1993-94 and 1994–95 and placing fourth in the national championship in 1994-95. In 1995, Weingarten was elected Assistant Secretary of the UFT. She continued teaching per diem from 1995 to 1997.”
Go back and click on the link for Clara Barton High School to discover an elite school and not one that teaches impoverished, at-risk children—children who are difficult to teach—like the ones I taught for thirty years.
Randi Weingarten might have been a full time classroom teacher for four years and a per diem teacher for another two years ( I wonder how many of those per diem days she worked), but her resume doesn’t reveal that she taught the most at-risk children like I did for thirty years. I don’t think she understands the challenges that teachers face who teach classrooms filled with the most difficult children to reach who live in poverty in dangerous communities where street crime is the norm to them.
That’s why Randi Weingarten will have to publicly stands up to the corporate education reform movement and condemn Arne Duncan, Bill Gates, the Walton family, Eli Broad, a flock of Hedge Fund vultures, the Common Core Crap and the results of high stakes student tests being used to judge teachers, fire them and close public schools, and then maybe she will earn some respect from this retired teacher who spent 30 years in the classroom teaching in schools where the childhood poverty rate was more than 70%, and violent adolescent street gangs were an ever present danger. I know from firsthand experience what it’s like to work with both highly motivated students who learned even if their teachers were brain dead, and teaching children to learn, who are at risk—the gulf between these two extremes is vast and what teachers experience working with at risk children is not the same as what Weingarten’s resume reveals from her limited teaching experience.
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Lloyd Lofthouse is a former U.S. Marine and Vietnam Veteran,
who taught in the public schools for thirty years (1975 – 2005).
Lofthouse’s first novel was the award winning historical fiction My Splendid Concubine [3rd edition]. His second novel was the award winning thriller Running with the Enemy. His short story A Night at the “Well of Purity” was named a finalist of the 2007 Chicago Literary Awards. His wife is Anchee Min, the international, best-selling, award winning author of Red Azalea, a New York Times Notable Book of the Year (1992).
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Crazy Normal - the Classroom Exposé 