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This is the most important article you will read this week, this month, maybe this year. Lee Fang, a brilliant investigative reporter at the Nation Institute, documents the rise and growth of the new for-profit education industry. They seek out ways to make money by selling products to the schools, developing new technologies for the Common Core, writing lucrative leasing deals for charter school properties, mining students’ personal data and selling it, and investing in lucrative charter schools.

Their basic strategy: disrupt public education by selling a propaganda narrative of failure, which then generates consumer demand for new, privately managed forms of schooling (charters and vouchers), for new products (a laptop for every child), and for new standards (the Common Core) that require the expenditure of tens of billions of dollars for new technology, consultants, and other new teaching products. The Common Core has the subsidiary effect of reducing…

Professor Helen Ladd of Duke University, internationally renowned economist of education, and her husband Edward Fiske, former education editor of the New York Times, recently wrote about a sneaky move by the North Carolina legislature to undermine the funding of children in public schools. Not content to fund charters and vouchers, the legislature is directly attacking the basic funding formula for the state public system. The overwhelming majority of children in the state attend public schools. Why do their parents elect these people who short-change public education?

Ladd and Fiske write:

“In a last-minute change that was taken with no hearings and no prior publicity, the Republican-controlled General Assembly has undermined the fundamental building block of school finance in North Carolina.

“Ever since the state took over responsibility from the local districts for funding public schools during the Great Depression, state funding in North Carolina has been based on the…

Sarah Darer Littman, who writes about education issues in Connecticut, tells a shocking story here of power and money.

The Hartford, Connecticut, schools are under mayoral control; the mayor appoints 5 of 9 members of the board of education. The other four are elected by the public. But the Board is bound by its bylaws to act as a whole. The five are not supposed to hold secret meetings to make policy.

But that is exactly what happened. The mayor’s five appointees met in secret with the Gates Foundation and charter school advocates. The Gates Foundation announced a $5 million grant in December 2012.

“On June 29, 2012, staff members of the Gates Foundation came to Hartford for a meeting. According to a memo former Hartford Schools Superintendent Christina Kishimoto sent to the Board on October 12, 2012 — which was the first time the wider board knew of the…

Matthew Di Carlo of the Shanker Institute says that the reformers cannot succeed, despite their best intentions, because they over promise what they can accomplish. Whether it is a promise of closing the achievement gap in short order, turning around 1,000 schools a year for five years, college for all, or making every single child proficient by the year 2014, they set goals that might–if all goes well–be achieved in decades, but cannot be achieved in a few years. They say “we can’t wait,” as if their sense of urgency will surely cause obstacles to crumble. But the obstacles are real, and genuine change requires time, patience, will, and the collaboration with teachers that reformers think they can bypass.

Hubris has its limits.

Audrey Amrein-Beardsley here summarizes and comments on a very enlightening interview with Jesse Rothstein in the Washington Post. Rothstein, an economist, conducts research on teacher evaluation and accountability.

Rothstein, on teacher evaluation:

“In terms of evaluating teachers, “[t]here’s no perfect method. I think there are lots of methods that give you some information, and there are lots of problems with any method. I think there’s been a tendency in thinking about methods to prioritize cheap methods over methods that might be more expensive. In particular, there’s been a tendency to prioritize statistical computations based on student test scores, because all you need is one statistician and the test score data….

“Why the interest in value-added? “I think that’s a complicated question. It seems scientific, in a way that other methods don’t. Partly it has to do with the fact that it’s cheap, and it seems like an easy answer.”

“What…

Joanne Yatvin, now retired, wrote the following commentary in 1990, almost 25 years ago. It was published in Education Week. It remains as pertinent today as it was then. In fact, with the Common Core adopted by most states, it is even more pertinent today than it was in 1990. Special thanks to Education Week for granting permission to reprint the article in full.

Published: September 19, 1990

Let More Teachers ‘Re-Invent the Wheel’

By Joanne Yatvin

As a young teacher, I served from time to time on committees charged with writing curricula and selecting new materials for teaching language arts and reading. Often, during committee deliberations, someone would come up with an idea that involved having teachers produce their own classroom strategies and activities. There was something very appealing about many of these ideas–at least to me–and we would spend a lot of time exploring their possibilities.

Invariably…

Talk about “no excuses”!

Blogger and retired teacher Norm Scott broke the story that Girls Prep Charter School in New York City posted a warning to parents about the dire consequences of arriving late to pick up their children. If the parent did not arrive by 3:45, the child would be taken to the local police precinct. Repeated failure to pick up on time would lead to a report to the city’s Administration for Children’s Services.

Referral to ACS might trigger an investigation of the parent and family. Chalkbeat picked up Scott’s report, based on an anonymous tip. ““You’re almost criminalizing parents. You’re calling them neglectful,” said Ocynthia Williams, an advocate with the Coalition for Educational Justice. “The bottom line is it’s a terrible policy for parent engagement at that school.”

Officials told Chalkbeat’s Geoffrey Decker that it was probably an idle threat. Girls Prep earlier came under criticism for…

In 2001, Congress passed a law called No Child Left Behind. It was signed into law by President George W. Bush in January 2002. It is the worst federal education legislation ever passed. It required that 100% of children in grades 3-8 must be proficient by 2014 or their schools are failing and subject to harsh sanctions. In no nation in the world are 100% of children proficient. This is an impossible goal. Yet many schools have been closed, many educators fired, because they could not do the impossible.

Although NCLB should have been re authorized in 2009, Congress has been unable to agree on how to change it. It should have been scrapped. Accountability should be the job of the states, not the federal government.

Into the stalemate over NCLB stepped our present Secretary of Education Arne Duncan, who offered waivers from the 2014 deadline to states that agreed…

Frank Breslin, retired teacher of foreign languages and history, calls for Congressional hearings about the cost and misuse of testing.

He points out that test scores are used to close public schools, fire teachers, and privatize schools, even though charters do not get better results than public schools.

He warns that the federal government has used testing to impose its failed ideas on schools, eviscerating local control. Breslin concludes that the best way to end federal intrusion is to abolish the Department of Education.

Carol Burris was the only actual on-the-ground educator to participate in the Intelligence Squared debate about Common Core. Unlike the other three debaters, Burris is principal of a high school. She is also a crack researcher, who has published and done research on education issues.

She recently wrote in Valerie Strauss’s Answer Sheet blog about the four big “Flim-Flams” at the heart of the claims for the Common Core.

She writes:

“Since the standards were first introduced, Common Core supporters have created amorphous platitudes and spin to market it. Even as more Americans like me “wise up,” do not expect the Common Core-ites to give up. Think tanks have received millions from Gates to support it and education companies are making millions on new Core-aligned materials. There is big money being spent — and big money to be made — in the Common Core.”

Here is what you will hear…